Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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Diversity

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Faculty Development Division

Paper ID #33505Quality Mentorship Matters: An Innovative Approach to Supporting StudentSuccess in Engineering Undergraduate ResearchDr. Eleazar Marquez, Rice University Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.Dr. Samuel Garcia Jr., NASA EPDC Dr. Samuel Garc´ıa Jr. is an Education Specialist at NASA’s Kennedy Space Center and Assistant Profes- sor of Practice for the LBJ Institute for Education and Research. Dr. Garc´ıa helps facilitate professional development to both formal and informal STEM educators utilizing NASA resources with a specific focus

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

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 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

been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is a 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 engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

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Diversity

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Faculty Development Division

, implementation of a revised general education program, and institutional accreditation. He also oversees the Graduate Interdisciplinary Specialization in University Teaching and chairs the Student Evaluation of Instruction Oversight Committee. Previously, he directed the University Center for the Advancement of Teaching at Ohio State for 18 years, as well as founding the Center for Teaching and Learning at California State University, Sacramento, and servicing as associate director of Teaching Resources Center, Indiana University, Bloomington, where he earned his Ph.D. in English. His research includes transitions from graduate school to faculty life, teaching and learning in higher ed- ucation, and course and

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Diversity

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Faculty Development Division

. 1, no. 2, 2021.[12] Morgan, D. L. (2020). Pragmatism as the basis for grounded theory. The Qualitative Report, 25 (1), 64-73.[13] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qual. Sociol., vol. 13, no. 1, pp. 3–21, 1990.[14] J. W. Creswell, Qualitative inquiry and research design. SAGE Publications, 2013.[15] “Best Engineering Schools Ranked in 2022 - US News Rankings.” https://www.usnews.com/best-graduate-schools/top-engineering-schools/eng-rankings (accessed Apr. 19, 2021).[16] E. R. Babbie, The basics of social research, International Student Edition. USA: Thomas Wadworth, 2008.[17] S. Bhaduri and T. Roy, “A word-space visualization approach to study college of

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

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Diversity

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Faculty Development Division

-based modules for a water resourcesengineering course, with a specific focus on increasing student motivation to learn via the 3C’sphilosophy. These modules have gone through several years of deployment in the specified course and greatly enhanced student engagement and motivation. The EML module describedbelow is the most recent effort of this instructor.This Engineering Hydrology course in which EML is implemented is a course that bothundergraduate civil engineering and graduate environmental engineering students take. The EMLactivity was a new project completed in teams. The project work guided students to explore theways sustainability considerations and innovation impact the field of

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

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Faculty Development Division

extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative as- sessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching profes- sional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

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Faculty Development Division

. An additional year ortwo of student ratings data, combined with three categories (graduates, participants, non-participants) would help confirm these initial findings. Similarly, if the data were slicedaccording to course variables like class size and required nature of the course, it would beinteresting to see the resulting outcomes.References[1] J. G. Gaff and R. D. Simpson, “Faculty development in the United States.” Innovative Higher Education 18, 167–176, 1994.[2] L. A. Braskamp and J. C. Ory, Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass, 1994.[3] W. Buskit, E. Ismail, and J. Groccia, “A practical model for conducting helpful peer review of teaching,” in Peer

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

for engineering, and fall shortof identifying the differences across student academic maturity and engineering discipline. Giventhe potential for strong impact on engineering students’ experiences, and faculty resourcelimitations, we sought to elucidate if some behaviors have a higher potential for impact thanothers, and if so, which faculty behaviors may best contribute to building faculty-student rapport.With these insights, engineering faculty can be trained to selectively focus on those which areexpected to have the greatest return on investment. To support the primary aim, students frommultiple disciplines in an engineering college were surveyed and asked to rank their perceptionsof faculty behaviors that best establish rapport with

Conference Session

Faculty Development Medley!

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2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity

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Faculty Development Division

Education Conference. Moving from “Teacher-Centered” to “Learner-Centered” Education, 1998, pp. 14–18.[15] L. McDowell, “The impact of innovative assesssment on student learning,” Innov. Educ. adn Train. Int., vol. 32, no. 4, pp. 302–313, 1995.[16] L. O’Moore, “Peer Assessment Learning Sessions (PALS): An Innovative Feedback Technique for Large Engineering Classes,” Eur. J. Eng. Educ., vol. 32, no. 1, p. 43, 2007.[17] K. T. Brinko, “The practice of giving feedback to improve teaching: What is effective?,” J. Higher Educ., vol. 64, no. 5, pp. 575–593, 1993.[18] R. Cobb, T. Graham, A. Kapur, C. Rhodes, and E. Blackwell, “Give Better Feedback on Engineering Drawings,” Tech Dir., vol. 65, no. 5, pp. 19–21

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

, which can be considered professional faculty) (~55%). Within the “blend of excellence”,senior faculty are charged with providing military and academic leadership and mentorship to thejunior faculty. Meanwhile, rotating junior faculty provide fresh perspectives and valuableinsights from recent military experiences.To better understand the “Blend of Excellence” model in practice, we initiated a survey in spring2019 to all West Point faculty (n=720) asking for thoughts and perspectives on junior civilian(i.e., instructors or assistant professors) and junior rotating military faculty development. Areasqueried included developmental approaches and best practices, developmental areas (e.g.,research, teaching), and defined developmental outcomes. The

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

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Diversity

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Faculty Development Division

Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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Diversity

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Faculty Development Division

academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang@unm.eduDr. Abhaya K. Datye, University of New Mexico Abhaya Datye has been on the faculty at the University of New Mexico after receiving his PhD in Chem- ical Engineering at the University of Michigan in 1984. He is presently Chair of the department and Distinguished Regents Professor of Chemical & Biological Engineering. From 1994-2014 he served as Director of the Center for Microengineered Materials, a strategic research center at UNM that reports to the Vice President for Research. He is also the founding director of the graduate interdisciplinary program in Nanoscience and Microsystems

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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Faculty Development Division

Paper ID #33143Assessment of Online Professional Development on Faculty TeachingVirtuallyDr. Jamie R. Gurganus, University of Maryland Baltimore County Dr. Jamie Gurganus is the undergraduate program coordinator and a faculty member in the Mechanical Engineering Department at UMBC, Director for the Center for the innovative, teaching, research and learning and she is the Associate Director of Engineering Education Initiatives at COEIT. Her research is focused on solving problems relating to educating and developing engineers, teachers, and the community at all levels (k12, undergraduate, graduate, post-graduate and

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

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Faculty Development Division

of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

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

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

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Diversity

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Faculty Development Division

bachelor’s degree in aerospace engineering from MIT and a master’s degree in systems engineering from the University of Virginia. Alexandra comes to FIU af- ter completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and

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

for Engineering Education, 2020 The Five I’s: A Framework for Supporting Early Career FacultyEngineering Education Research (EER) has developed into a field of expertise and a careerpathway over the past three decades [1-3]. In response to numerous reports in the 1990s andearly 2000s [4-7], multiple EER graduate programs were established in the mid-2000s and agrowing number continue to emerge to educate and train the next generation of EER faculty andpolicy makers. Historically, many came to EER as individuals trained in other disciplines, butwith an interest in improving teaching and learning [8]. This approach created aninterdisciplinary space where many could learn the norms, practices, and language of EER asthey became scholars

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

prevent most faculty from using them. For example, trying new educationalinnovations and updating courses while balancing an active research lab is a difficult endeavorfor faculty. Knowledge and familiarity with engineering education best practices is anothermajor barrier and it impacts young and established faculty in different ways. Most new educatorslearn to teach effectively through trial and error and have little or no formal training in bestpractices of education [3]. Studies in the U.S. show that for 95% of new faculty members ittakes four to five years of trial and error to become fully productive in research and effective inteaching [6]. Established senior engineering faculty on the other hand, due to burden ofadditional responsibilities

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

teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way.Dr. John Heywood, Trinity College Dublin John Heywood is professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. he is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society, and the work of ASEE’s TELPhE division from whom he has received a best paper and meritorious service awards. He is author of Engineering Education

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Faculty Development Division

Director of the Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering, is passionate about the university. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science. Hammond is a PI for over 13 million in funded research, from NSF, DARPA, Google, Microsoft, and others. Hammond holds a Ph.D. in Computer Science and FTO (Finance Technology Option) from the Massachusetts Institute of Technology, and four degrees from Columbia University: an M.S in

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

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Diversity

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Faculty Development Division

collegesfor some time, they assumed the majority position in undergraduate and graduate levelinstitutions collectively between 2005 and 2007, pointing to a “structural shift towardcontingent labor” previously predicted by [5].In engineering specifically, adjunct faculty representation is far less, but no less critical. Datashows the adjunct faculty full time equivalence (FTE) represents about 7% (2,940 FTE of36,776) of all engineering instructional positions [6]. Similarly, the National ScienceFoundation’s National Center for Science and Engineering Statistics reports that about 10% ofScience, engineering, and health doctorate holders employed in universities and 4-year collegeswere adjunct faculty in 2017, i.e. 19,800 of 212,700 faculty positions [7

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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Faculty Development Division

the University of Queensland (Australia) and University of Los Andes (Venezuela). He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and Engineering Education (PhD). Homero is the leader of the Engineering Competencies, Learn- ing, and Inclusive Practices for Success (ECLIPS) Lab. His research focuses on contemporary and inclu- sive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of Latinx and Native Americans in engineering from an asset-based perspective. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a

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

computer engineering in 2001. While at Northwestern University, Zambreno was a recipient of a National Science Foundation Graduate Research Fellowship, a Northwestern University Graduate School Fellowship, a Walter P. Murphy Fellowship, and the EECS department Best Dissertation Award for his Ph.D. dissertation titled ”Compiler and Architectural Approaches to Software Protection and Security.”Prof. Ashfaq Khokhar, Iowa State University Ashfaq A. Khokhar received his B.S. degree in electrical engineering from the University of Engineer- ing and Technology, Lahore, Pakistan, in 1985, MS in computer engineering from Syracuse University in 1988, and his Ph.D. in computer engineering from University of Southern California, in

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

authors provide broadly applicable suggestions,from one junior faculty member to another, discussing ways to maximize prior experiences toexcel in the tenure service requirement category. This “Lessons Learned” paper should bepresented as a lightning talk.KeywordsStudent Leadership, Service Requirements, Tenure Track, Faculty DevelopmentIntroductionIn recent years, there were increased efforts for preparation and development of higher educationfaculty. Examples include: teaching best practices seminars for existing faculty members,teaching preparation programs for graduate students, and research grant writing programs forgraduate students and junior faculty. These programs and practices have shown significantimprovements in junior faculty’s