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This full research paper discusses the experiences of five Latiné/x faculty in engineering and what motivated them towards developing equity-minded educational practices for their undergraduate students. The five faculty participants provided written reflections on how their life and professional experiences have informed said practices. From a social constructionism paradigm and using narrative inquiry methodology, a combination of in vivo and descriptive coding (first cycle) followed by emergent and focused coding (second cycle) were used by the first three authors to generate a codebook. The theoretical frameworks of Community Cultural Wealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation process. Two layers of member-checking were conducted amongst the last two authors as well as additional Latiné/x faculty in engineering who were adjacent to this work and acknowledged at the end of the paper. From the analysis, four themes were identified: (a) Counter-storytelling, (b) Structural Determinism (c) Language Origins, and (d) Community Cultural-Navigational, Aspirational, Social, and Familial Capital. Two emerging themes identified were Arrebatos and Nepantla; and Hidden Curriculum. From the findings, a collective narrative was generated by weaving the stories and experiences of the authors. From the narrative, we conclude with recommendations for future faculty development programs as they consider faculties' non-Monolithic backgrounds, cultures, languages, and experiences in engineering education. It is the hope of this paper that more consciousness is raised on nuestro impacto (our impact) in the practice of engineering education. [ABSTRACT FROM AUTHOR]

While industry, faculty, and students alike recognize the need for leadership education in undergraduate courses, there is still a gap between the students' experience in applying these skills and industry expectations. In academia, these skills are typically measured during teambased senior design courses. Courses may invite guest speakers to provide a wide perspective of successful leadership. The assumption is that students will appreciate this diversity, thus helping them remember, understand and apply the lessons. This study provides an analysis of how a group of students valued these types of trainings with respect to three categories: the course objectives, their upcoming professional careers, and their personal lives. The students are surveyed after each of seven guest lectures using quantitative and qualitative measures. Results show that students reported valuing these trainings with respect to each category, with the value to their professional careers being the highest ranked. This study shows students approve of learning leadership topics through guest lectures even when assigning varying degrees of value for each lecture and each of the three categories. However, students do not understand how these topics can relate to their project such that they can apply these trainings for the development of the skills. This study will help define better practices for leadership education within engineering curriculums to help determine whether providing leadership education concurrent to real-world experiences is effective. [ABSTRACT FROM AUTHOR]

This objective of this study is to evaluate the process of placing students in team roles and the impact of this process on student engagement and perception of success during a capstone course experience. Based on task-oriented roles and from the perspective of the students, the first phase of the study uses student surveys to explore how students choose suggested roles, how these opportunities affect their course satisfaction, engagement, and perception of team success, and if there are limitations towards assuming desired roles. This WIP paper presents preliminary results from one course. This work aims to promote strategies that increase student team engagement within a collaborative and inclusive environment and identify indicators for early intervention. [ABSTRACT FROM AUTHOR]

[Work in Progress] Lack of engagement and class participation is a common struggle in the classroom. The proposed approach is to enhance the classroom experience with a conversational delivery by adding an active co-teacher who would talk from the same learner point of view as the students. This co-teaching model can be realized by pairing faculty with graduate students with the purpose of encouraging students to speak freely in the classroom and improve their communication skills. This paper supports the idea of implementing this model with benefits to faculty, graduate students, and the course students. [ABSTRACT FROM AUTHOR]