Displaying results 1 - 30 of 36 in total
- Conference Session
- 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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Paper ID #34008Creating ACTIVE Learning in an Online EnvironmentDr. Katie LeAnne Basinger, University of Florida Lecturer and Undergraduate Program Coordinator at The University of Florida, in Industrial and Systems Engineering. I currently teach a large service course (Engineering Economy) as well as the capstone course for the Industrial and Systems Engineering Department. My research is focused on practical ap- plications of active and supplemental learning techniques for Generation Z students. I am highly involved with the development and modernization of the industrial engineering curriculum and coursework.Mr. Diego
- Conference Session
- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio
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Paper ID #28984Lessons Learned: Integrating Active Learning into UndergraduateEngineering CoursesDr. Emily Peterek Bonner Emily Bonner is an Associate Professor of Curriculum and Instruction specializing in mathematics edu- cation. Her research interests focus on professional development and equity in schools.Dr. Vittorio Marone, The University of Texas at San Antonio Vittorio Marone is an Associate Professor of Instructional Technology in the Department of Interdisci- plinary Learning and Teaching at The University of Texas at San Antonio. He earned his doctorate in Education in a dual-degree program between the
- Conference Session
- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University
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- Diversity
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still underway. Each year new workshop and facilitation teams are added.Existing workshops are evaluated, improved, and evolved based on the feedback loops established. At theindividual faculty member level, one workshop Integrating Curriculum with Entrepreneurial Mindset(ICE) focused on helping an individual faculty member change classroom practice. At the department orunit level, new workshops have been tested that focus on the needs of a specific school or unit. Anexample is a workshop for Montana State University in 2020 that took elements of two other workshopsand structured the material in the context of the institutional focus. At the national level the prototypingincludes workshops focused on leadership and culture change.The testing
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University
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Paper ID #32716Lessons Learned: Making the ”New Reality” More Real: Adjusting aHands-on Curriculum for Remote LearningDr. Yen-Lin Han, Seattle University Yen-Lin Han is an Associate Professor in the department of Mechanical Engineering at Seattle University. Dr. Han received her BS degree in Material Science and Engineering from National Tsing-Hua University in Hsinchu, Taiwan, her PhD degree in Aerospace and Mechanical Engineering and MS degree in Elec- trical Engineering from the University of Southern California. Her research interests include micro-scale molecular gas dynamics, micro fluidics, and heat transfer
- Conference Session
- WIP It! Faculty Development Style!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Heather Dillon, University of Portland; Lindy Hamilton Mayled, Arizona State University; Mark L. Nagurka, Marquette University; Maria-Isabel Carnasciali, University of New Haven; Douglas E. Melton, Kern Entrepreneurial Engineering Network
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Paper ID #28673Intercollegiate Coaching in a Faculty Professional Development Programthat Integrates Pedagogical Best Practices and the EntrepreneurialMindsetDr. Heather Dillon, University of Portland Dr. Heather Dillon is an Associate Professor in Mechanical Engineering at the University of Portland. She recently served as the Fulbright Canada Research Chair in STEM Education. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining the university, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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- Diversity
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- Faculty Development Division
takes excessive faculty members time to preparethe assessment. I think I think exam integrity is a big, big challenge, for engineering for the engineering curriculum. - PeterIn order to minimize cheating, some of the faculty members experimented using video proctoringduring assessment, either using software such as LockDown browser, ProctorU, Impendus ormonitoring students using synchronous Zoom meetings. In some cases, this has resulted instudents’ push back, with faculty members feeling under pressure about their assessmentstrategies. And they were saying like why I'm only using this because many other faculty are giving take home exam and I'm the only one who does like who tortures them…– HannaFaculty
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
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Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His
- Conference Session
- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide
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- Diversity
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Paper ID #31503Examining the Needs of Adjunct Faculty in a Distance Education Frameworkin Higher EducationDr. Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide Dr. Federica Robinson-Bryant is an Assistant Professor at Embry-Riddle Aeronautical University’s World- wide Campus. She is the Program Chair for the Master of Systems Engineering program in the Depart- ment of Engineering and Technology. She is also Past Chair of the ASEE Systems Engineering Division and is serving in other capacities throughout the ASEE community.Dr. Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide Dr
- 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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- Diversity
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Paper ID #29698To Be, or Not to Be, a Professor: Views of Engineering PostdoctoralScholarsDr. Sylvia L. Mendez, University of Colorado at 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 the educational attainment and schooling experiences
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University
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- Diversity
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physical activity levels to travel modes, transportation mobility for the transportation disadvantaged, and the development of planning and transit performance measures for access to opportunities, integrating sustainability into the engineering curriculum and creating an engi- neering sustainability minor. He has published several articles in the Transportation Research Record, other journals and conferences on these and other related topics. He is currently serving on the Transportation Research Board (TRB) Committee on Aircraft/Airport Compatibility and is a past member of the TRB Committees on Traffic Flow and Characteristics and Transportation Network Modeling. Stephen is also a member of the Ameri- can Society
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Richard J. Aleong, Purdue University, West Lafayette
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- Diversity
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instructional approachesfor open-ended design and learning. Specifically, how can faculty developers engage in coursedevelopment when the development process is inherently complex and ambiguous? What does itmean for course development when the ability to navigate complexity and ambiguity are explicitcourse learning objectives? This paper is based on the author’s experience as an engineeringeducation researcher, curriculum developer, and instructor of record, leading the developmentand instruction of a new course offered in an undergraduate multidisciplinary engineeringprogram. As part of the course development, the author participated in a six-day intensiveSummer Course Design Institute offered through the Center for Instructional Excellence atPurdue
- Conference Session
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Ke Liu, Arizona State University
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- Diversity
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through the integration of active learning and technology-enabled frequent feedback. Prior to her role and Director of Instructional 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.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher
- Conference Session
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware
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- Diversity
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Paper ID #29649Faculty Development Mini-Modules on Evidence-Based Inclusive Teachingand Mentoring Practices in EngineeringDr. Sarah Ilkhanipour Rooney, University of Delaware Sarah I. Rooney is an Assistant Professor and Director of Undergraduate Studies in the Department of Biomedical Engineering at the University of Delaware. She seeks to bring evidence-based teaching prac- tices to the undergraduate curriculum. She received her B.S.E. and M.S.E. in Biomedical Engineering from the University of Michigan (Ann Arbor) and her Ph.D. in Bioengineering from the University of Pennsylvania (Philadelphia).Prof. Joshua A Enszer
- Conference Session
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
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Technical College, where he also serves as the director of the Center for Renewable Energy Advanced Technological Education (CREATE). Dr. Walz is also an adjunct professor of Civil and Environmental Engineering at the University of Wiscon- sin. He has served as teacher for the UW Delta Center for Integrating Research, Teaching and Learning, and has mentored several graduate students who completed teaching internships while creating new in- structional materials for renewable energy and chemical education. Dr. Walz is also an instructor with the Wisconsin K-12 Energy Education Program (KEEP), delivering professional development courses in energy science for public school teachers. Dr. Walz is an alumnus of the
- Conference Session
- WIP It! Faculty Development Style!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis
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- Diversity
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- Faculty Development Division
, designing solutions with communities rather than for communities.We propose that the HCD could facilitate a platform to buy-in for engineering educators withrespect to educational reform, and open up a broader space for thinking, dialogue, reflectivepractice, and innovation in teaching engineering.We plan to address the topic of engineering educational reform in India in partnership with NITRaipur, through an integrated, participatory, and iterative manner while: 1. understanding the culture, pedagogy, and students in engineering programs at NIT Raipur, 2. identifying significant barriers to adopting effective and / or innovative educational practices, as experienced by the engineering faculty of NIT Raipur, 3. understanding how these
- 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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earned both her B.S. in agricultural engineering and M.S. in biomedical engineering at OLynn Hall, Ohio State University Lynn Hall is a Senior Lecturer and the Director of Engineering Technical Communications in the Depart- ment of Engineering Education at The Ohio State University. She received her Ph.D. in English from Miami University (Ohio). Her research interests include writing in the disciplines, technical communica- tions, and diversity, equity, and inclusion.Dr. David A. Delaine, Ohio State University Dr. David A. Delaine is an Assistant Professor at The Ohio State University Department of Engineering Education. Within this newly formed department he strives to creatively impact engineering education and
- Conference Session
- 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
- Conference Session
- Managing Dual Careers
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- 2020 ASEE Virtual Annual Conference Content Access
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- Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University
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- Electrical and Computer, Faculty Development Division, Women in Engineering
include recruitment and retention of under-represented students in STEM, integrative training for graduate teaching assistants, and curriculum innovation for introductory programming courses.Dr. Jena Shafai Asgarpoor, University of Nebraska - Lincoln Jena Asgarpoor has been on the faculty at the University of Nebraska – Lincoln since August 2017, as an Associate Professor of Practice and Director for the Master of Engineering Management Program in the College of Engineering. Dr. Asgarpoor received her Ph. D. and M.S. in Industrial Engineering, specializ- ing in Engineering Management, from Texas A&M University, College Station, where she had previously earned a B.A. in Political Science, Summa Cum Laude. Her interests
- 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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- Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven
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- Diversity
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Learning Opportunities. Through this grant entrepreneurial learning has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs. Faculty development on entrepreneurial minded learning is a part of this effort.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Program Assessment and Effectiveness at the Uni- versity of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the De- partment of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech and her Bachelors of Engineering from MIT. She has over 12 years of experience in
- Conference Session
- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill
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is a phenomenological case study that is explaining how a community college student experiences an undergraduate research experience and its influence on their motivation and values, including its influence on the completion of their engineering degree as they pursue and continue a career in engineering.Dr. Richard Goldberg, University of North Carolina at Chapel Hill Richard Goldberg is a Teaching Associate Professor and Director of Undergraduate Studies in the Depart- ment of Applied Physical Sciences at UNC Chapel Hill. He is developing a new integrated engineering minor and major at UNC. He is interested in integrating engineering with the liberal arts and an en- trepreneurial mindset. He teaches a variety of
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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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- 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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- Diversity
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on Undergraduate Research (CUR) Faculty Mentoring Award in Mathematics and Computer Science.Dr. Ann C. Gates, University of Texas at El Paso Dr. Ann Quiroz Gates is the Vice Provost of Faculty Affairs at the University of Texas at El Paso. She holds the AT&T Distinguished Professorship and served as the Chair of the Computer Science Depart- ment (2005-2008 and 2012-2020) and Associate VP of Research and Sponsored Projects (2008-2012). Gates is the Executive Director of the Computing Alliance for Hispanic-Serving Institutions (CAHSI), an NSF National INCLUDES Alliance promoting the importance of inclusion and equity in advancing innovation and discovery. She also directs the NSF-funded CyberShARE Center
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- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Laura Ann Gelles, University of San Diego
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manual for qualitative researchers (3rd ed.). Los Angeles, CA: Sage[7] J. W. Creswell, Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage, 2013.[8] P. R. Carlile, “Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries,” Organization Science, Vol. 15, pp. 555–568. Oct. 2004.[9] A. Cooper, and S. Shewchuk, “Knowledge brokers in education: How intermediary organizations are bridging the gap between research, policy and practice internationally,” Education Policy Analysis Archives, Vol. 23, Available: http://dx.doi.org/10.14507/epaa.v23.2355[10] S. Secules, S., J. J. Bale, N. W. Sochacka, and J
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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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- Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego
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Paper ID #32647Lessons Learned: How Our Agile Department Survived the COVID-19 PivotDr. Diana A. Chen, University of San Diego Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her scholarly interests include engineering education that contextualizes engineering sciences and
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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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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- Diversity
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a background in both engineering education and design thinking, her research focuses on how Hispanic students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech. Prior to attending Georgia Tech, Alexandra received a
- Conference Session
- 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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in the Southwest United States in the midst of an NSF-funded RevolutionizingEngineering Departments (RED) project that had been, in the four years prior, working to bettersupport diverse student success by collaboratively redesigning program curriculum andinstruction. This RED project aims to develop faculty’s capacity to identify and build on studentassets, create realistic design challenges in core courses, and integrate support for writing in thediscipline. The core strategies for this change initiative included implementing facultyprofessional development workshops, integrating a learning scientist and writing instructor intothe department, supporting faculty in conducting collaborative engineering education research,and developing a
- Conference Session
- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University
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the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington; Yuliana Flores; Hadas Ritz, Cornell University; Jiehong Liao, Florida Gulf Coast University; John Chen, California Polytechnic State University, San Luis Obispo ; Boni Frances Yraguen, Georgia Institute of Technology
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students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education.Miss Yuliana FloresDr. Hadas Ritz, Cornell University Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Since then she has taught required and elective courses covering a wide range of topics in the undergraduate Mechanical Engineering curriculum. In her work with MTEI she co-leads teaching workshops for new faculty
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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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- Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County
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faculty development). She seeks to identify best practices and develop assessments methods that assist faculty and teachers with student engagement, helping them to navigate the various pathways in STEM. A few of these key areas include engineering identity and mindsets, first year experiences in engineering, integrating service learning into the engineer- ing classroom, implementing new instructional methodologies, and design optimization using additive manufacturing. Dr. Gurganus collaborates with a number of industry partners and consults throughout Maryland in STEM education initiatives. In 2019, Dr. Gurganus received the Northern Maryland Tech- nology Council Leader Award in STEM education. She has written
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- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach
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to shifts in culture and philosophicalapproaches to curriculum and instruction. The changes are often impeded by barriers related tostructural and systemic features within the academic system [4], [8]. From an organizationalperspective, individual barriers are commonly associated with misunderstandings and lack ofcommunication, lack of trust and threats to job status and security [9], [10]. Particularlyconcerning to faculty are changes that affect resources and time [10–12]. Lozano [9] notes thatbarriers are also present at the group and organizational level [10]. The change can be impededby the groups culture and norms, intergroup dynamics and group conflicts. At the organizationallevel, barriers to change can include a lack of strategy
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- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University
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and marine mammal ocean acoustic signal processing, and engagement and retention in engineering education.Dr. Sophia T. Santillan, Duke University Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017. As a STEM educa- tor, she is interested in the effect of emerging technology and research on student learning and classroom practice. After earning her bachelor’s, master’s, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor and at the high school level, where she taught across the four-year math curriculum, including advanced courses. She also designed, proposed, and taught two introductory engineering courses for high school