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 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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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 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

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

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 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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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 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 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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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