Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

faculty across campus. This is where weuncovered the true paradox embroiled in connecting with our community. For example, we set upa meeting with a senior-level C/P faculty-member with first-hand knowledge of the promotionprocess for C/P faculty at the university level. On the whole, our conversation was valuable inaffirming that we were at least asking the right questions. However, when we expressed our lackof clarity around the process for promotion, the first response was to send us back to ourdepartments for examples and written expectations. Our departments did not have examples andthe written expectations were vague so we continued the conversation as follows. Q: “Can you tell us something about what a successful promotion package

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

. Thomas, Q. T. Chie, M. Abraham, S. Jalarajan Raj, and L.-S. Beh, “A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework,” Rev. Educ. Res., vol. 84, no. 1, pp. 112–159, Mar. 2014, doi: 10.3102/0034654313499617.[7] R. Esterhazy, T. de Lange, S. Bastiansen, and A. L. Wittek, “Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development,” Rev. Educ. Res., vol. 91, no. 2, pp. 237–271, Apr. 2021, doi: 10.3102/0034654321990721.[8] “Reducing teachers’ resistance to reciprocal peer observation - Ribosa - European Journal of Education - Wiley Online Library.” Accessed: Feb. 08, 2024. [Online]. Available: https://onlinelibrary.wiley.com

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

offering additional optionalworkshops because of the variance in TA duties across the college, but this would requireadditional staff and logistics that are a direction for future growth in this area.The required NEO workshops are Introductions, Implicit Bias, Grading and Feedback, EngagingStudents, Navigating Challenges, Presentation Skills, and a Q&A session with experienced TAs.Attendance and engagement in training workshops give TAs an opportunity to understandapplied learning and share meaningful experiences [11]. Approximately 180 TAs participate inNEO each year; it is offered every semester to all first-time teaching assistants in the College ofEngineering (80% of overall participants) while the other 20% come from the College

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Personality and Social Psychology, vol. 117, no. 2, pp. 260–281, Aug. 2019, doi: https://doi.org/10.1037/pspa0000154.[16] L. Williams, Q. A. Hirschi, C. Hulleman, and J. Roksa, “Belonging in STEM: Growth mindset as a filter of contextual cue,” International Journal of Community Well-Being, Mar. 2021, doi: https://doi.org/10.1007/s42413-021-00111-z.[17] K. Muenks, V. X. Yan, N. R. Woodward, and S. E. Frey, “Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms,” Learning and Individual Differences, vol. 92, p. 102088, Dec. 2021, doi: https://doi.org/10.1016/j.lindif.2021.102088.[18] E. S. O’Leary et al., “Creating inclusive classrooms by

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

Feedback Form.” 2023. [Online]. Available: https://courseevaluationsupport.campuslabs.com/hc/en- us/articles/360038360953-IDEA-Diagnostic-Feedback-Form[16] D. J. Bernstein, J. Jonson, and K. Smith, “An examination of the implementation of peer review of teaching,” New Directions for Teaching and Learning, vol. 83, pp. 73–86, 2000. 5[17] M. Dennin et al., “Aligning practice to policies: Changing the culture to recognize and reward teaching at research universities,” CBE - Life Sciences Education, vol. 16, no. 4, p. 5, 2017, doi: 10.1187/cbe.17-02-0032.[18] S. Thomas, Q. T. Chie, M. Abraham, S. J. Raj, and L. Beh, “A qualitative review of the literature on peer review of teaching

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

Tagged Divisions

Faculty Development Division (FDD)

. Farquhar, “Not just understudies: The dynamics of short‐term leadership,” Hum Resour Manage, vol. 34, no. 1, 1995, doi: 10.1002/hrm.3930340105.[6] D. Goss and J. Bridson, “Understanding interim management,” Human Resource Management Journal, vol. 8, no. 4, 1998, doi: 10.1111/j.1748-8583.1998.tb00179.x.[7] C. H. Mooney, M. Semadeni, and I. F. Kesner, “Six ways companies use interim CEOs,” Organ Dyn, vol. 41, no. 1, 2012, doi: 10.1016/j.orgdyn.2011.12.003.[8] N. Nicholson, “A Theory of Work Role Transitions,” Adm Sci Q, vol. 29, no. 2, 1984, doi: 10.2307/2393172.[9] S. V. Manderscheid and A. Ardichvili, “A conceptual model for leadership transition,” Performance Improvement Quarterly, vol. 20, no. 3–4, 2008

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

the last decade, she has dedicated her education efforts towards developing new experiential learning curriculum, creating preparation programs to address opportunity gaps, and enhancing involvement of student organizations in engineering education. Her academic research interest includes include sensing, sensors, soft materials, wearable sensors, and remote health monitoring/devices, where she has spent the last seven years developing thin-film optical pressure sensors and infant feeding dysfunction diagnostic devices.Prof. Truong Nguyen, University of California, San Diego Truong Q. Nguyen received the B.S., M.S., and Ph.D. degrees in electrical engineering from the California Institute of Technology, Pasadena

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, O. A. Adedokun and G. C. Weaver, “Teachers’ perceptions of rural STEM teaching: Implications for rural teacher retention”, The Rural Educator, vol.33, no.3, 2012.[35] Y. Hu, Q. Zhang and B. Wu, “Analyzing teaching characteristics and interaction patterns of STEM classroom from the perspective of multi-dimensional evaluation”, Chinese Journal of Distance Education, vol.42, no.9, pp.44-52, 2022.[36] K. Mitchem, D. Wells and J. Wells, “Using evaluation to ensure quality professional development in rural schools”, Journal of research in rural education, vol.18, no.2, pp.96-103, 2003.[37] C. Zhao, W. Zhao and Z. Jiang, “The Design of 5E Inquiry Teaching Model for STEM Education”, Modern Educational Technology, vol.29

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

: 10.1088/1742-6596/1607/1/012127.[13] N. Li, Q. Shen, R. Song, Y. Chi, and H. Xu, “MEduKG: A Deep-Learning-Based Approach for Multi-Modal Educational Knowledge Graph Construction,” Information, vol. 13, no. 2, p. 91, Feb. 2022, doi: 10.3390/info13020091.[14] N. F. Noy and D. L. McGuinness, “Ontology development 101: A guide to creating your first ontology.” Stanford knowledge systems laboratory technical report KSL-01-05 and …, 2001.[15] R. R. Starr and J. M. P. de Oliveira, “Concept maps as the first step in an ontology construction method,” Information Systems, vol. 38, no. 5, pp. 771–783, 2013, doi: https://doi.org/10.1016/j.is.2012.05.010.[16] American Association of Colleges and Universities, “High Impact Practices,” AAC&