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

. https://ncsesdata.nsf.gov/fedsupport/2018/.[3] J. C. Kelly, M. F. Chouikha, C. J. Scott, K. A. Connor, D. Geddis, M. Ndoye, S. Abraham, M. Velez-Reyes, S. Zein-Sabatto, and R. Yaqub, “The inclusive engineering consortium stakeholders workshop,” in ASEE’s Virtual Conference, June 2020.[4] J. Hemming, K. Eide, E. Harwood, R. Ali, Z. Zhu, J. Cutler and the National Research Mentoring Network Coachingi Group Directors, “Exploring professional development for new investigators underrepresented in the federal funded biomedical research workforce,” Ethnicity & Disease, vol 29, supplement 1, pp 123-128, 2019.[5] V. L. Shavers, P. Fagan, D. Lawrence, W. McCaskill-Stevens, P. McDonald, D. Browne, D. McLinden

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

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Diversity

Tagged Divisions

Faculty Development Division

to one another during the career decision-making process(Lent et al., 1994). SCCT served as the basis of the interview protocol administered in this study,the deductive data analysis process, and in considering the implications of the study.Figure 1Social Cognitive Career TheoryNote. From “Toward a Unifying Social Cognitive Theory of Career and Academic Interest,Choice, and Performance,” by R. W. Lent, S. D. Brown, and G. Hackett, 1994, Journal ofVocational Behavior, 45, pp. 79-122.MethodologyResearch design. An embedded, multiple-case study design (Yin, 2018) was utilized to explorethe ways in which 22 engineering postdoctoral scholars describe the appeal of pursuing a careerin the professoriate. Interviews, grounded by SCCT (Lent et al

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

on what contextual factors and supports help faculty adapt to new realities related to theCOVID-19 pandemic and best address the needs of students from underrepresented andunderserved communities across a broader variety of contexts.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning” Educause Review, vol. 27, pp. 1-12, 2020.[2] F. Martin, K

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

Distant Education Resources, 2020. [2] T. Hammond, K. Watson, K. Brumbelow, S. Fields, K. Shryock, J.-F. Chamberland, L. Barosso, M. de Miranda, M. Johnson, G. Alexander, M. D. Childs, S. Ray, L. White, J. Cherian, A. Dunn, and B. Herbert, “A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social isolation, equity, resilience, and learning content during the covid-19 pandemic,” Texas A&M University, Tech. Rep., 2020. [Online]. Available: http://hdl.handle.net/1969.1/187835 [3] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qualitative sociology, vol. 13, no. 1, pp. 3–21, 1990. [4] B. G. Glaser, Basics of

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

they prioritize their competing career goals? What are some actions that the candidate(s) can take to negotiate for a better offer? 4 Please share your experience or suggestions on how to achieve work-life balance. What are some strategies to achieve equal partnership at home when you are in a dual- career relationship? How should one entice, encourage, or even “train” a partner to become an equal partner at home? From your personal experience, can you offer any tips on starting/expanding a family in regard to the tenure clock? 5 In general, what is the climate that one may expect to experience from colleagues when in a dual-career relationship? More often than not, the partner hire is perceived by colleagues as

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

: Programs, best practices, and recommendations," Journal of Engineering Education, vol. 100, no. 1, pp. 89-122, 2011.[2] M. Bussey, M. Mei Song, and S.-H. Hsieh, Anticipatory Imagination as a Tool for Rethinking Engineering Education. 2017.[3] R. S. Adams and R. M. Felder, "Reframing Professional Development: A Systems Approach to Preparing Engineering Educators to Educate Tomorrow's Engineers," Journal of Engineering Education, vol. 97, no. 3, pp. 239-240, 2008/07/01 2013, doi: 10.1002/j.2168-9830.2008.tb00975.x.[4] R. M. Felder, D. R. Woods, J. E. Stice, and A. Rugarcia, "The future of engineering education II. Teaching methods that work," Chemical engineering education, vol. 34, no

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

cultivate classroom equity”, CBE—Life Sciences Education,12(3), pp. 322- 331, 2013.7. R. M. Felder and L. K. Silverman, “Learning & teaching styles in engineering education”. Engineering Education, 78(7), pp. 674-681, 1988.8. E.M. Bensimon, “The underestimated significance of practitioner knowledge in the scholarship on student success”, The Review of Higher Education, 30(4), pp.441-469, 2007.9. S. A. Ambrose, M.W. Bridges, M. DiPietro, M.C. Lovett, and M.K. Norman, How learning works: Seven research-based principles for smart teaching. John Wiley & Sons, 2010.10. D.M. Johnson, and J.A. Fox, “Creating curb cuts in the classroom: Adapting universal design principles to education.” Curriculum transformation and disability

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

satisfaction among ECE faculty.This material is based upon work supported by the National Science Foundation (NSF) underaward EEC-1623125. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and Men Faculty in Academic Science and Engineering: Social- Organizational Indicators and Implications,” American Behavioral Scientist, vol. 53, no. 7, 2010, pp. 997–1012.[2] E. A. Frickey and L. M. Larson, L. M. “A closer examination of Engineering Department culture: Identifying supports and barriers.” Poster session presented at the annual meeting of the American

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. ​American Journal of Physics​ 66, 64.[3] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning ​3(3), 69-81.[4] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. ​PNAS​, 11(23), 8410-8415.[5] Hattie, J, Biggs, & Purdie, N. (1996). Effects of learning skills

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

education centers: Catalyzing the improvement of undergraduate stem education. International Journal of STEM Education, 5(1), 47. doi:10.1186/s40594-018-0143-2Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 570-597). New York: Guilford Press.Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self- determination of behavior. Psychological inquiry, 11(4), 227-268.Draeger, J. (2013). Why bother with the scholarship of teaching and learning? InSight: A Journal of

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

climate," Journal of Engineering Education, vol. 85, pp. 45-51, 1996.[5] C. Faber, C. Smith-Orr, C. Bodnar, A. Coso Strong, W. Lee, and E. McCave, "Best practices for developing a virtual peer mentoring community," in ASEE Annual Conference proceedings, 2017.[6] R. Pimmel, A. F. McKenna, N. L. Fortenberry, B. Yoder, and R. C. Chavela Guerra, "Faculty development using virtual communities of practice," In ASEE Annual Conference Proceedings. Atlanta, GA., vol. 23, p. 1, 2013.[7] L. Bosman and P. Voglewede, "How can a faculty community of practice change classroom practices?," College Teaching, 2019.[8] A. L. Pawley, A. R. Carberry, M. E. Cardella, M.-I. Carnasciali, S. R. Daly, J. L. Gorlewicz

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

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

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Diversity

Tagged Divisions

Faculty Development Division

Paper ID #34922Creating a Peer Review of Teaching Process to Enhance InstructorFeedback in Engineering EducationDr. Jennifer L. Herman, Ohio State University Dr. Jennifer Herman is a senior lecturer in the Department of Engineering Education at the Ohio State University, where she teaches undergraduate and graduate level courses in technical and research commu- nication. Dr. Hermanˆa C™s research interests includeDr. Ann D. Christy P.E., Ohio State University Ann D. Christy, PE, is a professor of Food, Agricultural, and Biological Engineering and a professor of Engineering Education at the Ohio State University (OSU). She

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

Resources make the decision based on apparent qualifications? How do we ensure faculty is prepared to teach for the College? Dimension 2- Course Assignments 10, 11, 13, Who and what determines which course(s) adjunct faculty will 14, 15, 16 teach and which specific adjunct faculty to assign to a specific course? Dimension 3- Faculty Performance 18, 19, 20 Are adjunct faculty rated? If so, by whom? How often? Dimension 4- College Communication Who is tasked with informing adjunct faculty of

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, doi: 10.1007/s11229-012-0179-7.[5] M. O’Rourke, S. Crowley, and C. Gonnerman, “On the nature of cross-disciplinary integration: A philosophical framework,” Stud. Hist. Philos. Sci. Part C Stud. Hist. Philos. Biol. Biomed. Sci., vol. 56, pp. 62–70, Apr. 2016, doi: 10.1016/j.shpsc.2015.10.003.[6] D. Ellis, “Changing the lens: The role of reframing in educational development,” Improve Acad., vol. 37, no. 1, pp. 142–150, Feb. 2018, doi: 10.1002/tia2.20067.[7] B. K. Jesiek, L. K. Newswander, and M. Borrego, “Engineering education research: Discipline, community, or field?,” J. Eng. Educ., vol. 98, no. 1, pp. 39–52, 2009, doi: 10.1002/j.2168-9830.2009.tb01004.x.

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez

Tagged Divisions

Faculty Development Division

. [Online]. Available: http://www.cdio.org/node/6306. [Accessed: 2 Mar 2021].[6] I. Torra, I. de Corral, M. Pérez, T. Pagès, E. Valderrama, M. Màrquez, S. Sabaté, P. Solà, C. Hernàndez, A. Sangrà, L. Guàrdia, M. Estebanell, J. Patiño, A. González, M. Fandos, N. Ruiz, M. Iglesias, A. Tena and X. Triadó, "Identificación de competencias docentes que orienten el desarrollo de planes de formación dirigidos a profesorado universitario, " REDU. Revista de Docencia Universitaria, vol. 10(2), pp. 21-56, 2012. [Online]. Available: https://doi.org/10.4995/redu.2012.6096. [Accessed Dic, 2020][7] H. Leong, M. Nivan and D. Sale, " Enhancing teaching skills: a professional development framework for lecturers," in

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

has been incorporated intodecisions about future faculty development offerings, including the format of each workshop. Thisfeedback has driven new innovation, including the fellow awards program that launched in 2020. The2021 workshops new offerings have been developed based on empathy for faculty participants. Thetesting process continues to guide our process and evolve the workshops. The design systems modelreported here promises to revitalize (or reshape) faculty development offerings, ultimately transformingstudent experiences in and outside of the classroom.References[1] L. Bosman and S. Fernhaber, Teaching the entrepreneurial mindset to engineers. Springer International Publishing, 2017.[2] Stanford, “Stanford d.School

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

Tagged Divisions

Faculty Development Division

considered, themodel described how users accepted a new technology and how users perceived its usefulnessand ease of use [5], [11]. The TAM intends to predict and explain a user’s motivation(s) to acceptnew technology. This motivation is explained by three main factors: perceived ease of use,perceived usefulness, and attitude toward using [5].Figure 1. Technology acceptance model [11]Although there are extensions and modifications that have been made to the TechnologyAcceptance Model, there is reason to believe that the structure and underlying assumptionsremain the same despite the changes and do not affect the interpretations of this study [5].This framework was used to inform the autoethnographic methods used for data collection and toguide

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Divisions

Faculty Development Division

, makerspace, and moment of time; however, there are somestrategies shared that can be permanent changes to ultimately support engineering educator’sgrowth in incorporating prototyping, projects, and makerspaces in their curriculum. Thesefaculty development lessons learned represent the important themes of service, leadership, anddiversity and inclusion for engineering and makerspace faculty and staff. Ultimately, we hopethese lessons learned provides an opportunity for faculty and makerspace staff to shift theirawareness towards the contextual aspects of equity and inclusion (Secules, 2020).ReferencesSecules, S. (2020, October 12). 'Eat Your Veggies' Research: Why I pursue qualitative research for an audience of quantitative-minded engineering

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

and ownership of course design and implementation[9]. We also found that trust between faculty resulted in informal coordination [8], particularly inthe assistance provided to members of the community that needed larger levels of support toovercome difficulties in the online teaching environment.References[1] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P.Wenderoth, “Active learning increases student performance in science, engineering, andmathematics,” PNAS, vol. 111, pp. 8410-8415, Jun. 2014.[2] A. Kezar and J. Lester, Enhancing Campus Capacity for Leadership: Stories and Lessonsfrom Grassroots Leadership in Higher Education. Stanford, CA: Stanford University Press,2011.[3] E. Wenger, Communities of

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

://engineeringunleashed.com/card (accessed May 24, 2021).[10] S. E. Brownell and K. D. Tanner, “Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?”, CBE—Life Sciences Education, vol. 11, no. 4, pp. 339-346, Oct. 2017, doi: 10.1187/cbe.12-09-016.[11] J. L. Borgford-Parnell, "A pedagogy of larger concerns: Grounding engineering faculty development in research on teaching conceptions," in 2015, DOI: 10.18260/p.23421[12] MURAL. “MURAL” www.mural.com (accessed May 24, 2021).[13] M. Vansteenkiste, W. Lens and E. L. Deci, "Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation," Educational Psychologist, vol

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

Tagged Divisions

Faculty Development Division

, D.P. French, and S. Sohoni, “Need Assessment for Graduate Teaching Assistant Training: Identifying Important but under-Prepared Roles,” in Proceedings of the ASEE Midwest Section Annual Conference, 2010.

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

, 2016.[6] S. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco, CA: Jossey- Bass, 2010.[7] L. Shulman, “Those who understand: Knowledge growth in teaching,” Educ. Res., vol. 15, no. 2, pp. 4–14, 1986.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1347675 (DUE). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Environmental Engineering, Faculty Development Division

discussion on the significance of the service activity.The completed portfolio is submitted not only to the Peer Review Committee but also to ExternalReferee(s). For contract renewal, at least one External Referee will be determined by the candidate aswell as the division chairperson. In cases of tenure, the candidate will recommend three ExternalReferees and the division chairperson will select an additional three External Referees. The yearfollowing the portfolio submission the faculty member is observed in the classroom by at least threetenured faculty from the division (any field of engineering or computer science).SupportThe small branch campus has offered a positive experience, particularly in providing a supportivedepartmental culture where

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

] Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok — Not everyone can be good at math”: Instructors with an entity theorycomfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. doi:10.1016/j.jesp.2011.12.012[2] “Minority Serving Institutions: Americas’ Underutilized Resource for Strengthening the STEM Workforce,” The NationalAcademies Press, Washington DC (2019). DOI: https://doi.org/10.17226/25257[3] Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicityand education, 8(1), 69-91.[4] Smith, J. M., & Lucena, J. C. (2016). Invisible innovators: how low-income, first-generation students use their funds ofknowledge to belong in

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haroon Malik, Marshall University; Wael A. Zatar, Marshall University

Tagged Divisions

Faculty Development Division

: Generalizability of the methodology is one of the most important extensions offuture work. Integration of a custom-built sentiment classifier and an automatic ontology buildingfunctionality potentially through a combination of ontology learning techniques will be sought.References[1]. George A. Miller. 1995. WordNet: a lexical database for English. Commun. ACM 38, 11 (November 1995), 39– 41. DOI:https://doi.org/10.1145/219717.219748[2]. M. Hu and B. Liu, "Mining opinion features in customer reviews," in AAAI, 2004, pp. 755-760.[3]. N. Gupta, S. Chandra, Product Feature Discovery and Ranking for Sentiment Analysis from Online Reviews, Journal of Systems Science and Systems Engineering, pp 542-55, 2013.

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

perceived before proceeding. As seen in other studies, the allocation offaculty time remains a key consideration in their perceptions of the change. As academicdepartments make changes, there needs to be conscious effort of how faculty time will be re-allocated and how those efforts will be recognized by the institution. Overall, there will need tobe an understanding among faculty and those involved in the change process about what isvalued and how those goals align with that change.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1920780. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views

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

substantial qualification in engineering education pedagogy.Our assertion is that the USA should not risk being left behind, and thus it is imperative that awider cohort of early career engineering educators should acquire substantial pedagogical andeducational training during their initial year(s) of teaching. “Pedagogy” being taken to meaninstructional techniques, and “educational” to encompass the curriculum and the philosophiesthat underpin pedagogies. Four propositions support this view: 1. Assuming that teaching is a professional activity, it is incumbent on a professional to be aware of the knowledge that constructs the activity and act therein taking into account the evidence available. 2. Without such knowledge it is difficult

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

structurewould provide time for reflection and discussion of each topic or example.Conclusions and future directionsWe shared findings from the perspectives of the host and faculty development team and foundsynergy among the two groups. First, participants felt the need for more time to process the newideas and activities they engaged with throughout the workshop. It is possible participantsexperienced a level of cognitive overload where too many new ideas are engaged at once, or aprevious idea has not been sufficiently processed prior to engaging another new idea. This is acontinual tension in learning. Plan more time for practice and assimilation than you think isneeded. You are the expert(s) and have thought a lot about the content. Remember to make

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

hard or much different. After remote learning she gave us more options for assignments and projects to make it easier on us while keeping the same level of learning.”● “gave us many options on how this class was going to be taught … so most of our time in class was not just a typical lecture setting.”● “effectively used breakout rooms, understand how difficult it is for students during this time, adjusted classes based on our energy level, encourage[d] us to turn our videos on and engage, used Slack as a communication platform, and had us present via zoom.”References[1] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote