Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

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Faculty Development Constituent Committee

theirprograms and moved forward with implementation into their broader curriculum.Coaching as a Tool for Facilitating Change in Pedagogy and the Entrepreneurial MindsetConsidering the available research on active learning and promise of more well-roundedengineering graduates available through the introduction of EM, the need for quality facultyprofessional development on these topics is a natural next step. Professional development is afundamental part of educational innovation as it allows faculty to learn about changes inpedagogy and receive instruction on implementing best practices into the classroom. Researchshows that faculty respond to professional development in different ways, progressing at variedrates and requiring additional assistance to

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana; John Ray Morelock, University of Georgia; Ella Lee Ingram, Rose-Hulman Institute of Technology; Tris Utschig, Kennesaw State University

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Faculty Development Constituent Committee

- structors during game-based learning activities, and how these practices affected student motivation. His research interests include engineering faculty development, student motivation, game-based teaching and learning, gamified classrooms, and engineering faculty collaborations around the scholarship of teach- ing and learning. He is currently the Associate Director for Educational Innovation and Impact at the University of Georgia’s Engineering Education Transformations Institute.Dr. Ella Lee Ingram, Rose-Hulman Institute of Technology Ella L. Ingram is an Associate Professor of Biology and Director of the Center for the Practice and Schol- arship of Education at Rose-Hulman Institute of Technology. Her educational

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

collaborations around the scholarship of teach- ing and learning. He is currently the Associate Director for Educational Innovation and Impact at the University of Georgia’s Engineering Education Transformations Institute.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

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Faculty Development Constituent Committee

Paper ID #25927Pedagogical Ninjas: Using an Additive Innovation Cycle for Faculty Devel-opment of Teaching-focused FacultyHadi Ali, Arizona State University, Polytechnic campus Hadi Ali is a doctoral student in Engineering Education Systems and Design at Arizona State University.Dr. Jennifer M. Bekki, Arizona State University Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University. Her research interests include topics related to engineering stu- dent persistence, STEM graduate students (particularly women), online learning, educational

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

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Diversity

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Faculty Development Constituent Committee

‘sage on a stage’ lecture models which depressstudent engagement and subsequently result in lower academic achievement for the most at-risk students in their courses [1].This paper investigates how NSF-funded faculty development workshops aimed atimproving student-centered pedagogy, along with classroom observations and coaching,impacted the teaching practices and subsequent student achievement of low-SESengineering students. Two research questions were developed from this goal and guided thestudy and data analysis. First, did low-SES students experience higher grades and lowerfailure rates after their instructors completed active learning professional development? Andsecond, when low-SES student data were compared to higher-SES student data

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

] O.S. Anderson and C.J. Finelli, “A faculty learning community to improve teaching practicesin large engineering courses: Lasting impacts,” in Proceedings of the 121st ASEE AnnualConference, 2014.[3] D. Zemke and S. Zemke, “Using a community of practice to diffuse instructionalimprovements into the classroom,” in Proceedings of the 121st ASEE Annual Conference, 2014.[4] J.K. Nelson, M.A. Hjalmarson, L. Bland, and A. Samaras, “The SIMPLE Design Frameworkfor Teaching Development Across STEM,” Proceedings of the 123rd ASEE Annual Conference,2016.[5] E. Rogers, Diffusion of Innovations. Free Press, 2003.[6] S. Ambrose, M.W. Bridges, M, DiPietro, M.C. Lovett, and M.K. Norman, How LearningWorks: Seven Research-Based Principles for Smart Teaching

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami

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Diversity

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Faculty Development Constituent Committee

systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Meagan R. Kendall, University of

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark Vincent Huerta, Arizona State University, Polytechnic campus; Daniel M. Aukes, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University; Julianne L. Holloway, Arizona State University; Gary Lichtenstein, Arizona State University, Polytechnic campus; Ann F. McKenna, Arizona State University, Polytechnic campus

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Faculty Development Constituent Committee

. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engi- neering Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Ed- ucation and Outreach.Julianne L. Holloway, Arizona State UniversityDr. Gary Lichtenstein, Arizona State

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Katie Johanson; Kinnis Gosha, Morehouse College; Naja A. Mack, University of Florida; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology

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Diversity

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Faculty Development Constituent Committee

, some taught undergraduate and graduate engineering courses, andone held an administrative assignment in his Provost’s Office. All participants were White, male,and retired from the same doctoral-granting university with very high research activityrepresenting various engineering disciplines such as aerospace, biomedical, chemical, industrialsystems, and mechanical. All of the emeriti faculty had participated in the Increasing MinorityPresence within Academia through Continuous Training (IMPACT) mentoring program, whichpaired emeriti and URM early- and mid-career engineering faculty for career mentorship. TheIMPACT program is sponsored by a NSF INCLUDES Design and Developments Launch Pilotaward (17-4458).Chatbot responses were drawn from one-on

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

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Diversity

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Faculty Development Constituent Committee

Project-based learning (PBL), recognized as a high-impact practice [1, 2], is an increasingly commonfeature in US engineering programs, with implementations ranging from first-year experiences throughcapstone design projects. The Buck Institute of Education, whose work focuses mostly on K-12 education,has articulated a set of essential elements of “Gold Standard PBL” [3] that are readily applicable to thehigher education context: 1. Key Knowledge, Understanding, and Skills: Make clear the learning goals for PBL assignments. Often these are a combination of disciplinary knowledge and transferrable skills and abilities. 2. Challenging Problem or Question: Engage students with a driving problem or question with a suitable level of

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Kenya Crosson, University of Dayton; Aaron Altman, United States Air Force Research Laboratory; Elizabeth Hart, University of Dayton; Malle R Schilling, University of Dayton

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Faculty Development Constituent Committee

the (Engineers in Technical Humanitarian Opportunities of Service-Learning) for approximately ten years. She has incorporated service-learning projects into her classes and laboratories since she started teaching in 2000. Her research interests include community engaged learning and pedagogy, K-12 outreach, biomaterials and materials testing and analysis.Dr. Kenya Crosson, University of Dayton Dr. Kenya Crosson is an Associate Professor in the Department of Civil and Environmental Engineering and Engineering Mechanics at the University of Dayton. She teaches undergraduate and graduate courses in the areas of engineering design and innovation, engineering mechanics, hydraulics, and water and wastewater treatment

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Cynthia Hampton, Virginia Tech; Stephanie G. Adams, Old Dominion University; Niyousha Hosseinichimeh

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Faculty Development Constituent Committee

, DC: National Academies Press, 2005.[4] L. R. Lattuca, "Influences on engineering faculty members’ decisions about educational innovations: A systems view of curricular and instructional change," in Proc. Forum Impact Diffusion Transform. Eng. Educ. Innov, 2011.[5] N. Ghaffarzadegan, R. Larson, and J. Hawley, "Education as a Complex System," Systems Research and Behavioral Science, 2016.[6] J. D. Sterman, Business dynamics: systems thinking and modeling for a complex world (no. HD30. 2 S7835 2000). 2000.[7] P. M. Senge, The fifth discipline: The art and practice of the learning organization. Crown Pub, 1990.[8] W. R. Scott and G. F. Davis, Organizations and organizing: Rational, natural and

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sherri Sklarwitz, Tisch College of Civic Life, Tufts University; Ethan E Danahy, Tufts University; Peter de Guzman, Jonathan M. Tisch College of Civic Life at Tufts University; Fredrik W. Lyford, The Fletcher School, Tufts University; Mindy Nierenberg; Nancy Thomas, Tufts University; Marian Woznica, Tisch College of Civic Life

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Faculty Development Constituent Committee

graduate studies, Sherri taught civics to middle school students in Somerville, MA. She earned her B.S. from Cornell University in Industrial and Labor Relations, and her M.Ed. from the Harvard Graduate School of Education.Dr. Ethan E Danahy, Tufts University Ethan Danahy is a Research Assistant Professor in the Department Computer Science at Tufts Univer- sity outside of Boston MA, having received the B.S. and M.S. degrees in Computer Science in 2000 and 2002, respectively, and a Ph.D. degree in Electrical Engineering in 2007, all from Tufts. Additionally, he acts as the Engineering Research Program Director at the Center for Engineering Education and Outreach (CEEO), where he manages educational technology

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Marcus Herrmann, Arizona State University; Mark Vincent Huerta, Arizona State University, Polytechnic campus; Rong Pan, Arizona State University; Ram M. Pendyala, Arizona State University; Haolin Zhu, Arizona State University

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Faculty Development Constituent Committee

, whichasks the faculty to cite any challenges or barriers they perceive in reaching their goals. Once all of the interviews and focus groups are completed, a thorough thematic analysis will becompleted.Next Steps Several needs and ideas have emerged through the master mentor discussions andinterviews/focus groups with recently promoted faculty. These needs include (1) more clearexpectations for promotion to a principal lecturer or full-professor, (2) access to internal fundingand high-caliber graduate students to support pivoting to new lines of research, (3) resources thatprovide best practices for mentoring, and (4) resources to support changing research and serviceneeds (e.g. how to apply for larger grants, which committees to serve on

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

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Faculty Development Constituent Committee

teamwork, communication, data analysis and problem solving [16].Additionally, a recent review of international literature identifying skills needed by graduate andfuture engineers found teamwork and communication skills to be among the top five mostemphasized skills [17]. Despite the body of evidence that should inspire engineering and other STEM faculty toincorporate collaborative activities in their courses, lasting changes in teaching practice havebeen slow to take place [2], [18]. Fairweather [2] noted that faculty perceive curricular changewill take valuable time away from research activities critical to promotion and tenure. This is notnecessarily the case, as barriers to change for STEM faculty have been researched and

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

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Faculty Development Constituent Committee

innovative instructional strategies and technologies in their classrooms and designs and delivers professional devel- opment programs for faculty in the college.Dr. Jody Koenig Kellas, University of Nebraska-Lincoln Jody Koenig Kellas (Ph.D., University of Washington, 2002) is a Professor of Communication Studies at the University of Nebraska-Lincoln (UNL) in the area of interpersonal, family, and health communication. She is trained in both quantitative and qualitative methods and has published over 50 articles and book chapters, as well as an edited book on storytelling in the family. She has overseen more than a dozen research projects and is a leader in the communication field on narratives and storytelling in the

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

(PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups. c American Society for Engineering Education, 2019 Examining Effects of an Evidence-Based Professional Development Program on Student AchievementAbstractThis is a complete research-based paper examining the effects of a professional developmentprogram on student achievement. Research indicates that student-centered