Search Results - "MAYLED, LINDY"

Facilitating engineering faculty mentorship with a focus on the entrepreneurial mindset.

Authors: Mayled, Lindy Hamilton McKenna, Ann F. Carberry, Adam R. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2024, p1-11. 11p.

Low SES Student Achievement: A Quantitative Study of Technology-Enabled Active Learning in Secondary STEM Courses

Authors: Mayled, Lindy Hamilton

Source: ProQuest LLC. 2018Ph.D. Dissertation, Grand Canyon University.

Peer Reviewed: N

Page Count: 354

Descriptors: STEM Education, Teaching Methods, Active Learning, High School Students, Academic Achievement, Educational Technology, Urban Schools, Scores, Control Groups, Experimental Groups, Intervention, Correlation, Low Income, Disadvantaged Schools, Low Achievement, Achievement Gains, Instructional Effectiveness, Constructivism (Learning), Technological Literacy, Pedagogical Content Knowledge, Secondary School Teachers

Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10838919

Facilitating engineering faculty mentorship with a focus on the entrepreneurial mindset.

Authors: Mayled, Lindy Hamilton McKenna, Ann F. Carberry, Adam R. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2023, p1-11. 11p.

Impact of Evidence-Based Active Learning Faculty Development on Low- SES Engineering Students' Achievement.

Authors: Mayled, Lindy Hamilton Ross, Lydia Krause, Stephen J. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p13646-13661. 16p.

Effects of Alternative Course Design and Instructional Methods in the Engineering Classroom.

Authors: Mayled, Lindy Hamilton Ross, Lydia Ankeny, Casey Jane et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p10129-10143. 15p.

Scaling and Assessment of an Evidence-Based Faculty Development Program for Promoting Active Learning Pedagogical Strategies.

Authors: Ross, Lydia Mayled, Lindy Hamilton Krause, Stephen J. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p4900-4916. 17p.

Coaching and Feedback in a Faculty Professional Development Program that Integrates the Entrepreneurial Mindset and Pedagogical Best Practices into Capstone Design Courses.

Authors: Mayled, Lindy Hamilton Ross, Lydia Collofello, James et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p400-415. 16p.

Creating and Scaling an Evidence-based Faculty Development Program.

Authors: Ankeny, Casey Jane Mayled, Lindy Hamilton Ross, Lydia et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2018, p1-14. 14p.

A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty.

Authors: ROSS, LYDIA KRAUSE, STEPHEN JUDSON, EUGENE et al.

Source: Advances in Engineering Education. Jan2024, Vol. 12 Issue 1, p45-73. 29p.

Subject Terms: *Career development, *Active learning, *Student-centered learning, *Diffusion of innovations, *Teacher development, Sustainable communities

Analyzing Student Achievement to Measure the Effectiveness of Professional Development for Active Learning Strategies in the Engineering Classroom.

Authors: Hoyt, Sarah Ross, Lydia Judson, Eugene et al.

Source: Journal of Higher Education Theory & Practice. 2020, Vol. 20 Issue 11, p123-136. 14p.

Subject Terms: *Academic achievement, *Career development, *Learning strategies, *Active learning, *Classrooms

Examining Effects of an Evidence-Based Professional Development Program on Student Achievement.

Authors: Ross, Lydia Glassmeyer, Kristi Honeycutt, Claire Fletcher et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p11193-11206. 14p.

Is There a Connection Between Classroom Practices and Attitudes Towards Student-Centered Learning in Engineering?

Authors: Ross, Lydia Judson, Eugene Ankeny, Casey Jane et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2019, p25-38. 14p.

Facilitating Change in Instructional Practice in a Faculty Development Program through Classroom Observations and Formative Feedback Coaching.

Authors: Hjelmstad, Kara L. Hjelmstad, Keith D. Krause, Stephen J. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2018, p1-17. 17p.

Scaling a Faculty Professional Development Program to Multiple Disciplines through Disciplinary Communities of Practice Evolving from Evidence-Based Workshops.

Authors: Krause, Stephen J. Middleton, James A. Hjelmstad, Keith D. et al.

Source: Proceedings of the ASEE Annual Conference & Exposition. 2017, p4839-4852. 14p.