Displaying all 8 results
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- Faculty Development Lightning Talks
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- 2019 ASEE Annual Conference & Exposition
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- 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
in the lecture portion of their courses. As the threeuniversities are CSUs, our class sizes typically range from 25 to 75. Physics I flipped thelaboratory portion of the course. The instructor developed pre-lab example problems and labpresentations which the students did before the lab. When the students went to their lab sections,they participated in workshop-type activities where they solved problems, performed labactivities and participated in discussion sessions. The individual lesson plans are available on theproject website at http://www.sjsu.edu/firstintheworld/.Faculty Survey on Active LearningDespite increasing research on active learning, the teacher-centered lecture model still persistsin STEM fields [8]. Although the number of
- Conference Session
- Faculty Development Round Table
- Collection
- 2019 ASEE Annual Conference & Exposition
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- Oksana Zhirosh, Innopolis University; Joseph Alexander Brown, Innopolis University; David Tickner, Faculty professional development consultant
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tostrengthen instructors' skills through intensive and practical exercises in learning-centeredteaching. Mixing opportunities for small and large group interaction, the ISW program engagesparticipants in: ● planning and delivering 10-minute lessons ● developing participatory instructional techniques ● listening actively ● learning and teaching collaboratively ● modelling adult learning principles ● generating effective feedback and discussionThe ISW was first developed in British Columbia, Canada in 1979 as a response to requests forprofessional development programming for instructors of the newly created colleges. The ISWhas since grown and expanded across Canada as well as into the United States and many othercountries
- 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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Polytechnic Researcher and educator in the fields of Molecular Biotechnology, Clinical medicines and Project based learning.Mr. Larry Keng tee Seow, Larry Seow researches, lectures and initiates methods of design and thinking for encouraging critical creative process to drive future readiness, forming new innovative mind-set for individuals and groups from different disciplines, to maximize their resourcefulness with clarity in having solutions, to seize opportunities and keep complex problems away in the ever changing volatile, uncertain, complex and ambiguous environment. Larry is one of four master trainers at the pre-planning meeting for the 2nd design thinking for Public Service Division, Prime Minister’s
- 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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Engineering in the Department of Civil Engineering, in the Dwight Look College of Engineering at Texas A&M University. Luciana has been with Texas A&M University since 1999, and in that time has taught 15 different courses ranging from the freshman to graduate levels. She has been active in academic program and curriculum development from the department level to the university level, where she served as co-chair of the Quality Enhancement Plan (QEP) committee that determined the academic course of actions to be taken over the next accred- itation cycle to addresses critical issues related to enhancing student learning. She has received funding for her engineering education research from the Department of Education
- 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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faculty engagement and to build an inclusive facultycommunity. In the College’s 2015-2020 strategic plan, a key strategic area is to “nurture acommunity of deeply engaged faculty and staff committed to enable student success throughquality curriculum, responsive teaching and active learning”. Launched in Summer 2015, theECST Teaching & Learning Academy was originally focused on professional development of newfaculty members, but quickly evolved to be a platform for open communication, socialization, andshared learning for faculty across all disciplines in the college. In the past three years, we haveseen the growth of participation of faculty, both tenured/tenure-track and adjunct faculty fromdifferent departments in the College. This rest of
- Conference Session
- Faculty Development Round Table
- Collection
- 2019 ASEE Annual Conference & Exposition
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- 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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, Computer Graphics, Materials Science and laboratory courses. Since 2015 she has been actively involved in the University of Miami College of Engineering’s ”Redefining Engineering Education” strategic plan on educational innovation. As part of this plan, Dr. Basalo worked with 2 other faculty members to organize inaugural Senior Design Expo in May 2017, an exposition where over 200 senior students showcased their Capstone projects to the University of Miami community, alumni and industry leaders. Starting in 2016 and through her work with the University of Miami’s Engaged Faculty Fellowship program, Dr. Basalo incorporated an academic service component into the final project for a sophomore-level Measurements Lab course
- 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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moving out of faculty leadership roles. For one team, this drew outnew, deeper participation from faculty. Another team planned to use dislocating team members’authority to shake-up a power imbalance between the team members and the rest of the faculty.Other teams experienced changes in administration at their institutions that were external to theirRED team (e.g., a new president, provost, or dean). These teams were challenged with creatingcommon goals with the new administrators without fully compromising the goals of their project.As one team member explained, “We have a new program chair this year, so he's very excited,but we also have to be careful and making sure that the agenda of our mission and ourrevolution, if you will, isn't just
- 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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. If they did not continueor sustain their implementation of the active learning strategies, this may explain some of theobserved data in the post-participation grades. Additionally, developing successful teachingpractices takes time, and thus there could be delayed effects of implementation on studentachievement. This lag time, either in implementation of consistent active learning teachingpractices or in quality of active learning teaching in the classroom, could be an explanation forthe observed results. As such, we plan on continuing this analysis in the future to assess forpotential changes over time.As noted above, the project employed the RTOP classroom observations to provide a reliableand objective account of which faculty made