Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
Research suggests that students from groups underrepresented in engineering are particularly vulnerable to poor teaching, drawing inaccurate conclusions about their fit and potential. However, supporting faculty to make their teaching more inclusive and learner-centered can be challenging. Faculty may not have experienced such instruction themselves and may have few incentives to improve teaching. Our study, carried out in the chemical engineering department of a Hispanic-serving research institution, is part of a major change effort to meet diverse undergraduate students’ needs. We qualitatively analyzed field notes and audio-recordings of faculty meetings, professional development workshops, interviews, and teaching. We identify four types of peers and how they functioned together to enable engineering faculty as designers of learner-centered approaches. The study provides practical insights for faculty developers interested in using peer-supported instructional change strategies.
Gallup, A., & Svihla, V., & Wilson-Fetrow, M., & Chen, Y., & Kang, P., & Ferris, K. (2020, June), From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34695
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