Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

and modeling.Dr. Mehdi Shokouhian, Morgan State University Dr. Shokouhian is an Assistant Professor at the Department of Civil Engineering, Morgan State University. His research focuses on performance-based design of structures made of high performance steel and concrete using theoretical, numerical and experimental methods. He has participated in many research projects and has published several peer-reviewed journal papers since 2004.Dr. Kathy Ann Gullie, Gullie Consultant Services LLC Gullie Consultants Services LLC, Owner, Dr. Kathy A. Gullie Ph.D. Dr. Kathy Gullie and her associates at Gullie Consultant Services LLC have been in education, assessment, program development and evalu- ation in New York State for

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

methodologies that have been conductedregarding the professional development of secondary school STEM educators in sub-SaharanAfrica. We limited our review to articles that were peer-reviewed within the past 60 years.Twenty-three articles satisfied our inclusion and exclusion criteria and formed the primarystudies for the synthesis. Based on our findings, we discussed how the lens of STEM teacherPD has tended to focus on numbers rather than the quality of pedagogical instructionalpractice. Our study also revealed that the recruitment of participants of the PD interventions,more often than not, failed to cater to the gender diversity of teachers in the respectivesettings. Recommendations offered by teacher trainers and researchers analyzed