Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

competitive edgein STEM [6].The COVID-19 pandemic interrupted the traditional residential REU experience atuniversities and colleges, halting many plans for summer undergraduate research. Studentslost jobs and internship opportunities. With a whole cohort of students and faculty at risk, theComputing Alliance of Hispanic Serving Institutions (CAHSI) researchers realized that theAffinity Research Group model [7] could be migrated to the virtual environment, providingfaculty and students with research experiences and opportunities that would otherwise be lost.During the summer of 2020, supported by a NSF grant, 51 students and 21 faculty participatedin a virtual REU (vREU) 8-week experience. The results from this work have been analyzedand are shared

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Divisions

Faculty Development Division

development platform. Students also worked together to createand submit their lab reports using MS OneNote. The instructors used code sharing and OneNoteto help students during lab sessions. The IoT capabilities of the microcontrollers made it possiblefor students and the instructors to monitor another student’s microcontroller [8] remotely andwas useful for debugging. Overall, the labs were successful as they retained hands-onexperiences with little compromise to the originally planned lab content. However, there wereseveral challenges. First, some students did not have reliable WiFi. This affected Zoommeetings, their ability to collaborate and debug remotely, and the IoT services to their devices.Second, helping students debug circuits was

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

and one trained volunteer. By having two observers, multiple perspectives are capturedand the post-observation discussion is more robust. During the pre-observation meeting, the newinstructor goes over the course syllabus, lesson plan for the day they are to be observed, andpresents an overview of student feedback collected so far. They also inform the observers whataspects of their teaching they most want feedback on to help guide the actual observation. Onceobserved, the two observers share notes and write up a one-page summary of their observation.The instructor completes a self-reflection sheet before the post-observation meeting is conducted.At the debriefing, the conversation always begins with the instructor’s self-reflection

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

technology advancement, the challenges of online instruction can be daunting as seen inthe lack of immediacy or engagement between instructors and students. Course design is asystematic planning process for developing learning experiences and it aims at ensuring learningoutcomes, assessments and activities support one another to provide students the best opportunityto learn [19]. The appropriateness of a course for online delivery relies on its consistent structurewhich allows learning, communication, and collaboration. As a result, the ease of online learningdepends on factors including cognitive complexity of course design elements such as alignmentbetween instruction and assessments, active pedagogy, and faculty support [19]. Ko & Rossen [20

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

hoped students would gain (and also what they hoped they themselves wouldgain). During the third session, after sharing their iterated-upon exam wrappers, participantswere invited to think about how students might react to engaging in the exam wrappers they haddesigned (participants created personas of students and then imagined the student personaexperiencing their exam wrapper). Between the third and final session, participants iterated ontheir exam wrappers to take into account their increased understanding of the kinds of reactionsstudents might have to the exam wrapper. In the final session, participants shared their finaldesigns and discussed plans for implementing their designed wrappers with students. Samples ofthe exam wrappers are

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore

Tagged Divisions

Environmental Engineering, Faculty Development Division

structured onboarding program (i.e., initial InstructorSummer Workshop); 2) strong leader emphasis on department-internal faculty developmentevents; 3) faculty development seminars; 4) strong emphasis on completing the Master TeacherProgram; 5) formalized developmental plans; 6) classroom observation programs.As stated, faculty development programs in both departments have several similarities. Identifiedstrengths for each department’s program included: a structured onboarding program, leaderemphasis on faculty development, one-on-one mentorship opportunities, course directorship, andclassroom observation programs. Identified areas for improvement included the need for refinedfaculty development goals, outcomes, or objectives at a department-level

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

desirable for both partners at one institution or inone geographical area. In that case, stating unequivocally that you will not sign unless a partnergets a better deal or putting other offers on the table for direct comparison. Women andminorities will face the usual penalties to bargaining hard (high chance of being perceived ashostile, out-of-place, unreasonable, etc.) and may wish to be a bit more circumspect dependingon their assessment of the decision makers they are negotiating with.Somewhere in the middle, it depends more highly on the relationship and planning for the future.An agreement might be made that the first job would hit the priorities of one partner but thatanother move / change would be guaranteed after tenure or some other time

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

hospital, the makerspace had the advantage ofseeing protocols designed by experts. Dr. Eames stated that these collaborative experiencesallowed him to begin developing possible pivots for the makerspace that would allow studentsto be safe during a pandemic or similar crisis.Staffing Two college of engineering faculty members support faculty in the space, the makerspacemanager and the director of curriculum. Prior to the COVID-19 pivot, these faculty membersimplemented one-on-one and community support for professors using the makerspace in theircurriculum. During the COVID-19 pivot, the one-on-one support became the most importantaspect of their faculty development. However, without the previous planning, support, andunderstanding of the

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

Practice: Learning, Meaning, and Identity. New York, NY:Cambridge University Press, 2000.[4] C. Wieman, Improving How Universities Teach Science: Lessons from the Science EducationInitiative. Cambridge, MA: Harvard University Press, 2017.[5] J. Saldaña, The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage,2015.[6] M.T. Hora and A.-B. Hunter, “Exploring the dynamics of organizational learning: Identifyingthe decision chains science and math faculty use to plan and teach undergraduate courses,”International Journal of STEM Education, vol. 1, pp. 1-21, Nov. 2014.[7] S.E. Shadle, Y. Liu, J.E. Lewis, and V. Minderhout, “Building a Community ofTransformation and a Social Network Analysis of the POGIL Project,” Innovative

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

Tagged Divisions

Faculty Development Division

recommendations on things, especially if you seek it out and ask. The support provided at the level of department, school (SECS) and university is strong and very satisfactory.Of note is the first comment which draws attention to the need for early career faculty to reachout. Such motivation on the part of the faculty members is an important partner to anyinstitutional level that provides support resources and ensures there are no obstacles to accessingthe resources. Nevertheless, a focus group investigation of the responses from this questionshould be able to provide more perspective on the response-averages in all categories.Conclusion: Planning Phase 2 AssessmentOur next phase of data collection will involve at least one focus group meeting in which

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Junkun Ma, Sam Houston State University; Faruk Yildiz, Sam Houston State University

Tagged Divisions

Faculty Development Division

well as commonly used tools and equipment. The second course of the sequencefocuses on the programming based on the G-Code using both SIEMENS and FANUC controllers.In the introduction course, instruction is given in the use of hand operating machining equipmentincluding band saw, grinder, drill press, vertical milling machine, and metal lathe machine;common tools for measurement and inspection including caliper, micrometer, height gauge, anddial gauge indicator; product planning and development including path design, discussion ofcutting tools, machining feeds, and machining speeds; shop safety, and potential careeropportunities. The focus is placed on the following essential turning and milling operations as wellas tools for these operations

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

-seated beliefs about the curriculum that were the cause ofthe problem they wished to examine. In the short workshop time available, we were not able todislodge these beliefs.Recommendations for staff developers and workshop organizersBased on our reflective analysis of the workshops conducted to date we make the followingrecommendations as initial determinants:1. The participants should be required to pre-read the materials and to complete pre-workshopactivities to explore their own problems. Also, workshop leaders should communicate the entirecourse content to the participants in advance of the workshop, allowing for modifications. If wehad, the participants could have framed their problems in light of the planned discussion. Thefacilitators

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University

Tagged Divisions

Faculty Development Division

faculty in transitioning online in August 2020. A number of the faculty who participated in our series noted that they appreciated having more planning time and feeling more comfortable close to the start of classes by having their course planned out over the summer. In response, the Leonhard Center is considering ways to continue providing summer initiatives.Moving Forward from Summer 2020In Fall 2020, we continued to build on what we learned from our experiences with these workshops. Wehosted a student panel to help faculty better understand the student COVID experience. We also hosted a“Great Ideas for Teaching (GIFTS) from Fall 2020” workshop in December 2020 to debrief from the Fallsemester and help faculty come together

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division

instruction.Online learning is not a novel phenomenon and has been a major component of higher educationfor many years across disciplines, including business, education, and criminal justice [1].However, the change that took place during Spring 2020 was not traditional online instructionbut rather an emergency transition to remote teaching. Emergency remote teaching (ERT) isdefined as “a temporary shift of instructional delivery to an alternate delivery mode due to crisiscircumstances” [2, p. 7]. Emergency remote teaching is distinct from traditional online teachingand learning, in which virtual experiences and online instruction have been planned from thebeginning [2, 3]. ERT, in comparison, is enacted in response to a crisis; it entails hastyadjustments

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

Tagged Divisions

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

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

Completed by Adjunct FacultyAdditionally, participants noted a need for improved access to course materials for planning andpreparation purposes. One participant suggested that the availability of an online syllabirepository accessible by adjunct faculty, on-demand would allow them to not only prepare forfuture course assignments earlier but also suggest additional courses they would like to becomecleared to teach. Others suggested that the contact with the course monitor (or course-specificPOC) for any issues or questions related to the courses can be difficult.There were also several comments that scheduling related issues impacted adjunct facultypreparation- i.e. short lead time between assignment and class start, frequency of assignment

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

faculty of color mentees to develop a career goal that attended totheir career stage and intended career trajectory. Pre-tenure mentee career goals centered aroundtenure and promotion, while post-tenure mentee career goals were more individualized, such asmoving into an administrative post. The mentees were required to select an emeriti faculty as amentor to specifically grow their mentoring network; thus, the inclusion of emeriti faculty wasmeant to supplement not supplant any existing mentoring relationships. Collaboratively, thementoring pairs were invited to co-determine a mentoring plan to include their planned mode andfrequency of communication and shared mentoring goals. Therefore, the mutual mentoringmodel served as the foundation of the

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

cybersecurity and networks course that theywould teach in the 2020-2021 academic year, and revise it to infuse EML. The faculty wereencouraged to review cards published in EngineeringUnleashed.com to find potential ideas andimplementations of EML in specific disciplines. As part of the application, they were asked todescribe their planned effort to promote EML in their course and identify the learning outcomes.The primary deliverables were to implement the proposed EML component and provide adetailed summary of their deployment including assessment efforts for dissemination throughEML focused college and external meetings and events.Participation from Faculty, Outcomes & AssessmentThe faculty development opportunities described above reached a

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

Paper ID #34135Faculty Mentorship and Research Productivity, Salary, and Job SatisfactionDr. Li Tan, Purdue University, West Lafayette Li Tan is currently a postdoctoral researcher in the School of Engineering Education at Purdue University.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and

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

internetconnection). We redesigned our courses and projects around these responses and did our best tohelp students acquire resources when needed. Our first day of remote teaching was set aside foranswering questions about the pandemic and university plans and explaining new expectationsand changes to grading (e.g., out of class activities or group work that were eliminated), updatedlearning objectives (due to the loss of a week of class time), assignments and exams (e.g., how tocomplete and submit, how exams would be administered), and class policies (e.g., attendancepolicies adapted around internet connection, what class participation looked like, if webcamswere required, data privacy concerns, etc.). We displayed new online course layouts, showedstudents

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

success in STEM through psychological stress, inter- rupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Black, Indigenous, and Latinx doctoral students.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education

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

participants will continue with the virtual writing group, part of which includescontinuing to write reflections after each weekly session. After participating in the virtual writinggroup across two semesters (Fall 2019 and Spring 2020), the authors plan to applyautoethnography data analysis techniques to formalize the study into a journal manuscript.Assuming this goes well, the authors will consider developing a “toolkit” to empower new andearly career faculty to develop individual and community potential through virtual writinggroups.WIP: Feedback RequestedGiven that this paper is a WIP (work-in-progress), the authors are seeking feedback from thecommunity in the following areas.1. Anecdotally speaking, if you have participated in a peer group, what

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

), thelack of interactivity (9 students) and the availability of lecture videos (9 students). More than halfof the students gave recommendations as to how faculty could improve their remote classes inFall 2020. Many faculty, according to the student interviews, were unprepared to teach remotely.They had difficulties in using the learning management system (LMS), Canvas, as well as Zoom.As well, some faculty would not record their lectures or not post them online. The studentcomments can give faculty insight into improving their classes in the future.IntroductionThe outbreak of COVID-19 in the world has caused many universities to move their classes toemergency remote learning. Instead of being a planned movement, this shift to remoteinstruction was

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

his life and career goals were in alignment, he stated, “No, I only havecareer goals, life goals will be on the back burner until tenure.” Similar themes were noted byanother former postdoctoral scholar who is now in a tenure-track faculty member role: “I’mworking on a home, life, and work balance, but it's difficult and I often feel pressure to beworking or at least be reading papers on the weekends and you know, that's probably the hardestaspect of it.”The absence of work-life balance was consistently noted as an inevitable component of theprofessoriate, examples were commonly shared that imbalance was exacerbated in academiacompared to other career fields. A Latinx female currently employed as a postdoctoral scholarand planning to pursue a

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

country and our families?), logistics and planning(for example, when will we have to engage with students in-person?), or even personal or healthrelated (for example, when will I have access to the vaccine?). Thus, we quickly understood thatthese COVID-19 websites were helping address concerns not only of students and their parentsbut also other stakeholders from diverse backgrounds, who just like us were facing a different setof challenges and looking for answers. We decided to study different university web pages tounderstand how universities were communicating information and changes through the pandemicand collate strategies that administrators were sharing to help their specific learning communitiesface the challenges brought on by the

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

classroom observation was conducted by two trained observers. Following the observation,the observers met with each faculty member to discuss each person’s goals as they pertain to theRTOP rubric. An individualized follow-up plan was devised among the participants andobservers and was also used to guide subsequent observations and instructional coaching. Inorder to examine how the active learning strategies that were presented in the workshopsimpacted student achievement, course-level data for undergraduate engineering classes betweenthe academic years of 2012-2013 (before the faculty development program) and 2017-2018 (afterthe faculty development program) was gathered. Seven disciplines of engineering were sampled:aerospace, biomedical, chemical

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, University of Texas at El Paso Yamile is a graduate research assistant at The University of Texas at El Paso, pursuing a master’s degree in Engineering with concentrations in Environmental Engineering and Engineering Education. Yamile’s ac- tive research interests center around the intersection of engineering, education, and sustainability. Yamile plans to pursue a PhD in Environmental Engineering.Dr. Meagan R. Kendall, University of Texas at El Paso An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With

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

afforded the authors the opportunity to reflect on the techniquesused in their adaptation and mindsets, and make plans for future instruction [6], [7].To prepare for future semesters, teachers should reflect on what worked for instruction, howstudents need to be supported, and what requests need to come from the administrative level [8].As the discussion of a more equitable education continues to reach out to disadvantagedpopulations [9] , not only should there be preparations made for indefinitely supporting onlineeducation, but valuable lessons have been learned which can be applied to in-person courses[10]. The autoethnographic study has been guided by three research questions involving both the

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

undergraduate respondents, the largest portion (26.3%)were from Environmental Engineering Program. Also, our college is unique to have AppliedSciences combined with Engineering, we had 3.5% of the respondents from Physics.7. Future WorkWe plan to continue with additional surveys, and seek responses from broader student body todetermine and rank the behaviors establishing rapport in engineering classrooms. In addition, ourgoal is to further develop the blended faculty professional development and educate our facultyon the behaviors that establish rapport. To understand the real impact on students, we willcontinue to study the instructor behavior, and student feedback correlating the impact of rapporton student resilience and retention in a longitudinal

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