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

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Diversity

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Faculty Development Division

, consistency of contracts and recognizes valuable contributions • Employ an open loop evaluation system that allows ongoing tracking, [12] analysis, communication and synthesis and communication of findings for continuous improvement of the faculty and the institution • Require more equitable scrutiny and evaluation among various faculty [13] groups to communicate the need for quality irrespective of faculty status •Allow time for active learning for adjunct faculty including reflection, [12] writing and self-improvement audits College Communication • Integrate the use of two way communication platforms and powerful [4] technological tools into processes to help build rapport

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

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Diversity

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Faculty Development Division

years compared to earlier years as reflected in the sample data shownin Table 3, and we believe this is largely due to increased faculty engagement and positivityrelated to EML. Table 3 Average Student Ratings Related to E-learning Modules Question 2015* (n = 98) Fall 2020* (n = 133) The instructor reinforced what you learned in the e-learning 3.58 3.95 module through an assignment or a project The assignment or the project was effective in reinforcing 3.44 3.91 what you learned

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Faculty Development Division

equity, reflected in her publications, research, teaching,service, and mentoring. More at http://srl.tamu.edu. American c Society for Engineering Education, 2021 A Rapid and Formative Response by the Engineering Education Faculty to Support the Engineering Faculty and Students throughout the Extreme Classroom Changes Resulting from the COVID-19 Pandemic Lance L.A. White Donna Jaison Samantha Ray Dr. Kelly Brumbelow Dr. Sherecce Fields Dr. Luciana R. Barroso Dr. Karan Watson P.E. Dr. Tracy HammondIntroductionThe planning and consideration for complex issues

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

include clustering, geneticalgorithms, and hill climbing optimization. The latter is the approach we take.2.1 ClusteringClustering algorithms can be used to group data using some measure of similarity. They work by groupingpoints which are close together into the same clusters. In common approaches such as k-means or fuzzyc-means clustering, this is done by repeatedly assigning points to clusters based on cluster centroidsand updating cluster centroids to reflect the newly assigned points until convergence. This approach iscomputationally efficient, but poses some challenges. Clustering algorithms are inherently designed togroup similar points together, which limits these algorithms to producing homogeneous groups. And whileclustering algorithms

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

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Diversity

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Faculty Development Division

instructors adopted digital technologies “as a replacement forthe missing physical learning environments, with the learning process remaining the same. Thisresulted in ineffective learning when compared to traditional face-to-face learning environments”(p. 294). 82 students in the Qatar study participated in written reflections about their experiencesand eight students were interviewed. The students felt that the emergency remote learningenvironment needed to “be supported by teaching activities that involve more participationthrough interactive activities and teamwork” [15, p. 13]. Overall, the surveys and interviewsshowed that the quality of instruction suffered after the move to remote teaching in Spring 2020.MethodologyThe results in this paper

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

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

level contributes to this vision. Despite some gains in recent decades, women faculty inengineering are still underrepresented. Between 2006 and 2016, the proportion of women facultyin engineering grew from 16% to 23% at the assistant level, from 11.9% to 18.3% at theassociate level, and from 3.8% to 10.6% at the full professor level [2], [3]. While the proportionof women faculty at the lower ranks has increased significantly, the limited representation ofwomen at higher faculty ranks limits their potential for reaching leadership roles andcontribution with significant decision-making to influence engineering education [4]. Althoughthe presented gains are of value, and may already reflect the effect of multiple initiativesimplemented to support