Displaying results 1 - 30 of 53 in total
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- Faculty Development Division (FDD) Technical Session 9
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- 2024 ASEE Annual Conference & Exposition
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- Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University
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Paper ID #43449Improving student outcomes in math through online faculty professional developmentDr. Chris S. Hulleman, University of Virginia Chris S. Hulleman is a professor of education and public policy at the University of Virginia. He is also the founder and director of the Motivate Lab, which collaborates with educational practitioners to help ameliorate systemic racism and inequality. His team develops and tests changes in educational practice that support the motivation of students from historically marginalized backgrounds in education. He received his BA from Central College (Iowa) in 1993 and his PhD in
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- Faculty Development Division (FDD) Technical Session 8
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- 2024 ASEE Annual Conference & Exposition
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- Michaela Harper, Utah State University; Cassandra McCall, Utah State University
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- Faculty Development Division (FDD)
ofstudent GAI use in coursework have been identified, including but not limited to ethical andaccess concerns, the understanding that GAIs are another disruptive technology, and recognizedbenefits for students who use GAIs—though those benefits were weighted against potentiallydetrimental effects. Each represents a potential recommendation and topic to address as thisresearch continues.References[1] S. Makridakis, "The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms," Futures, vol. 90, pp. 46-60, 2017.[2] H.-K. Lee, "Rethinking creativity: creative industries, AI and everyday creativity," Media, Culture & Society, vol. 44, no. 3, pp. 601-612, 2022.[3] X. Zhai, "ChatGPT User Experience: Implications
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University
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project.BMC As a TemplateIn order to develop a framework that gives a detailed description of the project developmentprocess for an engineering or technology course, the Business Model Canvas was used as a basestructure. The Business Model Canvas (or BMC) is a tool used by industries worldwide to createan initial business model [6]. It is a blank framework that is comprised of nine individual “blocks.”The nine blocks include: ● Customer Segments - The customer(s) the company is trying to reach. ● Value Proposition - The product for that customer(s). ● Customer Channels - Ways in which they will connect with the customer(s). ● Customer Relationships - Focuses on the processes of getting, keeping, and growing the customer base
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- Faculty Development Division (FDD) Technical Session 8
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- 2024 ASEE Annual Conference & Exposition
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- Jacob Michael Elmasry, The University of Sydney
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- Faculty Development Division (FDD)
theappropriateness of the feedback and manage the emotions (or affect) that comes withreceiving negative or constructive feedback. Carless and Boud argue that achieving thesethree feedback literacy competencies maximise the chances that a student will actually learnfrom feedback and take action.While there have been attempts to build on this model in the feedback literacy space, such asChong’s Ecological Perspective [7] and Wongvorachan et al.’s digital feedback literacymodel [8], these models have not become as ubiquitous as the original feedback literacymodel. An investigation of these models find that they tend to take the original feedbackliteracy model in its entirety and add additional dimensions and information too it (see Figure2). These dimensions
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- Faculty Development Division (FDD) Technical Session 7
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- 2024 ASEE Annual Conference & Exposition
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- Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University
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- Faculty Development Division (FDD)
Proceedings, 2018.[2] H. Xiao et al., “Are we in crisis? National mental health and treatment trends in college counseling centers,” Psychol Serv, vol. 14, no. 4, pp. 407–415, Nov. 2017, doi: 10.1037/ser0000130.[3] S. A. Wilson and J. H. Hammer, “Faculty Experiences with Undergraduate Engineering Student Mental Health,” In 2021 ASEE Virtual Annual Conference Content Access, 2021.[4] I. Jurewicz, “Mental health in young adults and adolescents-supporting general physicians to provide holistic care,” Clinical Medicine, vol. 15, no. 2, pp. 151–155, 2015.[5] C. J. Wright, S. A. Wilson, J. H. Hammer, L. E. Hargis, M. E. Miller, and E. L. Usher, “Mental health in undergraduate engineering students: Identifying facilitators
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- Faculty Development Division (FDD) Technical Session 4
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- 2024 ASEE Annual Conference & Exposition
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- Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University
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it just leaves people feeling really upset. And so then if you do commit, block off some time, however long you think it'll take you, maybe an hour, maybe two. And then, whatever you have done in that time, just send it, right? Like, I feel like people are so worried about like, "Oh, I'm either going to do it great or not going to do it at all."Overall, these results cover various supportive measures and align well with instrumental andpsychosocial mentoring functions [21]. They also provide important insights into how juniorengineering faculty’s mentoring perceptions and experiences can be shaped by the actions takenby their mentor(s), especially those related to establishing open communication and
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- Faculty Development Division (FDD) Technical Session 7
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- 2024 ASEE Annual Conference & Exposition
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- Sarah Lynn Orton P.E., University of Missouri, Columbia
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Enhance Learning and Teaching (TFLET),” University of Missouri System, [Task Force Report]., Jun. 2021.[3] S. D. Brookfield, “Using the lenses of critically reflective teaching in the community college classroom,” New Directions for Community Colleges, vol. 118, pp. 31–38, 2002, doi: 10.1002/cc.61.[4] A. R. Brown, C. Morning, and C. Watkins, “Influence of African American engineering student perceptions of campus climate on graduation rates,” Journal of Engineering Education, vol. 94, no. 2, pp. 263–271, 2005.[5] L. Deslauriers, L. S. McCarty, K. Miller, K. Callaghan, and G. Kestin, “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom,” Proceedings of the National
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego
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engineeringfaculty at a research institution who collaborated on an NSF-funded research project aimed atstudying the impact of implementing oral exams in high enrollment courses. The primaryresearch questions were: How did the instructor’s perspectives and behaviors change as theyimplemented oral exams in their courses? How did the instructors act on a growth-orientedmindset?MethodsWe invited six teaching professors from the departments of Mechanical and AerospaceEngineering and Electrical Engineering to participate in the study. To protect the confidentialityof each individual, pseudonyms were used in lieu of using their full names in data analysis (SeeTable 1). Instructor Department Course(s) that implemented oral exams
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- Faculty Development Division (FDD) Technical Session 11
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- 2024 ASEE Annual Conference & Exposition
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- Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University
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developmental evaluation approach. Thesemethods and tools will not only benefit OFDS, but also other engineering departments, facultydevelopment centers, and offices.References[1] M. S. Bhat, V. Asha, and V. V. Thomas, ‘A comprehensive faculty development program: Three tier comprehensive training approach for holistic development of faculty members of engineering colleges to meet the challenges of future engineering education’, in 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE), 2013, pp. 280–284.[2] M. Huerta, J. S. London, and A. McKenna, ‘Engineering Deans’ Perspectives on the Current State of Faculty Development Programs in Engineering Education’, 2023.[3] K. H. Gillespie
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- Faculty Development Division (FDD) Technical Session 7
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- 2024 ASEE Annual Conference & Exposition
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- Shawna Dory, Penn State University; Sarah E Zappe, Penn State University; Stephanie Cutler, Penn State University
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- Faculty Development Division (FDD)
utilize the app with students and providing more concrete suggestions may have increased the number of faculty who took advantage of the offering.• Another unique element of this initiative was the partnership with the local organization who offered the mental health first aid training. This is the first time that the TLC partnered with a local organization. Another lesson learned from this experience was to look locally, beyond the university, to find resources relevant to faculty. We were extremely impressed with the quality of the training and the presenters and would not hesitate to work with them again for other relevant programming. Bibliography[1] S. Cutler and A. Coso
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver
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- Faculty Development Division (FDD)
students at remote cohort(s) may feel that they are an afterthought or budgettightening measure, while the students at the local cohort may feel the tensions for competingattention and support. It may be necessary to rebuild and redesign labs, tutorial activities, andexams for each cohort that reflect the needs and constraints of each learning context.Understandably, due consideration and careful planning is required on behalf of theadministrative staff and instructor(s). Table 1: Differences between conventional and multi-campus courses Factor Conventional Multi-Campus Implications In-class Attend to students in Attend to students in Increased cognitive student
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- Faculty Development Division (FDD) Technical Session 1
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- 2024 ASEE Annual Conference & Exposition
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
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components of critical consciousness as criticalreflection, motivation, and action using Diemer et al.’s (2015) definitions because they providethe clearest explanation of each component and limit the use of alternative descriptors orlanguage that are not directly aligned with Freirean thought.Theoretical Expansion of Critical Consciousness Several scholars have used Freire’s (1970) work as a foundation for their work,highlighting the benefits of his scholarship but also identifying limitations in its theory andpractical application. Literature across fields confirms several ways in which criticalconsciousness is defined and operationalized. This section reviews the work of scholars frompsychology (e.g., Diemer and Montero), social work (i.e
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- Faculty Development Division (FDD) Technical Session 9
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- 2024 ASEE Annual Conference & Exposition
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- Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego
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organization that brings hands-on curriculum to K-12 students. He is the Co-PI of an NSF grant to develop an engineering program consisting of hands-on technical curriculum at Imperial Valley College. He also collaborated with the Inclusive Engineering Consortium (IEC) on developing a graduate pathways program.Prof. James Friend, University of California, San Diego James Friend leads the Medically Advanced Devices Laboratory in the Center for Medical Devices at the University of California, San Diego. He holds the Stanford S. and Beverly P. Penner Endowed Chair in Engineering and is a professor in both the Department of Mechanical and Aerospace Engineering, Jacobs School of Engineering and the Department of Surgery, School
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- Faculty Development Division (FDD) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
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settings among which are not limited to cultural diversity, student-to-teacher ratio, and STEM curriculum. Given their longstanding dedication to inclusive andengaging education, Historically Black Colleges and Universities have a distinct advantage inspearheading the adoption of active learning.AcknowledgementThis study is part of the work that was supported by the National Science Foundation Grant #1915615, titled “Adapting an Experiment-centric Teaching Approach to Increase StudentAchievement in Multiple STEM Disciplines”. It should be noted that the opinions, results andconclusions or recommendations expressed are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] S. Freeman et al
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University
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participants' experiences duringthegroupclubsessions. Whenaskedabouttheirexperienceduringthebookclubsessions,allparticipantsreportedbeinginagroupof faculty who had the same goal of improving their teaching as the most important aspect of the book club experience. In this sense, the book club served as a faculty learning community, motivating participants to continueengaginginthesessionsandhelpingthemtoreflectcriticallyontheirteaching.Oneexampleofthisis stated in Participant #1’s answer when asked about the most valuable aspect of the book club: Itwasaverygood
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- Faculty Development Division (FDD) Technical Session 11
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- 2024 ASEE Annual Conference & Exposition
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- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University
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with faculty across the United States.” o “I appreciated hearing their stories and learning from them.” o “Seeing other peoples' curriculum work was constructive and helped provide ideas for future projects in various implementation styles.” Summary of ThemesDue to space limitations, only one theme is fully shared. The other themes (and sub-themes) aresummarized in Figure 3. Figure 3. Summary of Themes and Sub-ThemesLessons LearnedThere are three key lessons learned.First, of the six tools, faculty participants found three tools particularly helpful. • Peer Feedback Tuning Protocol (https://www.sotlaccelerator.com/s/Tool-2-Peer-Feedback- Tuning-Protocol.pdf): Participants commented on the
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- Faculty Development Division (FDD) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Faculty Development Division (FDD)
, and male dominated fields [5], [6],[7], [8]. Particularly, Latina students often suffer challenges when they try to belong toengineering disciplines due to the racism and sexism [9], [10], [11]. Nevertheless, HSIs haveoffered diverse programs to recruit and retain more Latinx and BIPOC students by incorporatingLatinx culture and values [12], [2], including family and community members in their outreachand collaborating with professional organizations that support Black and Hispanic engineers andscientists [13], [14]. These efforts have been actively implemented through multiple fundingsources; for example, the National Science Foundation (NSF)’s Hispanic Serving Institutiongrant opportunities [15].Despite the important contributions of HSIs
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- Faculty Development Division (FDD) Technical Session 7
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- 2024 ASEE Annual Conference & Exposition
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- Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University
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success. However, there is a lack of research and information addressingwhat specific strategies lead to success in EBIP adoption for specific teaching contexts, includingboth in-class activities and out-of-class preparation and motivation.To address these challenges, our research investigated proactive measures engineering faculty andteaching training centers can employ which are aimed at enhancing the successful adoption ofEBIPs. To achieve this goal, data were collected which fit under any of the following criteria: (i)hindrances experienced by engineering faculty in adopting EBIPs, (ii) support that was given ormeasures the faculty took that helped implement EBIPs, and (iii) what type(s) of EBIP the facultymember utilized. This data was
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- Faculty Development Division (FDD) Technical Session 11
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- 2024 ASEE Annual Conference & Exposition
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- Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University
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- Faculty Development Division (FDD)
Education 2022, 38(4), 1073-1091.(2) Barner, M. S.; Brown, S. A.; Lutz, B.; Montfort, D. How engineering faculty interpret pull-orientedinnovation development and why context matters. International Journal of Engineering Education 2018, 34(5), 1644-1657.(3) Estes, A. C.; Ressler, S. J.; Saviz, C. M.; Barry, B. E.; Considine, C. L.; Dennis, N. D.; Hamilton, S. R.;Hurwitz, D. S.; Kunberger, T.; Lenox, T. A.; et al. The asce exceed teaching workshop: Assessing 20 yearsof instructional development. International Journal of Engineering Education 2019, 35 (6), 1758-1786.(4) Estes, A.; Welch, R.; Ressler, S. The exceed teaching model. Journal of Professional Issues inEngineering Education and Practice - J PROF ISSUE ENG EDUC PRACT 2005, 131. DOI:10.1061
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- Faculty Development Division (FDD) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology
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ideas, experiences, and tools theyhave developed.REDPAR also continually encourages CoT members to engage in reflection and does not assumethat they know the answers to the questions they pose. The following example is a battery ofquestions asked in one of the meetings that shows the multi-pronged and multifaceted approachtaken to support reflection and learning. REDPAR: What challenge(s) have you encountered in your project? How are challenges different from Year 1 to Year 2/3/4? What resources (people, materials, etc.) have you used to address the challenge? What advice would you give to another team encountering the same challenge? Are there some challenges that are not resolvable? How do you know when to
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- Faculty Development Division (FDD) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois
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- Faculty Development Division (FDD)
the systemic investment of time to address the challenge of teachingfor tenure-track faculty members, particularly new faculty who can receive shared resources,teaching approaches, and mentoring to teach engineering courses. On the other hand, otherfaculty members addressed the role of engineering departments on complex issues for teachinglarge class size undergraduate engineering classes. A faculty member pointed out that“Requirements of teaching personnel, space, and equipment for specific classes should beclearly spelled out and agreed on by the department(s)." Although teaching has been morevalued in this college of engineering in recent years, compared to research, college ofengineering and individual engineering departments will need to
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- Faculty Development Division (FDD) Technical Session 4
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- 2024 ASEE Annual Conference & Exposition
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- Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University
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- Faculty Development Division (FDD)
, 2009. Accessed: Jan. 26, 2024. [Online]. Available: https://www.proquest.com/openview/75686b894eb3100e05681fc2768fcfba/1[3] J. H. Robbins and D. M. Schmitt, “Who is leading us toward quality professional development? ,” in American Association of Colleges for Teacher Education, Chicago. Accessed: Jan. 26, 2024. [Online]. Available: https://files.eric.ed.gov/fulltext/ED367632.pdf[4] S. A. Woods, N. Diprose, M. Murphy-Diprose, and G. Thomas, “Effective interim leadership and management: development of a cyclical model of interim assignments,” Journal of Organizational Effectiveness, vol. 7, no. 2. Emerald Group Holdings Ltd., pp. 173–190, Jul. 17, 2020. doi: 10.1108/JOEPP-10-2019-0094.[5] K. W
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- Faculty Development Division (FDD) Technical Session 10
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- 2024 ASEE Annual Conference & Exposition
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- Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin
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- Diversity
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- Faculty Development Division (FDD)
, when the subjects rural teachers taught was liberal arts, the teachers’ teaching beliefs significantly positively influenced classroom evaluation practice(β=0.38, SE=0.09, t(196)=4.45, p<0.001); when teaching sciences subjects, the influence of teaching beliefs on classroom assessment was further strengthened, indicating that for rural teachers teaching sciences subjects, the impact oftheir teaching beliefs on classroom evaluation was more significant (β=0.69, SE=0.08,t(196)=9.11, p<0.001). Figure 3 Moderating Effect Model of the Type of Subject Study 3’s findings indicate that the influence of rural teachers’ teaching beliefs ontheir classroom evaluations within a STEM education context is dependent on
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology
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, developing accessible and inclusive XR content that meets the needs of all learners, includingthose susceptible to VR sickness, remains a critical area for future exploration within this network.Acknowledgement:One of the authors developed the strategies based on the knowledge gained through participationin the “Unleashing Academic Change, a faculty development national workshop from theEngineering Unleashed network [10].References[1] L. Taylor and S. J. Hattingh, “Reading in Minecraft: A Generation Alpha Case Study,”TEACH J. Christ. Educ., vol. 13, no. 1, Oct. 2019, doi: 10.55254/1835-1492.1388.[2] Y. M. Kong, “Gamifying Higher Education for Generation Alpha: Aligning CognitiveBehavioral Needs with Business Value through a Human-Centered
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon
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toshare this approach in a Lightning Talk.References[1] A. Dudo, J. C. Besley, and S. Yuan, “Science Communication Training in North America: Preparing Whom to Do What With What Effect?,” Sci. Commun., vol. 43, no. 1, pp. 33–63, Feb. 2021, doi: 10.1177/1075547020960138.[2] T. S. Ritchie, D. L. Rossiter, H. B. Opris, I. E. Akpan, S. Oliphant, and M. McCartney, “How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists,” PLoS ONE, vol. 17, no. 10, p. e0274840, Oct. 2022, doi: 10.1371/journal.pone.0274840.[3] National Academies of Sciences, Engineering, and Medicine, Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University
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- Faculty Development Division (FDD)
Family Foundationthrough its KEEN program to the Ira A. Fulton Schools of Engineering Learning and TeachingHub at Arizona State University. 5 References[1] M. V. Huerta, J. S. London, A. Trowbridge, M. Arévalo Avalos, W. Huang, and A. F. McKenna, "Cultivating the Entrepreneurial Mindset through Design: Insights from Thematic Analysis of First-year Engineering Students' Reflections," presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, June 2017. DOI: 10.18260/1-2--28093[2] N. Duval-Couetil, A. Shartrand, and T. Reed, "The role of entrepreneurship program models and experiential activities on
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- Faculty Development Division (FDD) Technical Session 10
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- 2024 ASEE Annual Conference & Exposition
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- Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia
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Engineering”.[2] B. Uttl, C. A. White, and D. W. Gonzalez, “Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related,” Stud. Educ. Eval., vol. 54, pp. 22–42, Sep. 2017, doi: 10.1016/j.stueduc.2016.08.007.[3] L. Lomas and I. Kinchin, “Developing a Peer Observation Program with University Teachers”.[4] P. Hutchings, From idea to prototype: the peer review of teaching : a project workbook. Washington, DC: AAHE Teaching Initiative, American Association for Higher Education, 1995.[5] A. Boring and K. Ottoboni, “Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness,” Sci. Res., Jan. 2016, doi: 10.14293/S2199-1006.1.SOR- EDU.AETBZC.v1.[6] S
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- Faculty Development Division (FDD) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso
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Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental
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- Faculty Development Division (FDD) Technical Session 8
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- 2024 ASEE Annual Conference & Exposition
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- Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso
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- Faculty Development Division (FDD)
include thisinformation in a subsequent version once the policies for aggregation and anonymization (ifapplicable) are applied to new data.Most of the instances of HIPs obtained from our student involvement tool were directly mappedto classes in our SSKG ontology. This information was provided directly by faculty and staffthrough the UTEP Engage tool. Fig. 3(b) shows the definition of the instanceSSKG:iLink_REU in Manchester Syntax. Relationships were also identified from the tabulardata provided, for example, faculty member(s) leading an initiative were linked to the initiativesthrough the property SSKG:isResponsibleFor. Fig. 3(c) shows the definition of theproperty SSKG:impacts. During the ontology design process, we observed that
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- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University
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- Faculty Development Division (FDD)
empower faculty mentors, strengthen mentoring relationships, and foster a moresupportive and enriching learning environment for undergraduate engineering students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant S-STEM-2030894. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National ScienceFoundation. ReferencesAnafarta, A., & Apaydin, C. (2016). The effect of faculty mentoring on career success and career satisfaction. International Education Studies, 9(6), 22. https://doi.org/10.5539/ies.v9n6p22AuCoin, D. J., & Wright