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Faculty Development for Research Inclusion: Virtual Research Experiences for Undergraduates

Conference Session
Faculty Development 1: Social Justice Research
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
of Excellence that ad- vances interdisciplinary education and research. She served on the Naval Research Advisory Committee (2016-2018) . Gates received the 2021 Alfredo G. de los Santos Jr. Distinguished Leadership Award, the 2015 Great Minds in STEM’s Education award, the CRA’s 2015 A. Nico Habermann Award, the 2010 Anita Borg Institute Social Impact Award, and the 2009 Richard A. Tapia Achievement Award for Sci- entific Scholarship, Civic Science, and Diversifying Computing. She was named to Hispanic Business magazine’s 100 Influential Hispanics in 2006 for her work on the Affinity Research Group model.Dr. Elsa Q. Villa, University of Texas at El Paso Elsa Q. Villa, Ph.D., is a research assistant
Relevance Score: 1.0900496

Pandemic Pivots Show Sustained Faculty Change

Conference Session
Faculty Development 2: COVID-19 Impact on Faculty
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
online teaching. Respondents were not certain about theviability of online learning in replacing traditional face-to-face lectures. They observed lessengagement in students’ interactions via online discussion and increasing academic dishonesty.They were also uncertain about how to evaluate the students’ learning progress.Ramlo [10] employed Q methodology, a mixed methodology, to study the subjective experiencesof 78 college and university faculty across disciplines related to COVID-19 in a way thatfacilitated differentiated rather than aggregate viewpoints. Data analysis revealed three mainviewpoints. The first viewpoint, summarized as “techies who like to teach,” included faculty whohad taught online before or had extensive experience with
Relevance Score: 0.021398587

Creating ACTIVE Learning in an Online Environment

Conference Session
Faculty Development 4: COVID-19's Impact on Students
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Katie Leanne Basinger, University of Florida; Diego Alvarado, University of Florida; Ariana Virginia Ortega; Daniel G Hartless, University of Florida; Behshad Lahijanian, University of Florida; Michelle M. Alvarado, University of Florida
Tagged Divisions
Faculty Development Division
throughplatform demos, usage trials, and Q&A sessions with the platform’s sales representatives. Wewill refer to the three used in the final evaluation as Platform 1, Platform 2, and Platform 3. Allthree of these do have the necessary interactivity capabilities to create active learning videos.Platform 1 was specifically created for education and can-do progression bar hotspots, branching(in-video), and multiple quiz formats. However, Platform 1’s use and campus integration isstructured for entire departments/institutions, and is only able to offer a cost estimate for theentire department, rather than on a course-by-course basis. The department proposal was tooexpensive to justify for piloting for one class. After explaining this to Platform 1’s team
Relevance Score: 0.02017478

Goal-match Mentoring: A New Strategy for Faculty of Color in Engineering Academia

Conference Session
Faculty Development 1: Social Justice Research
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
Relevance Score: 0.017832156

Faculty Perceptions Of, and Approaches Towards, Engineering Student Motivation at Hispanic-serving Institutions

Conference Session
Faculty Development 1: Social Justice Research
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
in Engineering Education,” Journal of Engineering Education, vol. 98, no. 1, pp. 53–66, 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[36] J. P. Martin and C. Garza, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research,” Studies in Engineering Education, vol. 1, no. 1, p. 1, May 2020, doi: 10.21061/see.1.[37] A. Q. Gates, P. J. Teller, A. Bernat, N. Delgado, and C. K. Della-Piana, “Expanding Participation in Undergraduate Research Using the Affinity Group Model*,” Journal of Engineering Education, vol. 88, no. 4, pp. 409–414, 1999, doi: https://doi.org/10.1002/j.2168-9830.1999.tb00467.x.[38] B. F. Skinner, Science And Human Behavior
Relevance Score: 0.015131086

A Rapid and Formative Response by the Engineering Education Faculty to Support the Engineering Faculty and Students Throughout the Extreme Classroom Changes Resulting from the COVID-19 Pandemic

Conference Session
Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University
Tagged Divisions
Faculty Development Division
be ideal for exploring the various effects on education at TAMU, such as Q-drops during theSpring 2020 semester, retention and matriculation data of students, and choices of remote coursesover face-to-face courses during the subsequent semesters of the pandemic.ConclusionThe COVID-19 pandemic has taken a toll on everyone in the United States, many have lost friendsand family to the virus, and even today, we cannot see an end to the pandemic-centric world welive in. Despite the circumstances dealt with, it seems that our faculty at TAMU are carrying onas best they can. Even as we write this an author’s student lost a family member to COVID thisweekend. Faculty continue to put their best effort in to adapt to this remote online world in
Relevance Score: 0.015131086

Creating a Peer Review of Teaching Process to Enhance Instructor Feedback in Engineering Education

Conference Session
Faculty Development 3: Research, Practice, and Lessons Learned
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
Relevance Score: 0.01008739