Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, 2024 Identifying Barriers towards Adoption of Active Learning at HBCUs among STEM Faculty: A Preliminary StudyAbstractHigher education's promotion of diversity and inclusivity is greatly helped by historically blackcolleges and universities (HBCUs). Active learning pedagogy which places students at theepicenter of learning has been reported to aid in student engagement, retention, and workforcedevelopment. Also, the adoption of active learning strategies has grown in significance as ameans of improving undergraduate STEM students' educational experiences and academicsuccess. Moreso, this pedagogical approach attempts to increase involvement, foster self-efficacy, and inspire students in STEM fields. The experience during

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

session[13]. Similarly, a key goal of NEO at UW is for participants to feel comfortable and confident ontheir first day of teaching. Because the Imperial College London training is for students of onespecific department, they offer a seminar to ensure that TAs are aware of all relevant processesand procedures within that department (e.g. expectations of the role, how to address seriousproblems in their taught sessions, how to claim payment). Some of these topics, such asaddressing problems, are also offered at NEO, but specifics about payment are not possible in amulti-department training session. Both training programs prepare handouts to help TAs developtheir self-efficacy [14]; at UW-Madison, for example, TAs are given a timesheet so they

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior research methods, instruments, & computers, no.36, pp.717-731, 2004.[31] L. S. Aiken and S. G. West, Multiple regression: Testing and interpreting interactions. Sage Publications, Inc,1991.[32] H. Song and M. Zhou, “STEM teachers’ preparation, teaching beliefs, and perceived teaching competence: A multigroup structural equation approach”, Journal of Science Education and Technology, no.30, pp.394-407, 2021.[33] I. DeCoito and P. Myszkal, “Connecting science instruction and teachers’ self- efficacy and beliefs in STEM education”, Journal of Science Teacher Education, vol.29, no.6, pp.485-503, 2018.[34] K. P. Goodpaster