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

the college’s dual career and relocation program. Dr. Sandekian earned degrees in Aerospace Engineering Sciences at University of Colorado Boulder (B.S. 1992/M.S. 1994), a Specialist in Education (Ed.S.) degree in Educational Leadership and Policy Studies (2011) and a Ph.D. in Higher Education and Student Affairs Leadership (2017), both from the University of Northern Colorado. She is a Founding Leader of the American Society of Engineering Education Virtual Community of Prac- tice for LGBTQ+ Inclusion in Engineering and a facilitator of Safe Zone trainings.Prof. Jill K Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Incorporated. His disciplinary specializations include signal processing, acoustics, and wireless communications. American c Society for Engineering Education, 2020 Thinking Entrepreneurially about Your CareerAbstractThis Work-in-Progress paper outlines an approach that a faculty member can utilize to takeownership of their career. Although many full-time faculty, whether mid-career, tenure-track, ornontenure-track, do not think of themselves as entrepreneurial, it is imperative that one isentrepreneurially minded (EM) to succeed in academia. The tasks that a faculty membercompletes each day: teaching, obtaining research dollars, managing and recruiting students

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

Paper ID #30149The Five I’s: A Framework for Supporting Early Career FacultyDr. Jennifer Karlin, Minnesota State University, Mankato Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial engineering and held the Pietz professorship for entrepreneurship and economic development. She is now a professor of integrated engineering at Minnesota State Univer- sity, Mankato, where she is helping to build the Bell Engineering program, and the managing partner of Kaizen Academic.Dr. Allison Godwin, Purdue University at West Lafayette Allison

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Walters, Oakland University; Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University

Tagged Divisions

Faculty Development Division

Paper ID #29135WIP: Mentoring Early-career Engineering Faculty - A Faculty DevelopmentCoordinator ModelDr. Julie Walters, Oakland University Julie Walters, J.D., Ph.D. Is an associate professor in the Department of Political Science at Oakland University, Rochester, Michigan. Her research and teaching address issues of law and public policy in the United States, particularly in the context of institutional and cultural dynamics. Recent work focuses on legal and normative issues surrounding the employment environment of women in STEM.Miss Leanne DeVreugd, Oakland University Leanne DeVreugd is the Program Coordinator for the

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

Tagged Divisions

Faculty Development Division

Paper ID #28993ASME Early Career Leadership Intern Program to Serve Engineering(ECLIPSE): A Talent Pipeline Model for Developing Early CareerMechanical Engineers into Future LeadersDr. Khosro Shirvani, Farmingdale State College Khosro Shirvani, Ph.D. is an assistant professor in the Mechanical Engineering Technology at Farming- dale State College (FSC). His research areas include surface engineering and tribology, additive manu- facturing, fabrication and characterization of novel materials, and manufacturing processes. He joined FSC following a faculty position at Rowan University. He is active in the American Society of Mechan

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

EECS Department. His current research activities include nanomagnetics/spintronics, graphene electron- ics, nanophotonics, and nano-electromechanical systems. c American Society for Engineering Education, 2020 Career Development Impacts of a Research Program on Graduate Student and Postdoc MentorsAbstract—This evidence-based practice paper explores how graduate students and postdocsbenefit from serving as mentors to undergraduate research interns. Utilizing three years ofqualitative data from 38 mentors, our findings indicate that mentors feel better prepared forfuture faculty careers as they gain skills in project management, supervision, andcommunication. This paper

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

of Mexican descent youth in the mid-20th century, higher education student success, and faculty mentoring programs.Dr. Valerie Martin Conley, University of Colorado at Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American Academy in a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-funded projects.Dr. Ebony Omotola McGee, Vanderbilt University Ebony McGee, associate professor of diversity and STEM education at Vanderbilt University’s Peabody College, investigates what it means to be racially marginalized in the context of learning and achiev- ing in STEM higher education and industry. In particular, she studies the racialized experiences and racial stereotypes affecting the education and career trajectories of underrepresented groups of color by exploring the costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folx in these places and spaces. McGee’s NSF CAREER grant investigates how marginalization undercuts

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

Lessons Learned summary, we discuss development of theprogram and the results of our formative assessment of the program’s second year. Ourpreference is to present in a lightning talk.Need for the ProgramAround 30% of graduate students in the College of Engineering at the University of Nebraska-Lincoln pursue a career in academia. This particular group of graduate students are futureengineering faculty and many are currently serving as Teaching Assistants (TAs). In the TA role,some students are primary instructors of courses and others support the primary instructor. Thesestudents have little to no training on evidence-based instructional strategies. The Engineering andComputing Education Core recognized the need to better prepare this group of

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

commended.Moving to academia from industryMoving to academia mid-career from industry is a major career change with both benefits andchallenges. First, it’s difficult to find academic institutions that appreciate and would even considerhiring an engineer from industry who has not published in an academic journal since graduate school.However, some institutions do value and require industry experience; though if published research isnot on the CV then teaching experience must be, particularly for a teaching focused campus.Once the switch has been made from industry to academia, the new professor can bring some greatpractical insight and real-life examples into the classroom. Undergraduate engineering studentsappreciate a professor who can tell them first

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

College. American c Society for Engineering Education, 2020 WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes Dr. Lisa B. Bosman, Dr. Erin McCave, Dr. Molly Goldstein, and Dr. Kelli ChelbergIntroduction & BackgroundThis work-in-progress paper emerged from the shared experience of participation in a VirtualWriting Group (VWG) composed of early career engineering education researchers (EER) in avariety of positions at different institutions. In general, this particular group of EERs had limitedresources and access to a peer community at their respective institutions, therefore, the VWGwas formed with the intention to spur EER scholarly activity

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

. AssociateProfessors can be appointed without these higher education course credits but are required totake these credits within four to five years to receive tenure.Systems of career recognition have been established in a significant number of theseUniversities. Examples include appointment as Excellent Teacher at Uppsala University, and noless than four different models for appointing Excellent Teaching Practitioners at LundUniversity. Winka in her review of processes for career recognition in teaching at SwedishUniversities in 2017 [5] concluded that 22 of 47 Higher Education Institutions had establishedsuch systems. Similar requirements are emerging in many European countries [6].There is also a substantial movement in some UK universities to provide

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

a Cronbach’s alpha level of .95 and found teaching self-efficacy was significantlyrelated to university teaching support and colleague support [6]. Moreover, more experiencedcompared to less experienced faculty reported higher levels of teaching self-efficacy [6]. Teaching satisfaction. Teaching satisfaction was operationalized by the teaching/servicesatisfaction scale reported in prior studies examining well-being among faculty [7]-[9]. Theseitems were part of a large cadre of items from the Collaborative on Academic Careers in HigherEducation (COACHE) faculty job satisfaction survey [21]. The scale consists of six five-pointLikert items in which higher scores indicate more satisfaction. The content of the items includednumber of

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

proposals actually read as weaknesses (e.g., disseminationapproach was not clear), or were neutral in tone (e.g., the approach was “standard”). By contrast,reviewers tended to note unique aspects of dissemination approaches (e.g., will reach out toothers) and broader populations (e.g., students, community, other researchers) that would beaffected by the research in awarded proposals. Specifically, for the awarded proposals, broaderimpact strengths were primarily in the areas of the project’s reach beyond the program and/orinstitution involved, with others related to overcoming disparities to improve the success ofstudents from underrepresented groups and using career mentoring to enhance academic-industrypartnerships. Industry partnerships were

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Khokhar is a recipient of the NSF CAREER award in 1998. He is a recipient of numerous outstanding paper awards. He is also an IEEE Fellow for his contributions to multimedia computing and databases. His research interests include: search and retrieval for Internet data, multimedia systems and communi- cation, multidimensional spatial databases, data mining, health informatics, computational biology, and high-performance computing.Dr. Douglas W. Jacobson, Iowa State University c American Society for Engineering Education, 2020 Paper ID #29446 Doug Jacobson is a University Professor in the Department

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan

Tagged Divisions

Faculty Development Division

for Associate level faculty in Engineering, facilitating career advancement, fostering connections, and providing leadership development opportunities. Heidi served as the Assistant Dean for Undergraduate Programs and Diversity in the College of Engineering at Montana State University from 2001-2012. She also served as the Director of EMPower, the engineering minor- ity program. Heidi earned her PhD in Educational Leadership from University of Nebraska-Lincoln in 2014. She studied developmental relationships in higher education and investigated the processes through which higher education leadership is fostered including mentoring, coaching, role-modeling, sponsoring, and networking.Dr. Pauline Khan, University of

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

declared their major as S&E at enrollment, were no longerenrolled in any institution three years after their initial college enrollment [2]. These numbersindicate that students lose enthusiasm or interest in S&E somewhere between high school, whenmany are interested in an S&E career, and graduation. Further, students are aware of this, asnearly half (49%) of surveyed engineering juniors report having doubts about majoring inengineering. Retaining students until graduation is recognized as a challenge by higher learninginstitutions across the US [4]. Due to the heavy focus on content, engineering in college turnsinto a “closed club” and becomes less attractive for students to persist in [3].1.2: Predictors of PersistenceSeymour and

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

. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical signal processing, specifically detection and estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies. American c Society for Engineering Education, 2020

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

. She received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering. c American Society for Engineering Education, 2020 Lessons learned about fostering curricular changeIntroductionDespite the numerous calls for institutional change to engineering curriculum, the wayengineering has been taught has not changed significantly over the last century [1], [2]. Tocounter this, the National Science Foundation put out a call for proposals to design and enactnew approaches to engineering education focused on organizational and cultural change

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

Teaching assistants play a vital role in the teaching mission of higher education institutionslike the College of Engineering at UW Madison. They are often the first point of contact a studentmay have with their instructional team and the most familiar role model for an undergraduatestudent questioning a career in the course subject field or academia in general. Not only are TAsvital to the student experience, but they are also potential future faculty, after earning an advanceddegree, it will be expected that they know how to teach. The mission of NEO is to prepare TAs for the charge of teaching, through giving them theskills and tools to teach and engage students, developing their identity as a teacher and skills toadvocate for themselves

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division

-building aspect of the program: “The opportunity to start building a network with colleagues at the same career stage was invaluable, as well as receiving feedback and interacting with more experience teachers and educators.” “I think the best part is the community and connections that the program helps create. I know know 20+ other 'first timers' that I can bounce ideas and questions off of.” “My favorite thing about it is the supportive environment. Starting out in a professorial job can be very stressful and you can feel isolated sometimes. Program staff do an amazing job in making things feel ok.”Continued contact over time with a community-building emphasis is as an effective strategy

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Portland; Lindy Hamilton Mayled, Arizona State University; Mark L. Nagurka, Marquette University; Maria-Isabel Carnasciali, University of New Haven; Douglas E. Melton, Kern Entrepreneurial Engineering Network

Tagged Divisions

Faculty Development Division

coaching program [6]. Others have studied ways that coaching might improve instructionalpractices, as summarized in Table 1.Table 1. Summary of prior work on instructional coaching. Author Year Discipline Coaching Context Development Goals Skinner and Welch [7] 1996 All Instructional development Evidence Based Practices McLeod and Steinert 2009 Medical Faculty Instructional development Evidence Based Practices [8] Pembridge [9] 2017 Engineering Video annotation Evidence Based Practices Sherick [10] 2018 Engineering Career Development Promotion to Professor Hamilton et al

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

as project manager, Sarah worked as the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology from Grand Canyon University. Her research and areas of interest are in improving educational outcomes for STEM students

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled

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

Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang@unm.edu

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University

Tagged Divisions

Faculty Development Division

, 470 (2009).[14] National Effective Teaching Institutes, viewed on February 3, 2020,https://www.asee.org/education-careers/continuing-education/courses-and-workshops/neti.[15] NSF DUE #1317540[16] Katie D. Cadwell, Michelle M. Blum, Julie M. Hasenwinkel, Carol Stokes-Cawley. “AGateway Course Redesign Working Group.” Proceedings of the American Society forEngineering Education 2018 Annual Conference and Exposition, Salt Lake City, UT, 2018.

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

graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

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

., Scircle, M. M., and Hunsinger, M. (2015). Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences, 112(16):4988–4993.Feichtner, S. B. and Davis, E. A. (1984). Why some groups fail: A survey of students’ experiences with learning groups. Organizational Behavior Teaching Review, 9(4):58–73.Hansen, R. S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82(1):11–19. Copyright - Copyright Heldref Publications Sep/Oct 2006; Document feature - ; Tables; Last updated - 2017-10-31.Layton, R. A., Loughry, M. L., Ohland, M. W., and Ricco, G. D. (2010). Design and

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

project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Ms. Madalyn Wilson-Fetrow, University of New MexicoDr. Yan Chen, University of New Mexico Yan Chen is a Postdoctoral Fellow in the Departments of Chemical AND Biological Engineering at the University

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

Foundation Energy Storage Project (ESP) at Madison Area Technical College in Wisconsin. She has spent the last nine years as the Project Manager for the National Science Foundation CREATE Center at College of the Canyons in California, and has more than fifteen years’ experience working on NSF grants. During her time as Project Manager for CREATE, Mrs. Temple coordinated three successful international projects funded through NSF to explore the renewable energy achievements in Australia, New Zealand, Denmark, Virgin Islands and Germany. Mrs. Temple started her career in the private sector in accounting and finance before coming to College of the Canyons. Mrs. Temple earned her B.A. in Communications with an emphasis in