Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

reviews common themes across mentor evaluation data and discusseshow these factors are contributing to the development of future faculty members prepared towork with diverse student populations. Our preferred method for delivery is a short traditionallecture followed by facilitated discussion of best practices among session attendees.IntroductionThe positive effects of receiving mentoring have been well researched and documented.Mentoring has been linked to the academic success [1], research accomplishments [2], andmatriculation to graduate school [3] of undergraduate students. Furthermore, mentoring has beenfound to be especially important for students from underrepresented backgrounds. For example,mentoring relationships empower

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

this course received a certificate for onsite training issued in FANUCAmerica provided format and signed by the primary author. Figure 1(a) shows the first evergraduating batch of Engineering Technology students who received this certificate. Thiscertification of training will certainly encourage our students to get more involved hands on forrobotics training. The department is now working diligently to send authors for further trainingand hoping to take the advantage of being a FANUC recognized official training site by offeringtrainings to industry personnel. The training schedule in Houston TX and at FANUC America siteis limited and seats fills up real quick. Engineering Technology department at SHSU will be agood alternative and serve the

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Society for Engineering Education, 2020Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews Previous research [1] has documented the pressures encountered by STEM faculty at R1institutions: weighty teaching loads, pressure to “publish or perish,” urgency to obtain funding,mentorship of graduate students, and the stress of promotion/tenure all can have deleteriouseffects on the well-being and job satisfaction of faculty. Moreover, these pressures interact withthe disproportionate barriers faced by underrepresented faculty [2]. Given the predicted growthof faculty positions in coming years (11% from 2018-2028) [3], and that many of these positionswill be

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

engineeringfaculty.1.0 IntroductionEconomic globalization, rapid advances in technology and cognitive science, and a worldwidemovement toward outcomes-based program accreditation increasingly require changes in thetraditional model of engineering education design and delivery [1]. Students need new learningexperiences to prepare them for managing yet unforeseen future challenges [2]. Pressure willcontinue to mount on engineering faculty globally, to address challenges in equipping studentswith the skills needed in 21st century, meeting specified outcomes in program accreditation,overcoming anticipated shortfalls in engineering graduation rates, addressing diverse anddynamic engineering student demographics and attributes, and incorporating advances

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

STEMeducation enterprise and broaden the pool of researchers that can conduct fundamental researchinto STEM learning and learning environments. This is motivated in part by the recognition thatimproved STEM education will benefit from qualitative and quantitative research [1], and for theneed to evaluate the effectiveness of various initiatives that are being explored [2]. Recent NSFawards have focused mostly on graduate students seeking to become STEM researchersincluding studies that established: 1) an Institute in Critical Quantitative, Computational, andMixed Methods Training for Underrepresented Scholars [3], 2) a Meta-Analysis ResearchInstitute (MMARI) to improve the quality of meta-analyses conducted in STEM education byproviding training to

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

-first century has seen a spiraling in the costs of university tuition.The UK and the USA are now the most expensive countries in the world in which to educateoneself (see Figure 1). Figure 1: OECD 2017/2018 Fee Data by Country [1]Recent research shows that in many instances it is a struggle for middle class families to copewith these costs. Caitlin Zaloom shows that families “make college work at any cost”, whichtransforms family life, not necessarily for the better [2]. In the US, this prompts families toconsider alternative approaches to higher education, such as community colleges. The pressurefrom students is nonetheless for university education, rather than vocational education, despitehigh fees in the hope this leads to better paid

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College

Tagged Divisions

Faculty Development Division

random walkapproach, WalkSAT, for constraint satisfaction problems [Selman et al. (1996)]. At each iteration, once two groups have been selected as outlined above, we select between a greedysearch and a random swap. We select a random swap with some small probability εs and greedy searchwith probability 1 − εs , where εs decreases by a constant discount factor γ at each iteration. Randomswaps allow the algorithm to escape local maxima. The discount factor γ produces stability, ensuring thatrandom swaps occur with reduced frequency as group scores converge. This means that the algorithm’sactions approach that of a greedy algorithm as epsilon approaches zero, so that a random swap towards theend of the program will not compromise scores

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Portland; Lindy Hamilton Mayled, Arizona State University; Mark L. Nagurka, Marquette University; Maria-Isabel Carnasciali, University of New Haven; Douglas E. Melton, Kern Entrepreneurial Engineering Network

Tagged Divisions

Faculty Development Division

paper reports on the first half of this ongoing project, including the summer workshops and summer andfall coaching sessions. This paper reports and reflects on coaching session notes and discussions with participants.Evaluation includes trend analysis to identify themes raised during coaching sessions, and assessment of theeffectiveness of the coaching meetings. Future survey data will be used to measure the effectiveness of coachingsessions for implementation and accountability of project goals.IntroductionOver the last two decades, the Kern Entrepreneurial Engineering Network (KEEN) with support from the KernFamily Foundation has actively supported, developed, and promoted programs to create a change in engineeringeducation [1]. Specifically

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

which produces 7.5 times the amount of energy that it consumes. In addition,the participants visited cultural sites, educational institutions and co-operative Greencommunities. The trip concluded with two days at the SmarterE Conference, one of the largestsolar conferences in the world. See Appendix B for itinerary and site details.2.3 Professional Development Learning ActivitiesA proven curriculum, developed over the course of CREATE's prior international study tours, wasemployed to ensure academic rigor and to deepen participant learning. The learning plan consistedof 1) pre-travel online activities and webinars, 2) daily knowledge capture, individuated researchand collaborative sharing during travel, and 3) post-travel reflection and

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

. She received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering. c American Society for Engineering Education, 2020 Lessons learned about fostering curricular changeIntroductionDespite the numerous calls for institutional change to engineering curriculum, the wayengineering has been taught has not changed significantly over the last century [1], [2]. Tocounter this, the National Science Foundation put out a call for proposals to design and enactnew approaches to engineering education focused on organizational and cultural change

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan

Tagged Divisions

Faculty Development Division

. The preferredpresentation method is Lightning Talk.IntroductionLecturers, also known as teaching or professional-track faculty, have served a significant role forseveral years at the engineering college at our large, research institution. Their value has onlyincreased with steadily climbing student enrollment, combined with demand for more time forresearch and administrative duties by tenure-track and tenured faculty: a shift occurring broadlyacross the academic landscape [1]. An active, university-wide union for lecturers creates theassumption that their collective voices and needs are represented “above” the college-level, butthe union has limited resources to support the needs of the growing population of lecturers withinthe college

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

instructional design, campus resources and required onboarding, andprofessional skills and identity development (See Table 1: NEO Session Titles and Description).These are the common themes you find running through the course lineup (see Figure 1: ProgramTracks).Audience in Context: The audience for the NEO TA Training Program is a diverse group ofgraduate students from the College of Engineering (80%) and the College of Agriculture and LifeSciences (20%). The graduate students are at all levels of their program, some being new to theinstitution. There is a heavy representation of international students in attendance in the Collegeof Engineering population. We intentionally keep the training to graduate students-only to providethe TAs an environment

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Faculty Development Division

institutions in an NSF IUSE grant to develop procedures to affect cultural transformations in engineering education. She also is Co-PI of the leadership team (Network Coordination Office) for the NSF Natural Hazards Engineering Research Infrastructure (NHERI). c American Society for Engineering Education, 2020 Lessons Learned: Integrating Active Learning into Undergraduate Engineering CoursesIntroductionStudent success is an ongoing concern in undergraduate engineering courses where high attritionrates are common. Inadequate prior preparation, lack of engagement, and difficulty of the content[1, 2, 3, 4] are some of the factors that produce these outcomes. One main challenge

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

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Diversity

Tagged Divisions

Faculty Development Division

encountermultiple barriers that prevent them from achieving their academic goals. Although they oftenhave good intentions to help students succeed, faculty often attribute the academic barriers to thestudents’ lack of preparation, motivation, or effort to learn. Research studies [1] showed that thisdeficit mindset of instructors negatively impacts the students’ self-efficacy and hinders theiracademic growth. A recent report from the National Academies [2] highlighted the need to createa learner-centered culture that “meets students where they are.” This raises an important yetchallenging question for faculty development: “What can be done to help transform facultyperception to achieve such cultural change?”As a Very High-enrolled Hispanic Serving

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

unit/college administrator. With panelistsfrom four different universities, all in different stages in their careers, an engaged audience thatincludes instructional faculty at all levels, academic leaders and those considering an academiccareer will learn from this panel.Introduction and BackgroundA study by the Clayman Institute for Gender Research at Stanford [1] reported that a majorchallenge facing many academic institutions is attracting high quality individuals who have adual-career partner, to join their faculty. For the purposes of this discussion, a dual-career partneris a member of the dual-career couple, who also seeks an academic faculty position. Althoughthe proportion of dual-career academic couples has not changed in 4-year

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

the perception of the quality of service receivedby the customer has become a norm. This includes organizations providing education. Instrumentsused in educational establishments solicit student data of two types: (1) on a predefined rubric,aspects of quality, where the respondents mark-off their perception on a predefined, Likert-likescale. (2) the respondents write their very own views on concepts of quality, and the scale used forthe assertion. This is wholly unstructured data. While the first type provides a baseline, whichfacilitates comparisons, the second set provides the only true measure of the quality of service asperceived by that receiver and delivered by that provider. The authors believe that the portion ofdata bereft of scale

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

junior civilian (defined as instructors or assistantprofessors) and rotating military faculty. Areas queried included developmental approaches andbest practices, developmental areas (e.g., research, teaching), and defined developmentaloutcomes. This study subsets responses from two departments, Civil & Mechanical Engineeringand Geography & Environmental Engineering, providing a focused examination of facultydevelopment methods applicable and beneficial to civil and environmental engineering programsthat have adjunct and/or non-tenure track faculty. Response rates were similar for eachdepartment (24% and 34%). The study identified three major findings that are generallyapplicable to all universities: (1) institutions can benefit from

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

processes relevant to the administration, quality andsustainability of adjunct faculty in distance learning programs. It aims to identify andinvestigate, among key stakeholders, prevailing interests and concerns which are organized intofour dimensions- (1) Faculty Onboarding, (2) Course Assignments, (3) Faculty Performance and(4) College Communication. Results show that adjunct faculty would like more feedback, morecourse information available prior to the course becoming accessible in the learning managementsystem, increased lead time and frequency for the courses they teach, and more effectivecommunication with the academic units and its points of contact. Based on these findings and areview of the literature, a list of short-term and long-term

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

assignments, exams, or a final course grade. Feedback has been shown in multipleeducational settings to be important and impactful to student learning through deeper contentunderstanding, improved retention, and better student experiences [1]. By giving studentsfeedback, a communication line is opened between the instructor and the student. Students arebetter able to adjust and correct misconceptions, recognize their strengths and weaknesses, andset personal learning goals [2]. Feedback has been identified as beneficial and having a positiveimpact on student learning in many educational environments through a variety of meta-analysisstudies that are compared and contrasted in a paper by Hattie and Timperley [1]. This meta-analysis paper aimed to

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University

Tagged Divisions

Faculty Development Division

slow increase. The Fall 2019 topics includeSetting the Tone/Building Relationships on the First Day for the Engaged Class; Do My StudentsKnow What I Want Them to Know? Using a Backward Design Approach to Assessment; Getting theWayward Student Back on Track Using Midterm Formative Feedback and Assessment; MotivatingYour Students to Finish Strongly: Ending the Semester Successfully. ​The preferred method ofpresentation is active lecture to engage the audience.Introduction and BackgroundThere are known challenges to establishing, implementing, and sustaining faculty developmentprograms. Some of these obstacles include scheduling hurdles, content delivery, and post-developmentsustainability [1]. Many professional development sessions are designed

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

classroom management and teaching engineering. Taken together, theseresults suggest that a faculty-led initiative of short, evidence-based mini-modules can increasefaculty self-confidence in inclusive teaching and mentoring practices.IntroductionNationwide trends show that engineering undergraduate and graduate programs lack the genderand ethnic/racial diversity of the general population [1, 2]. Once on campus, students’satisfaction with college is significantly shaped by interactions with faculty [3], and instructor-student rapport is associated with student motivation, engagement, and sense of belonging [4, 5].Faculty can positively or negatively influence a student’s self-efficacy and academicperformance [6]. A focus group study in our College

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

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Diversity

Tagged Divisions

Faculty Development Division

project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Ms. Madalyn Wilson-Fetrow, University of New MexicoDr. Yan Chen, University of New Mexico Yan Chen is a Postdoctoral Fellow in the Departments of Chemical AND Biological Engineering at the University

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

in turn creates a respectful environment, and removes the barriers to cultivation ofdiverse student retention in engineering disciplines.1: IntroductionAccording to the U.S. Bureau of Labor Statistics, STEM occupations are expected to grow by8.8% from 9,708.3 (2018) to 10,566.8 (2028). This is a significant growth when compared to thepercent growth for all occupations (5.2%). There had been warning signs and continuing concernabout the shortage of qualified candidates from a diverse pool to fill these jobs. In this paper wediscuss retention in science and engineering, by focusing on specific predictors of persistenceincluding gender, student- instructor rapport, and year of study [1].1.1: Retention in Science and EngineeringIn a 2016 study

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang@unm.edu

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

initial contact. In addition, changes in teaching practice are frequently not evidentimmediately after participating in professional development; often instructors need time toimplement and incorporate what they have learned into their teaching practice.The purpose of our study is to explore the lasting impact of the SICR on faculty participants. Inparticular, this study focused on three research questions: 1) What elements from the SICR dofaculty describe as practices that they continue to use in the design and implementation of theircourses more than two years after participation?, 2) What do faculty describe as challenges inimplementing their redesigned courses since participating in the SICR?, and 3) What do facultydescribe as positive