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Faculty professional development is known to be a key factor contributing to the effective implementation of evidence-based teaching in STEM classrooms. In this research, we developed TEACHActive, an innovative classroom analytics-driven professional development model that supports the reflective practices of engineering instructors in higher education. TEACHActive uses machine learning techniques within a camera-based classroom sensing system that tracks behavioral features of interest in classrooms. Following design-based implementation research, we rapidly enacted, tested, and revised the TEACHActive model with engineering instructors. This study reports the results of the first iteration completed in the spring semester of 2021. Specifically, we examined the TEACHActive implementation and deployment in engineering classrooms with the analysis of instructors’ perceived successes and challenges. The paper presents implications for using the classroom analytics-driven professional development with educators in higher education. 

This study explores the use of a holistic virtual simulation platform to develop preservice teachers’ questioning and discussion skills. Asking effective questions and facilitating discussions are fundamental yet challenging skills for pre-service teachers to master. Robust experiences for pre-service teachers to practice questioning and discussion skills in a COVID-19 free environment are needed. Kolb’s (1984) experiential learning theory combined with Ericsson’s (2007) deliberate practice was used as a theoretical framework to design the holistic virtual simulation platform. The platform combines a synchronous experience using a virtual simulation where participants interact with avatar students, and an asynchronous experience using a learning management system for skill development. Mentor feedback based on the Danielson (2013) rubric was provided throughout both the synchronous and asynchronous events. Using a mixed-method approach, pre-service teachers’ questioning and discussion skill development and their experience of using the holistic virtual simulation platform were explored. 

Though many studies suggest the positive effects of gamification on participants’ learning and motivation, limited research has examined the basic psychological needs satisfaction in gamified learning. Based on self-determination theory (SDT), this study examined students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness in a gamified math practice. The results showed that students had varied degree of needs satisfaction in perceived competence, perceived autonomy, and perceived relatedness. The implications and significance of the study provide practical teaching implementation suggestions and research insights for gamification research. 

Bias reduction in teaching practices is a key foundation for enabling future leaders of society to achieve their highest innate and positively nurtured potential. The COVID-19 Pandemic has highlighted disparities in learning and emphasized the importance of socio-emotional stability for the long-term well-being of students and teachers. This paper presents a tool for educators that is scalable for developing equitable, culturally responsive teaching practices through implementation in a simulated teaching environment that is adaptive, interactive and augmented. Research questions to be studied during a three-year project recently funded by the U.S. National Science Foundation are described and baseline statistics gathered from pretest surveys among the first year teacher participants are presented. 

Bias reduction in teaching practices is an important step in enabling students to achieve their best in the classroom and beyond. The simEquity project using the simSchool simulated teaching platform is focused on helping educators to recognize, reflect on and reduce implicit biases that may exist in their beliefs and teaching practices. The innovation playground session will introduce attendees to the project and allow them to experience the platform to see the possible impact the program can have in teacher education.