Kendall, M., & Bracho Perez, V., & Henderson, G. (2022, August), WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41542

\bibitem{asee_peer_41542}
  Kendall, M., \& Bracho Perez, V., \& Henderson, G. (2022, August), \emph{WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41542

Meagan Kendall, Valerie Bracho Perez, and Gemma Henderson.  "WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41542 Internet.  04 May, 2024

\bibitem{asee_peer_41542}
  Meagan Kendall, Valerie Bracho Perez, and Gemma Henderson.
  "WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41542 Internet.  04 May, 2024

@INPROCEEDINGS{asee_peer_41542
author = "Meagan Kendall, Valerie Bracho Perez, and Gemma Henderson"
title = "WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41542}
number = {10.18260/1-2--41542}
}

TY  - CPAPER
AB  - This work-in-progress paper details preliminary results from a qualitative study exploring faculty developers’ interactions with and perceptions of engineering instructional faculty (EIF) at Hispanic-Serving Institutions (HSIs). One potential resource for supporting EIF’s educational innovation efforts is their institutions’ center for teaching and learning (CTL). Through CTLs, and similarly named offices, faculty developers provide EIF and other faculty with professional development opportunities, such as pedagogy workshops, consultations, and seminars. By engaging in services provided by faculty developers, EIF can draw on new ideas, energy, and perspectives for instruction that they can incorporate into their beliefs and practices. This is particularly relevant at HSIs, which play a crucial role in enhancing the education of Latinx engineering students. This study aims to understand HSI faculty developers’ perceptions of EIF’s motivation to participate in professional development programming around instruction. Leveraging the self-determination theory of motivation, our preliminary results suggest that faculty developers recognize how extrinsic and intrinsic factors play an important role in EIF’s decisions to engage in instructional development programming. Based on our preliminary results, we encourage the faculty development community to leverage the identity of EIF as problem-solving engineers, identify and correct misconceptions about the role of faculty developers, and be intentional about how their programming responds to the factors intrinsically and extrinsically motivating EIF.
AU  - Meagan Kendall
AU  - Valerie Bracho Perez
AU  - Gemma Henderson
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs
UR  - https://peer.asee.org/41542
DO  - 10.18260/1-2--41542
ER  -