Board 127: Collaborative Multidisciplinary Engineering Design Experiences for Teachers (CoMET) Train-the-Trainer Model of Supports

Abstract

serves as Director of the previously NSF-funded STEP 1a program "EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence" and PI for the NSF-funded STEP 1b program "Convincing Outstanding-Math-Potential Admits to Succeed in STEM (COMPASS)". She is currently a Co-PI for the Girls EXCELling in Math and Science (GEMS) and WISE@UCF industry funded women's mentoring initiatives. Through iSTEM Dr. Dagley works to promote and enhance collaborative efforts on STEM education and research by bringing together colleges, centers, and institutes on campus, as well as other stakeholders with similar interest in STEM initiatives. Her research interests lie in the areas of student access to education, sense of community, retention, first-year experience, living-learning communities, and persistence to graduation for students in science, technology, engineering, and mathematics programs.

Data Mining of Assessments to Generate Learner Remediation Teams: Method, Efficacy, and Perceptions in an Undergraduate Engineering Pilot Offering

“…Thus, forward-looking educational technologies that demonstrate significant benefits for team-based instruction have become a high priority of researchers. From an applied standpoint, these advancements affect a broad range of STEM fields wherein lab partners, group project teams, collaborative design projects, senior design courses, and even STEM teacher participants in research experiences for teachers programs rely heavily on collaborative learning (Karbalaei, Turgut, Dagley, Vasquez, & Cho, 2018; Vasquez, Dagley, Karbalaei, Cho, & Turgut, 2019).…”