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WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

College. American c Society for Engineering Education, 2020 WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes Dr. Lisa B. Bosman, Dr. Erin McCave, Dr. Molly Goldstein, and Dr. Kelli ChelbergIntroduction & BackgroundThis work-in-progress paper emerged from the shared experience of participation in a VirtualWriting Group (VWG) composed of early career engineering education researchers (EER) in avariety of positions at different institutions. In general, this particular group of EERs had limitedresources and access to a peer community at their respective institutions, therefore, the VWGwas formed with the intention to spur EER scholarly activity

Relevance Score: 2.0913727

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

changeeffort, along with two co-peers. The change effort focused on developing realistic designchallenges for core courses, increasing use of rubrics and attention to professional skills inassessment, and teaching technical writing in ways that align to research-based approaches.Data collection and analysisWe collected multiple kinds of data to document faculty participation. We recorded andtranscribed multiple faculty meetings, including professional development workshops, retreats,and industry advisory board meetings, observed faculty teaching, and gathered field notes andreflective accounts. To supplement these naturalistic data, we invited faculty to be interviewedusing semi-structured questions, resulting in seven audio-recorded interviews that

Relevance Score: 1.4715137

Creating a Peer Review of Teaching Process to Enhance Instructor Feedback in Engineering Education

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

own reviews, which violates the college level governance documents’ specification thatfaculty will not be responsible for initiating the review of their teaching. In addition, eachdepartment chair brought their own expertise and approach to the process of review. While thiscan allow for each chair to tailor the approach to the individual faculty member under review, itdoes not ensure that the evaluation addresses the criteria required to write a robust letter insupport of the faculty’s teaching to be included in a successful dossier for promotion and tenure.Because of a lack of standard procedures, the department chair benefits from a peer review ofteaching program in several ways, including eliminating uncertainty around who is

Relevance Score: 1.4650613

Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

. Werner, S. Ishizaki, S. Rohrbach, D. Dzombak, and J. Miller, “An analysis of engineering students’ use of instructor feedback and an online writing tutorial during drafting and revision,” in IEEE International Professional Communication Conference, 2015.[12] S. Taylor, “Comments on Lab Reports by Mechanical Engineering Teaching Assistants,” J. Bus. Tech. Commun., vol. 21, no. 4, pp. 402–424, 2007.[13] D. J. Boud and W. H. Holmes, “Self and peer marking in an undergraduate engineering course,” IEEE Trans. Educ., vol. 24, no. 4, pp. 267–274, 1981.[14] J. McGourty, P. Dominick, and R. R. Reilly, “Incorporating student peer review and feedback into the assessment process,” in FIE’98. 28th Annual Frontiers in

Relevance Score: 0.037849043

International Faculty Professional Development: Utilizing Hybrid Environments to Deepen Learning and Grow Community

Conference Session: Evidence-based Practices in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
Tagged Divisions: Faculty Development Division

community of practice that embodies professional diversity and excellence and ensures a personal commitment by those selected to participate. • Utilize pre-travel activities to present learning materials, webinars, and required assignments that establish baseline knowledge, foster peer relationships, and build the context for the international experience. This front-end work also helps ensure the best use of valuable time abroad. • Ensure knowledge capture and retention by requiring daily writing exercises while traveling. • Utilize post-travel assignments to support integration of acquired knowledge into participants' professional and instructional practices. Setting personal learning goals prior

Relevance Score: 0.028694853

Pandemic Pivots Show Sustained Faculty Change

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM

Relevance Score: 0.025167175

Organizational Citizenship Behavior and Faculty Mindset Amidst Professional Development Activities

Conference Session: Research in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico
Tagged Divisions: Faculty Development Division

so by a chair following poor teaching evaluations; this typicallydoes not make them more ready to change, however. Our setting, because of the five-year effortto engage all faculty in better meeting diverse student needs, provided an opportunity toinvestigate both groups of faculty. Our study reports on the first four years of the project.The departmental change effort included several strategies, guided by an engineering educationresearcher, to bring about change: threading design challenges through core chemicalengineering courses; switching from bleed-all-over-it, long technical reports to cycles of drafts,peer and instructor feedback, and revision and reflection; and developing ways to assess andsupport professional skills like teamwork

Relevance Score: 0.024268419

Faculty Mentorship and Research Productivity, Salary, and Job Satisfaction

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

faculty mentorship and career outcomes, includingnumber of peer-reviewed articles, number of conference presentations, salary, and jobsatisfaction? Previous studies on mentoring faculty have largely focused on medical fields (Levinsonet al., 1991; Palepu et al., 1998; Reid et al., 2012). Our study extends the literature by focusingon faculty working across a wider range of fields, including engineering, science, health, andsocial sciences, as well as across different academic institutions, by analyzing nationallyrepresentative data from the National Science Foundation Early Career Doctorates Survey(ECDS). Research findings demonstrate whether the likelihood of having a formal/informalmentor differs across faculty subgroups, and identify

Relevance Score: 0.023759553

From Lack of Time to Stigma: Barriers Facing Faculty at Minority-Serving Institutions Pursuing Federally Funded Research

Conference Session: Faculty Development Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned

Relevance Score: 0.023046687

Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses

Conference Session: Lessons Learned about Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

process in which faculty are engaged inongoing evaluation of what their students are supposed to learn, what they are actually learning,what evidence-based pedagogical approaches will help their students get to their goals, and howthese factors inform one another [6, 7]. To participate in the course transformation program,engineering faculty had to write a proposal for the courses they wanted to redesign, withendorsement from the department chair. Faculty who participated were expected to evaluate anddisseminate the outcomes of their course transformations to other faculty in their department,especially when other faculty were to teach these redesigned courses. Active learning approachessuch as student response systems, interactive digital

Relevance Score: 0.022194104

Year-Long Faculty Development Program for New Engineering Instructors: Description and Evaluation

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Chris Migotsky, University of Illinois
Tagged Divisions: Faculty Development Division

with similarconcerns.Observation of an Excellent TeacherWhile the weekly sessions provide exposure to teaching theory, pedagogy, and research, it isalways beneficial to see good teaching practices implemented in a real classroom. We recruitexcellent teachers to open up their classrooms to the new instructors. Every year, we schedulevisits to about 15 engineering instructors who have been identified as excellent by their studentsand peers. The new faculty sign up, in small groups, to visit these role models. An instructionaldevelopment specialist accompanies them on the visits to help guide the observation and debriefafterward. Every semester, we also reserve time in the weekly seminar to further discuss theexcellent teacher visits and

Relevance Score: 0.021995347

Where’s My Whiteboard? The Challenge of Moving Active-learning Mathematics Classes Online

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University
Tagged Divisions: Faculty Development Division

member shared that the online environment made it more difficult forstudents to engage socially and that they were less willing to take risks.Communicating written math in an online environment was another major challenge, particularlyin a course in which that kind of communication was central to its design. The majority ofstudents did not have the ability to write math symbols easily. One GTA noted that students werediscouraged by the inability to write freely and that their enthusiasm for group work was lost.Students’ struggles with online communication were perceived to have had a significant impacton group work. As one GTA said, “Group work doesn’t work if they don’t talk to each other.”One faculty observed that group leaders didn’t emerge

Relevance Score: 0.021119367

Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence

Conference Session: Research in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
Tagged Divisions: Faculty Development Division

their participation in the program would supporttheir current or future teaching and overall growth as a teacher. Students must also submit arecommendation letter from their adviser.The program consists of five main activities. First, students complete a 3-credit STEM Teachingcourse that focuses on evidence-based course design and instructional practices (fall semester).Second, students participate in the Peer Observation of Classroom Activities program byconducting 4 engineering classroom observations along with other graduate students and afaculty member (both semesters). Observers receive training on and use the ClassroomObservation Protocol for Undergraduate STEM (COPUS). Third, students write and receivefeedback on a teaching philosophy

Relevance Score: 0.021119367

From Student Organization Leadership to Excelling at Tenure-service Requirement

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
Tagged Divisions: Faculty Development Division

, while advancing her career goals.Even beyond the selected author examples, student leadership experiences correlate well with offaculty service roles. Student government organizations discuss topics such as allocation offunds, campus policies, and academic procedures [42]. They often build proposals for theinstitution’s administration regarding these topics and may host campus services within theirframework (e.g. grant programs, food pantries, peer mentorship programs). Fundingmanagement knowledge directly translates to management of research funds or faculty advisoroversight of student organization budgets. Proposal or report writing experience can aid researchefforts, but more directly provides insight for faculty members when attempting to

Relevance Score: 0.020677134

Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

iterative reflection, shared learning and Figure 1. Structure of workshop activities discussion. a. Reflective Activity on Participants’ Own College Experience At the beginning of the workshop, we asked the participants to take several minutes to write a reflection of their own educational experience. The goal in this exercise was two-fold: 1) to allow instructors to remember their own experiences or difficulties in maneuvering the educational system and 2) to recognize that their experience may be dramatically different than their current students. Reflection has been used in educational settings for decades as a way to solidify information, but reflection on the part of the instructors is less common. There are

Relevance Score: 0.018833209

Goal-match Mentoring: A New Strategy for Faculty of Color in Engineering Academia

Conference Session: Faculty Development 1: Social Justice Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Morehouse College. Dr. Gosha’s research interestsinclude conversational agents, social media data analytics, computer science education, broadening par-ticipation in computing and culturally relevant computing. More specifically, Gosha’s passion lies in hisresearch in virtual mentoring where he has several peer-reviewed research publications. Gosha’s Cultur-ally Relevant Computing Lab is comprised of approximately 10 top undergraduate researchers each yearfrom Morehouse College, Spelman College and Clark Atlanta University. The lab investigates researchproblems centered on creating innovative computing technologies to solve cultural problems and issues.To date, Dr. Gosha has accrued over $20 million dollars in sponsored research funding and over 60

Relevance Score: 0.016543508

WIP: A Faculty Learning Community That Includes a Strong Support System to Promote Implementation of New Teaching Practices

Conference Session: Faculty Development Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill
Tagged Divisions: Faculty Development Division

member who have experience in engineeringeducation and EML. The FLC's goal is to provide participants with new instructional tools thatpromote EML among their students. Other best practices in teaching are covered as well, such ashow to write student learning objectives. Faculty are all expected to develop new activities thatthey can implement in their courses and publish at least one activity as a KEEN Card [9]. TheKEEN Card includes instructions and resources so that faculty and instructors who use theEngineering Unleashed platform can adapt this activity for their own courses [9].ParticipantsThis is a year-long program, and all faculty in our department arerequired to participate once during the initial three years of theFLC. Other

Relevance Score: 0.01585383

Benefits of Codesigning with Educators as Faculty Development

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

workshops,specifically as it relates to hearing different perspectives and time commitment.Finding: Multiple PerspectivesThe co-designing of exam wrappers, as opposed to each individual working on their separateproject, provided a diversity of perspectives that aided instructors in developing effective examwrappers in two main ways: guided exercises from the study designers, and peer-to-peerconversation and learning. The sessions and activities designed by the research team were aimedat creating conversation around a few key exam wrapper concepts, not all of which individualparticipants may have explored on their own: “what shouldn’t an exam wrapper be?,” “who iscompleting the reflection (i.e. individuals vs. class)?,” “what is the format of the

Relevance Score: 0.015104089

Quality Mentorship Matters: An Innovative Approach to Supporting Student Success in Engineering Undergraduate Research

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

may be associated with tenure promotion aspectssuch as grant writing, publication demands, travel, or establishing collaborative efforts acrossacademia. Additional factors are based on personal experiences, attitudes, and perceptions thatlimit awareness of the value and need to engage in responsive forms of mentorship.II. PROPOSED WORKTherefore, having a greater impact on undergraduate student success demands for engineeringfaculty members to engage in [quality] mentorship roles rather than advising roles. In this study,the authors have developed a mentorship model which allows faculty members to establish aconsistent rapport to become an instrumental and psychosocial support to shape student outcomes.The proposed model identifies four key

Relevance Score: 0.014783556

Determinants of Initial Training for Engineering Educators

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

engineering educator might be expected to possess. This has profoundimplications for the design of future courses for beginning teachers of engineering and alliedsubjects.(b) Findings related to becoming a professional engineering educatorOne of us (John) was much affected by the fact that much of the discussion seemed to focus onthe personal problems of the teacher, in particular the teaching versus research conflict. Itseemed there were no lines of accountability and that everything was governed by a strongmotivation to write papers to be published in internationally peer reviewed journals. He alsonoted a similarity with the problems faced by the beginning schoolteacher and considered thatthe workshop should have begun with a discussion of

Relevance Score: 0.01372982

To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral Scholars

Conference Session: Research in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

participant shared that his drive to be successful in this environment, through increasing hispublication record, created strife within his lab and led to a misunderstanding among his peers: It was kind of reported to the supervisor that I was not helpful, or I was pushy, and I was demanding papers . . . if I did not have that pressure, I would not have run into the trouble with my colleagues and my supervisor. So, I feel they're interconnected. They [colleagues] may not have understood that I was driven to write papers because of the requirement from faculty hiring committees.This individual believed his career goals and relationships with his peers were at cross-purposes,which resulted in a competitive

Relevance Score: 0.0133170895

“It’s Been a While”: Faculty Reflect on Their Experiences Implementing What They Learned During an Intensive Summer Program

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
Tagged Divisions: Faculty Development Division

allow either the reflect on something, and write about that or instructor or the student to gain even say something about it. I taught an insight into student learning and online class this summer and as part of that I progress. This does not include had students record themselves explaining a instances where the participant solution to the problem. And so that seemed discusses the creation or design of to be a really good

Relevance Score: 0.013316462

A Model for a Faculty Development Course Redesign Summer Working Group

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University
Tagged Divisions: Faculty Development Division

for creation of the working group was to enhance prevalence ofactive learning in engineering classes in order to improve both retention and graduation rates,thus keeping these students in the engineering pipeline.Method: The team created an intensive summer program where faculty had to commit to attend akick-off meeting, a minimum of four 2-hour working sessions, and a mandatory finalpresentation. During these sessions faculty benefited from: guest speakers on developing courseoutcomes, teaching methods, and assessment techniques; access to a forum for faculty to discussadapting methods to their various subjects, including potential pitfalls and best practices;receiving peer and technical feedback and support for their new ideas

Relevance Score: 0.011664794

Building Communities of Engineering Faculty, Staff, and Students Engaged in Educational Research: The approach of UGA’s Engineering Education Transformations Institute

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
Tagged Divisions: Faculty Development Division

-winning programming that helps connectengineering faculty with their peers around the scholarship and practice of teaching and learning. Today,EETI supports the College’s approximately 100 faculty, 40 staff, and 150 graduate students withprograms spanning educational innovation, ENED research, mentoring, teaching support, and ENEDconference travel. A more comprehensive overview of EETI’s formation, programming, and theoreticalinspirations can be found elsewhere (Morelock, Walther, & Sochacka, 2019; Secules, Bale, Sochacka, &Walther, 2018). For the purposes of this paper, we will focus on EETI programming directly related to ENEDresearch, which we define as the systematic study of ENED settings—including the Scholarship ofTeaching

Relevance Score: 0.011097681

Examining the Needs of Adjunct Faculty in a Distance Education Framework in Higher Education

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

, consistency of contracts and recognizes valuable contributions • Employ an open loop evaluation system that allows ongoing tracking, [12] analysis, communication and synthesis and communication of findings for continuous improvement of the faculty and the institution • Require more equitable scrutiny and evaluation among various faculty [13] groups to communicate the need for quality irrespective of faculty status •Allow time for active learning for adjunct faculty including reflection, [12] writing and self-improvement audits College Communication • Integrate the use of two way communication platforms and powerful [4] technological tools into processes to help build rapport