Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs

Abstract

is a Senior Instructional Designer for the LIFE (Learning, Innovation and Faculty Engagement) team in Academic Technologies at the University of Miami, Coral Gables. Gemma partners with faculty members, academic units, and other university stakeholders to create and assess innovative, effective, and meaningful learning experiences, through learner-centered pedagogies, differentiated teaching, and emerging educational technologies. She has facilitated faculty development initiatives, communities and events in online course design, formative assessment, narrative techniques and 3-D technologies in undergraduate education. Since Fall 2016, in partnership with the College of Engineering and the LIFE team, Gemma designed and supported faculty development workshops in active learning pedagogies, provided regular consultations and also joined the UM team at Olin College's 2017 Collaboratory Summer Institute. Gemma is a recent graduate from the MSc Digital Education program at the University of Edinburgh.

Perceptions of Engineering Faculty on Educational Innovation at Hispanic-Serving Institutions

“…A follow-up survey, distributed to participants during the fall of 2018 to determine the impact of the workshop series on participants, indicated implementation efforts following the workshop, particularly among instructional faculty (Coso . In addition to this current study, analysis of these artifacts has brought to light a variety of future research opportunities, documented here (Henderson et al, 2019;Kendall et al, 2019b).…”

In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars

“…Building on this foundation, community members have taken strategic actions toward bolstering the impact of engineering education research to ultimately support innovation and change. In the last 20 years, community members have created doctoral programs and departments focused on engineering education (e.g., Aning et al, 2005; Benson et al, 2010; Borrego & Bernhard, 2011; Christy et al, 2019; Diefes‐Dux et al, 2006; Katehi et al, 2004), collaborated to develop a field‐wide taxonomy of the research landscape (Finelli et al, 2015, 2016), designed networking and professional development opportunities for new members (e.g., Borrego & Streveler, 2014; Faber, McCave, et al, 2017; Faber, Smith‐Orr, et al, 2017; Pawley et al, 2014; Sattler et al, 2012), and sought out field‐level understanding of critical research areas through research agenda development (e.g., Brunhaver et al, 2019; Henderson et al, 2019; Lee et al, 2017; Martin et al, 2017) and community working groups (e.g., Finelli & Froyd, 2019; Koretsky, 2019; Shuman & Besterfield‐Sacre, 2019; Simmons & Lord, 2019). Each of these actions has contributed to the evolution of the field.…”