Displaying all 11 results
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- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico
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Paper ID #28894From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Be-liefsand PracticeAmber Gallup, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments
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- Faculty Development 1: Social Justice Research
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- Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
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of Excellence that ad- vances interdisciplinary education and research. She served on the Naval Research Advisory Committee (2016-2018) . Gates received the 2021 Alfredo G. de los Santos Jr. Distinguished Leadership Award, the 2015 Great Minds in STEM’s Education award, the CRA’s 2015 A. Nico Habermann Award, the 2010 Anita Borg Institute Social Impact Award, and the 2009 Richard A. Tapia Achievement Award for Sci- entific Scholarship, Civic Science, and Diversifying Computing. She was named to Hispanic Business magazine’s 100 Influential Hispanics in 2006 for her work on the Affinity Research Group model.Dr. Elsa Q. Villa, University of Texas at El Paso Elsa Q. Villa, Ph.D., is a research assistant
- Conference Session
- Lessons Learned about Faculty Development!
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- Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan
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our lectures.Practices in lecturer needs assessment and engagementThe information collected from the LAC and the partnership between the champion and theteaching and learning center led to the practices related to the lecturer needs assessment andengagement. In particular, the LAC decided to conduct two college-wide focus groups to assessthe needs of the lecturers. To reach out to individual lecturers to collect detailed informationabout their perspectives and their needs, we conducted individual interviews with an initial, setof lecturers (<15%). At the same time, we conducted several support and engagement activities,such as individual professional development coaching sessions, a faculty foundations programs,a performance review Q&A
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- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico
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online teaching. Respondents were not certain about theviability of online learning in replacing traditional face-to-face lectures. They observed lessengagement in students’ interactions via online discussion and increasing academic dishonesty.They were also uncertain about how to evaluate the students’ learning progress.Ramlo [10] employed Q methodology, a mixed methodology, to study the subjective experiencesof 78 college and university faculty across disciplines related to COVID-19 in a way thatfacilitated differentiated rather than aggregate viewpoints. Data analysis revealed three mainviewpoints. The first viewpoint, summarized as “techies who like to teach,” included faculty whohad taught online before or had extensive experience with
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- Faculty Development Research
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- Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College
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average group scoreGavg , given by 1 m Gavg = ∑ G j , m j=1where m is the number of groups in the class and the score of group G j , is given by q G j = ∑ Wi Xi, j . i=1Here, q is the number of scored questions in the survey, Wi is the weight of question i, and Xi, j is the fitnessmeasure for group j with respect to question i in the range [0, 1]. The value of the fitness measure, Xi, j , is dependent on question type and is defined below. For
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- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Katie Leanne Basinger, University of Florida; Diego Alvarado, University of Florida; Ariana Virginia Ortega; Daniel G Hartless, University of Florida; Behshad Lahijanian, University of Florida; Michelle M. Alvarado, University of Florida
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throughplatform demos, usage trials, and Q&A sessions with the platform’s sales representatives. Wewill refer to the three used in the final evaluation as Platform 1, Platform 2, and Platform 3. Allthree of these do have the necessary interactivity capabilities to create active learning videos.Platform 1 was specifically created for education and can-do progression bar hotspots, branching(in-video), and multiple quiz formats. However, Platform 1’s use and campus integration isstructured for entire departments/institutions, and is only able to offer a cost estimate for theentire department, rather than on a course-by-course basis. The department proposal was tooexpensive to justify for piloting for one class. After explaining this to Platform 1’s team
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- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College
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- Conference Session
- Faculty Development 1: Social Justice Research
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- Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University
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in Engineering Education,” Journal of Engineering Education, vol. 98, no. 1, pp. 53–66, 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[36] J. P. Martin and C. Garza, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research,” Studies in Engineering Education, vol. 1, no. 1, p. 1, May 2020, doi: 10.21061/see.1.[37] A. Q. Gates, P. J. Teller, A. Bernat, N. Delgado, and C. K. Della-Piana, “Expanding Participation in Undergraduate Research Using the Affinity Group Model*,” Journal of Engineering Education, vol. 88, no. 4, pp. 409–414, 1999, doi: https://doi.org/10.1002/j.2168-9830.1999.tb00467.x.[38] B. F. Skinner, Science And Human Behavior
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- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University
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be ideal for exploring the various effects on education at TAMU, such as Q-drops during theSpring 2020 semester, retention and matriculation data of students, and choices of remote coursesover face-to-face courses during the subsequent semesters of the pandemic.ConclusionThe COVID-19 pandemic has taken a toll on everyone in the United States, many have lost friendsand family to the virus, and even today, we cannot see an end to the pandemic-centric world welive in. Despite the circumstances dealt with, it seems that our faculty at TAMU are carrying onas best they can. Even as we write this an author’s student lost a family member to COVID thisweekend. Faculty continue to put their best effort in to adapt to this remote online world in
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs
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- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University
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