Academic Journal
Theory to Practice: Faculty Professional Development to integrate Culturally Responsive Pedagogy and Practices in STEM Education to Improve Success of Underserved Students in STEM.
| العنوان: | Theory to Practice: Faculty Professional Development to integrate Culturally Responsive Pedagogy and Practices in STEM Education to Improve Success of Underserved Students in STEM. |
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| المؤلفون: | Cynthia Kay Pickering, Mara Lopez, Elaine L. Craft, Sarah Belknap, Caroline VanIngen-Dunn, Laurie S. Miller McNeill, Juan R. Rodriguez |
| المصدر: | 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2023 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| مصطلحات موضوعية: | Diversity |
| الوصف: | The Hispanic Serving Institution Advanced Technological Education Hub 2 (HSI ATE Hub 2) is a three-year collaborative research project funded by the National Science Foundation (NSF) that builds upon the successful outcomes of two mentoring and professional development (PD) programs in a pilot that translates foundational theory related to culturally responsive pedagogy into practice using a 3-tier scaffolded faculty PD model. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot, optimization, and dissemination of this model at 2-year Hispanic Serving Institutions (HSIs). The tiered PD model has been tested by two faculty cohorts at Westchester Community College (WCC), an HSI in the State University of New York (SUNY) system. In year one, Cohort A piloted the PD modules in Tier 1 which featured reflective exercises and small culturally responsive activities to try with their STEM students. In year two, Cohort A piloted the PD modules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1 from Cohort A feedback. Three types of optimizations came from faculty feedback. The first considered feedback regarding delivery and/or nature of the content that influenced a subsequent module. The second involved making changes to a particular module before it was delivered to another faculty cohort. The third takes into account what worked and what didn’t to decide which content to bring into virtual webinars for the broader advanced technician education community. Dissemination of the tiered PD model has been achieved in annual webinars with the broader ATE community and at conferences for advanced technician educators to achieve broader impacts in the ATE Community. Longer term, providing professional development in culturally responsive pedagogy and practices can help existing and future faculty learn to productively engage their students in more inclusive ways. As faculty mindsets shift to asset-based ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--44497 |
| الاتاحة: | http://peer.asee.org/44497 https://doi.org/10.18260/1-2--44497 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.C1B40AB8 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--44497 |
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