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

circumstances, finding themselves and their studentsdistraught and stressed and in need of immediate support from the administration. Our Division of Information Technology (DoIT), prior to the switch, invested in creatingresources for online teaching. However, due to high requests for immediate professionaldevelopment, they quickly developed a training program “for instructors who wish to take amore deliberate and holistic approach to preparing their courses for remote, synchronous andasynchronous, online instruction [1].” The Planning Instructional Variety for Online Teaching(PIVOT) provided “...evidence-based principles for how people learn and share many of the bestpractices of teaching in face-to-face classrooms, but leverages those

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

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Faculty Development Division

development workshops?” In conducting the workshops, we learned thatco-design, as a two-month engagement with educators teaching in different contexts, resulted inan overall positive learning experience for everyone involved. In providing lessons learned fromco-designing for professional development, we hope to inspire the engineering educationcommunity to continue to explore co-design and other design based methods for PD, not just inthe K-12 space [1], but specifically in the Faculty Development space to create opportunities thatinclude what Kelly et. al. concludes after using co-design for PD: high quality professionaldevelopment that is “contextual, sustained, respectful yet collaborative, and functions throughhigh active learning [2].”Co-design

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Faculty Development Division

learning utilize recorded videos, which are often well-received byGen-Z. However, previous studies have shown that passive learning videos with stagnant quizzesmay not affect learning outcomes or change students’ perception of learning [1]. Consequently,we conduct a systematic investigation of video platforms that enable active learning interventionswith clickable content and exercises to provide real-time feedback to students during virtual videolectures. We investigate several platforms to measure their aptitude for offering active learningopportunities. We develop a preference matrix with four main criteria: cost, interactivity, learningmanagement system (LMS) integration, and data analytics. We explore 53 highly ranked andpopular video

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

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Diversity

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Faculty Development Division

traditional systems. In 2019 the EU program launched a series of faculty developmentworkshops framed with both a systems approach and design thinking. A summary of the program changesover time is shown in Figure 1.The primary goal of the faculty development program is to foster EM in engineering education byengaging faculty in EM activities and perspectives that they can implement with their students [1].Faculty needs were mapped to a suite of faculty development offerings that included workshopsaddressing EM activities and perspectives targeting curriculum, teaching, research, industry, andleadership. Figure 1. Timeline of EU faculty development; iterative elements are shown for feedback processes.Design thinking is a systematic problem-solving

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

, students, administrators,and staff, nor was the idea of emergency remote teaching and distance learning. Nearly all collegesand universities worldwide, including the nearly 5300 in the United States, were quicklytransitioning into a completely new state of operation with remote learning and work becomingthe norm. This extraordinary event created uncertainty and anxiety regarding the end of the currentschool year and upcoming educational offerings for the next [1]. Although there is still insufficientdata to evaluate the impact on historically black universities operations, the decision for immediatetransition, to create, and implement online teaching due to university closures is highly felt byinstructors and underrepresented populations of

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

a newly expanded graduate teaching assistant (GTA) training programin a computer science department. As part of an NSF-funded project that aims to transformteaching practices in highly enrolled gateway STEM courses, the computer science (CS)department at a research-focused state institution is working to integrate active learning practicesin its CS 1 (freshman level) and CS 2 (sophomore level) courses. The combined courses haveenrollments of nearly 1,000 students each semester, with lecture sections of 100-200 studentsand software lab sections of 25-30 students. Lab sections are led by GTAs, and hence GTAprofessional development plays a large role in transforming the teaching and learning approachesin these courses.The CS department at the

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

in 1985 and her M.S. in 1988 and Ph.D. in 1991 in chemical engineering both from Pennsylvania State University. Dr. Karen’s educational research emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Diversity

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Faculty Development Division

analysisis grounded in the views of the universities on taking on the pandemic, as expressed throughtheir content in the COVID-19 related web pages.Grounded Theory MethodologyGrounded theory is a systematic qualitative research methodology initially developed as a way tomerge qualitative and quantitative approaches in social science research [1], [2] and isconsidered as an emerging methodology in engineering education research [3]. Thismethodology enables researchers to build theory from data through constant comparison,identifying analytical codes and categories from data, and then using these categories to generatetheories and theoretical models [4]. Our approach thus takes advantage of features of theconstructivist approach of Charmaz [4], as

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

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Faculty Development Division

,seating a large number of students physically in a traditional classroom is not considered safeduring the pandemic and teaching modalities that minimize spread of the virus are adopted. Whilea transition to virtual learning can eliminate the spread of the virus, such transition cannot be takenlightly by everyone. A report by Allen and Seaman [1] indicates that institutions with onlineofferings in 2014 to 2015 are just as positive about it as ever, but those who have no onlineofferings say that it will not be part of their plans for the future. Moreover, academic leaders atinstitutions with online offerings have consistently held a more favorable opinion of the learningoutcomes for online education than those at institutions with no offerings

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

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Faculty Development Division

experience and interest in interactive teaching. We define interactive teachingbroadly to include teaching that moves beyond lecture to engaging students in working with thecontent during class. This could include strategies as simple as a think-pair-share questions, shortitems with clicker response systems used during lecture or entirely flipped classrooms wherestudents spend the majority of class time working on tasks individually or collaboratively. Wefocus on the development of a community defined as “the development of a shared identityaround a topic or set of challenges. It represents a collective intention - however tacit anddistributed - to steward a domain of knowledge and sustain learning about it.” [1] (p. 9)ProjectOur lessons learned

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)

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Faculty Development Division

for Engineering Education, 2020 The Five I’s: A Framework for Supporting Early Career FacultyEngineering Education Research (EER) has developed into a field of expertise and a careerpathway over the past three decades [1-3]. In response to numerous reports in the 1990s andearly 2000s [4-7], multiple EER graduate programs were established in the mid-2000s and agrowing number continue to emerge to educate and train the next generation of EER faculty andpolicy makers. Historically, many came to EER as individuals trained in other disciplines, butwith an interest in improving teaching and learning [8]. This approach created aninterdisciplinary space where many could learn the norms, practices, and language of EER asthey became scholars

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

graduate teaching duties while alsogenerating grant funding, producing publications, and serving in numerous mentorship roles [1],[2]. Moreover, the number of students in the classroom has increased while departmental fundinghas decreased, resulting in fewer resources and smaller increases in compensation for faculty.Taken together, these conditions are likely to impact the teaching satisfaction of ECE faculty.Although teaching satisfaction of ECE faculty specifically has not been studied, other researchhas shown that faculty well-being, which includes teaching satisfaction, has been linked tofaculty retention and turnover intentions [3] as well as faculty performance of job responsibilities[4]. Moreover, a qualitative study in which engineering

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network

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Diversity

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Faculty Development Division

categories depends on the type of institution andwhether the faculty member is tenured/tenure-track (Table 1). While these categories arecommonplace, the compartmentalization of the categories will allow this framework to beapplied to tenure and nontenure-track faculty.Table 1. Type of Faculty Member and Emphasis on Career Development Categories Type of faculty member/Categories emphasized Teaching Scholarship Service Tenure track X X X Nontenure track: teaching-focused X X Nontenure track: research-focused X XInstitutions Involved in this EffortThree

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

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Faculty Development Division

1 To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral ScholarsAbstractThrough an embedded, multiple-case study design, this interpretivist research paper explores theways in which 22 engineering postdoctoral scholars describe the appeal of pursuing a career inthe professoriate. Interviews, grounded by social cognitive career theory (SCCT) (Lent et al.,1994), offered an in-depth understanding of the nature, meaning, and ways in which theirpostdoctoral scholars’ learning experiences influence their view of the professoriate and,consequently, their career decision-making process. Data analysis strategies established bySilverman (1993) and Stake (1995) were utilized to examine the

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

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Diversity

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Faculty Development Division

NSF to explore the experiences of women and women of color tenure-trackengineering faculty. The initial development procedure for the survey was previously reported[1]. This survey probes factors that may contribute to an individual’s experiences as theycontinue, or persist, as a faculty member in association with their intersecting social identities.PEAS consists of scale items and demographic questions. The scale items measure ten constructsidentified from the literature, such as organizational climate and motivation factors, that underpinan individual’s personal experiences as they persist in an academic engineering career (See Table1). The demographic items capture the respondent’s various intersecting socially constructedidentities

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Walters, Oakland University; Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University

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Faculty Development Division

at OU, and was a co-PI on the Oakland University WISE@OU NSF ADVANCE Partnerships for Adaptation, Implementation, and Dissemination (PAID) grant. American c Society for Engineering Education, 2020 WIP - Mentoring Early-career Engineering Faculty: A Faculty Development Coordinator ModelIntroductionThe benefits that flow to both early career faculty mentees and their academic institutions frommentoring activities continues to be well documented [1] [2]. Research productivity, teachingskills, and service contributions are common factors by which a new faculty member will beassessed on the path to promotion. Yet navigating one’s department and

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)

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Diversity

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Faculty Development Division

developers.Faculty Development as Interdisciplinary Work In the work of faculty development, faculty developers bring their own disciplinarybackgrounds to their roles, collaborate across disciplines, and operate at disciplinary borderswithin institution-wide and discipline-specific academic units [1]. In this project, facultydevelopment is framed as interdisciplinary work where faculty developers work to integratemultiple perspectives towards creating educational solutions and supporting faculty and graduatestudents in the development of their teaching and learning practice. Within theseinterdisciplinary interactions, challenges and conflict may arise because academic disciplineshave different ways of seeing problems and different methods for problem

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

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Diversity

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Faculty Development Division

-known Stages of TeamDevelopment [1]. Based on these findings, the we propose a high-level conceptual framework ofgroup development specific to the development of collaborative communities aimed to supportresearch goals within engineering education. To confirm preliminary results, we are solicitingfeedback on the proposed conceptual framework.The field of Engineering Education is a relatively new discipline that has been growing innumber of researchers and students in recent years [2, 3]. Despite the recent development ofdepartments and degree-programs, many engineering education researchers lack supportstructures to contribute to their success and are often seen as lone wolves in their departments.Moreover, a number of issues including a

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

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Environmental Engineering, Faculty Development Division

senior capstone project. While expectations are at 12 credit hours, the loadthese past few years has typically been larger - sometimes as high as 17 for this tenure track professor.While classes were historically less than 30 students they have risen to as high as 70 in recent semesters.No graduate student assistants are available at this campus.As summarized in Table 1, in addition to teaching excellence, professional development and service isalso required for all professors. Professional development includes peer reviewed journal publication,publication and presentation of scholarly work at industry conferences, and significant contribution toprofessional societies. Service should include volunteer work that supports the division, the campus

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

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Faculty Development Division

,evaluative data are reported from the participants’ end-of-year survey results and an analysis ofthe faculty members student ratings of instruction compared to non-program participants.BackgroundFaculty development in higher education has seen great growth over the last 30 years [1]. Itmakes sense, why hire new faculty if you are not going to train them to be successful? Since1998, first-year faculty members in the Grainger College of Engineering at the University ofIllinois have participated in a multifaceted program designed to help them succeed in theirinstructional responsibilities. We call this program the “Collins Scholars” in honor of W.Leighton Collins, a former executive director of ASEE and long-time faculty member at theUniversity of

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher

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Diversity

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Faculty Development Division

havebeen documented to negatively affect the progress of women faculty in engineering and otherSTEM areas. This is presented with an iterative identification of elements through differentstages of the academic career, layered with variables that are measurable, and potentialapproaches for future modeling given existing research and the characteristics of the ADVANCEprogram. The challenges of modeling such a complex system are discussed, together withpotential alternatives as a first modeling approach using existing data from different sources.IntroductionFor the advancement of the engineering discipline in the U.S., it is paramount to ensure fairparticipation of all members of its diverse society [1]; promoting women representation at thefaculty

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

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Faculty Development Division

) and Stanford Technology Ventures Program.Dr. Brian David Gockley, Bucknell University American c Society for Engineering Education, 2021 WIP: The Faculty Development CanvasIntroductionThis work-in-progress introduces a tool called the Faculty Development Canvas (FDC), a one pagegraphical framework for helping faculty think holistically about their own growth and development. Webegin with a description and rationale for the layout followed by exercises that can be incorporated intoexisting faculty development programs. The paper concludes with preliminary results from a facultysurvey.The Faculty Development CanvasThe FDC, shown in Figure 1, was created using

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

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Diversity

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Faculty Development Division

, service, and career advancement) and provideholistic faculty support in areas such as time management, work-life topics, and well-being [1].From the context of the CTL, the intentional alignment of programs, in which the relationshipsbetween goals and activities of different faculty development programs are considered, helps toidentify strategic approaches to advancing the CTL’s goals. At the same time, from the contextof faculty members, participating in exercises that encourage the consideration of an issue fromboth big picture and granular perspectives and the connections between the factors that impactthe issue can help foster reflection and make visible the role of faculty members in the issue.The objectives of this paper are to 1) present a

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

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Faculty Development Division

operated as a center within the College of Engineering at the Ohio StateUniversity (OSU). The department formed with the mission to advance the engineeringprofession with a focus on student success through three primary approaches: (1) “developingand delivering state-of-the-art, innovative, multidisciplinary engineering courses and programs;”(2) “modeling and advocating scholarly, evidence-based teaching within the College ofEngineering;” and (3) “by integrating pedagogical discovery, practice, and dissemination throughworld-class engineering education research.” [1]. This mission encapsulated our goal to be amodel of developing scholarship on teaching and learning, performing high-quality engineeringeducation research, and informing our

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

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Faculty Development Division

learned with other collegesand universities.IntroductionThe limitations of students learning styles when participating in archaic and passive lecture-based classrooms is well documented in engineering education [1-4]. There is a plethora ofevidenced-based research in education which shows student understanding and retention isincreased when using more modern teaching methods; such as Active Learning [5],Collaborative Learning [6], Cooperative Learning [7] and Problem-based learning (PBL) [8].Historically faculty in engineering disciplines have tended to teach classes in more traditionallecture formats, and there has not been a widespread institutional culture of opportunity forfaculty to participate in professional development. Beginning around

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Faculty Development Division

contributes to a greater understanding of how those strategies work amongvarious educational settings, institutional contexts, and other parameters for students who meetS-STEM program requirements [1]. Rice University received funding from NSF in 2017 to host a series of workshops to helpfaculty members at predominantly undergraduate institutions (PUIs), with emphasis on thoselocated in Established Program to Stimulate Competitive Research (EPSCoR) jurisdictions, todevelop competitive proposals to the S-STEM program. To date, we have hosted threeworkshops, annually in 2017, 2018, and 2019. At the time of proposal submission, there hadbeen no nationwide efforts that involved onsite proposal development activities focused onimproving

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

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Diversity

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Faculty Development Division

, pedagogical practices amongst a multi-disciplinary group ofengineering faculty, along with a complete analysis on its findings, can be found in previouspapers and other papers being presented at this conference [1].Active LearningActive learning is an evidenced-based pedagogical tool that shifts learning from teacher-centeredto student-centered. The strategies that fall under this umbrella help instructors engage theirstudents through different means with the ultimate goal of increasing learning and improvingstudent outcomes [2]. Active learning provides an alternative to traditional lecture-basedinstruction that has long been identified as largely ineffective for a majority of students [3]. Assuch, there is ample research that supports greater

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

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Faculty Development Division

support from their Employer or academic institution to dedicate time to participating (Membership/Volunteerism) in ASME. Content Development: After scoping the project, the team of assigned interns collaborated regularly over the course of seven months. Initial research involved assessment of existing materials within ASME as well as externally relevant organizations such as IEEE, AIAA, ASCEASHRAE, and non-engineering entities. Figure 1 demonstrates an example of the ECLIPSE Project schedule. Figure 1: Project Timetable Based on research, the team was not able to identify a clear and straightforward path for ECEs to present the ASME business case to their Employers. Therefore, it was determined that severaltypes

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

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Faculty Development Division

Post-Secondary Teaching ExcellenceThe purpose of this Lessons Learned paper to learn why participants in the Graduate StudentTeaching Fellows program at the College of Engineering at the University of Nebraska-Lincolndecide to participate and the perceived impacts of the program. Recognizing that doctoralstudents seeking faculty jobs will likely have teaching assignments, the Engineering andComputing Education Core at the College developed a 1-year teaching-focused program. Thepurpose of the program is to provide doctoral engineering students with formal training onteaching excellence to help bridge the gap for our students who intend to become faculty. Thisprogram is a unique opportunity that allows graduate students to engage with evidence

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

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Faculty Development Division

and Learning (SOTL)—that has salient implications for ENED research and practice beyond thestudy’s context. We are aware of other frameworks that delineate between SOTL and discipline-basedresearch educational based on the degree of methodological rigor (e.g., Streveler et al., 2007), but weconsider that distinction to establish barriers to entry that are antithetical to the goal of onboardingengineering faculty to ENED research. Our ENED research programming includes: 1 1. ENED research incubator – Weekly meetings where EETI leadership helps faculty translate their ENED research project ideas into opportunities for grant proposals and