Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Katherine Ortegon, Universidad Icesi; Silvia Guzman; Henry Arley Taquez Quenguan, Universidad Icesi

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Faculty Development Constituent Committee

reflect not onlyon the instructional design of their courses but also on opportunities for self-improvement. Second,it will aid department heads in identifying areas in which to focus faculty development efforts. AtUniversidad Icesi, these results have led to changes in the School of Engineering at both the schooland departmental levels. Finally, a proposal for a preliminary plan for faculty development ispresented. Presentation method: traditional lecture.BACKGROUND AND SUPPORTING LITERATUREConcepts about active learningThere exists extensive literature dedicated to the concept of active learning (AL). Some authorshave described AL based on its characteristics [1] while others have made more specificdefinitions, describing it alternately as a

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia

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Faculty Development Constituent Committee

engineering. Dr. Walther’s research group, the Collab- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

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Faculty Development Constituent Committee

challenge and open-endedness. 3. Sustained Inquiry: Plan for an extended period to allow students to learn new topics and explore issues in some depth. 4. Authenticity: Motivate students with problems that connect to applications in the world around them. 5. Student Voice & Choice: Provide students with opportunities to select goals, approaches, and/or evaluation procedures for their work. 6. Reflection: Provide opportunities for students to reflect on their learning, consider what they might have done differently, and connect learning to future work. 7. Critique & Revision: Scaffold PBL with interim assignments, and provide formative feedback for improvement. 8. Public Product: Make student work evident

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

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Faculty Development Constituent Committee

found the pedagogical changes necessary forcollaborative learning implementation to be slightly overwhelming as an individual faculty.Thus, this faculty member was enthusiastic to join the FLC, when provided the opportunity.Cross-case study findings Explicit or implicit counts are often reflected in qualitative analysis when justificationsare made. For example, we ‘identify themes or patterns that happened a number of times andthat consistently happen a specific way’ [31]. Analysis of the case study data was conductedmainly by coding the interview data, thereby yielding counts and data points that were thenanalyzed further. A starting set of codes was defined (‘Codes are tags or labels for assigningunits of meaning to the descriptive or

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sherri Sklarwitz, Tisch College of Civic Life, Tufts University; Ethan E Danahy, Tufts University; Peter de Guzman, Jonathan M. Tisch College of Civic Life at Tufts University; Fredrik W. Lyford, The Fletcher School, Tufts University; Mindy Nierenberg; Nancy Thomas, Tufts University; Marian Woznica, Tisch College of Civic Life

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Faculty Development Constituent Committee

political systems, which is combined with logistical issues and a lackof political learning across disciplines. Voting is not the only measure of student civicengagement, but it is fundamental and, now, can be objectively measured as a basis for lookingat civic engagement in higher education.This is reflected in the document A Crucible Moment (2012), issued by a National Task Force onCivic Learning and Democratic Engagement and containing a call to action warning that the stateof U.S. democracy was declining, and colleges and universities were failing to embraceeducating for democracy as an educational priority. Others have warned that higher education’scivic purpose has yet to be realized (Saltmarsh and Hartley, 2011). Part of the problem

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oksana Zhirosh, Innopolis University; Joseph Alexander Brown, Innopolis University; David Tickner, Faculty professional development consultant

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Faculty Development Constituent Committee

refer toall those involved in the teaching process for this paper including professors at rank, instructors,and teaching assistants. The operational team aims to develop a quality-oriented teaching culturein the recently launched university. The ISW implemented with recourse to the vision of theprogram and with the support from admin and development of a core team of staff memberstrained leads to better teaching processes evidenced from both qualitative (teacher interviews)and quantitative (survey results) methods.The ISWThe Instructional Skills Workshop (ISW) is designed to encourage reflective practice and toassist participants in developing their teaching and feedback skills. The underlying principles ofthe ISW include: participatory

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

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Faculty Development Constituent Committee

process, (d) teamwork and cooperative and collaborativelearning, (e) reflection on how and when these practices could be institutionalized in thecapstone course. Faculty participated in monthly group workshops followed by individualcoaching sessions with two members of the professional development leadership team. Thetwo-member coaching team was comprised of two “experts” – one in the EM and the other inpedagogical practices. The coaching sessions included open-ended questions for facultyreflection on implementation of EM and instructional teaching strategies.Coaching sessions were documented through a Google form, which captured coachingdiscussion details on the following: (i) pedagogy-related topics discussed during the coachingsession, (ii) EM

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

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Faculty Development Constituent Committee

with the faculty engagement model proposed by Kathrin as well as the faculty feedback, allT&L Academy events have both academic and social emphasis. A typical agenda for SummerWorkshop includes one featured presentation or training session led by invited speakers that helpour faculty to gain new knowledge, skills or insight, plus multiple social activities that fosterconversation, reflection, and shared-learning among participants. The topics of the summerworkshop and the forums are solicited through a faculty survey to make sure that the contents ofT&L events are aligned with the faculty interest. In addition to face-to-face meetings, a Moodlesite for the T&L Academy has been established to share workshop and forum presentations

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus

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Faculty Development Constituent Committee

they have the interview with the professor.The interview with the professor involves a dialogue tree that allows the participant to choosehow they wish to respond in real-time in the conversation. This ability, coupled with theparticipant having Becky’s vantage and mirrored body movements, enables participants to feelmore immersed as the actual character. Although the evolution of conversation is dependentupon the selections of the participant, there are key statements made by the professor that areindependent of the participant’s response. These statements reflect what is constant in allinteractions. Specifically, all constants in the dialogue involve at least one of the followingconcepts—(P)rejudice, (R)acism, (I)mplicit bias, (S)exism, (M

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

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Faculty Development Constituent Committee

chosen strategy. Designmemos were originally conceived as an artifact for dissemination to other instructors interestedin adopting new practices, but they also served as useful reflection tool for the writer. Beyondthis guidance, groups had significant freedom and flexibility to operate in the way they felt wasmost valuable to their members.Each group was facilitated by a group leader who either received a semester of training prior toleading the group or had been a member of a group before assuming the leadership role. Groupleaders were identified and recruited by the project research team and were known to have priorexperience with active learning and other evidence-based teaching methods. The leader wasresponsible for recruiting group

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami

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Faculty Development Constituent Committee

learning that are independent of specificpedagogies or tools: (1) intrinsic motivation, (2) students as empowered agents, and (3) designthinking.The first, intrinsic motivation, allowed participants to reflect on factors within their courses thatcontribute to students’ motivation and ultimately, their academic performance [19]. During theworkshops, participants worked individually and in small groups [20] to explore differentapproaches to supporting students’ sense of competency about the topics within the course,autonomy to control their own learning, and relatedness to others around them and theengineering topics within the course. As agents of their own learning, students are self-directedand empowered learners who actively construct their

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

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Faculty Development Constituent Committee

curriculum design."This definition emphasizes the deliberate role that instructors play, the importance of attending tostudent identities, and the fact that systemic inequities (e.g., sexism, racism, ableism, economicinequalities, etc.) still exist and create barriers to student learning.Participants were grouped in tables of eight, and while watching the performance they wereasked to take notes and reflect. The first several skits focused on student identity, andparticipants were asked to consider negative classroom experiences and how they might makechoices to avoid them. After that part of the performance, GSIs participated in a structureddiscussion at their tables assisted by trained facilitators. This conversation teased out barriers tostudent

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Kenya Crosson, University of Dayton; Aaron Altman, United States Air Force Research Laboratory; Elizabeth Hart, University of Dayton; Malle R Schilling, University of Dayton

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Faculty Development Constituent Committee

years ago in a paper that discussed thecharacteristics of an effective faculty evaluation system.RE-ENVISIONING A NEW PROMOTION AND TENURE PROCESSFor a variety of reasons, colleges, universities, and academic units within these institutions aretaking a closer look at their P&T policies, and are considering making changes to these policiesto reflect the changing landscape of higher education (O’Meara, Eatman, & Petersen, 2015). TheSchool of Engineering (SoE) at the University of Dayton (UD) is one such organization that is inthe process of re-envisioning their P&T policies. Similar to the issues described above, the UDSoE P&T policies and procedures are summative, not formative; they do not fully promote orreward some key

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

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Faculty Development Constituent Committee

each stage of an additive innovationcycle influences faculty practices and intentions related to pedagogical risk-taking.In this study, we engaged a cohort of non-tenure line instructors in a range of pedagogicalinterventions (named the Pedagogical Ninjas program) that spanned one semester following thedesign principles of the additive innovation cycle. We intentionally chose to focus on thispopulation to create a close-knit, coherent community of uniform rank and shared perspective onthe importance of teaching. Data was collected from each faculty participant, in the form of theartifacts they created, surveys, and reflective interviews. In this paper, we present details abouteach stage of the additive innovation cycle, including its

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

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Research question 2 asked about faculty members’ experiences with, or perceptions of, the new systemof teaching evaluation, including the self-report TPI, COPUS observation, and teaching profile analysisdiscussed in their exit interviews. The thematic analysis of participants final in-depth interviews revealedthemes within the categories of their perceptions on the benefits, challenges, potential barriers toadoption, and recommendation for future implementation. Themes that emerged included: Benefits. When asked to reflect on the benefits of the new system for evaluating teaching effectiveness,participants identified four primary themes: reflection, unbiased, systematic, and non-threatening. First, participants articulated an appreciation for

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason FitzSimmons, Center for Instructional Excellence, Purdue University; Chantal Levesque-Bristol, Purdue University; Emily M. Bonem, Purdue University; Erica A. Lott, Purdue University; Loran Carleton Parker, Purdue University

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Faculty Development Constituent Committee

units responsible for implementing the IMPACT program.This partnership recognized that student-centered learning incorporates complex engagementswith information7.The overarching goals of IMPACT are to: 1. Refocus the campus culture on student-centered pedagogy and student success 2. Increase student engagement, competence, and learning gains 3. Focus course transformation on effective research-based pedagogies 4. Reflect, assess, and share IMPACT results to benefit future courses, students, and institutional cultureThe IMPACT program has been demonstrably effective in improving attainment of course-specific learning outcomes and improved degree completion, persistence, and graduation rates8.A recent external review of

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana; John Ray Morelock, University of Georgia; Ella Lee Ingram, Rose-Hulman Institute of Technology; Tris Utschig, Kennesaw State University

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Faculty Development Constituent Committee

find therelationship with theory is complex even early in a change project’s evolution. Another panelcontributor team (Morelock, Walther, & Sochacka, 2019) illustrates a broad range of theoryutilizations in the early stages of their start-up, college-wide engineering faculty developmentinstitute (EFDI). In the two years since the institute’s creation, they have used various facets ofcomplex systems theory (Mason, 2009) to generate the institute’s goals and values, pragmaticallyguide institute operations, and reflect upon how to communicate the institute’s story to others. Ineach context, their theory manifested in different ways to meet their changing needs.The engineering faculty development institute’s story is not uncommon. As projects

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Cynthia Hampton, Virginia Tech; Stephanie G. Adams, Old Dominion University; Niyousha Hosseinichimeh

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Faculty Development Constituent Committee

adoption of RBIS, iscalled instructional change [4]. Facilitating instructional change in engineering educationrequires a different approach, one that understands academia as a complex system [5] and usessystems thinking to understand how everything is connected to everything else [6] instead of thetraditional approach that is based only on faculty reflection and intuition drawn from theirteaching experiences [2]Academia is a complex system, and as such, it does not have isolated drivers or root causes thatare individually capable of generating change [6]. Instead, multiple interactions and feedbackloops exist that reinforce or balance decisions, motivators, and actions of agents in the system[7]. Academia is a system with strong historical roots

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Constituent Committee

equivalent) to be the PIon the grant, the mechanism also requires that each RED team includes at least one educationresearcher and one social science or organizational change expert. When reflecting on thedifferent roles among team members, participants at the baseline often noted that thesedistinctions felt blurred. As one education researcher explained: I think we’re figuring out exactly what our roles are—of our evaluator, our social scientist, our education specialist. It’s not bad or problematic, but we realize that it needs to be done. Because those lines aren’t necessarily clear, and maybe they shouldn’t be all that clear, because the data collected, and the analysis, and the work of those three people is

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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Faculty Development Constituent Committee

). Observationprotocols typically are intended for reflective teaching and measuring changes in teachingpractices rather than for summative evaluation. With the growing focus on incorporating theassessment of student learning into teaching evaluation, engineering education is well-situated,in which faculty members can draw from ABET student outcomes assessment data and research-based student evaluation tools such as CATME for teamwork skills (Ohland et al., 2012).The SET Revision ExampleBackground. The University of Southern Indiana (a public, comprehensive institution) initiatedthe review of its existing SET instrument during Fall 2016. The SET was previously reviewedapproximately ten years prior. The goal was to recommend revised SET questions that couldapply

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

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Faculty Development Constituent Committee

teaching effectiveness and student achievement. The TAP evaluation involves classroom observations, coaching, and feedback/reflection for professional growth. Kara has worked with 60+ student teachers in various subjects at the pre-K through 12th grade level, and conducted over 100 TAP classroom observations. Since the fall of 2016, Kara has been working with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom observations in ASU engineering courses (civil, environmental, construction, chemical, aero/mechanical, materials, transporta- tion, and biomedical engineering). The RTOP or Reformed Teaching Observation Protocol, is a rubric designed

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan

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Faculty Development Constituent Committee

framework for developmental relationships in existing literature. The finalquestion of the interview protocol asks the participant for feedback on the proposed model(Appendix B). The interviews take place in person at respondents’ campus location. The authorhas conducted 31 interviews out of the approximately 50 participants identified. The author will analyze the qualitative interview data using the analysis software,Atlas.ti. Using interview transcripts as well as reflective memos generated during datacollection, the author will analyze the variety of developmental relationship functions andcommon themes that emerge from the experiences described by the engineering faculty. Aphenomenological approach will be used as well as modified

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Kristi Glassmeyer, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University

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Faculty Development Constituent Committee

level. In 2010, Kara began teaching courses and supervising student teachers at ASU. Kara is TAP certified, an evaluation system designed to improve teaching effectiveness and student achievement. The TAP evaluation involves classroom observations, coaching, and feedback/reflection for professional growth. Kara has worked with 60+ student teachers in various subjects at the pre-K through 12th grade level, and conducted over 100 TAP classroom observations. Since the fall of 2016, Kara has been working with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom observations in ASU engineering courses (civil, environmental, construction

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Patricia R. Backer, San Jose State University; Ravisha Mathur, San Jose State University

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Faculty Development Constituent Committee

of your workshop colleagues (partners will be paired up in the workshop) • A “guided practice” document for the lesson, again revised according to collegial feedback (note that there will be some overlap between the lesson plan and the guided practice. The lesson plan is for your use; guided plan is for student’s use.) • A brief reflection about what, if anything, you plan to do for flipping a class in Fall 20XX. Note you don’t actually have to flip anything, but we hope you do! Comment on the time, energy, etc and if you are planning to flip, describe how you plan to get those resources.Lessons LearnedDuring the course of this flipped learning initiative, it was

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University; Megan F. Gambs, Boise State University

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Faculty Development Constituent Committee

methodologies. Upon further investigation, it also became clear that ourtenure and promotion guidelines varied significantly from one academic unit to another; somevaluing the quantity of work at the expense of quality, and others valuing grants received overthe impact of the scholarship. This structural variability was reflected also by the thoughtvariance among our senior leadership. The consequence was friction, misinformation, andfrustration at many levels of the university. In response, we read and then discussed ErnestBoyer’s model of scholarship [5]—the scholarships of discovery, application, integration, andteaching—with each group (i.e. organizational “top” and organizational “bottom”) individually.Outcomes to date include more open

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University

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Faculty Development Constituent Committee

activities, (d) technology training, and (e) a practice teaching session.This research focuses on the online community, workshop series, and community of scholars’activities, with the workshop series being the main hub for content delivery. The content wasdelivered in a series of three workshops anchored in engineering education that brought inelements of today’s student, how people learn, course design using an engineering designmindset, planning for all students, and an introduction to different types of active learningstrategies. Also included in each workshop was deliberate time given for faculty to do bothindividual and group reflection and discussion of the content, how it applies to their course(s),and to begin developing an implementation