Kendall, M., & Salgado, H., & Strong, A., & Henderson, G., & Urquidi, Y., & Bracho Perez, V., & Basalo, I. (2022, August), The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42045

\bibitem{asee_peer_42045}
  Kendall, M., \& Salgado, H., \& Strong, A., \& Henderson, G., \& Urquidi, Y., \& Bracho Perez, V., \& Basalo, I. (2022, August), \emph{The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42045

Meagan Kendall, Henry Salgado, Alexandra Strong, Gemma Henderson, Yamile Urquidi, Valerie Bracho Perez, and Ines Basalo.  "The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://strategy.asee.org/42045 Internet.  23 May, 2024

\bibitem{asee_peer_42045}
  Meagan Kendall, Henry Salgado, Alexandra Strong, Gemma Henderson, Yamile Urquidi, Valerie Bracho Perez, and Ines Basalo.
  "The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/42045 Internet.  23 May, 2024

@INPROCEEDINGS{asee_peer_42045
author = "Meagan Kendall, Henry Salgado, Alexandra Strong, Gemma Henderson, Yamile Urquidi, Valerie Bracho Perez, and Ines Basalo"
title = "The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/42045}
number = {10.18260/1-2--42045}
}

TY  - CPAPER
AB  - The AMPLIFY project, funded through the NSF HSI Program, seeks to amplify the educational change leadership of Engineering Instructional Faculty (EIF) working at Hispanic Serving Institutions (HSIs). HSIs are public or private institutions of higher education enrolling over 25% full-time undergraduate Hispanic or Latinx-identifying students [1]. Many HSIs are exemplars of developing culturally responsive learning environments and supporting the persistence and access of Latinx engineering students, as well as students who identify as members of other marginalized populations [2]. Our interest in the EIF population at HSIs arises from the growing body of literature indicating that these faculty play a central role in educational change through targeted initiatives, such as student-centered support programs and the use of inclusive curricula that connect to their students’ cultural identities [3]–[7]. Our research focuses on exploring methods for amplifying the engineering educational change efforts at HSIs by 1) making visible the experiences of engineering instructional faculty at HSIs and 2) designing, implementing, and evaluating a leadership development model for engineering instructional faculty, thereby 3) equipping and supporting these faculty as they lead educational change efforts. 

To achieve these goals, our project team, comprising educational researchers, engineering instructional faculty, instructional designers, and graduate students from three HSIs (two majority-minority and one emerging HSI), seeks to address the following research questions: 1) What factors impact the self-efficacy and agency of EIF at HSIs to engage in educational change initiatives that encourage culturally responsive, evidence-based teaching within their classrooms, institutions, or beyond? 2) What are the necessary competencies for EIF to be leaders of this sort of educational change? 3) What individual, institutional, and professional development program features support the educational change leadership development of EIF at HSIs? 4) How does engagement in leadership development programming impact EIF educational leadership self-efficacy and agency toward developing and using culturally responsive and evidence-based approaches at HSIs? This multi-year project uses various qualitative, quantitative, and participatory research methods embedded in a series of action research cycles to provide a richer understanding of the successes and needs of EIF at HSIs [8]. The subsequent design and implementation of the AMPLIFY Institute will make visible the features and content of instructional faculty development programs that promote educational innovation at HSIs and foster a deeper understanding of the framework's impact on faculty innovation and leadership.
AU  - Meagan Kendall
AU  - Henry Salgado
AU  - Alexandra Strong
AU  - Gemma Henderson
AU  - Yamile Urquidi
AU  - Valerie Bracho Perez
AU  - Ines Basalo
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs
UR  - https://strategy.asee.org/42045
DO  - 10.18260/1-2--42045
ER  -