- Conference Session
- Faculty Development Work-in-Progress Poster Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
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Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan
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Diversity, Faculty Development Constituency Committee
details, gave us only a limited understanding ofhow our general GSI and IA population define and learn to practice inclusive teaching. To gainfurther insights into the instructor experience, our larger study includes analyzing survey datathat will provide us with information regarding new instructors’ expectations about theorientation, their initial definitions of inclusive teaching, and their confidence associated withparticular teaching skills as identified by the Teaching Self-Efficacy Inventory [17]. To gain abetter understanding of the instructors’ development of inclusive teaching practices, we willanalyze surveys administered at the start of the term, one week after orientation, and at thebeginning of the following semester. This analysis
- Conference Session
- Evidence-based Practices in Faculty Development
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
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Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio
- Tagged Topics
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Faculty Development Constituency Committee
engineering educationA multitude of factors can influence student engagement and retention in engineering programs,such as students’ background and preparation, attitudes, behaviors, self-efficacy, motivation, andlearning strategies [2, 9]. As such, universities across the world are implementing initiatives thatseek to transform engineering education in order to increase student engagement and reducedropout rates from courses and programs [10-12]. These initiatives demonstrate that studentengagement is a multidimensional construct that needs to be approached through a holisticperspective that transcends the presentation of content in the classroom [13]. Instructors canappeal to students’ personal interests, offer opportunities for self-reflection, or