Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineering at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology from Grand Canyon University. Her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback. Prior to her role and Director of Instructional Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.
STEM instructional best practices. Faculty development and coaching. Improving underrepresented STEM students’ outcomes through active learning, real-world contextual problems, and technology-enabled formative feedback.
- Mayled, L. H., Ross, L., Krause, S. J., Hjelmstad, K. D., Judson, E., Culbertson, R. J., Hjelmstad, K. L., Glassmeyer, K. (2019, June). Impact of Evidence-Based Active Learning Faculty Development on Low-SES Engineering Students’ Achievement. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Tampa, FL.
- Mayled, L. H., Ross, L., Ankeny, C. J., Oswald, J. (2019, June). Effects of Alternative Course Design and Instructional Methods in the Engineering Classroom. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Tampa, FL.
- Mayled, L. H., Ross, L., Collofello, J., Krause, S. J., Hjelmstad, K. D., Sebold, B., Hoyt, S. (2018, June). Coaching and Feedback in a Faculty Development Program that Integrates the Entrepreneurial Mindset and Pedagogical Best Practices into Capstone Design Courses. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Tampa, FL.
- Ross, L., Judson, E., Ankeny, C. J., Krause, S. J., Culbertson, R. J., Hjelmstad, K. D., Mayled, L. H., Glassmeyer, K., Middleton, J. A., & Hjelmstad, K. L. (2018, June). Is there a connection between classroom practices and attitudes towards student-centered learning in engineering?. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Judson, E., Ross, L., Hjelmstad, K. L., Krause, S. J., Culbertson, R. J., Hjelmstad, K. J., Mayled, L. H., & Middleton, J. A. (2018, June). The effects of professional development and coaching on teaching practices. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Ankeny, C. A., Mayled, L. H., Ross, L., Hjelmstad, K. D., Krause, S. J., Middleton, J. A., & Culbertson, R. J. (2018, June). Creating and scaling an evidence-based faculty development program. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Middleton, J. A., Judson, E., Krause, S. J., Culbertson, R. J., Hjelmstad, K. D., Mayled, L. H., Ross, L., Hjelmstad, K. L., & Chen, Y. C. (2018, June). Social network analysis of faculty connections in a multi-year professional development program. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Hjelmstad, K. L., Hjelmstad, K. D., Krause, S. J., Mayled, L. H., Judson, E., Ross, L., Culbertson, R. J., Middleton, J. A., Ankeny, C. J., &Chen, Y. C. (2018, June). Facilitating change in instructional practice in a professional development program through classroom observations and formative feedback coaching. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Krause, S. J., Hjelmstad, K. D., Judson, E., Middleton, J. A., Culbertson, R. J., Ankeny, C. J., Chen, Y. C., Ross, L., Mayled, L. H., & Hjelmstad, K. L. (2018, June). Assessing faculty and organizational change in a professional development program with workshops and disciplinary communities of practice. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
- Krause, S. J., Judson, E., Hjelmstad, K. D., Middleton, J. A., Culbertson, R. J., Ankeny, C. J., Chen, Y. C., Ross, L., Mayled, L. H., Hjelmstad, K. L. (2018, June). A multidisciplinary professional development program that shifts faculty attitudes and practices towards evidence-based instructional strategies (EBIS) for teaching and learning. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT.
Scaling a Cyber-Enabled, Just-in-Time-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Department Program Level (JTFD), $1.5 million tocreate faculty communities of practice within Engineering disciplines. Research will 1) characterize the shifts in faculty beliefs, strategies, and practice toward student-centered learning; 2) assess faculty fidelity of classroom implementation of this new pedagogy in comparison with their faculty beliefs; 3) develop sustainable disciplinary communities of practice and assess their impact on faculty change; 4) characterize disciplinary differences in barriers to use of JTFD in classroom implementation of evidence based practices; and 5) assess, for faculty classroom use of JTFD, the disciplinary differences of change in attitude, achievement, and persistence of students, especially for underrepresented populations. (2015-2019).