TY - JOUR
T1 - The effects of professional development and coaching on teaching practices
AU - Judson, Eugene
AU - Ross, Lydia
AU - Hjelmstad, Kara L.
AU - Krause, Stephen
AU - Culbertson, Robert
AU - Hjelmstad, Keith
AU - Mayled, Lindy Hamilton
AU - Middleton, James
N1 - Funding Information:
The authors gratefully acknowledge support of this work by the National Science Foundation under Grant No. 1524527.
Funding Information:
year, engineering faculty, across six disciplines, at a large university in the Southwest began participating in professional development supported by an NSF Improving Undergraduate STEM Education (IUSE) grant. The two-semester sequence of professional development involves biweekly workshops during the first semester and facilitated communities of practice the following semester. The workshops and the communities of practice are discipline-based (e.g., mechanical engineering, civil engineering) with multiple themed discipline-based workshops occurring every other week. The workshops promote student-centered classrooms, encourage faculty to actively use formative feedback to refine teaching and learning, and emphasize the importance of integrating real-world connections. Fundamentally, the goals of the professional development are to promote active learning and student-centered instruction.
PY - 2018/6/23
Y1 - 2018/6/23
UR - http://www.scopus.com/inward/record.url?scp=85051228601&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051228601&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85051228601
SN - 2153-5965
VL - 2018-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 125th ASEE Annual Conference and Exposition
Y2 - 23 June 2018 through 27 December 2018
ER -