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- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Ke Liu, Arizona State University
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- Faculty Development Division
internet tool use affect conceptual change and impact on students’ attitude, achievement, and persistence. The other is on a large-scale NSF faculty develop- ment program and its effect on change in faculty teaching beliefs, engagement strategies, and classroom practice. Recent honors include coauthoring the ASEE Best Paper Award in the Journal of Engineering Education in 2013 and the ASEE Mike Ashby Outstanding Materials Educator Award in 2018.Kara L. Hjelmstad, Arizona State University Kara Hjelmstad has been a faculty associate and student teacher supervisor for Mary Lou Fulton Teachers College at Arizona State University since 2010. Previously, she earned an M.Ed. degree in curriculum and instruction, and spent
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- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University
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for Engineering Education (ASEE).Dr. Ann Saterbak, Duke University Ann Saterbak is Professor of the Practice in the Biomedical Department and Director of First-Year En- gineering at Duke University. Saterbak is the lead author of the textbook, Bioengineering Fundamen- tals. Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Out- standing Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Educa- tion.Anila K. Shethia, Rice University Anila K
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- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University
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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
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- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio
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course transformation in engineering.” Tampa, FL: ASEE Annual Convention, 2019. [6] S. V. Chasteen, K. K. Perkins, W. J. Code, and C. E. Wieman, “The science education initiative: an experiment in scaling up educational improvements in a research university,” Transforming institutions: undergraduate STEM education for the 21st century, pp. pp–125, 2016. [7] C. Wieman, K. Perkins, and S. Gilbert, “Transforming science education at large research universities: A case study in progressxs,” Change: The Magazine of Higher Learning, vol. 42, no. 2, pp. 6–14, 2010. [8] M. K. Smith, F. H. Jones, S. L. Gilbert, and C. E. Wieman, “The classroom observation protocol for undergraduate stem (copus): A new instrument to characterize
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- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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Paper ID #32358Learning from the Voices of Faculty: An Analysis of the Impact ofShelter-in-Place on Faculty at San Jose State University in Spring 2020Dr. Maria Chierichetti, San Jose State University Maria Chierichetti joined the department of Aerospace Engineering as a full-time assistant professor in Fall 2019. Her interests lie in the field of aerospace structural design and vibrations, with particular emphasis on developing methodologies for combining finite element analysis and machine/deep learning for structural health monitoring and unmanned Structural inspections in the context of urban air mobility. Maria is
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- Managing Dual Careers
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- Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University
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- Electrical and Computer, Faculty Development Division, Women in Engineering
://profiles.asee.org/ • Campbell University is not in ASEE. Their engineering population is found on: https://engineering.campbell.edu/our-purpose/accreditation/ Each of the panel organizers crafted several questions. Then, they deliberated carefully and jointly to modify, tweak, combine, delete, and re-write those questions. This process produced afinal set of 5 questions which are shown in Exhibit 3. This list was shared with the Panel early inDecember 2019, with instructions to respond by December 20, 2019. An extension was grantedto one individual and all responses were collected by the first week in January 2020.This paper summarizes responses from the Panelists, and interjects information and insight froma few relevant articles on the subject
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- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Katie Leanne Basinger, University of Florida; Diego Alvarado, University of Florida; Ariana Virginia Ortega; Daniel G Hartless, University of Florida; Behshad Lahijanian, University of Florida; Michelle M. Alvarado, University of Florida
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response, pauses, file download, check your work, andmore. This platform allows for seamless integration of existing recorded videos with the additionof active exercises built in the platform.This assessment was completed in Spring 2020. However, platforms change overtime with newfeatures being added. Therefore, modern assessments should be made for individual instructoruse. For example, in 2019 PlayPosit added one of our favorite features that allows instructors toview the video in “learner mode”. For instructors interested in incorporating active exercises intolecture videos: 1. Familiarize yourself with the terminology used in video platforms (such as branching, jumping, hotspot, etc.) 2. Evaluate each
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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. Maria Chierichetti, San Jose State University Maria Chierichetti joined the department of Aerospace Engineering as a full-time assistant professor in Fall 2019. Her interests lie in the field of aerospace structural design and vibrations, with particular emphasis on developing methodologies for combining finite element analysis and machine/deep learning for structural health monitoring and unmanned Structural inspections in the context of urban air mobility. Maria is also interested in investigating how students learning is affected by external factors, such as COVID-19 pandemic and community service. Before joining SJSU, she worked as a faculty member at Worcester Polytechnic Institute and at the University of
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- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln
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] A. J. Holliman, L. Sheriston, A. J. Martin, R. J. Collie, and D. Sayer, “Adaptability: does students’ adjustment to university predict their mid- course academic achievement and satisfaction?,” Journal of Further and Higher Education, vol. 43, no. 10, pp. 1444-1455, 2019, doi:10.1080/0309877X.2018.1491957.[17] A. J. Holliman, A. Revill-Keen, and D. Waldeck, “University lecturers’ adaptability: Examining links with perceived autonomy support, organizational commitment, and psychological wellbeing,” Teaching Education, pp. 1-14, 2020, doi: 10.1080/10476210.2020.1803822 [online].[18] H. Mardiana, “Lecturers’ adaptability to technological change and its impact on the teaching process,” Jurnal
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- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)
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- Faculty Development Division
impact assessment tool,” Health Research Policy and Systems, Vol. 13, pp. 12, 2015.13. L. Bornmann, “Measuring the societal impact of research,” EMBO Reports, 13(8), pp. 673–676, 2012.14. King’s College London and Digital Science, “The nature, scale and beneficiaries of research impact: An initial analysis of Research Excellence Framework (REF),” 2014 impact case studies, London: King’s College London, 2015.15. H. F. Moed, Citation analysis in research evaluation. Dordrecht: Springer, 2005.16. P. Campbell, and M. Grayson, “Assessing science.” Nature, 511(7510), pp. S49, 2014.17. J. Karlin, C. Allendoerfer, R. Bates, D. Ewert, and R. Ulseth. "Building Your Change- agent Toolkit: The Power of Story." In ASEE Annual Conference &
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- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University
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study.It is important for us to hear students’ perceptions as well. A future study will seek to understandhow our students define “respect” as compared to how faculty define it. References[1] U.S. Bureau of Labor Statistics, Employment in STEM occupations, September 4, 2019. Accessed on: January 16, 2020. [Online]. Available: https://www.bls.gov/emp/tables/stem- employment.htm.[2] National Science Board, Undergraduate Education, Enrollment, and Degrees in the United States, 19 12 2018. [Online]. Available: https://www.nsf.gov/statistics/2018/nsb20181/ report/sections/higher-education-in-science-and-engineering/undergraduate-education- enrollment-and-degrees-in-the-united-states.[3] M. W. Ohland, S. D. Sheppard, G
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico
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. Budhrani, and C. Wang, “Examining Faculty Perception of Their Readiness to Teach Online,” Online Learning, vol. 23, no. 3, pp. 97-119, 2019.[3] K. M. Andersen, and M. D. Avery, “Faculty teaching time: A time comparison of web- based and face-to-face graduate nursing programs,” International Journal of Nursing Education Scholarship, vol. 5, no. 1, pp. 1–12, 2008.[4] R. Van de Vord and K. Pogue, “Teaching time investment: Does online really take more time than face-to-face?,” International Review of Research in Open and Distributed Learning, vol. 13, no. 3, pp. 132-146, 2012.[5] Y. Chen, S. Kang, A. Gallup, K. L. Ferris, and V. Svihla, “Proximity and safety as a foundation for supporting faculty to adapt
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington; Yuliana Flores; Hadas Ritz, Cornell University; Jiehong Liao, Florida Gulf Coast University; John Chen, California Polytechnic State University, San Luis Obispo ; Boni Frances Yraguen, Georgia Institute of Technology
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and assists with other teaching excellence initiatives. Her main teaching interests include solid mechanics and engineering mathematics. Among other teaching awards, she received the 2020 ASEE St. Lawrence Section Outstanding Teaching Award.Dr. Jiehong Liao, Florida Gulf Coast University Dr. Jiehong Liao is an Assistant Professor in the Department of Bioengineering at Florida Gulf Coast University (FGCU). She earned a B.S. in Biomedical Engineering from Rensselaer Polytechnic Institute (RPI) in 2004 with the Rensselaer Medal award and as a member of the inaugural class of Gates Mil- lennium Scholars. In 2011, she earned a Ph.D. in Bioengineering from Rice University. Before joining FGCU in 2015, she was a
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- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College
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has published extensively and lectured widely to national and international audiences. Her work has been recognized by the National Science Foundation with numerous research grants. She is equally passion- ate about her teaching and has recently designed and created a seven-MOOC Professional Certificate on C-programming for edX for which her team won the ”2019 edX Prize for Exceptional Contributions in Online Teaching and Learning”. Previously she designed a MOOC ”Analysis of a Complex Kind” on Coursera. The recipient of the New Hampshire High Tech Council 2018 Tech Teacher of the Year Award, the Binswanger Prize for Excellence in Teaching at Wesleyan University and the Excellence in Teaching Award at the
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher
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Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions,” Research in Higher Education, vol. 49, no. 7, pp. 607–624, Nov. 2008, doi: 10.1007/s11162-008-9097-4.[29] K. Buch, Y. Huet, A. Rorrer, and L. Roberson, “Removing the Barriers to Full Professor: A Mentoring Program for Associate Professors,” Change: The Magazine of Higher Learning, vol. 43, no. 6, pp. 38–45, Oct. 2011, doi: 10.1080/00091383.2011.618081.[30] C. Grant, J. Decuir-Gunby, and B. Smith, “Advance Peer Mentoring Summits For Underrepresented Minority Women Engineering Faculty,” in 117th ASEE Annual Conference & Exposition, Louisville, KY, Jun. 2010, p. 15.129.1-15.129.20, Accessed: Jun. 29, 2016. [Online]. Available: https
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