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

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

from underrepresented groups than their four-yearcounterparts, including ethnic minorities, financial aid recipients, students with disabilities, andre-entry students [10]. To date, 89% of TTE REU interns have been from backgroundsunderrepresented in STEM fields. Successfully involving these community college students inscientific research is important for building diversity within the engineering fields.Community college students who participate as interns of the TTE REU program benefit in avariety of ways. Analysis of mixed methods evaluation data shows that interns are better able tofind scholarly resources, design ethical scientific experiments, conduct independent research, andanalyze data after participating in the program [11

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

Tagged Topics

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

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 two university professional developers),determined the audience and focus for the workshop. We felt the discrepancies between STEM-H discipline research and education research (e.g. natural laws vs. conceptual frameworks,feasibility and ethicality of controlled studies in education), would be the main source of initialconfusion for participants. We hypothesized that the participants would benefit from anintroduction to foundational education research ideas, and we addressed these discrepancies thatlead to tensions due to differing views and values of research among the discipline-basedcommunities. We sought to unpack and diffuse tensions by emphasizing that anywhere on thelandscape, valuable research means appropriately