Kimberly Vincent-Layton
Biographic Data
| ID | 9620109 |
|---|---|
| NAME | Kimberly Vincent-Layton |
| GIVEN NAMES | Kimberly |
| FAMILY NAME | Vincent-Layton |
| SIGNATURE | VINCENT-LAYTON K |
| AFFILIATIONS | Cal Poly Humboldt |
| ORCID | 0000-0002-3084-3426 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices
The rapid growth of online learning has raised concerns about quality and equity in virtual education. This study introduces the Humanizing Online STEM Academy, a six-week professional development program designed specifically to promote humanizing and inclusive teaching within STEM college online courses. We document in detail the Academy's design and instructional approach, and examine its impact on the perceptions and instructional practices o…
Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study
Despite having expertise, student voices have typically been left out of faculty professional development literature. The purpose of this study was to center college student voices around perceptions of equitable learning environments for use in faculty professional development programs. Using a mixed-methodology, student-driven approach, the current study examined students’ perceptions of college instructors' responsibilities to implement equita…
No prominent works on this page.
Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study
Despite having expertise, student voices have typically been left out of faculty professional development literature. The purpose of this study was to center college student voices around perceptions of equitable learning environments for use in faculty professional development programs. Using a mixed-methodology, student-driven approach, the current study examined students’ perceptions of college instructors' responsibilities to implement equita…
Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices
The rapid growth of online learning has raised concerns about quality and equity in virtual education. This study introduces the Humanizing Online STEM Academy, a six-week professional development program designed specifically to promote humanizing and inclusive teaching within STEM college online courses. We document in detail the Academy's design and instructional approach, and examine its impact on the perceptions and instructional practices o…
Faculty Development (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Perception (2 works) · Professional development (2 works) · Psychology (2 works) · Best practice (1 works) · Computer Science (1 works) · Curriculum (1 works)