Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University

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Diversity

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Faculty Development Division

Paper ID #29450Analysis of Panel Summaries of Proposals Submitted to the S-STEM Pro-gramMs. Samara R. Boyle, Rice UniversityDr. Yvette E. Pearson P.E., Rice University Dr. Yvette E. Pearson holds a B.S. in Civil Engineering and M.S. in Chemistry from Southern University and a Ph.D. in Engineering and Applied Science from the University of New Orleans. She is Associate Dean for Accreditation, Assessment, and Strategic Initiatives in the George R. Brown School of Engi- neering at Rice University, a Program Evaluator for the Engineering Accreditation Commission of ABET, a registered Professional Engineer in Louisiana, a

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln

Tagged Divisions

Faculty Development Division

research the integration of innovative instructional strategies and technologies in their classrooms and designs and delivers teaching- focused professional development programs for faculty in the college.Dr. Markeya S. Peteranetz, University of Nebraska-Lincoln Dr. Peteranetz is the Learning Assessment Coordinator for the University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning. c American Society for Engineering Education, 2020 Bridging the Gap: Preparing Future Engineering Faculty for

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

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Diversity

Tagged Divisions

Faculty Development Division

Engineering; I teach microbiology (lecture and lab) to under- graduates and graduate students and do research on microbes in natural and engineered environments.Dr. S. Ismat Shah, University of Delaware Professor S Ismat Shah has a joint appointment in the Departments of Materials Science and Engineering and Physics and Astronomy. He is also the Director of the Energy and Environment Policy Program. In addition to the STEM courses in his the Departments, he teaches policy and ethics courses.Prof. Sheldon Allister Hewlett, University of DelawareProf. Jenni M. Buckley, University of Delaware Dr. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware. She received her Bachelor’s of Engineering (2001

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Faculty Development Division

collaboration.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1525345. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. This work is done in collaboration with the University of Kansas, Indiana University,Queen’s University at Kingston, University of British Columbia, University of California, Davis,University of Colorado Boulder, and the University of Texas at San Antonio.References [1] C. Baillie and G. Fitzgerald, “Motivation and attrition in engineering students,” European Journal of Engineering Education, vol. 25, no. 2, pp. 145–155, 2000. [2] B. N. Geisinger and D

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

analytic lens may contribute to understanding about how co-peersand peer-designers might most effectively play roles in changing faculty practice, and ultimately,in creating more inclusive learning environments for diverse students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1623105. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. Meyer and S. Marx, "Engineering dropouts: A qualitative examination of why undergraduates leave engineering," Journal of Engineering Education, vol. 103, no. 4, pp. 525-548, 2014.[2] S. E

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

efforts, especially if they are untenured.References[1] M. Davis, “Engineering as profession: Some methodological problems in its study,” in Engineering identities, epistemologies, and values, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (Eds)., Springer, 2015, pp. 65–98.[2] J. R. Lohmann and J. E. Froyd, “Chronological and ontological development of engineering education as a field of scientific inquiry,” in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, (Eds). Cambridge, MA: Cambridge University Press, 2010, pp. 283–309.[3] S. M. Lord, E. J. Berger, N. N. Kellam, E. L. Ingram, D. M. Riley, D. T. Rover, N. Salzman, and J. D. Sweeney

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology

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Diversity

Tagged Divisions

Faculty Development Division

material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and men faculty in academic science and engineering: Social- organizational indicators and implications,” American Behavioral Scientist, vol. 53, no. 7, pp. 997–101, 2010.[2] M. Sabharwal and E. A. Corley, "Faculty job satisfaction across gender and discipline," The Social Science Journal vol. 46, no. 3, pp. 539-556, September, 2009.[3] Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training-and- library/postsecondary-teachers.htm

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College

Tagged Divisions

Faculty Development Division

homogeneous group. A group is heterogeneouswith respect to a given question if students in the group select mostly different answers to the question. Agroup is homogeneous with respect to a given question if students in the group select mostly the sameanswers to the question. For these questions, the fitness measure is given by: 1 c n Xi, j = ∑ rs,k , n k=1 s=1where n is the number of students in the group, c is the number of choices for the question, and rs,k is 1when student s has selected option k and 0 otherwise. The expression ns=1 rs,k is the logical or operatorover values of rs,k as s

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, nearly half (45%) of all high school seniors indicated an intent to study scienceand engineering (S&E), yet in the 2015 survey of full-time undergraduates, just more than onethird (37%) of undergraduate enrollments were in S&E programs, indicating there exists adisconnect between enrollment and graduation rates. In 2015, out of nearly two-millionbachelor’s degrees earned; less than one-hundred thousand were in engineering (5.2%)(NSB Appendix Table 2-21 [2]). “We are graduating fewer engineers now than 20 years ago,both in terms of absolute numbers and as a percentage of all college degrees” [3]. This is alsoreflected in the National Science Board (NSB) cohort study which identified that more than onein six (16.3%) of students who

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, “Teacher and Student Attitudes Toward Teacher Feedback,” RELC J., vol. 38, no. 1, pp. 38–52, 2007.[4] E. Ekholm, S. Zumbrunn, and S. Conklin, “The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable,” Teach. High. Educ., vol. 20, no. 2, pp. 197–207, 2015.[5] R. Yoshida, “Teachers’ choice and learners’ preference of corrective feedback types,” Lang. Aware., vol. 17, no. 1, pp. 78–93, 2008.[6] O. H. A. Mahfoodh and A. Pandian, “A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback,” English Lang. Teach., vol. 4, no. 3, pp. 14–25, 2011.[7] T. Ryan and M

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Paper ID #29197Designing a Streamlined Workshop for STEM-H Faculty Engaged in theScholarship of Teaching and LearningMs. Jody Zhong, University of Louisville Ms. Zhong is a fourth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong’s interests lie in researching identity, diversity, and professional development/thriving within the academy.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

three, when talking about the workload related to the change effort, these facultymembers said similar comments to the change ready faculty such as, “It’s teaching, teaching isteaching.”Examples of poor sportsmanship were evident at the start of the project when Dr. Alban did notwant to participate or commit time to the project for fear it would be replaced with somethingelse. Comments like it “take[s] me away from my comfort zone, which is lecturing” and “I needto be convinced that this is a sustainable effort” are examples of this. These issues were resolvedthrough courteous behaviors from Dr. Bora as evident by comments like this: I feel like without this cohort of colleagues who are making changes … and that person giving me

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Divisions

Faculty Development Division

faculty member’s sphere of influenceand avoid potential pitfalls has proven useful in discussions of the CAREER program broadly. Italso generalizes the main components of successful CAREER proposals rather than focusing onthe particular research and education aspects of a project.Moving Toward “CAREER Ready”While the previous two sections provide useful advice for positioning one’s CAREER proposal,they do not include sign-posts indicating what an individual should be doing or looking for to beready to write a competitive CAREER proposal and, if successful, thrive while completing thepromised work. Recognizing this gap, we developed and honed the 5 “I”s of CAREER readiness.The Five I’s are: Ideas, Integration, Impact, Identity, and Infrastructure

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

theirintern(s). For example, they had to actively encourage confused interns to ask questions.Similarly, the mentors learned that the interns were not always willing to admit when they didnot understand new material. I learned that I should encourage students I am working with to ask more questions earlier on and that I should be more active in confirming that my explanations are adequate. I can do this by asking the student to write in words what I have asked them to do or to show me after they do the first step. I learned that even when a student says they understand and gives a one sentence summary it does not necessarily mean that they understand. I have learned to think from the student side and make

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

Conference Session

Research in Faculty Development

Collection

2020 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; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs

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Diversity

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Faculty Development Division

to one another during the career decision-making process(Lent et al., 1994). SCCT served as the basis of the interview protocol administered in this study,the deductive data analysis process, and in considering the implications of the study.Figure 1Social Cognitive Career TheoryNote. From “Toward a Unifying Social Cognitive Theory of Career and Academic Interest,Choice, and Performance,” by R. W. Lent, S. D. Brown, and G. Hackett, 1994, Journal ofVocational Behavior, 45, pp. 79-122.MethodologyResearch design. An embedded, multiple-case study design (Yin, 2018) was utilized to explorethe ways in which 22 engineering postdoctoral scholars describe the appeal of pursuing a careerin the professoriate. Interviews, grounded by SCCT (Lent et al

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

they prioritize their competing career goals? What are some actions that the candidate(s) can take to negotiate for a better offer? 4 Please share your experience or suggestions on how to achieve work-life balance. What are some strategies to achieve equal partnership at home when you are in a dual- career relationship? How should one entice, encourage, or even “train” a partner to become an equal partner at home? From your personal experience, can you offer any tips on starting/expanding a family in regard to the tenure clock? 5 In general, what is the climate that one may expect to experience from colleagues when in a dual-career relationship? More often than not, the partner hire is perceived by colleagues as

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

: Programs, best practices, and recommendations," Journal of Engineering Education, vol. 100, no. 1, pp. 89-122, 2011.[2] M. Bussey, M. Mei Song, and S.-H. Hsieh, Anticipatory Imagination as a Tool for Rethinking Engineering Education. 2017.[3] R. S. Adams and R. M. Felder, "Reframing Professional Development: A Systems Approach to Preparing Engineering Educators to Educate Tomorrow's Engineers," Journal of Engineering Education, vol. 97, no. 3, pp. 239-240, 2008/07/01 2013, doi: 10.1002/j.2168-9830.2008.tb00975.x.[4] R. M. Felder, D. R. Woods, J. E. Stice, and A. Rugarcia, "The future of engineering education II. Teaching methods that work," Chemical engineering education, vol. 34, no

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

satisfaction among ECE faculty.This material is based upon work supported by the National Science Foundation (NSF) underaward EEC-1623125. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and Men Faculty in Academic Science and Engineering: Social- Organizational Indicators and Implications,” American Behavioral Scientist, vol. 53, no. 7, 2010, pp. 997–1012.[2] E. A. Frickey and L. M. Larson, L. M. “A closer examination of Engineering Department culture: Identifying supports and barriers.” Poster session presented at the annual meeting of the American

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. ​American Journal of Physics​ 66, 64.[3] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning ​3(3), 69-81.[4] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. ​PNAS​, 11(23), 8410-8415.[5] Hattie, J, Biggs, & Purdie, N. (1996). Effects of learning skills

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

education centers: Catalyzing the improvement of undergraduate stem education. International Journal of STEM Education, 5(1), 47. doi:10.1186/s40594-018-0143-2Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 570-597). New York: Guilford Press.Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self- determination of behavior. Psychological inquiry, 11(4), 227-268.Draeger, J. (2013). Why bother with the scholarship of teaching and learning? InSight: A Journal of

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

climate," Journal of Engineering Education, vol. 85, pp. 45-51, 1996.[5] C. Faber, C. Smith-Orr, C. Bodnar, A. Coso Strong, W. Lee, and E. McCave, "Best practices for developing a virtual peer mentoring community," in ASEE Annual Conference proceedings, 2017.[6] R. Pimmel, A. F. McKenna, N. L. Fortenberry, B. Yoder, and R. C. Chavela Guerra, "Faculty development using virtual communities of practice," In ASEE Annual Conference Proceedings. Atlanta, GA., vol. 23, p. 1, 2013.[7] L. Bosman and P. Voglewede, "How can a faculty community of practice change classroom practices?," College Teaching, 2019.[8] A. L. Pawley, A. R. Carberry, M. E. Cardella, M.-I. Carnasciali, S. R. Daly, J. L. Gorlewicz

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

Tagged Divisions

Faculty Development Division

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Resources make the decision based on apparent qualifications? How do we ensure faculty is prepared to teach for the College? Dimension 2- Course Assignments 10, 11, 13, Who and what determines which course(s) adjunct faculty will 14, 15, 16 teach and which specific adjunct faculty to assign to a specific course? Dimension 3- Faculty Performance 18, 19, 20 Are adjunct faculty rated? If so, by whom? How often? Dimension 4- College Communication Who is tasked with informing adjunct faculty of

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, doi: 10.1007/s11229-012-0179-7.[5] M. O’Rourke, S. Crowley, and C. Gonnerman, “On the nature of cross-disciplinary integration: A philosophical framework,” Stud. Hist. Philos. Sci. Part C Stud. Hist. Philos. Biol. Biomed. Sci., vol. 56, pp. 62–70, Apr. 2016, doi: 10.1016/j.shpsc.2015.10.003.[6] D. Ellis, “Changing the lens: The role of reframing in educational development,” Improve Acad., vol. 37, no. 1, pp. 142–150, Feb. 2018, doi: 10.1002/tia2.20067.[7] B. K. Jesiek, L. K. Newswander, and M. Borrego, “Engineering education research: Discipline, community, or field?,” J. Eng. Educ., vol. 98, no. 1, pp. 39–52, 2009, doi: 10.1002/j.2168-9830.2009.tb01004.x.

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

, 2016.[6] S. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco, CA: Jossey- Bass, 2010.[7] L. Shulman, “Those who understand: Knowledge growth in teaching,” Educ. Res., vol. 15, no. 2, pp. 4–14, 1986.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1347675 (DUE). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Environmental Engineering, Faculty Development Division

discussion on the significance of the service activity.The completed portfolio is submitted not only to the Peer Review Committee but also to ExternalReferee(s). For contract renewal, at least one External Referee will be determined by the candidate aswell as the division chairperson. In cases of tenure, the candidate will recommend three ExternalReferees and the division chairperson will select an additional three External Referees. The yearfollowing the portfolio submission the faculty member is observed in the classroom by at least threetenured faculty from the division (any field of engineering or computer science).SupportThe small branch campus has offered a positive experience, particularly in providing a supportivedepartmental culture where

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

] Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok — Not everyone can be good at math”: Instructors with an entity theorycomfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. doi:10.1016/j.jesp.2011.12.012[2] “Minority Serving Institutions: Americas’ Underutilized Resource for Strengthening the STEM Workforce,” The NationalAcademies Press, Washington DC (2019). DOI: https://doi.org/10.17226/25257[3] Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicityand education, 8(1), 69-91.[4] Smith, J. M., & Lucena, J. C. (2016). Invisible innovators: how low-income, first-generation students use their funds ofknowledge to belong in

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haroon Malik, Marshall University; Wael A. Zatar, Marshall University

Tagged Divisions

Faculty Development Division

: Generalizability of the methodology is one of the most important extensions offuture work. Integration of a custom-built sentiment classifier and an automatic ontology buildingfunctionality potentially through a combination of ontology learning techniques will be sought.References[1]. George A. Miller. 1995. WordNet: a lexical database for English. Commun. ACM 38, 11 (November 1995), 39– 41. DOI:https://doi.org/10.1145/219717.219748[2]. M. Hu and B. Liu, "Mining opinion features in customer reviews," in AAAI, 2004, pp. 755-760.[3]. N. Gupta, S. Chandra, Product Feature Discovery and Ranking for Sentiment Analysis from Online Reviews, Journal of Systems Science and Systems Engineering, pp 542-55, 2013.

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

substantial qualification in engineering education pedagogy.Our assertion is that the USA should not risk being left behind, and thus it is imperative that awider cohort of early career engineering educators should acquire substantial pedagogical andeducational training during their initial year(s) of teaching. “Pedagogy” being taken to meaninstructional techniques, and “educational” to encompass the curriculum and the philosophiesthat underpin pedagogies. Four propositions support this view: 1. Assuming that teaching is a professional activity, it is incumbent on a professional to be aware of the knowledge that constructs the activity and act therein taking into account the evidence available. 2. Without such knowledge it is difficult