Continuous Improvement for Equity in Engineering: Addressing Departmental Change With Theory-Informed Case Study Research (EBR)

• In Event: Forming and Reforming New Research Trajectories in Educational Change

Abstract

The persistent failure to broaden participation in computer science higher education in the United States requires educational research to examine multiple organizational factors that advance change to achieve equity. Despite the importance of the department as a locus for undergraduate STEM improvement (AAAS, 2019), scant research has examined organizational change at the department level (Kezar, 2018; Kezar & Bernstein-Serra, 2020). This paper based on a 5-year mixed methods case study of the University of Texas at El Paso computer science department highlights two key factors that drive departmental change for student success: supporting diverse human resources and implementing equity-oriented policies and programs. Findings also point to continuous improvement as an approach to facilitate organizational change based on multiple factors.

Authors

• Christina Convertino, The University of Texas - El Paso

• Sarah Hug, Colorado Evaluation & Research Consulting

• Heather L. Thiry, University of Colorado - Boulder