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

proposed: The changes that are being proposed to the UD SoE’s P&Tdocument represent a significant departure from the current policy (School of EngineeringCriteria and Procedures Policy for Faculty Evaluation and Promotion and Tenure, adoptedSeptember 25, 2001, last approved on December 7, 2011). Although numerous changes arebeing proposed, the most substantial changes are in three areas: (1) Developing the document tobe formative, as well as evaluative where faculty members, with guidance and input from theirChair, and Department and School Faculty Development Committees create a ProfessionalStrategic Plan (PSP) that helps a faculty member plan their career trajectory and serves as theframework for which the faculty member will be evaluated

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

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

-demonstration). To do that, we expect theaudience to engage during the talk by using real-time feedback (e.g. Polleverywhere) and papersurveys (for those that don’t have access to technology) to gather their preferences on attendingconferences and see how those preferences contrast to the findings of our study.Introduction/BackgroundFor many decades, engineering education (EE) has been defined as an “emergent field.”However, in the last years, the field has been growing exponentially. According to Borrego andBernhard [1] engineering education research is crucial in order to solve some of the challengesthe engineering field face. In 2009, Jesiek et. al [2] provided a history of engineering educationas a field that was “maturing as a research field” (p

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

that URM students hadlower rates of success in key undergraduate STEM courses. Each new generation has its ownchallenges. Although lecture-based classes may have worked in the past, they are no longeradequate [1]. Universities must acknowledge this and take steps to adjust pedagogyaccordingly. A seminal report published by the National Research Council in 1999, HowPeople Learn: Brain, Mind, Experience and School [2], includes a call for a university culturewhere a deep understanding of how students learn determines both the content of thecurriculum and how it is taught. Instead of the classroom being the sole source of learning,faculty should function as learning guides. The Model Institutions for Excellence (MIE)program, funded by the NSF and

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

development literature indicates that faculty members whoreceive adequate mentoring are more productive leading to greater overall objective careersuccess. Minimal research in engineering education has investigated the impact of facultydevelopment and mentoring programs despite these findings. Evaluating faculty developmentand mentoring programs can elicit information that can help inform the development of anevidenced-based approach to designing such programs. The Engineering Faculty ImpactCollaborative (EFIC) seeks to address this need by building a collaborative among institutionsand faculty that will: (1) instigate broad interest in and awareness of entrepreneurial mindset(EM)-based engineering faculty mentorship and development, (2) contribute

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

mentoring; therefore, an adaption and implementation of the conceptual model posited byLee and Choi (2017) was utilized for this study—the Efficacy of Chatbots for Future FacultyMentoring (see Figure 1). In their research on a chatbot that provided movie recommendations,Lee and Choi (2017) discovered those who found the chatbot to be enjoyable, trustworthy, anduseful were more likely to feel satisfied and continue to rely on it. The current study intends todetermine whether future faculty mentoring can be accomplished through chatbots and whetherhigher ratings of satisfaction are a result of positive user interface and perceived trustworthiness,which would drive the intent to use it. According to Lee and Choi (2017), trust in technology isdeveloped

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

experts serving as consultants to other faculty to help themimprove their teaching skills. Then, in response to student empowerment movements and facultygrassroots efforts, American campuses built the infrastructure to improve student learning. Inaddition, in the current times, these units have recognized their role in institutionaltransformation and strategic alignment around the teaching and learning mission of the university[1].Historically, faculty professional development at US universities centered on academicscholarship—originating with the faculty sabbatical at Harvard University and leading to supportfor individual faculty researchers through research administrative units [1]. Today, mostcampuses have a Vice President for Research whose

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

isolated, and are less susceptible to stress and burnout. Despite thebenefits of mentoring, there are few formal mentoring programs within higher educationinstitutions and sparse literature on the best practices for implementing mentorship programs incolleges of engineering. The purpose of this paper is to share the process of creating the “MasterMentor Model” initiative within an engineering college at a large, southwestern institution. TheMaster Mentor Model is currently being co-constructed collaboratively with input byengineering administration (dean and vice-deans), seven “master mentors” who represent theirmain academic units in the college, and several staff members. The primary goals of thisinitiative are (1) define a common set of

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

Elizabeth C. Harris, University of Wisconsin, Madison

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Faculty Development Constituent Committee

successfully to the end, but many morphed andchanged as lessons were learned. Using this project as a use case allows other faculty developersto learn how change management practices can scale, how they often are most important in areasthat are viewed as tangential, and how faculty developers can participate in non-traditional waysin order to serve their faculty’s best interest and improve their students’ experiences. This isparticularly important in areas of specialized needs such as schools and colleges of engineering.The change modelThe eventual strategy of the project fits in well with Kotter’s approach to accelerating change inan organization [1], [2]. In his approach there are 8 steps in his concurrent process model:. 1. Create a sense 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

Manufacturing Engineering programs and Tooker Professor for Effective STEM Education at the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. c American Society for Engineering Education, 2019 Pedagogical Ninjas: Using an Additive Innovation Cycle for Faculty Development of Teaching-Focused FacultyAbstractThis evidence-based, practice paper describes a semester-long, faculty development programdesigned by an “additive innovation” [1] framework to promote the sharing, scaling,sustainability, and implementation of a pedagogical risk-taking culture across a school ofengineering. This intervention has been developed as part of a research

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

change-making teams within higher education.IntroductionThis panel paper presents research on connecting theory to practice and the lessons learned in achange project, with a focus on team formation during the early stages of change making. Animportant yet often overlooked step in any change project is pulling together individuals to forma competent and efficient team. A functional change-making team requires a variety ofcomplementary skill sets, which may come from different disciplinary backgrounds and/ordifferent prior experiences.Kotter uses the term “guiding coalition” to refer to an effective change-making team [1]. Heoriginally identified four key characteristics of guiding coalitions: position power, expertise,credibility, and leadership

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

innovation in fields, such as business orteaching [1]. The steps include awareness or knowledge, persuasion or interest, evaluation anddecision, implementation and trial, and finally confirmation or adoption. This theory of changewas used to develop a comprehensive faculty development program that included monthlygroup workshops promoting the EM and evidence-based pedagogical best practice and regularindividualized coaching sessions with a peer team comprised of two “experts” – one in the EMand the other in pedagogical practices.While professional development programs for faculty in higher education are relativelycommon, coaching, or targeted one-on-one discussions about teaching strategies and practices,is still quite rare. However, coaching has

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

agents and recipients of change, andconfirm that the right work is being done and the wrong work is being avoided.Integrating Theory and Practice: Overview of Four ContextsThis panel paper integrates the lessons of four panelist papers whose authors, institutions, goals,and change theories can be found in Table 1. This section presents a narrative that compares andcontrasts the approaches of the four panelist papers to integrate theory with practice in theirchange projects. For a more detailed description of each context, we refer readers to eachpanelist paper, which can be accessed at http://bit.ly/ChangeTheorytoPractice . Table 1: Overview of the contexts of the four panelist papers Contributors Institution Goal

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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Faculty Development Constituent Committee

building of a training in keeping with current bestpractices for a minimal overhead cost, by engaging faculty. It has been found that the Instructional Skills Workshop(ISW) was able to improve faculty engagement in the learning process, address individual goals, inspire neweducators, and lead to the development of a culture and value set of teaching and learning at Innopolis University.IntroductionInnopolis was established on December 24, 2012 in the Republic of Tatarstan, Russia as atechnological hub city. As part of this development, Innopolis University (IU) was established in2012, in order to build a technological workforce for the surrounding industrial growth and hightechnology enterprise [1, 2]. Established as both an internationalizing

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan

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Faculty Development Constituent Committee

invests in the career growth of anotherindividual. This investment can be made through behaviors such as mentoring, coaching,networking, or sponsoring. In addition, actions such as teaching, counseling, evaluating,listening, advocating, showcasing, collaborating, empowering, and challenging throughdevelopmental relationships are integral to leadership development and career advancement[1],[5],[7],[8]. 1Kram clarified the nature of relationships at work that enhance career development, definedessential characteristics of developmental relationships (career support and psychosocialsupport), and suggested ways to build them at work [5]. Research supports

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

Education, 2019 Paper ID #27758was a finalist for the Innovation Award by the Professional and Organizational Development Networkand an Innovation Award winner. He was recently named as the Center for Digital Education’s Top 30Technologists, Transformers and Trailblazers for 2016. c American Society for Engineering Education, 2019 1 Diverse Engineering Faculty’s Perceptions and Practice of Active Learning at Texas A&M University AbstractThis research paper studied faculty

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

units responsible for implementing the IMPACT program.This partnership recognized that student-centered learning incorporates complex engagementswith information7.The overarching goals of IMPACT are to: 1. Refocus the campus culture on student-centered pedagogy and student success 2. Increase student engagement, competence, and learning gains 3. Focus course transformation on effective research-based pedagogies 4. Reflect, assess, and share IMPACT results to benefit future courses, students, and institutional cultureThe IMPACT program has been demonstrably effective in improving attainment of course-specific learning outcomes and improved degree completion, persistence, and graduation rates8.A recent external review of

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

undergraduate engineering courses is the lecture/teacher-centered instruction [1, 2]. Therefore,it is important to shift faculty beliefs, and in turn, practices, regarding teaching strategies fromprimarily lectures to a more engaging, student-centered style classroom. One way to achieve thisis through professional development programs. These programs have potential to increase facultyawareness of research regarding effective instructional techniques, while also providing spaceand opportunity for ongoing discussion around classroom innovations and active learningteaching practices. Professional development programs facilitate processes where faculty canengage in deep and ongoing learning and discussion around student-centered teaching practices.In turn

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

. c American Society for Engineering Education, 2019 Faculty embrace collaborative learning techniques: Sustaining pedagogical changeIntroduction Faculty development in teaching for university is often scattered and not supported in acoordinated way by science, technology, engineering, and mathematics departmentadministrators [1], [2]. For many years Professional Learning Communities (PLC) have been acommon practice in the K-12 teaching community and they provide means for teachers to learn,share, and encourage each other to develop and test new pedagogies [3]. More recently,practitioners of higher education have adopted a similar community professional developmentmodel to assist university teaching development and encourage

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

faculty to be moreinclusive and empathetic and immersive virtual reality experiences present a modality throughwhich this can possibly be achieved.Rarely are intentional efforts to learn to be inclusive or empathetic embedded in formalizedtraining as an engineer. However, Kaufman and Libby described experience-taking as aneffective way of changing mindsets and hearts—showing changes in participants’ goals, attitudesand behaviors fostered by a reduction in the self-concept that allows for the taking on of thethoughts, feelings and traits of another [1]. The potential to change mindsets exists and bothinclusion and empathy are teachable and learnable constructs. With that knowledge, what ifengineering faculty could be exposed to a host 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

disparities and despite a variety of national and programmatic changes aimed atimproving outcomes for unrepresented groups, only marginal success has been achieved in thelast decade [1, 2]. The notable absence of low-SES students majoring in engineeringdisciplines has resulted in a profession that lacks the representation and diversity of the actualUS population and significantly impacts the career potential of low-SES students in theengineering fields [1]. Engineering faculty frequently recognize the problem, but often lackthe formal training in instructional best practices necessary to help underrepresented studentsto persist and succeed in their courses. Instead faculty often revert to teaching the way theywere taught, employing the long-venerated

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

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

improve learningand retention in STEM with particular impact on underrepresented groups [1]. However, despiteadvances in classroom design for interactive teaching and pockets of enthusiastic adopters, thechallenge to bridge the gap from research results to common classroom practice remains.Workshops to introduce evidence-based teaching practices are prevalent, but one-time effortsrarely result in sustained change, and hence ongoing support is needed [2], [3].The study presented in this paper takes place in the context of the SIMPLE Design model forfaculty development, which was studied in implementation over a two-year period [4]. Asdescribed in more detail in the next section, the SIMPLE Design model employs ongoingdiscipline-based faculty

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

relevant to teachingSTEM courses and practices that have been empirically linked to better student learning outcomes andcourse completion rates. The use of evidence-based teaching practices in a course, is used as a proxy forteaching effectiveness in this system that consists of three parts. First, faculty complete the TeachingPractices Inventory (Wieman & Gilbert, 2014), a self-report measure on the types of teaching practicesused in their classroom. The TPI is comprised of eight categories including (1) course information provided,(2) supporting materials provided, (3) in-class features and activities, (4) assignments, (5) feedback andtesting, (6) other (e.g., new methods, assessments), (7) the training and guidance of teaching assistants

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

-based study. Nevertheless, Cox acknowledges two elements critical toactive learning: (1) introducing student activity into the traditional lecture, and (2) promotingstudent engagement. Further, university structures and administrative obligations (e.g. ABETrequirements; department mandated course, content, and sequencing constraints; or adherence tocross-section uniformity) can also present barriers to change and experimentation by instructorswithin particular courses.This paper rests on the premise that political discussion and thinking around civic engagement isgermane to the work that engineers do, and critical for faculty to incorporate into classroomspaces. The study presented here explores a partnership at Tufts University between the

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

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Diversity

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Faculty Development Constituent Committee

recognized as a key factor in the developmentof a positive college culture and a productive teaching and learning environment [1]. However, theindependent nature of faculty work as well as the segmented institutional structure has led to theprevalence of academic silos. In addition, with the changing landscape and budgets of institutionsof higher education, adjunct faculty who are hired through temporary contracts are playing anincreasingly important role in undergraduate education. In the College of Engineering, ComputerScience, and Technology (ECST) at Cal State LA, more than 50% of courses are taught by adjunctfaculty, many of whom are current or former working professionals. Clearly the work experienceand expertise of the adjunct faculty is a

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

SETs, which committee members reviewedprior to the working meeting. The current SET questions first were reviewed, and theniteratively each member suggested potential questions, based on the literature, and categorizedthem. Each potential question was systematically reviewed and evaluated using a rubric, goingthrough each SET category. The simple rubric supported objective review and discussion of thepotential questions using two criteria (what students are able to evaluate and the usefulness toinstructor) and a rating scale of 2=yes, 1=maybe, and 0=no. The rationale of the ratings anddiscussion comments also were noted on the rubric. To close the loop, the committee presentedthe recommendations to the deans and Faculty Senate members at the

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Katie Malcolm, University of Washington; Natacha M.R. Foo Kune Ph.D.

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Faculty Development Constituent Committee

. c American Society for Engineering Education, 2019 Lessons learned: A three-office partnership to engage graduate TAs with mental health trainingIntroductionOne in five adults age 18–25 in the U.S. has a diagnosable mental illness [1], and a recentinternational study suggests that graduate students are six times more likely than the generalpopulation to experience depression and anxiety [2]. These trends compel colleges anduniversities to improve how they prepare and support graduate students in managing mentalhealth challenges for themselves, their peers, and the students whom they serve as teachingassistants (TAs).We share lessons from the collaborative design and implementation of an interactive

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

steps of constantcomparative analysis.This review suggests the existence of at least 31 factors that can potentially impact the successfulimplementation of RBIS in the classroom. Hence, they could be barriers or drivers toinstructional change in higher education. These 31 factors were classified and organized into sixcategories: 1) culture, 2) change management, 3) institutional support, 4) pedagogical knowledgeand skills, 5) students´ experience, and 6) faculty motivation.BackgroundSeveral reports on engineering education make the call to change pedagogical approaches inengineering by increasingly embedding research on learning into teaching practices [1-3]. Thistype of change, that involves a transformation in instructional practices and

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

to explain whydeterministic systems are able to change in unpredictable ways, while complex systems theory seeks toexplain how the often numerous actors within a system interact with one another to engender change(Wolf-Branigin, 2013). According to Wolf-Branigin (2013) and Heylighen (2008), complex systems shareat least three characteristics: 1. The system is self-organizing: Through interacting with one another, the actors within a system spontaneously (i.e., without direction from a centralized authority) arrange themselves to create a global system structure. In terms of organizational change, this means that change within an organization cannot be generated by a central authority, but rather must be championed and