Enhancing Critical Consciousness: Utilizing an Integrated Framework to Assess Critical Awareness in Higher Education Faculty

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Inclusive Teaching and Learning (Table 7)

Abstract

Studies have revealed higher education has a legacy of decentering marginalized voices.
Subsequently, faculty are key players in perpetuating and decentering oppressive ideologies that persist as they facilitate their pedagogical and professional practices. This paper will examine how engineering faculty evaluate their critical consciousness and awareness regarding their professional practices. Additionally, data from a pilot interview will be presented to inform engineering and other higher education faculty how a critical consciousness framework can be implemented to aid in the development and assessment of individual and environmental (i.e., department, school/college, institution) critical awareness. From the data and discussion of the framework, future implications will be proposed for how a reflective practice framework can be integrated into faculty self-assessment.

Authors

• Jameka Wiggins, The Ohio State University

• Monica F. Cox, The Ohio State University