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

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 Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Prof. Keith D. Hjelmstad, Arizona State

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

Paper ID #25839Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving InstitutionsDr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech in spring 2014. Prior to attending Georgia Tech, Alexandra received a bachelor’s degree in aerospace engineering from MIT (2007) and a master’s degree in

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 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

development, combined with coaching, is effective insupporting faculty with integration of both the entrepreneurial mindset and pedagogical bestpractices into their capstone design courses. The authors look forward to presenting these resultsthrough an interactive presentation using audience response/virtual vision board technology.IntroductionThis paper reports on the impact of individualized coaching as part of a broader professionaldevelopment program for capstone engineering faculty. The project, funded by the Kern FamilyFoundation, provides professional development for faculty members across multipleengineering disciplines (Aerospace, Biomedical, Chemical, Civil, Computer, Construction, IT,Materials, and Mechanical) with the aim of

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

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 c American Society for Engineering Education, 2019 Paper ID #25243 of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason FitzSimmons, Center for Instructional Excellence, Purdue University; Chantal Levesque-Bristol, Purdue University; Emily M. Bonem, Purdue University; Erica A. Lott, Purdue University; Loran Carleton Parker, Purdue University

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Faculty Development Constituent Committee

engineering colleges are implementing First-Year Engineering (FYE) programs whichhave a common first year curriculum (e.g., Calculus, Physics) required for new engineeringstudents before they transition to their desired major (e.g., civil engineering, mechanicalengineering, aerospace engineering). FYE programs serve thousands of students a year includingnew students and students transferring from other institutions or another academic discipline intoengineering. The FYE program helps these students develop a common knowledge base and skillset needed to progress and persist through their desired engineering degree program.At an institutional level, many universities are prioritizing active learning and student success,but few are doing so at the broad

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

Paper ID #25307Work in Progress: Can Faculty Assessment and Faculty Development be Ac-complished with the Same Instrument?Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Ma- terials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appro- priate Technology (ETHOS). She was director of

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University

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Diversity

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Faculty Development Constituent Committee

74.1 Undergraduate USA 41 50.6 Education Non-USA 40 49.4 Track Tenure 42 51.9 Assistant Professor 20 24.7 Associate Professor 12 14.8 Professor 10 12.3 Non-tenure 39 48.1 Major First-year Engineering 15 18.6 Aerospace

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

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Faculty Development Constituent Committee

Paper ID #26182Assessing Inclusive Teaching Training of Graduate Student Instructors in En-gineeringDr. Grenmarie Agresar, University of Michigan Grenmarie Agresar is an instructional consultant at the Center for Research on Learning in Teaching in Engineering at the University of Michigan (U-M). She earned a Ph.D. in Biomedical Engineering and Scientific Computation, a M.S. in Bioengineering, a M.A. in Education, and a B.S. in Aerospace Engineering, all from U-M. She is an experienced instructor (over 7 years to multiple age groups), and her interests include improving curriculum, and assessing student-instructor