Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology

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Diversity

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Faculty Development Division

Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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Faculty Development Division

-existing factors, including demographic and personalgoals, with mentoring and self-efficacy for research, teaching, and mentoring graduate students.In the current (exploratory) phase, we developed a conceptual framework based on an extensiveliterature review, then interviewed 14, pre-tenured engineering education researchers in order toidentify themes that support or do not support the conceptual framework. In this paper, we reporton our preliminary conceptual framework, research design and future work for our project.Introduction/MotivationFaculty productivity is an important component in the tenure process and success for futureacademic careers. A report from the National Academies (2019) suggests mentoring has positiveeffects in Science

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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 Division

development on the faculty, a mixed-methodapproach was adopted. This included interviewing faculty who participated in the PIVOT+ seriesusing well-formulated questions and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning. This web-basedsurvey, hosted through Qualtrics, was borrowed, with permission, from a previous study thatexamined online teaching self-efficacy of faculty [10]. Self-efficacy items included instructionalstrategies, use of computers, classroom management and student engagement. Faculty attitudesand perceptions were also examined measuring satisfaction, perceptions of student learning,future interest in teaching online and their computer skills

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Faculty Development Division

no effect on faculty members’ self-efficacy related toculturally responsive classroom management (CRCMSE) and engineering pedagogy (TESS).Faculty reported moderately high self-confidence on all CRCMSE measures (range: 2.06-2.50 on0-3 pt Likert), and there were no statistically significant gains in these measures from pre- topost-workshop. Similarly, faculty also had moderately high self-confidence on TESS measures(range: 3.33-4.72 on 0-5 pt Likert); and pre- vs. post-workshop gains were reported for two of 15survey items. Specifically, faculty reported gains in confidence related to their ability to guidestudents in the engineering design process or scientific method (d=1.15, p=0.009, n=18) and self-confidence in encouraging critical

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

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Faculty Development Division

, which focuses on a start-of-semester half-day training.MethodsTo understand the main challenges faced by CS GTAs and to inform the development of atraining program that makes the most effective use of limited resources (specifically funding,GTA time, and instructor time), the CS department surveyed GTAs, as well as instructors whosecourses were supported by GTAs, at the end of the Fall 2020 semester. GTAs were asked whatskills they view as most important to their success in fulfilling their responsibilities and theirperceived level of preparation/skill for those responsibilities. GTAs’ perceived level ofpreparation provides a window into their teaching self-efficacy, which can be measured overtime to track teaching development [1]. GTAs were

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles

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Diversity

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Faculty Development Division

encountermultiple barriers that prevent them from achieving their academic goals. Although they oftenhave good intentions to help students succeed, faculty often attribute the academic barriers to thestudents’ lack of preparation, motivation, or effort to learn. Research studies [1] showed that thisdeficit mindset of instructors negatively impacts the students’ self-efficacy and hinders theiracademic growth. A recent report from the National Academies [2] highlighted the need to createa learner-centered culture that “meets students where they are.” This raises an important yetchallenging question for faculty development: “What can be done to help transform facultyperception to achieve such cultural change?”As a Very High-enrolled Hispanic Serving

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity

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Faculty Development Division

, “Teacher and Student Attitudes Toward Teacher Feedback,” RELC J., vol. 38, no. 1, pp. 38–52, 2007.[4] E. Ekholm, S. Zumbrunn, and S. Conklin, “The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable,” Teach. High. Educ., vol. 20, no. 2, pp. 197–207, 2015.[5] R. Yoshida, “Teachers’ choice and learners’ preference of corrective feedback types,” Lang. Aware., vol. 17, no. 1, pp. 78–93, 2008.[6] O. H. A. Mahfoodh and A. Pandian, “A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback,” English Lang. Teach., vol. 4, no. 3, pp. 14–25, 2011.[7] T. Ryan and M

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

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Diversity

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Faculty Development Division

readiness toteach online in terms of the core competencies and self-efficacy. It is critical faculty havepedagogical, technical, and administrative competencies for readiness to teach online. Competencerefers to a state of being well qualified to perform an activity, task, or job function [11]. Facultyneed to be adequately trained and prepared to effectively teach online to achieve faculty andstudent satisfaction. With the increasing demand for online instruction resulting in more adjunct(part-time) faculty, professional development must keep pace with the trend of an increasednumber of faculty [12]. Challenges of isolation and lack of development of faculty whotelecommute or perform their job remotely must be overcome. Inability to assess the

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

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Faculty Development Division

mental health distress [15]. Implementation of this model resulted in increased oddsof faculty having made a referral for a student over a mental health concern [20]. Suicideprevention courses that implement gatekeeper training have also been shown to increase suicideprevention knowledge, skills, and self-efficacy on college campuses [21]. Additionally, there isevidence that at-risk students who have participated in training experience a reduction in suicidalideation and behaviors [21]. Mental Health First Aid is a comprehensive course aimed atteaching participants to identify signs of mental distress, respond to those in a mental healthcrisis, and encourage appropriate help-seeking [22]. A meta-analysis showed that the 9- to 12-hour Mental

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

reward systems: Does it make a difference?, vol. 46, no. 5. 2005.[28] A. H. Afif, “The relationship between perceived organizational supports with job satisfaction and organizational commitment at faculty members of universities,” Sleep Hypn., vol. 20, no. 4, pp. 290–293, 2018, doi: 10.5350/Sleep.Hypn.2018.20.0164.[29] Y. M. N. Almutairi, “Leadership Self-Efficacy and Organizational Commitment of Faculty Members: Higher Education,” Adm. Sci., vol. 10, no. 3, p. 66, 2020, doi: 10.3390/admsci10030066.[30] L. Jing and D. Zhang, “Does Organizational Commitment Help to Promote University Faculty’s Performance and Effectiveness?,” Asia-Pacific Educ. Res., vol. 23, no. 2, pp. 201–212, 2014, doi: 10.1007/s40299

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

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Diversity

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Faculty Development Division

. King Liu, “Examining the self-efficacy of communitycollege STEM majors: Factors related to four-year degree attainment,” Community CollegeJournal of Research and Practice, vol. 39, no. 12, pp. 1111–1124, Dec. 2015.[13] D. Shapiro, A. Dundar, F. Huie, P.K. Wakhungu, X. Yuan, A. Nathan, and Y. Hwang,“Tracking Transfer: Measures of Effectiveness in Helping Community College Students toComplete Bachelor’s Degrees”, National Student Clearinghouse Research Center, Herndon, VA,Sept. 2017.[14] J. A. Smith and M. Osborn, “Interpretive phenomenological analysis,” in QualitativePsychology: A Practical Guide to Research Methods. London: Sage, 2003, pp. 51-80.[15] S. Stemler, “An overview of content analysis,” Practical Assessment, Research &Evaluation

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

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Diversity

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Faculty Development Division

] M. Demir, S. Burton and N. Dunbar, "Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes," Teaching of Psychology, vol. 46, no. 1, pp. 22-33, 2018.[17] M. Komarraju, "Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences," Society for the Teaching of Psychology, vol. 40, no. 2, pp. 104-110, 2013.[18] M. M. Handelsman, W. L. Briggs, N. Sullivan and A. Towler, "A Measure of College Student Course Engagement," Journal of Educational Research, vol. 98, no. 3, pp. 184-191, 2005.[19] C. M. Estepp and G. T. Roberts, "Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of