Displaying all 5 results
- Conference Session
- Faculty Development Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- 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
great asset to the institution, however, the lack of effectiveways of integrating faculty into the college has presented a significant barrier to the establishmentof an inclusive and supportive faculty community. In addition, in a unionized environment,bargaining unit rules may make it difficult to require adjunct faculty to attend professionaldevelopment meetings.In 2015, Inside Higher Ed conducted a Survey of College and University Faculty WorkplaceEngagement in conjunction with researchers from Gallup [2]. The survey results found that onlyabout 34% of faculty are engaged in their workplace, meaning that they felt their opinions werevalued, their work was meaningful and rewarding, and they had good interactions with colleagues.Among the
- Conference Session
- Faculty Development Lightning Talks
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- 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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educational impact, WPI conducted a mixed-methods study of 38 years of alumni of thePBL-based curriculum [7]. Alumni attributed a wide range of professional skills and abilities as well asaspects of personal growth and broader world views to their formal project experiences. Interestingly,women reported more strongly positive impacts than men in 36 of 39 growth areas, suggesting that PBLcould be an effective means for attracting and retaining women in engineering programs [8]. With regard to support of faculty development, all faculty are expected to engage in some form of PBL.WPI has featured a PBL-based curriculum for nearly 50 years, so the current faculty composition mayreflect self-selection for comfort with project learning. It is notable
- 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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Paper ID #25701The Use of Chatbots in Future Faculty Mentoring: A Case of the EngineeringProfessoriateDr. Sylvia L. Mendez, University of Colorado, Colorado Springs Dr. Sylvia Mendez is an Associate Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on faculty mentoring initiatives, the
- 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
, REU, RIEF, etc.).Mrs. Samantha Michele Shields, Texas A&M University Samantha Shields is an Instructional Consultant at the Texas A&M University’s Center for Teaching Excellence. She is currently working on her doctorate in Curriculum and Instruction at Texas A&M Uni- versity, where she is concentrating on Teacher Education and Technology. Mrs. Shields taught an adjunct lecturer in the College of Education’s Teaching, Learning, and Culture department before transitioning to serving as a graduate assistant in the Center for Teaching Excellence, where she helps to develop curricu- lum.Dr. Luciana Barroso, Texas A&M University Luciana R. Barroso, Ph.D., is an Associate Professor of Structural
- 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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Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. Her re- search interests focus on higher education equity and access, particularly within STEM.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and