Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

educational research to practice.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State. His work in engineering education involves curricular reform, teaching and learning innovations, assessment, and faculty development. Dr. Litzinger has more than 50 publications related to engineering education including lead authorship of an invited article in the 100th Anniversary issue of JEE and for an invited chapter on translation of research to practice for the first edition of the Cambridge Handbook of Engineering Education Research. He serves as an

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Cadwell, Syracuse University; Michelle M. Blum, Syracuse University; Julie M. Hasenwinkel, Syracuse University; Carol Elizabeth Stokes-Cawley, Syracuse University

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Faculty Development Constituency Committee

professional development. c American Society for Engineering Education, 2018 A Gateway Course Redesign Working Group ModelAbstractAs is described in this Evidence-Based Practice Paper, a grant-supported team in the College ofEngineering and Computer Science at Syracuse University provides professional developmentopportunities for our engineering and computer science faculty that focus on improving thequality of instruction. The team seeks to provide an engaging engineering educationalexperience for our undergraduates to improve both our retention and graduation rates, thuskeeping these students in the engineering pipeline. One of the major goals of the team is to helpfaculty implement best practices, in the

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University

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Faculty Development Constituency Committee

development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State Univer- sity. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

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Faculty Development Constituency Committee

members by leveraging careerand motivation management practices established by organizational behavior researchers. Thatcan nurture a symbiotic relationship between faculty development and institution building. This paper presents a framework called CCAARR (Choosing, Conditioning, Assessing,Allocating, Realizing, and Recognizing) for nurturing such a symbiotic relationship betweenfaculty development and institution building (Figure 1). Its use can help in identifying potentialleaders among college faculty members to successfully carry out institution building activities.Faculty development activity and institution building activities, in that sense, support each otheror have a “symbiotic relationship” between them. The framework is derived

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Dominga Sanchez, Oregon State University

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Faculty Development Constituency Committee

professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Ms. Allyson Jo Ironside, Oregon State University Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

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Faculty Development Constituency Committee

5we are learning from the REDPAR project is that educational transformation requires more thanan innovative idea in order to succeed. In fact, the scope and scale of systemic change points tothe essential need for partnerships across disciplines and departments. As Gray [3] argues,independence is no longer a suitable approach to problem-solving and interdependencies arenecessary for institutional success. Further, strategic partnerships increase efficiency and efficacywithin higher education [2].As the research on change associated with the RED projects suggests, strategic partnerships areone way to ensure that educational innovations create systemic impact and are sustainable long-term. These results delineate practices for initiating

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

practice of design and the resulting impact of engineering designs on society.The CoursesCourse InstructorsAs discussed earlier, the endeavor of teaching engineering as a sociotechnical discipline whileintegrating issues such as race, justice, and -isms can be a daunting task for instructors, and weare no exceptions. As the background and positionality of the instructor is critical tounderstanding the risks and rewards associated with these courses, this section briefly describeseach of the instructors who have taught or are currently teaching the course.J. A. Mejia self-identifies as Mexican American and his research investigates the funds ofknowledge of Latinx adolescents. He grew up in a binational setting where the majority of thepopulation

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

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Faculty Development Constituency Committee

Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andr´es Bello (UNAB). She graduated as physics teacher (for middle and high school), physics (M.Sc.) and Ph.D. in Physics at Universidad Nacional de C´ordoba, Argentina. In 2013 she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. Her focus is set on educational research, physics education, problem-solving, design of instructional material and teacher training. She teaches undergraduate courses related to environmental management, energy and fundamentals of industrial processes at the School of Engineering, UNAB. She currently is coordinating the Educational and Academic Innovation Unit at the School of

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Louis A. Martin-Vega, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Faculty Development Constituency Committee

collaborations and opportunities for their graduate students. • Proposal writing workshops; workshops on how to start a large research center. • Joint poster sessions with local agencies to stimulate research collaboration. • Provide leadership and organizational support for national initiatives to enhance COE faculty advancement. Leadership for national level faculty development initiatives including NSF Days at home university, providing logistical and event support for faculty running national workshops. Teaching • Faculty support through coordinating graduate student teacher assistant training. Teaching professors learning community: lunches and roundtable discussions to develop solid connections for non

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

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Faculty Development Constituency Committee

as ERP). During her studies in the United States she worked a research assistant at the Center for Innovation on Healthcare Logistics CIHL, her work for CIHL focused on assessing the impact of GS1 standards adoption in the healthcare supply chain. Her research interests are related to the modeling of technology adoption and in particular HIT. She also works in the adaptation of existing manufacturing and logistics models and structures to the healthcare supply chain with a specific focus on medical supplies. She is part of the IE Department at Universidad Icesi since 1998. She has over ten years experience as a teacher and served as Director of the Undergraduate Program in Industrial Engineering (2003-2007