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Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

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

, 2020Lessons Learned: Teaching and Learning Academy Workshop to Promote an Asset-based Mindset among STEM facultyAbstractThis lessons learned paper describes the strategies in planning, organizing, and delivering aTeaching and Learning Academy Workshop that focused on bridging the cultural and perceptiongap between faculty and students in math and engineering classrooms. Grounded in Yosso’sCommunity Cultural Wealth model, the workshop was designed to engage participants in asequence of reflective and conversational activities that allowed the faculty to connect their owneducational experiences with their expectation towards the students, and recognize the strengthof the students in terms of their cultural wealth in Aspirational

Relevance Score: 0.034463327

WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

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

virtualsupport systems and learning communities [5-8]. These virtual environments can help addressissues of targeted support, particularly through VWGs. Writing and support groups are nostranger to engineering education [9-11], and VWGs offer many benefits [12] includingnetworking, accountability, feedback, increased motivation, a sense of belonging, emotionalsupport, and many others.MethodsDue to the nature of the research goals, a collaborative autoethnographic approach [13] wasappropriate. Autoethnography uses self-reflection and writing to understand and exploreanecdotal and personal experiences which we hoped would allow for a deeper connection acrossour individual stories as well as contribute to a wider understanding of individual

Relevance Score: 0.027570661

WIP: Supporting Faculty Developers’ Engagement with Disciplinary Perspectives

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

. American c Society for Engineering Education, 2020 WIP: Supporting Faculty Developers’ Engagement with Disciplinary PerspectivesIntroduction This work in progress presents three ways of approaching the analysis of an empiricalresearch study that explores how faculty developers engage with disciplinary perspectives. As acore element of interdisciplinary work, disciplinary perspectives represent the ways individualsmay see and approach a problem based on their unique disciplinary background and training.This paper aims to evoke reflection on faculty development as an interdisciplinary practice withimplications for the professional development and identity of faculty

Relevance Score: 0.025647897

Determinants of Initial Training for Engineering Educators

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

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

Relevance Score: 0.021901064

Optimizing Student-Faculty Rapport for the Engineering Classrooms: Dimensioning the Behaviors that Matter

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

sizes. To normalize, the mean response fromeach of the seven programs were then averaged together, giving equal one-seventh weight toeach program of study.Response categories of “Strongly Disagree,” “Disagree,” “Neutral,” “Agree,” and “StronglyAgree” were assigned corresponding ordinal ranks of one through five respectively. The likertvalue responses were averaged for these groups in order to represent a “general consensus”response. Mean likert responses near one for any given question reflect a strong disagreementthat the given behavior is an important factor for student-instructor rapport, while meanresponses near five indicate a strong agreement that the behavior is an important factor forstudent-instructor rapport. Median was not calculated

Relevance Score: 0.016221154

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

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

change their beliefs and instructional practices?This paper explores this question and offers practical suggestions for promoting peer learningamong faculty.Theoretical frameworkMuch research has supported the theory that people learn through active participation incommunities of practice [6]. Communities of practice are “groups of people informally boundtogether by shared expertise and passion for a joint enterprise” [7]. In these communities,participants learn new skills socially in a process guided by peers and mentors and situatedwithin the context where the skills are used. The community discusses and reflects together, asbeginners grow into full participants. Faculty, within the same department or across departmentsand institutions

Relevance Score: 0.0151734995

Faculty Development Mini-modules on Evidence-based Inclusive Teaching and Mentoring Practices in Engineering

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

administered electronically (Qualtrics XM) to all faculty in the CoE after the firstmodule (pre) and final module (post). The surveys were confidential, voluntary, and IRB-exemptwith identifiers collected only for pre/post survey matching. The complete survey is presented inTable 2, and items were integrated from three sources. First, we developed eight Likert Scalesurvey items associated with the stated learning objectives (Table 1) in each of our five coreworkshop modules. These included reflective questions about classroom practices related tostudent mindset, unconscious bias, and fair assessment of student work. Second, instructor self-confidence with inclusive teaching practices was measured using a modified version of theCulturally Responsive

Relevance Score: 0.01338177

Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation

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

-Dick [2]point out that feedback, when used properly as a teaching and learning tool, can lead to morethan just a dialog regarding content and learning; it can also help students begin to develop theirown techniques for reflecting on and self-assessing their own learning and increase their self-esteem and positivity regarding learning. This source also points out that instructors benefit fromtaking time to provide quality feedback to learners, as they can use that as an opportunity toidentify common gaps or misconceptions that may impact how they address topics and content infuture lessons [2]. Affecting deep, impactful change in students from feedback provided is notcommon to all forms of feedback. Best practices regarding feedback, such as

Relevance Score: 0.013244517

Career Development Impacts of a Research Program on Graduate Student and Postdoc Mentors

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

receive a $1,000 research stipend.MethodsData collectionAn online survey was administered to all TTE REU mentors during the final week of thementoring experience. The questions were open-ended prompts, designed to allow mentors toshare their experiences from their own perspective rather than responding to pre-developedstatements in scaled items. The mentors were asked to reflect on how serving as a mentorencouraged their professional development in a variety of areas including how it impacted theircommunication skills, project management skills, and supervisory skills. An item also asked howthe experience serving as a mentor impacted their career goals. Mentors were given one week torespond to the survey and were encouraged to be candid in their

Relevance Score: 0.0115889525

Design Thinking Approach to Identify Barriers to Engineering Education Reform in India

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

ininstructional technology and cognitive sciences [1]. This calls for engaging engineeringeducators in an educational reform that facilitates reflection of one’s own current teachingpractices, entwines current knowledge of best educational practices in engineering with mutuallycollaborative solutions, and focuses on building a culture of innovation and continuallearning [3].In the U.S., many universities have set up professional faculty development programs to prepareengineering educators to address the challenges in providing quality education. While theseprogram do a great job of training faculty, only a subset of faculty participation in theseprograms, possibly due to of lack of incentive, time, motivation, and / or awareness about theprogram

Relevance Score: 0.0115889525

Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews

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

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

Relevance Score: 0.010814102

Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

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

-profile with the advent of the spaceprogram starting in late 1950s. DBER combines expert knowledge of a science or engineeringdiscipline with the challenges of learning and teaching in that discipline, and the science oflearning and teaching generally to address discipline-specific problems and challenges. A widelyrecognized definition of DBER comes from the National Research Council [15], “DBER isgrounded in the science and engineering disciplines and addresses questions of teaching andlearning within those disciplines… DBER investigates learning and teaching in a discipline froma perspective that reflects the discipline’s priorities, worldview, knowledge, and practices. DBERis informed by and complementary to general [educational] research on

Relevance Score: 0.009933388

Analysis of Panel Summaries of Proposals Submitted to the S-STEM Program

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

“messiness” that, in some instances, blurs the lines betweenintellectual merit and broader impacts. We also note that the proposals that were part of the2017 cohort’s submissions were reviewed when the knowledge generation requirement wasstill new; neither program officers nor reviewers had become well-acquainted with what thisaspect of the proposals should reflect. All of these factors likely contribute to difficulties thereviewers showed in properly delineating strengths and weaknesses under the appropriatemerit review criteria. And although our findings point to the need for more research, thisstudy clearly indicates that more useful feedback for research teams would be helpful,particularly in the area of broader impacts. Specifically, the

Relevance Score: 0.008110577

The Role of Teaching Self-Efficacy in Electrical and Computer Engineering Faculty Teaching Satisfaction

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

Relevance Score: 0.006690885

Examining the Needs of Adjunct Faculty in a Distance Education Framework in Higher Education

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

, consistency of contracts and recognizes valuable contributions • Employ an open loop evaluation system that allows ongoing tracking, [12] analysis, communication and synthesis and communication of findings for continuous improvement of the faculty and the institution • Require more equitable scrutiny and evaluation among various faculty [13] groups to communicate the need for quality irrespective of faculty status •Allow time for active learning for adjunct faculty including reflection, [12] writing and self-improvement audits College Communication • Integrate the use of two way communication platforms and powerful [4] technological tools into processes to help build rapport