Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University

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served as Chair for the ASEE Energy Conversion and Conservation Division. She received a Dipl.Ing. degree in mechanical engineering from Belgrade University, and an M.S.M.E. and a Ph.D. from the University of Washington. American c Society for Engineering Education, 2021 Lessons Learned - Making the “New Reality” More Real: Adjusting a Hands-On Curriculum for Remote LearningIn 2017, the Mechanical Engineering Department at Seattle University was awarded a NationalScience Foundation Revolutionizing Engineering Departments (RED) grant. The project focuseson creating a department culture that fosters engineering identities by immersing students in aculture of

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

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years compared to earlier years as reflected in the sample data shownin Table 3, and we believe this is largely due to increased faculty engagement and positivityrelated to EML. Table 3 Average Student Ratings Related to E-learning Modules Question 2015* (n = 98) Fall 2020* (n = 133) The instructor reinforced what you learned in the e-learning 3.58 3.95 module through an assignment or a project The assignment or the project was effective in reinforcing 3.44 3.91 what you learned

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

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working there and more recently as an adjunct instructor. Previously a graduate professional assistant with the Early Identification Program at Mason, she is currently a graduate research assistant with the NSF-IUSE funded project, Building a Culture of Active Learning through Course-Based Communities of Transformation. Her research interests include: STEM education, Student Veterans, success in higher education, and self-regulated learning. American c Society for Engineering Education, 2021 Where’s My Whiteboard? The Challenge of Moving Active Learning Mathematics Classes OnlineIntroductionThis work-in-progress paper describes the

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

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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

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currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Educa- tion / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions, specifically on design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Ms. Madalyn Wilson-Fetrow, University of New MexicoDr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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university began in mid-January 2020. At this point, themakerspace and faculty development programs were operating as they had in previous semesters.This included courses introducing projects that would use the makerspace, monthly facultylunches in the space in which curriculum design challenges, successes, and opportunities werediscussed, and one-on-one curriculum support sessions with the makerspace staff and thecurriculum support team. During this time, over 4,000 students and thirty-two courses within thecollege of engineering were using the makerspace to support student learning in their classes. This momentum came to a grinding halt on Friday, March 13, 2020 when the universityannounced all of its classes would transition to online

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

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2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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) convenient sampling procedure.The administered survey consisted of eight questions for Cohort 1 and Cohort 2: Question 1. Prior to joining the group, did you engage in research efforts? Question 2. If not, did you discuss this with the faculty advisor? Question 3. Did you meet with the faculty advisor after you were accepted into the group? Question 4. Did the faculty advisor respond in a pleasant manner? Question 5. If so, did the faculty advisor give you a general overview of the current project? Question 6. At any point did you talk (or email) the faculty advisor about graduate school or internship opportunities? Question 7. If so, have you applied for any internship opportunities

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

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of integrating knowledge, identifying opportunities, and performing self-directed and continuous learning [8]. The APS department is using EML as the driver of our newengineering major and minor curricula. This department-wide implementation requires manyfaculty members to get training in EML methods so that they can incorporate them into their newand existing courses. The FLC's goal is to provide new instructional tools related to EML thatbest support the development of a faculty's teaching methods. For their “final project”,participants publish their new EML methods as a “KEEN Card” [9] that is shared with the KEENEngineering Unleashed community.At an R-1 institution like UNC-CH in which research is a high priority, faculty development

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

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supportive and structured teachingpractices and hindered in chaos and controlling ones.This paper uses SDT to analyze the approaches taken by faculty at HSIs to promote intrinsicmotivation through intentionally seeking to fulfill their students’ physiological needs ofcompetence, relatedness, and autonomy in their learning environment. We also seek to observewhich motivating styles are adopted by faculty and their interaction in construct fulfillment. Figure 2. Graphical representation of Alterman’s Circumplex model adapted from [2]MethodsThis study is part of a larger mixed-methods research project that focuses on engagingengineering educators at HSIs to share non-obvious needs and existing successes at theirinstitutions. As previously

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

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, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing ”Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University

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, and through communities of practice.Two outcomes of the systems thinking model from this work include (i) a faculty fellowship program torecognize and reward faculty development of transformational projects and (ii) self-paced learning structuresto encourage emergent ideas. This paper addresses the first steps for the following research questions:• Does a design systems thinking approach create a responsive model for a community-driven faculty development program? Does this model adapt to community needs and individual faculty career needs?• Will a design systems thinking approach support the community development of a sustainable model for faculty development that thrives outside of the funding organization?This project is ongoing

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

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regular contributor to the Improve with Metacognition blog. Dr. Cunningham teaches a range of courses across undergraduate levels with spe- cialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from his research, spurring student reflection and metacognitive growth, so that they may become more skillful learners. Skillful learners are capable, independent, and adaptable thinkers who are able to succeed wherever their career paths lead. Dr. Cunningham has industry experience through 7 co-op expe- riences as an undergraduate student, 2 sponsored projects as a graduate student, and as a consultant after joining the faculty at Rose-Hulman. He holds B.S., M.S., and

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University

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distributed. 2. A workshop for faculty in the College of Engineering (COE) that was conducted during every departments’ regular faculty meetings. 3. Discussion sessions were conducted with faculty who taught project-based courses. 4. Informal lunch sessions to encourage sharing of effective strategies were proposed.Each component of this approach is described in greater detail below.1. Resource (‘One Pager’)An important part of the initiative was the creation of a detailed resource which containedinformation in the form of organized steps on how to make a traditional classroom moreinclusive. The authors initially planned on creating a one-page resource but quickly realized thedifficulty in this task due to the volume of information that

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

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Paper ID #34459Lessons Learned: College Student Surveys as a Professional DevelopmentToolDr. Dick Apronti, Angelo State University Dick Apronti is an assistant professor at Angelo State University. He teaches transportation engineering courses, engineering graphics, and plane surveying. His research interests are in transportation safety and planning. Dick Apronti also has interests in projects that improve access to higher education and college retention for minorities and under-represented groups. American c Society for Engineering Education, 2021Lessons

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

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Richard J. Aleong, Purdue University, West Lafayette

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from themes ofprofessional engineering issues and utilize these perspectives to build frames as ways of seeingand understanding a situation. The course was project and discussion based with biweeklyreflections and course readings. The primary pedagogical element utilized collaborative learningsessions based on a flipped-classroom model, where students would read unique articles to gainnew perspectives, come prepared to in-class sessions to share their perspectives, and engage inproblem framing of a complex situation. Therefore, the course centered around these interactive,discussion-based, collaborative learning sessions to promote engagement and active learning.Course Design Considerations and Lessons Learned The lessons learned are

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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years’experience. Studies such as the ones briefly reviewed here bear further analysis in developing aframework and further qualitative inquiry.Faculty research and teaching offer excellent opportunities to infuse or hone entrepreneurialmindset (EM) (Mckenna, A et al., 2018). EM competencies result in effective research andteaching as well as career effectiveness. For example, proposal development benefits from anEM. New course development benefits from an EM. Therefore, entrepreneurial mindset is anantecedent to faculty productivity. This project identifies factors that impact EM and therefore,faculty productivity. Exploring how faculty mentoring influences faculty productivity includesidentifying which EM competencies are promoted through

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

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switching between tasks(parallel task completion). Although the nature of a faculty position does not always allow one to choosebetween serial or parallel task completion, there is often a great deal of autonomy if one can become moreintentional about how one works. On the timescale of months, the FDC can help plan out the balancebetween intrinsic and extrinsic activities. Spending too much time only completing either intrinsic orextrinsic tasks can be a warning sign. As faculty developers, we can suggest using the canvas withorganizational tools (e.g., Slack, Trello, or other project management software), that can track andsequence actions. On the timescale of years and decades, a faculty member will likely change theirbehavior patterns and even

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

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example were conductedin-person (before the Covid-19 pandemic), the process can be adapted to online environmentsusing tools (such as Jamboard, Kumu, MURAL, InVision, and Stormboard) andvideoconferencing platforms that provide small group interactions.During the lightning talk, the audience will be invited to consider how systems thinking andsystems mapping might be useful tools in their work and contexts to engage stakeholders andcollect information, or for other purposes. The author invites conversations to share ideas anddiscuss questions about potential applications and implementation.AcknowledgmentsThis project is supported by a Pott College Innovation seed award at the University of SouthernIndiana (USI). This research is conducted under

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

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on Undergraduate Research (CUR) Faculty Mentoring Award in Mathematics and Computer Science.Dr. Ann C. Gates, University of Texas at El Paso Dr. Ann Quiroz Gates is the Vice Provost of Faculty Affairs at the University of Texas at El Paso. She holds the AT&T Distinguished Professorship and served as the Chair of the Computer Science Depart- ment (2005-2008 and 2012-2020) and Associate VP of Research and Sponsored Projects (2008-2012). Gates is the Executive Director of the Computing Alliance for Hispanic-Serving Institutions (CAHSI), an NSF National INCLUDES Alliance promoting the importance of inclusion and equity in advancing innovation and discovery. She also directs the NSF-funded CyberShARE Center

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University

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doctoral experience, and the adoption of evidence-based teaching strategies.Dr. Sarah E. Zappe, Pennsylvania State University Dr. Sarah Zappe is Research Professor and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Dr. Thomas

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez

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de San Buenaventura de Cali). Six years in the direction of the Industrial Engineering pro- gram of the University of San Buenaventura, leading the processes of curriculum management, qualified registration, national and international accreditation - ABET. Nine years of experience in areas of in- vestment projects and data analysis for decision making in higher education institutions. Six years as university professor in the areas of economic engineering and financial analysis ˜Ing. Dayana Alexandra Ordonez Bachelor in Industrial Engineering form Universidad Icesi. She is currently a research assistant and a student in the MSc. In Engineering program and provides administrative support to the

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

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Delaware Shawna Vican is an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican in- vestigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market in- equality. Her current research includes a qualitative study of corporate diversity management strategies and a series of mixed-methods projects on diversity in the academic workforce.Dr. Robin

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association

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Paper ID #32874From Lack of Time to Stigma: Barriers Facing Faculty at Minority-ServingInstitutions Pursuing Federally Funded ResearchDr. Rocio C. Chavela Guerra, American Society for Engineering EducationMs. Carolyn Wilson, Southeastern Universities Research Association Carolyn Wilson is the Special Projects Manager for the Southeastern Universities Research Association (SURA). Before moving into scientific contract management work, she has focused her research on the changing dynamics of the STEM workforce, as well as the postsecondary education and development of the future STEM workforce. Prior to SURA, Carolyn worked as a

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

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participation in higher education, and the educational attainment and schooling experiences of Mexican descent youth in the mid-20th century.Dr. Valerie Martin Conley, University of Colorado at Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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Technology at University of Maryland, Baltimore County. She obtained her B.S. degree from La Universidad de Los Andes in Bogot´a, Colombia and her M.S. and Ph. D. in Mechanical Engineering from Virginia Polytechnic University in Blacksburg, Virginia. She has held fac- ulty positions at California State University, Fresno (CSUF), University of Maryland, Baltimore County (UMBC) and University of Maryland, College Park (UMCP). She also served as Project Coordinator of the t-STEM Initiative, funded by the Bill and Melinda Gates Foundation, at UMBC. She is actively en- gaged in research and program development in the areas of Engineering for Social Change, increasing the accessibility of STEM education to under-represented

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

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a newly expanded graduate teaching assistant (GTA) training programin a computer science department. As part of an NSF-funded project that aims to transformteaching practices in highly enrolled gateway STEM courses, the computer science (CS)department at a research-focused state institution is working to integrate active learning practicesin its CS 1 (freshman level) and CS 2 (sophomore level) courses. The combined courses haveenrollments of nearly 1,000 students each semester, with lecture sections of 100-200 studentsand software lab sections of 25-30 students. Lab sections are led by GTAs, and hence GTAprofessional development plays a large role in transforming the teaching and learning approachesin these courses.The CS department at the

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Virginia Tech (VT) in 2018. She received her bachelor’s and masters in Computer Science and Engineering. Her research is at the intersection of Engineering Ed- ucation and Computing Education Research and focuses on Cyberlearning and engagement, Curriculum development, assessment and evaluation, and experiential learning including undergraduate research. She has been teaching in active learning environments, such as project-based learning and flipped classrooms. She aims to bring in engineering education research into practice.Dr. Michelle Soledad, Ohio State University Michelle Soledad is a Lecturer in the Department of Engineering Education at The Ohio State University. She holds degrees in Electrical Engineering (BS

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

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society through investigating community-based leMr. William Cohen, Ohio State University William Cohen is a Lecturer for the Fundamentals of Engineering program at The Ohio State University: a 2 semester course sequence for first-year engineering students focusing on programming in MATLAB, computer aided drawing in SolidWorks, and a semester long design-build-test project. William has also received his B.S. in Chemical Engineering and M.S. in Nuclear Engineering from Ohio State.Dr. James Edward Toney, Ohio State University James Toney earned the Ph.D. in physics from Carnegie Mellon University in 1998 and the B.S. in electri- cal engineering from Rensselaer Polytechnic Institute in 1984. He is a Senior Lecturer in the

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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questions were based on the students’survey developed by the researchers at Georgetown and HEDS [14-15] , and modified accordingto the peculiar aspects of our university. Because many of the engineering classes at SJSUinclude laboratories, projects or other group experiences, we wanted to create our own survey toask faculty members about these experiences. The research questions of the study are: 1. What are the impressions of faculty members to the learning environments in engineering courses after the switch to remote learning in Spring 2020? 2. What was the impact of the switch online in Spring 2020 to lab classes?COVID-19 forced many universities to transition quickly to remote teaching. Since Spring 2020,there was been many articles

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

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undergraduate engineer- ing students. She is completing this project in collaboration with faculty members from educational and counseling psychology. With this work, they aim to better understand the help-seeking beliefs of under- graduate engineering students and develop interventions to improve mental health-related help-seeking. Other research interests include engineering communication and integration of process safety into a unit operations course.Dr. Joseph H. Hammer, University of Kentucky Associate Professor of Counseling PsychologyDr. Ellen L. Usher, University of Kentucky Ellen L. Usher is a professor of Educational Psychology at the University of Kentucky. She received her PhD in educational studies from