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The Improving Student Experiences to Increase Student Engagement (ISE-2) grant was awarded to Texas A&M University by the National Science Foundation, through EEC-Engineering Diversity Activities (Grant No. 1648016) with the goal of increasing student engagement and retention in the College of Engineering. The major component of the intervention was a faculty development program aimed to increase active learning, improve classroom climates, and decrease implicit bias and deficit thinking. Faculty teaching first- and second-year Engineering courses participated in the ISE-2 faculty development program, with the first cohort (n = 10) in Summer 2017 and the second cohort (n = 5) in Summer 2018. This paper describes the content of each of these components of the faculty development program and provides access to a Google drive (still in development at the time of the abstract) with resources for others to use. The faculty development program consisted of three workshops, a series of coffee hour conversations, and two deliverables from the participants (a teaching plan at the conclusion of the summer training and a final reflection a year following the training). Anchoring the program was a framework for teaching in a diverse classroom (Adams & Love, 2009). Workshop 1 (early May) consisted ofmore »
“Improving Student Experiences to Increase Student Engagement” (ISE-2) was funded by the National Science Foundation, through EEC-Engineering Diversity Activities, at Texas A&M University. The grant activity focuses on a faculty development program for faculty who teach first- and second-year engineering courses. As part of the evaluation plan, classroom observations were conducted by the ISE-2 team to assess the classroom climate and teaching practices of ISE-2 faculty participants and non-participant faculty peers. Since Spring 2017, the team has conducted 78 classroom observations. The ISE-2 evaluation team had expert classroom observers train novice observers. The observer training sessions became the basis of this DIY Classroom Observation Toolkit, which is available for people who are interested in conducting systematic classroom observations but have limited experience with qualitative coding and observational research. The goal of the Toolkit is for these individuals to teach themselves using the Toolkit components: a) an annotated bibliography introducing articles that are helpful to understanding and conducting classroom observations, b) training videos teaching viewers to conduct classroom observations using a protocol, and c) a series of sample classroom videos and validation keys for each of the sample videos. This paper serves as a user manual for the Toolkit, which canmore »
“Improving Student Experiences to Increase Student Engagement” (ISE-2) was awarded to Texas A&M University by the National Science Foundation, through EEC-Engineering Diversity Activities. ISE-2 is a faculty development program focused on reducing implicit bias and increasing active learning, with the goals of (a) increasing student engagement, success, and retention, and (b) ultimately seeing greater increases for underrepresented minority (URM), women, and first-generation students. Ten faculty teaching first- and second-year Engineering courses participated in the first cohort of ISE-2 in Summer 2017, which consisted of three workshops and six informal “coffee conversations”. At the conclusion of the workshops, each faculty was tasked with completing a teaching plan for the Fall 2017 semester, to incorporate the strategies and knowledge from ISE-2 into the courses they plan to teach. Focus groups with the ISE-2 faculty were conducted in Fall 2017 to obtain feedback about the faculty development program. Classroom observations were conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. Whilemore »