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

. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford University. Prior to ASU, she worked as an engineer at A. W. Chesterton, Boston Scientific, and Procter & Gamble.Dr. Shawn S. Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com

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

infrastructurerelated to the formal institutionalsupport to the change initiative. Instructional The support resources directed to enhance the faculty´s training pedagogical knowledge. Flexibility of The flexibility of timing, content and sequence of the instruction. Curriculum Time

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

Paper ID #25415Faculty Embrace Collaborative Learning Techniques: Sustaining Pedagogi-cal ChangeMrs. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a Curriculum and Instruction PhD student and Graduate Research Assistant at the Univer- sity of Louisville. Her research interests include interdisciplinary faculty development, STEM identity, and retention of engineering students through career.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Patricia R. Backer, San Jose State University; Ravisha Mathur, San Jose State University

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Diversity

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Faculty Development Constituent Committee

., Aragon, M. C., Suchard, M. R. & Hurtado, S. (2014). Undergraduate teaching faculty: The 2013–2014 HERI Faculty Survey. Los Angeles: Higher Education Research Institute, UCLA. Available: http://www.heri.ucla.edu/monographs/HERI-FAC2014- monograph.pdf[10] Prince, M. (2004). Does active learning work? A review of the literature. Journal of Engineering Education, 93(3), 223-231.[11] Borrego, M., Froyd, J. E., & Hall, T. S. (2010, July). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, pp. 185-207.[12] Lord S, & Camacho, M. (2007). Effective teaching practices: preliminary analysis 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

] Jackson, V. A., Palepu, A., Szalacha, L., Caswell, C., Carr, P. L., & Inui, T. (2003). “Having the right chemistry”: a qualitative study of mentoring in academic medicine. Academic Medicine, 78(3), 328-334.[8] Sorcinelli, M. D., & Yun, J. (2007). From mentor to mentoring networks: Mentoring in the new academy. Change: The Magazine of Higher Learning, 39(6), 58-61[9] van Emmerik, I. J. H. (2004). The more you can get the better: Mentoring constellations and intrinsic career success. Career Development International, 9(6/7), 578.[10] Schrodt, P., Cawyer, C. S., & Sanders, R. (2003). An examination
of academic mentoring behaviors and new faculty members’ satisfaction with socialization and tenure and promotion

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus

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Diversity

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Faculty Development Constituent Committee

they have the interview with the professor.The interview with the professor involves a dialogue tree that allows the participant to choosehow they wish to respond in real-time in the conversation. This ability, coupled with theparticipant having Becky’s vantage and mirrored body movements, enables participants to feelmore immersed as the actual character. Although the evolution of conversation is dependentupon the selections of the participant, there are key statements made by the professor that areindependent of the participant’s response. These statements reflect what is constant in allinteractions. Specifically, all constants in the dialogue involve at least one of the followingconcepts—(P)rejudice, (R)acism, (I)mplicit bias, (S)exism, (M

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

institutionalizing the entrepreneurial mindset (EM),improving and expanding evidence-based pedagogical strategies in capstone courses, andcreating a faculty Community of Practice. To effectively institutionalize the entrepreneurialmindset and expand evidence-based pedagogical practices in capstone courses, professionaldevelopment was provided in conjunction with coaching sessions. This format aimed to provideaccountability for faculty participants, offer opportunities to strategize how the innovation(s)would be implemented in a contextualized setting, and shift the attitudes and practices of thecapstone faculty.Rogers’ Diffusion of Innovation (DOI) outlines an individual change model that describes thefive stages individuals follow towards adoption of an

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Katherine Ortegon, Universidad Icesi; Silvia Guzman; Henry Arley Taquez Quenguan, Universidad Icesi

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Faculty Development Constituent Committee

: Brain Dump/Free write 1% T: Cooperative cases 2% R: Concept maps 2% K: Self/ peer formative assessment 2% C: Think/Pair/Share 2% J: Computer based interaction… 3% I: Formative quizzes / surveys 3% S: Cases 7% A: Student orally respond to a… 7% P: Debates 8% L: Small group presentations /… 8% M: Role playing/simulations… 13% V: Cooperative learning/problem… 15% G: Application activity

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

engineering. Groups typically included 4-8 participants and met ona regular basis – anywhere from once every two weeks to once a month. The purpose of thegroup was to familiarize participants recent research in STEM teaching and learning and toprovide them with the knowledge and support to implement new evidence-based strategies intheir classrooms. The guidance given to each group by the project leadership was thatparticipants were expected to implement a new strategy in their course(s) and document thechange in a design memo. These memos include why they chose a particular strategy, how theyimplemented it, what they learned and how they would adjust it for future use, and any tips orpotential pitfalls others should be aware of when implementing the

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University; Megan F. Gambs, Boise State University

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Faculty Development Constituent Committee

. Robertson, A Guide to Faculty Development, Second Edition. San Francisco, CA: Jossey-Bass, 2010.[2] National Organization for Research Development Professionals. (n.d.) http://www.nordp.org/ [Accessed June 1, 2017].[3] A. Kezar and S. Gehrke “Communities of Transformation and their work scaling STEM reform.” Pullias Center for Higher Education, Rossier School of Education, University of Southern California, 2015. Available: https://pullias.usc.edu/download/communities-of-transformation-and-their-work-scaling- stem-reform/ [Accessed Feb. 4, 2019][4] Stanford University D. School, “The inspiration walk.” Available: https://dschool.stanford.edu/resources/the-inspiration-walk. [Accessed Feb. 4, 2019][5

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

high need for assessment in change projects is often paired with a low prevalenceof formal assessment activity (Beach et al., 2016). To avoid this, a structured approach toassessment should be used from the very beginning, and conducted as an integral component ofthe entire project. During planning, assessment of “readiness for change” is critical (Reeves,2009; Lehman, Greener, and Simpson, 2002; Combe, 2014; Lynch & Smith, 2016). Movingthrough the project, assessment plans should be mindful of Banta et al.’s (1996) principle ofassessment stating that “Assessment requires attention to outcomes, but also and equally to theexperiences that lead to those outcomes”. To do this, Hall (2013) argues that direct assessment ofthe extent 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

teaching experiences across all spaces. His focus on the user experience and data, has led to development and adoption of design strategies that measure learning and teaching efficacies across his service in various institutions of higher education. A geophysicist by academic training, he began to design multimedia applications for teaching and learning in the late 1990’s, developing his first online course in 1996. Since then, he has helped a few hundred faculty from varied disciplines develop hybrid and online courses. He has also taught traditional, hybrid and online courses ranging in size from 28 to 250. He is also co-developer of a Digital Academy which c American Society for Engineering

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

active learning teachingpractices in their classrooms. We will continue to evaluate the data from additional coursestaught by the faculty participants to provide more robust and definitive answers to the researchquestions. This data combined with additional RTOP classroom observations will providegreater insights into the impact of the faculty development program on low-SES engineeringstudents and will be presented at forthcoming ASEE conferences and through additionalpublications.AcknowledgementsThe authors gratefully acknowledge the support of this work by the National ScienceFoundation under Grant No. 1524527.References 1) Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderith, M. P. (2014

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

/2014/01/tenure-system-reforms-a-how-to.html.O'Meara, K., Eatman, T., & Petersen, S. (2015). Advancing engaged scholarship in promotionand tenure: A roadmap and call for reform. Liberal Education, 101(3). Retrieved fromhttp://www.aacu.org/liberaleducation/2015/summer/o%27mearaPark, S., Sine., W. & Tolbert, P. (2011). Professions, organizations, and institutions: tenuresystems in colleges and universities. Work and Occupations. 38:3, 340-371. Doi:10.1177/0730888411412725.Price, J., & Cotton, S.R. (2006). Teaching, research, and service: Expectations of assistantprofessors. The American Sociologist, 37(1), 5-21.Sharma, S., Palvia, S., Kumar, & K. (2017). Changing the landscape of higher educatin: Fromstandardized learning to

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

when it successfully fulfills a human request and the individual has confidence thechatbot can perform well. Figure 1. Conceptual Framework for the User Interface Perceived Trust Efficacy of Chatbots for Future Faculty Mentoring. Adapted from “Enhancing User Experience with Conversational Agent for User Satisfaction Movie Recommendation: Effects of Self- Disclosure and Reciprocity,” by S. Y. Lee

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

felt they did not have enoughinformation to interpret them. During their exit interview, researchers shared with faculty members theprofiles that emerged from the cluster analysis and discussed the findings from the TPI and COPUSobservations. They were also given references to articles on Stains et al.’s (2018) profile analysis for moreinformation on each profile. Faculty clearly placed value on the clusters, but longed for more detail.For example, one faculty member said,” [It was] nice to know I wasn’t in cluster 1 or 2, but how to interpret…?...I don’t know that I want every class period to be cluster 7….[It’s] not clear yet on the differences between the profiles other than student centered is better than interactive or didactic. I’m

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

, etc.). Ideas to supportthese needs that have been discussed include (1) developing workshops that can provide moreclarity on the promotion process and even personalized feedback, (2) forming a mentoringnetwork through event(s), (3) developing resources that can support good mentors, and (4)having more informal networking events across the schools to support peer-mentoring. None ofthese ideas explicitly involve the creation of a formal mentor program at this point, which wouldrequire considerable resources. However, the ideas are all aligned with supporting mentorshipacross the institution and can serve as an intermediate step for eventually formalizing mentorshipacross the college of engineering. The master mentors are now in the process of

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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Faculty Development Constituent Committee

rules early, guiding members to note their thoughts in the “parking lot,” adhering to these practices, and coming back to review tabled issues were key. • Pay attention to facilitation and process implementation. Communicating clear goals and objectives and sharing a detailed agenda that outlined the process and expectations ahead of time helped everyone start on the same page. Flexibility in the process is needed when additional relevant issues emerge. Use facilitation practices to leverage members’ expertise and skills to keep the entire group on track and help each other.ReferencesAmbrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). HowLearning Works: Seven Research-Based

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

cases, faculty workingin the incubator become overloaded in their roles and reprioritize their commitments, causing them totemporarily or permanently abandon their SOTL projects. In these situations, we are often tempted topick up where the faculty member(s) left off and continue developing the grant proposal or publication.However, doing so would conflict with one of Meadows’ principles: Go for the good of the whole.Continuing to advance the project in absence of the faculty member(s) takes away from time we couldbe spending to help other faculty members develop, ultimately detracting from our efforts as a whole.Accordingly, we have developed skills in self-reflection to recognize when our interests conflict withthose of faculty, and in self

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tahsin Mahmud Chowdhury, Virginia Tech; Ashley R. Taylor, Virginia Tech; Homero Murzi, Virginia Tech; Desen Sevi Özkan, Virginia Tech; Hannah Claire Strom, Virginia Tech

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Faculty Development Constituent Committee

o o International Research Association (MMIRA) Research in Engineering o o o o Education Symposium (REES) Other: o o o o Other: o o o o Other: o o o oPlease provide the name(s) of any other(s) conference(s) that were not listed before and you have attended: ________________________________________________________________Please select what factors are

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

, provided regular consultations and also joined the UM team at Olin College’s 2017 Collaboratory Summer Institute. Gemma is a recent graduate from the MSc Digital Education program at the University of Edinburgh.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni- versity of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at Columbia University and the Cooper Union in New York City. She received her PhD from Columbia University in 2006, where her research focused on the mechanical and frictional properties of articular cartilage. Dr. Basalo ’s teaching experience includes Thermodynamics

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oksana Zhirosh, Innopolis University; Joseph Alexander Brown, Innopolis University; David Tickner, Faculty professional development consultant

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Diversity

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Faculty Development Constituent Committee

participants who spent their time responding the surveyquestions.References[1] T. Stanko, O. Zhirosh, P. Grachev, “Innopolis University, a Center of a Newly-Developed IT Hub in Russia: TheResults of Four Years of Academic Operation”. In: Teaching and Learning in a Digital World. ICL 2017. Advancesin Intelligent Systems and Computing, Auer M., Guralnick D., Simonics I. (eds), vol 715. Springer, Cham[2] D. Kondratyev, A. Tormasov, T. Stanko, R. C. Jones and G. Taran, "Innopolis University-A new IT resource forRussia," 2013 International Conference on Interactive Collaborative Learning (ICL), Kazan, 2013, pp. 841-848.doi: 10.1109/ICL.2013.6644718[3] S. Karaperyan, A. Dolgoborodov, S. Masyagin, M. Mazzara, A. Messina, E. Protsko. “Innopolis Going

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

. 2013.3. N. Dimitrov, K. Meadows, E. Kustra, T. Ackerson, L. Prada, N. Baker, P. Boulos, G. McIntyre, and M.K. Potter, “Assessing graduate teaching development programs for impact on future faculty.” Toronto: Higher Education Quality Council of Ontario, 2013.4. T. Pinder-Grover, S. Kusano, and G. Agresar, “Work in Progress: Engineering Student Instructors, What Are Their Needs and How Can We Best Prepare Them?,” presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah., June 2018, Paper ID #23779.5. L. S. Vygotsky, Mind in Society. Cambridge, MA, USA: Harvard University Press, 1978.6. (n. d.). “Overview of Inclusive Teaching at Michigan.” http://crlt.umich.edu/overview-inclusive-teaching-michigan

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

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Diversity

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Faculty Development Constituent Committee

research is needed to investigatehow teams will continue to experience the characteristics of a guiding coalition as they shift andchange throughout their change process. These findings are limited to data collected from theRED team members; it is beyond the scope of this project to collect data from individualsexternal to the team, though that would increase the validity of the findings. Next steps for thisresearch include disaggregating our analysis to investigate how contextual differences acrossteams impact the team formation processes—while some of these differences emerged in ourinitial analysis, further investigation is warranted.References[1] J. P. Kotter, Leading Change. Boston, Mass.: Harvard Business School Press, 1996.[2] S. ten

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

link between high-impact practices and student learning: some longitudinal evidence,” Higher Education (2015) 69: 509. https://doi.org/10.1007/s10734-014-9788-z[6] R. Vaz, “Designing the Liberally Educated Engineer,” Peer Review, Spring 2012, Association of American Colleges and Universities.[7] A. Heinricher, P. Quinn, R. Vaz, and K. Rissmiller, “Long-term Impacts of Project-Based Learning in Science and Engineering,” Proceedings of the 2013 ASEE Annual Conference, Atlanta, Georgia, June 2013.[8] R. Vaz, P. Quinn, A. Heinricher, and K. Rissmiller, “Gender Differences in the Long-Term Impacts of Project-Based Learning,” Proceedings of the 2013 ASEE Annual Conference, Atlanta, Georgia, June 2013.[9] R. Vaz and S. Jiusto