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

in the Division of Undergraduate Education, and was on the faculty in the Department of Mechanical Engineering and Segal Design Institute at Northwestern University. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley. c American Society for Engineering Education, 2019 WIP: The process of conceptualizing and creating a strategic plan for the Engineering Faculty Impact Collaborative (EFIC) to support faculty development and mentorshipAbstract This is a work in progress paper that describes an effort to support faculty development andmentorship. The current faculty

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

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 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

corresponding activities and materials.The work described in this paper focuses on the structure, implementation, and deployment ofthis faculty development program.Intervention Design and DescriptionsOne of the unique aspects of the Pedagogical Ninjas program is the intensive cycle of researchdesign, activity planning, and data collection that occurred between May and December 2018.This model was influenced by the aforementioned ASEE report which proposes an innovationcycle adapted from Booth, Colomb, and Williams [19] that “outlines a continual flow betweenpractice and research and between research and practice” [18, p. 6]. However, within the ASEEreport, the disconnect between research and practice was made clear: “The clear message is thatall arcs

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

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 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

Paper ID #25776Active Learning: Faculty Mind-sets and the Need for Faculty DevelopmentDr. Ang´elica Burbano, Universidad Icesi Angelica Burbano C. Associate Professor Universidad Icesi at Cali, Colombia. Ph.D. in Industrial Engi- neering from the University of Arkansas. MSOM from Universidad Icesi and BS in industrial engineering from Pontificia Universidad Javeriana both in Cali, Colombia. Fulbright Scholar 2007 and a fellow AOTS, Japan 2000. She has previous experience (six years) in the food manufacturing industry (experience re- lated to inventory management and production planning and control, also information systems

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

proceed andlessons learned compound to make change agents’ relationship to theory more complex, theoriesbeing used must often be adapted and morphed. Another panel contributor (Harris, 2019)experienced such a need in their transition to a new learning management system (LMS) at alarge, public university. They used Kotter’s leading change model (Kotter, 2014) to manage thechange project’s guiding philosophy and initial plans, particularly with respect to forming cross-disciplinary partnerships that would facilitate widespread adoption of the new system. However,while in the field, some of these philosophies and plans needed to be changed as the changeagents learned new lessons.Sometimes, the realities of a change project require change agents to

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

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 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

all first-time graduate student instructors. Thistraining consists of two parts: a 7-hour orientation and an ongoing professional developmentduring the term. The orientation begins with a session on inclusive teaching to align with theCoE strategic plan to improve diversity, equity, and inclusion (DEI). It also contains a variety ofpedagogical workshops and an opportunity to practice delivering a lesson to a small group oftheir peers. The ongoing professional development allows students to choose from workshops,active-learning practice or a midterm student feedback consultation, along with reflectiveexercises. The structure of this training approach is in-between short programs (i.e., one-dayevents) and long programs (i.e., 20+ hours) carried

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

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 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

Chemical Engineering. She currently teaches engineering design and oversees the Women Engineering Program, part of the Diversity in Engi- neering Center.Malle Schilling, University of Dayton Malle Schilling is a planning to pursue a PhD in Engineering Education. As an undergraduate mechan- ical engineering student at the University of Dayton, she explored the effects of engineering camps on participants’ self-efficacy in engineering and other issues of diversity and inclusion in engineering. She is interested in engineering education, diversity in engineering, outreach and policy. c American Society for Engineering Education, 2019 Work in Progress: Can Faculty Assessment and Faculty

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

, the instructors, and the client involved in theinnovation [9]. Additionally, rather than focusing solely on the technical content that isprevalent in many other required engineering courses, capstone faculty reported the followingtop six content areas: Written communication (87%), Oral Communication (83%), EngineeringEthics (76%), Project Planning and Scheduling (72%), Decision-Making (68%), andTeambuilding (66%) [8].Entrepreneurial Mindset in EngineeringThe unique structure, design, and topics addressed in capstone courses provide ampleopportunities for embedding innovative instructional best practices as well as complementaryskill sets such as sustainability, soft skills, and the entrepreneurial mindset (EM). It has becomeincreasingly

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

Protocol1. Congratulations on your promotion. Now that you have been promoted, what are your goals/plans from here?2. What do you think you need to do to achieve your goals?3. What is your timeline/plan for achieving goals?4. Where do you go for mentorship/advice? Also, what kind of advice/guidance do you typically seek?5. What do you perceive are the biggest challenges or barriers to reaching your goals?6. Do you have any suggestions for what FSE might provide as mentoring resources for recently promoted faculty?

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

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

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

consider as they redesign their courses. The specific questions are discussed in more detail in aChange article11. Instructors are required to produce three main deliverables associated with theircourse transformations: a redesign goal, learning outcomes, and a course redesign plan (Table 1).There is a monetary incentive attached to each deliverable. Session Unit Topics Deliverables 1 Welcome to IMPACT 2 Student Characteristics Learning Outcomes (Initial) Motivating Learners 3 Motivational Theories Redesign Goal (Initial) 4 Learning Outcomes

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

, 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

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

interpretations or meanings towards academicdifferent situations. Assumptions activities. The different collective importance or reputation that faculty and Values administrators attribute to the academic activities. Process Design The planned steps to enact instructional change.Change Management: Factors

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

people on campus, and the blurred lines between theproject and operations, as the project is nearing completion many of the changes are already partof the new culture. Extensive communication was done throughout the project in order tohighlight new processes, benefits, and expectations. Also, because of the phased transitionschedule, there was a constant rolling of people in all stages of adoption. As more people movedinto the culture of adoption around the new tool, there were models of the new culture for lateradopters to merge into, and already consider normal.With that said, this is a difficult phase. Even with inclusion of the operations team andsignificant planning, the handoff from project and the “network structure” to operations 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

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

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Faculty Development Constituent Committee

were asked, and whenneeded, the interviewer included further probes or follow-up questions to elicit more informationabout the interview participant’s response. The interview included questions about motivationsfor participating in a SIMPLE group, their degree of participation in the group, their approach toteaching (teaching philosophy), new techniques they had tried or planned to try, and feedbackthey had about what was most useful and how to make the groups more valuable to participants.In a first round of coding, interview transcripts were coded using the five stages of adoption fromRogers’ DOI framework. Responses to questions about current teaching practices and newstrategies considered and/or adopted were analyzed for stages of adoption

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

articulation of expectations of effort and interactions. Communicate that this also is a learning process for each individual and the group to produce the desired outcomes. • Planning and attention to logistics helped to reduce additional friction points during the working meeting. Examples included developing a detailed agenda based on a clear understanding of the goals and contexts of the group and individual members, as well as ensuring appropriate space, technology, and food were available. • Create a positive and inclusive environment. Setting the tone for positive interpersonal interactions and valuing everyone’s ideas and voices were critical to attaining the goals. Establishing ground

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

toprovide funding for graduate students when promoting other conferences, if engineeringeducation programs consider is important that students are exposed to different spaces to sharetheir research, it has to come with financial support.Future workWe consider that results from this study provided an initial understanding of conferenceparticipation in one engineering education department. We consider this work to be importantand relevant, hence, we plan to conduct a sequential explanatory mixed methods study. We planto expand our data collection in two ways, one by develop a qualitative inquiry, particularly onthe decision making process to better understand the reasons people have to attend. Secondly, weplan to expand our sample size. We want to

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

. frequently, send them your articles/papers.Coaching Drawing on knowledge from Be open to feedback. Ask questions; refrain from within through guided inquiry. Participate in formalize directing the thinking process. Increasing self-awareness and programs through trained Help others maximize their action planning. individuals (Executive potential. Coaching, ADVANCE)Protecting Shielding someone from Guidance regarding

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

deadly; they are deadly in research too. I want to change how we feed the world and Iknow we can’t do that by each nibbling at our own edge of the problem. I want a plan for how tothink bigger. #DiscardTheSilos.” When the same fellow was then asked – What is one thing youwill bring – they responded with a twitter feed, “A stack of unanswered questions. A burningdesire for change. Health science and epidemiologic expertise. #ASeatAtTheTable#PutMeInCoach.” Finally, when asked – What is one thing you wish to learn – the same fellowwrote a vulnerable haiku: “I know my limits: Iterative; linear. How can I expand?” DuringASSERT, the fellow expanded their research in brave new ways; securing a major federal grant.These three questions and the

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

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 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

to sustain in collaborative pedagogical methods.Case of F2- Interpersonal rich collaborative learning F2 is a non-tenured faculty member in the engineering school’s foundations department,teaching various levels of calculus to first- and second-year engineering students. She acceptedan invitation to join the second cohort of the FLC, and admittedly, was intimidated at first by theidea of changing her teaching approach. “I was worried about the time [referring to the amountof planning and class time implementing collaborative learning would require]” F2 indicated inher reflection of initially agreeing to the participate in the FLC. Her experience was enhanced bythe integrated peer collaboration in which faculty members were partnered

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

. 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

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

Education, vol. 29(5), pp. 611-623, 2004.[5] Gray, M., & Bergmann, B. R, “Student teaching evaluations,” Academe, vol. 89(5), pp. 44-46, 2003.[6] Hora, M. T., & Ferrare, J. J. “Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching,” Journal of the Learning Sciences, vol. 22(2), pp. 212-257, 2013.[7] Kim, H., Babchuk, W.A., Heaton, R.M., & Perez, L.C, “At the STEM of the problem: A qualitative case study of department chairs’ perspectives on the culture of teaching. Proceedings of the 35st Annual Research-to-Practice Conference in Adult and Higher Education,” University of Central Oklahoma. Albuquerque, New Mexico, 2016.[8