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

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Diversity

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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

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

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Faculty Development Division

Paper ID #29715A Model for a Faculty Development Course Redesign Summer Working GroupDr. Michelle M Blum, Syracuse University Dr. Blum is interested in research in improving undergraduate engineering education; including develop- ment of inquiry based activities for first year engineering courses, improvement of student design projects, hands-on activities, professional skills development and inclusion and outreach activities. Dr. Blum also specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications.Dr. Katie D. Cadwell, Syracuse

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

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Faculty Development Division

gaming in education. She is a Graduate Research Assistant for the TRESTLE project at UTSA.Dr. JoAnn Browning P.E., The University of Texas at San Antonio Dr. Browning was named Dean and David and Jennifer Spencer Distinguished Chair of the UTSA College of Engineering in August 2014. Previously she was a faculty member at the University of Kansas for 16 years, and served 2 years as Associate Dean of Administration. While at KU, Dr. Browning twice was awarded the Miller Award for Distinguished Professional Service (2004 and 2011) and was the 2012 recipient of the Henry E. Gould Award for Distinguished Service to Undergraduate Education. In 2015 she was name a Purdue Distinguished Woman Scholar. In 2016 INSIGHT into

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

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Faculty Development Division

Paper ID #30904International Faculty Professional Development: Utilizing HybridEnvironments to Deepen Learning and Grow CommunityDr. Mary Slowinski, College of the Canyons Mary Slowinski is an educator/consultant specializing in educator-industry partnerships and collaborative learning research and design. She received her PhD in Learning Science from the University of Washing- ton with a dissertation on communities of practice for educators. Mary is PI and co-PI on National Science Foundation research and special project grants focused on industry/education partnerships. In addition, she has worked with several NSF

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

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Faculty Development Division

Intern Program to Serve Engineering (ECLIPSE). Mechanical Engineers whohave completed a four-year degree with 3-10 years of work experience are eligible to apply.ASME has established this annual opportunity to develop Early Career Engineers (ECE) intofuture leaders within the community, strengthen their connections with peers and mentors, andexpand overall membership levels across the profession.Selected into the 2018-19 ECLIPSE Program, I had the opportunity to complete a project for theBoard of Governors (BOG) in collaboration with an assigned coach. My experience included theprivilege to participate in several networking and training events, travel to a series of engineeringconferences including the IMECE (International Mechanical Engineering

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

Fellow of the Society for Industrial and Organizational Psychologists.Ms. Jacqueline Gilberto, Rice UniversityProf. Stephen P. Mattingly, University of Texas at Arlington STEPHEN MATTINGLY is a Professor in Civil Engineering at the University of Texas at Arlington. Previously, he worked at the Institute of Transportation Studies, University of California, Irvine and Uni- versity of Alaska, Fairbanks. His most recent research projects address a variety of interdisciplinary topics including developing an app for crowd-sourcing bicycle and pedestrian conflict data, transporta- tion public health performance measures, policy and infrastructure improvements resulting from bicycle and pedestrian fatality crashes, linking

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

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Diversity

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Faculty Development Division

, learning, outreach and diversity of engineers, along with instructional innovation in biomedical engineering. Her current research looks at applying human-centered design thinking to approaching challenges in teaching engineering. Dr. Joshi is actively involved in educational entrepreneurship projects, STEM popularization activities and making engineering accessible to underrepresented high school students in the U.S. and India.Dr. Jason R White, University of California, Davis Dr. Jason R. White is a faculty member in the Department of Chemical Engineering at the University of California, Davis. Dr. White has been at UC Davis since 2015 and he has been an instructor of several un- dergraduate chemical engineering

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

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Faculty Development Division

her knowledge in the field of change man- agement and hopes to study social network analyses of higher education organizations undergoing change to track buy-in, barriers, and adoption.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Junkun Ma, Sam Houston State University; Faruk Yildiz, Sam Houston State University

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Faculty Development Division

:  Turning: Straight turning, Facing, Drilling, Boring, Cut-off, Threading and Tapering  Milling: Face milling, Drilling, Boring, End milling, Counter boring, Reaming and Tapping (a) (b) Figure 2: (a) Turning final project and (b) Milling final projectThe first course uses lectures to build students’ fundamental understanding of the processes andemphasizes hands-on operation using a manual lathe and a vertical milling machine. Figure 2(a)shows the final turning project and Figure 2(b) shows the final milling project. In the two projects,all turning and milling operations discussed above are required.The second course focuses on understanding the G-Code and programming CNC

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

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Diversity

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Faculty Development Division

Paper ID #30116Analyzing Student Achievement to Measure the Effectivenss of ActiveLearning Strategies in the Engineering ClassroomSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role

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

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Faculty Development Division

paper reports on the first half of this ongoing project, including the summer workshops and summer andfall coaching sessions. This paper reports and reflects on coaching session notes and discussions with participants.Evaluation includes trend analysis to identify themes raised during coaching sessions, and assessment of theeffectiveness of the coaching meetings. Future survey data will be used to measure the effectiveness of coachingsessions for implementation and accountability of project goals.IntroductionOver the last two decades, the Kern Entrepreneurial Engineering Network (KEEN) with support from the KernFamily Foundation has actively supported, developed, and promoted programs to create a change in engineeringeducation [1]. Specifically

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

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Faculty Development Division

. When firstapplying for this grant, the leadership team did not solicit potential collaborators within theschool of engineering already engaged in work aligned to their goals. Additionally, faculty werenot included in any project-specific team meetings and communication between the leadershipteam and faculty about this project was limited. Some faculty perceived that the leadership teamwas taking credit for their work in incorporating social content into engineering courses, whichwas exacerbated by the feeling of not being included. For example, one faculty stated, “So, I dofeel like we are a very, I can’t think of a better word, we were integrated with the [project] but atthe same time like it’s not ours.”(2) Simply hosting workshops was

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

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Environmental Engineering, Faculty Development Division

re- sources engineering design and permitting. In addition to her corporate experience, Dr. Parks served as a Peace Corps Volunteer in Mali, West Africa, supporting a local Non-Governmental Organization on water sanitation projects. American c Society for Engineering Education, 2020Working toward tenure in a teaching focused branch campusIntroductionBeing an environmental engineering professor can take many forms depending on the person, theposition, the institution, and the campus. The purpose of this paper is to summarize the experiences ofa tenure-track environmental engineering professor at a teaching-focused branch campus (~3000students) of an R1 university

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

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Diversity

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Faculty Development Division

Paper ID #28894From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Be-liefsand PracticeAmber Gallup, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments

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

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Diversity

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Faculty Development Division

in Higher Education and Student Affairs from New York University, and his Ed.D. in Educational Leadership from University of Southern California.Dr. Jianyu ”Jane” Dong, California State University, Los Angeles Jianyu Dong is a professor in electrical and computer engineering and currently serves as the Associate Dean for the College of Engineering, Computer Science, and Technology at Cal State LA. Her area of expertise is video compression/communication, multimedia networks, QoS, etc. With a strong passion in Engineering Education, she has been engaged in multiple funded projects and initiatives to increase the participation and success of students from undeserved, low-income communities in engineering areas.Dr

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

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Faculty Development Division

relates toimplementation of evidence-based teaching practices, and implementing new practices helpsgenerate additional supports [9]. Examples of support include a department's culture andemphasis on teaching, faculty's desire for improved student outcomes, professional developmenttraining, access to active learning classrooms, and interaction with pedagogy specialists. TheFLC members aimed to provide support to their CoE faculty colleagues by creating a series ofevidence-based mini-modules on inclusive teaching and mentoring practices. The purpose ofthis paper is to describe the creation, implementation, and assessment of these mini-modules.GoalsThe goals of this project were to1. Disseminate evidence-based, inclusive teaching and mentoring

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

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Diversity

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Faculty Development Division

confident that many aspects can be generalized into the general academic settingregardless of research disciplinary focus area.Tuckman’s 5 Stages of Team Development [1], Figure 1, is very much applicable for teams thatare required to work together versus teams that choose to work together. As educators, wecommonly see these stages play out in group design projects, especially when it comes to the“storming” stage when students start complaining about their peers and show frustration towardsthe inability to be productive as a group. Tuckman’s model offers a good foundation, yet theauthors set out to propose a modified framework that describes the stages that occur when people“choose” to work together, versus Tuckman’s model which describes the

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)

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Faculty Development Division

. When considering the riskinherent in a CAREER proposal, the investigator should look for the sweet spot, where there ishigh enough risk to be potentially transformative, while not so risky that there are serious doubtsas to whether or not the work can be completed or the work will not achieve its impacts. The content of the research and education activities should be novel enough to launch a career, not just any five year project. Consider and describe how insights from the integration of the research and educational plans have ability to transform some aspect of engineering education. Figure 1. The Three Dimensions of a Competitive CAREER proposalWhen we put these three dimensions together, we see there is

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

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Faculty Development Division

and Learning (SOTL)—that has salient implications for ENED research and practice beyond thestudy’s context. We are aware of other frameworks that delineate between SOTL and discipline-basedresearch educational based on the degree of methodological rigor (e.g., Streveler et al., 2007), but weconsider that distinction to establish barriers to entry that are antithetical to the goal of onboardingengineering faculty to ENED research. Our ENED research programming includes: 1 1. ENED research incubator – Weekly meetings where EETI leadership helps faculty translate their ENED research project ideas into opportunities for grant proposals and

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

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Faculty Development Division

Paper ID #29123Extending Faculty Development through a Sustainable Community of Prac-ticeSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as

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

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Faculty Development Division

by a shared program or curriculum. Thischaracteristic of the model was motivated in part by the fact that STEM instructors often find itchallenging to translate general teaching advice and strategies to discipline-specific contexts. Wehypothesized that grouping instructors by discipline would facilitate “translation.” The model isalso consistent with recommendations for professional learning communities to includeparticipants with common concerns or needs [1], [4].Groups and ParticipantsAs part of the project studied in this paper, SIMPLE teaching development groups were formedin six STEM departments at a single large, research-focused institution. Group members wereinterviewed yearly to learn about the structure and functioning of their

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

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Diversity

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Faculty Development Division

c American Society for Engineering Education, 2020 Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and LearningIntroductionAcross the disciplines encompassed by STEM and Health Sciences (STEM-H), there has beengrowing interest among these disciplinary faculty towards learning more about how to conducteducation research within their disciplines. In a recent national effort, NSF has called for“Building Capacity for Science, Technology, Engineering, Mathematics (STEM) EducationResearch” via its program solicitation 20-521. Projects are supported that build STEM-H facultycapacity to carry out high quality STEM education research that will enhance the nation’s

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)

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Diversity

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Faculty Development Division

developers.Faculty Development as Interdisciplinary Work In the work of faculty development, faculty developers bring their own disciplinarybackgrounds to their roles, collaborate across disciplines, and operate at disciplinary borderswithin institution-wide and discipline-specific academic units [1]. In this project, facultydevelopment is framed as interdisciplinary work where faculty developers work to integratemultiple perspectives towards creating educational solutions and supporting faculty and graduatestudents in the development of their teaching and learning practice. Within theseinterdisciplinary interactions, challenges and conflict may arise because academic disciplineshave different ways of seeing problems and different methods for problem

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

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Faculty Development Division

Attack Generation Environment (ISEAGE) test bed project. He has given over 75 presentations in the area of computer security and has testified in front of the U.S. Senate committee of the Judiciary on security issues associated with peer-to-peer networking. He has served as an ABET program evaluator representing IEEE for 10 years. He is a Fellow of IEEE and received the IEEE Educational Activities Board Major Educational Innovation Award in 2012 for his work in teaching information assurance to students of all ages.Dr. Lisa M. Larson Ph.D., Iowa State University Dr. Larson is a professor in the department of psychology. She has examined Self Determination Theory as a framework to explain how the environment impacts

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore

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Environmental Engineering, Faculty Development Division

. Specifically, allnew faculty participate in a ~6 weeklong initial summer training workshop run at the departmentlevel. Here, new faculty are given the opportunity to develop relationships with their facultycohort as they explore foundational teaching skills. New faculty members also completenumerous events designed to indoctrinate them into our university’s community. Beyond initialsummer training, our university maintains the Center for Faculty Excellence (CFE), whichprovides numerous faculty development opportunities throughout the academic year. The mostintensive CFE offering is the Master Teacher Program, which is a two-year program consistingof teaching-related classes and a required capstone project. To graduate, faculty members mustcomplete a

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

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

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)

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Diversity

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Faculty Development Division

Paper ID #31581Determinants of initial training for engineering educatorsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepreneurial mindsets through project-based and expe- riential learning. Her research interests include improving engineering education through faculty devel- opment, game-based learning, and reflection. Elizabeth was a Certified Public

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

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Diversity

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Faculty Development Division

engineering students. The survey askedstudents to self identify their gender. This was used to identify how these factors may influenceranking of rapport supportive behaviors. Additionally, this survey asked students both theiracademic program (the discipline within engineering) and their degree progression, in order toidentify how these factors impact such rankings.Based on findings in the literature, and given the scope of this project, the authors anticipate thatthe most effective way to broaden students’ retention in engineering education is throughestablishing rapport between engineering professors and their students. Using the results of thisstudy, we can design interventions aimed at faculty member’s ability to establish positiverapport, which

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

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Diversity

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Faculty Development Division

perceptions of the relationship between work [13] [14]Balance and non-work obligations and demandsFinances During An individual's perceptions of his or her financial situation [15] [16]Higher Education during higher education as an undergraduate and/or graduate studentFinancial An individual's perceptions of his or her current financial [16] [17]Responsibilities situation and ability to fulfill obligationsThe scale items used in PEAS were developed specifically for this project. We examined scalesfrom existing surveys that probe academic workplace climates and rejected them based onprincipals of best practice [18] [19]. We found existing scales tended to lack sufficient validityevidence or

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

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Faculty Development Division

Michigan Pauline Bary Khan has been serving as the Director of the Program in Technical Communication since 2012. She has taught classes in technical communications to undergraduate and graduate students at the College of Engineering since 1997. She has also co-authored the book A Practical Guide to Technical Reports and Presentations for Scientists, Engineers and Students. Her research is on the topic of group culture, climate, and communication. Prior to her teaching career, Dr. Khan worked as an engineering and project manager to design man- ufacturing systems in the information technology field, to manufacture and test engine blocks for the automotive industry, and to research coatings for high-speed and high