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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Paper ID #29450Analysis of Panel Summaries of Proposals Submitted to the S-STEM Pro-gramMs. Samara R. Boyle, Rice UniversityDr. Yvette E. Pearson P.E., Rice University Dr. Yvette E. Pearson holds a B.S. in Civil Engineering and M.S. in Chemistry from Southern University and a Ph.D. in Engineering and Applied Science from the University of New Orleans. She is Associate Dean for Accreditation, Assessment, and Strategic Initiatives in the George R. Brown School of Engi- neering at Rice University, a Program Evaluator for the Engineering Accreditation Commission of ABET, a registered Professional Engineer in Louisiana, a

Conference Session

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

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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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finding agrees with other surveys. One survey bySimpson Scarborough [3] of 513 students in March 2020 found that, among college students whotook the survey, “63% say online instruction is worse than the in-person instruction they receivedat their school.” A second survey at the Harvard School of Dental Medicine [4] found thatstudents reported that “their learning has worsened since the move to e-learning, with 44% ofstudents responding ‘somewhat worsened’ and 26% answering ‘significantly worsened.”Ithaka S+R, in partnership with 21 universities across the U.S., developed a student surveyfocused on institutional communications and support, curricular needs, safety and well-being,and fall retention [5]. 15,677 students completed the survey. The

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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courses for Pass/Fail (PS/FL) without the course impactingtheir overall GPA. Credit was received for passing a PS or P course; however, a traditional Fresulted in 0 grade points which lowered the student’s GPA. For graduate students, a passing gradeis considered an A or B, and for undergraduate students an A, B, or C grade. As shown in Table3, no graduate student received an FL grade. Pass (P) and Satisfactory (S) grades are primarilyreserved for thesis and dissertation courses. Graduate students performed slightly better during theCOVID pandemic months.For undergraduate students, the percentage of students who passed each semester was relativelyconsistent; see Table 4. Perhaps due to uncertainty with the fully remote learning environment,many

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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inquiry, 2nd ed., N. K. Denzin and Y. S. Lincoln, Eds. 2003, pp. 249–291.[8] J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE Publications, 2003.[9] D. L. Morgan, “Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods,” J. Mix. Methods Res., vol. 1, no. 1, pp. 48–76, 2007.[10] P. Shannon-Baker, “‘But I wanted to appear happy’: How using arts-informed and mixed methods approaches complicate qualitatively driven research on culture shock,” Int. J. Qual. Methods, vol. 14, no. 2, pp. 34–52, 2015.[11] C. McCall and C. Edwards, “New Perspectives for Implementing Grounded Theory,” Stud. Eng. Educ., vol

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

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Engineering; I teach microbiology (lecture and lab) to under- graduates and graduate students and do research on microbes in natural and engineered environments.Dr. S. Ismat Shah, University of Delaware Professor S Ismat Shah has a joint appointment in the Departments of Materials Science and Engineering and Physics and Astronomy. He is also the Director of the Energy and Environment Policy Program. In addition to the STEM courses in his the Departments, he teaches policy and ethics courses.Prof. Sheldon Allister Hewlett, University of DelawareProf. Jenni M. Buckley, University of Delaware Dr. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware. She received her Bachelor’s of Engineering (2001

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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for several years. She holds B.S. in Computer Engineering and M.S. in Industrial Engineering. She received her Ph.D. in Industrial and Systems Engineering from Binghamton University (SUNY). Her background and research interests are in quality and productivity improvement using statistical tools, lean methods and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations.Dr. Ronald S. Harichandran, University of New Haven Ron Harichandran is Dean of the Tagliatela College of Engineering and is the PI of the grant entitled Developing Entrepreneurial Thinking in Engineering Students by Utilizing Integrated Online Modules and Experiential

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

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accepted responses forseveral weeks.Results and DiscussionImpacts of the AIChE Education Division’s VCP program on the delivery of chemicalengineering courses during the COVID-19 pandemic were wide-ranging. After a web-basedinterest form was circulated to attendees and other members of the AIChE community,respondents answered whether they would like to participate in a VCP, to identify course(s) theywere teaching, and to indicate their willingness and ability to lead/moderate a VCP. Within oneweek, 88 faculty members filled out the form, and the communities began to materialize. Thetotal number of interested participants continued to grow through the semester and into thefollowing semester. From March 2020 to December 2020, 191 participants from

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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analytic lens may contribute to understanding about how co-peersand peer-designers might most effectively play roles in changing faculty practice, and ultimately,in creating more inclusive learning environments for diverse students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1623105. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. Meyer and S. Marx, "Engineering dropouts: A qualitative examination of why undergraduates leave engineering," Journal of Engineering Education, vol. 103, no. 4, pp. 525-548, 2014.[2] S. E

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

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material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and men faculty in academic science and engineering: Social- organizational indicators and implications,” American Behavioral Scientist, vol. 53, no. 7, pp. 997–101, 2010.[2] M. Sabharwal and E. A. Corley, "Faculty job satisfaction across gender and discipline," The Social Science Journal vol. 46, no. 3, pp. 539-556, September, 2009.[3] Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training-and- library/postsecondary-teachers.htm

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

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, nearly half (45%) of all high school seniors indicated an intent to study scienceand engineering (S&E), yet in the 2015 survey of full-time undergraduates, just more than onethird (37%) of undergraduate enrollments were in S&E programs, indicating there exists adisconnect between enrollment and graduation rates. In 2015, out of nearly two-millionbachelor’s degrees earned; less than one-hundred thousand were in engineering (5.2%)(NSB Appendix Table 2-21 [2]). “We are graduating fewer engineers now than 20 years ago,both in terms of absolute numbers and as a percentage of all college degrees” [3]. This is alsoreflected in the National Science Board (NSB) cohort study which identified that more than onein six (16.3%) of students who

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

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, “Teacher and Student Attitudes Toward Teacher Feedback,” RELC J., vol. 38, no. 1, pp. 38–52, 2007.[4] E. Ekholm, S. Zumbrunn, and S. Conklin, “The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable,” Teach. High. Educ., vol. 20, no. 2, pp. 197–207, 2015.[5] R. Yoshida, “Teachers’ choice and learners’ preference of corrective feedback types,” Lang. Aware., vol. 17, no. 1, pp. 78–93, 2008.[6] O. H. A. Mahfoodh and A. Pandian, “A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback,” English Lang. Teach., vol. 4, no. 3, pp. 14–25, 2011.[7] T. Ryan and M

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

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that faculty are not being effective in how they engage with students abouttheir mental health. Moving forward, faculty should be provided with resources and training sothat they feel prepared (even if not fully confident) to provide student support. They should beencouraged and empowered to advocate for their students through recognizing signs of distressand ensuring that students are getting the help that they need.References[1] H. Xiao et al., "Are we in crisis? National mental health and treatment trends in college counseling centers," Psychological Services, vol. 14, no. 4, pp. 407-415, 2017, doi: 10.1037/ser0000130.[2] C. R. Kessler, P. G. Amminger, B. S. Aguilar-Gaxiola, B. J. Alonso, B. S. Lee, and B. T. Üstün, "Age

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

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mentor and benefits they derive from the process. Journal of Multicultural Counseling and Development. 22(1), 37–48.Bjursell, C., & Sädbom, R. F. (2018). Mentorship programs in the manufacturing industry. European Journal of Training and Development. 42(7/8), 455-469.Brown II, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105-118.Byars-Winston, A., Womack, V. Y., Butz, A. R., McGee, R., Quinn, S. C., Utzerath, E., ... & Thomas, S. B. (2018). Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce. Journal of

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

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Paper ID #29197Designing a Streamlined Workshop for STEM-H Faculty Engaged in theScholarship of Teaching and LearningMs. Jody Zhong, University of Louisville Ms. Zhong is a fourth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong’s interests lie in researching identity, diversity, and professional development/thriving within the academy.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD

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

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78 Urban Geography Match 2 Mentee Black Male 36 Mechanical Engineering Mentor White Male 69 Mechanical Engineering Match 3 Mentee Black Male 38 Chemical and Biomolecular Engineering Mentor White Male 74 Biomedical, Chemical, and Biomolecular Engineering Match 4 Mentee Black Male 31 Mechanical Engineering Mentor White Male 84 Mechanical Engineering Match 5 Mentee Black Male 35 Mechanical Engineering Mentor S. Asian Male 73 Mechanical Engineering Match 6 Mentee Black Male 54 Manufacturing Engineering Technology Mentor White Male 76 Manufacturing

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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., “Engineering by the numbers,” American Society for Engineering Education, Washington D.C., 2017.[4] M. F. Fox, “Institutional Transformation and the Advancement of Women Faculty: The Case of Academic Science and Engineering,” in Higher Education, J. C. Smart, Ed. Springer Netherlands, 2008, pp. 73–103.[5] D. Bilimoria, S. Joy, and X. Liang, “Breaking barriers and creating inclusiveness: Lessons of organizational transformation to advance women faculty in academic science and engineering,” Hum. Resour. Manage., vol. 47, no. 3, pp. 423–441, Sep. 2008, doi: 10.1002/hrm.20225.[6] S. R. Bird, “Unsettling Universities’ Incongruous, Gendered Bureaucratic Structures: A Case-study Approach,” Gender, Work & Organization

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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advisingchallenge (2nd. Ed.) Springfield, IL: Charles C. Thomas.[2] Noddings, N. (2016). Philosophy of education (4th Edition). New York: Routledge.[3] Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.[4] Johnson, W. B. (2002). The intentional mentor: Strategies and guidelines for the practice ofmentoring. Professional Psychology: Research and Practice, 33(1), 88-96.[5] Kram, K.E. (1985). Mentoring at Work: Developmental Relationships in Organizational Life.Glenview, IL: Scott, Foresman.[6] Levinson, D. J., Darrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B. (1978). Theseasons of a man’s life. New York: Ballentine.[7] Marquez, E., Garcia Jr., S. (2019) Creating a

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

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theirintern(s). For example, they had to actively encourage confused interns to ask questions.Similarly, the mentors learned that the interns were not always willing to admit when they didnot understand new material. I learned that I should encourage students I am working with to ask more questions earlier on and that I should be more active in confirming that my explanations are adequate. I can do this by asking the student to write in words what I have asked them to do or to show me after they do the first step. I learned that even when a student says they understand and gives a one sentence summary it does not necessarily mean that they understand. I have learned to think from the student side and make

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

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refinement and 2) class content ownership andstudent agency. When building autonomy by increasing student involvement in program andcourse refinement, participants suggested approaches such as allowing students to provide “inputon syllab[i]” and “feedback on different phases of project[s].” In the case of giving students classcontent ownership/student agency, participants expressed how students could be given autonomyby allowing them to “choose or create their own assignment,” by providing opportunities forstudents to “teach class one day,” as well as by "motivating” students to practice autonomy and“solve problems their own way."As observed in Alterman’s Circumplex Model, motivating teaching styles can be adopted toincrease students’ intrinsic

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association

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. https://ncsesdata.nsf.gov/fedsupport/2018/.[3] J. C. Kelly, M. F. Chouikha, C. J. Scott, K. A. Connor, D. Geddis, M. Ndoye, S. Abraham, M. Velez-Reyes, S. Zein-Sabatto, and R. Yaqub, “The inclusive engineering consortium stakeholders workshop,” in ASEE’s Virtual Conference, June 2020.[4] J. Hemming, K. Eide, E. Harwood, R. Ali, Z. Zhu, J. Cutler and the National Research Mentoring Network Coachingi Group Directors, “Exploring professional development for new investigators underrepresented in the federal funded biomedical research workforce,” Ethnicity & Disease, vol 29, supplement 1, pp 123-128, 2019.[5] V. L. Shavers, P. Fagan, D. Lawrence, W. McCaskill-Stevens, P. McDonald, D. Browne, D. McLinden

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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to one another during the career decision-making process(Lent et al., 1994). SCCT served as the basis of the interview protocol administered in this study,the deductive data analysis process, and in considering the implications of the study.Figure 1Social Cognitive Career TheoryNote. From “Toward a Unifying Social Cognitive Theory of Career and Academic Interest,Choice, and Performance,” by R. W. Lent, S. D. Brown, and G. Hackett, 1994, Journal ofVocational Behavior, 45, pp. 79-122.MethodologyResearch design. An embedded, multiple-case study design (Yin, 2018) was utilized to explorethe ways in which 22 engineering postdoctoral scholars describe the appeal of pursuing a careerin the professoriate. Interviews, grounded by SCCT (Lent et al

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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on what contextual factors and supports help faculty adapt to new realities related to theCOVID-19 pandemic and best address the needs of students from underrepresented andunderserved communities across a broader variety of contexts.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning” Educause Review, vol. 27, pp. 1-12, 2020.[2] F. Martin, K

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

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: Programs, best practices, and recommendations," Journal of Engineering Education, vol. 100, no. 1, pp. 89-122, 2011.[2] M. Bussey, M. Mei Song, and S.-H. Hsieh, Anticipatory Imagination as a Tool for Rethinking Engineering Education. 2017.[3] R. S. Adams and R. M. Felder, "Reframing Professional Development: A Systems Approach to Preparing Engineering Educators to Educate Tomorrow's Engineers," Journal of Engineering Education, vol. 97, no. 3, pp. 239-240, 2008/07/01 2013, doi: 10.1002/j.2168-9830.2008.tb00975.x.[4] R. M. Felder, D. R. Woods, J. E. Stice, and A. Rugarcia, "The future of engineering education II. Teaching methods that work," Chemical engineering education, vol. 34, no

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University

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cultivate classroom equity”, CBE—Life Sciences Education,12(3), pp. 322- 331, 2013.7. R. M. Felder and L. K. Silverman, “Learning & teaching styles in engineering education”. Engineering Education, 78(7), pp. 674-681, 1988.8. E.M. Bensimon, “The underestimated significance of practitioner knowledge in the scholarship on student success”, The Review of Higher Education, 30(4), pp.441-469, 2007.9. S. A. Ambrose, M.W. Bridges, M. DiPietro, M.C. Lovett, and M.K. Norman, How learning works: Seven research-based principles for smart teaching. John Wiley & Sons, 2010.10. D.M. Johnson, and J.A. Fox, “Creating curb cuts in the classroom: Adapting universal design principles to education.” Curriculum transformation and disability

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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satisfaction among ECE faculty.This material is based upon work supported by the National Science Foundation (NSF) underaward EEC-1623125. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and Men Faculty in Academic Science and Engineering: Social- Organizational Indicators and Implications,” American Behavioral Scientist, vol. 53, no. 7, 2010, pp. 997–1012.[2] E. A. Frickey and L. M. Larson, L. M. “A closer examination of Engineering Department culture: Identifying supports and barriers.” Poster session presented at the annual meeting of the American

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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-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. ​American Journal of Physics​ 66, 64.[3] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning ​3(3), 69-81.[4] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. ​PNAS​, 11(23), 8410-8415.[5] Hattie, J, Biggs, & Purdie, N. (1996). Effects of learning skills

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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climate," Journal of Engineering Education, vol. 85, pp. 45-51, 1996.[5] C. Faber, C. Smith-Orr, C. Bodnar, A. Coso Strong, W. Lee, and E. McCave, "Best practices for developing a virtual peer mentoring community," in ASEE Annual Conference proceedings, 2017.[6] R. Pimmel, A. F. McKenna, N. L. Fortenberry, B. Yoder, and R. C. Chavela Guerra, "Faculty development using virtual communities of practice," In ASEE Annual Conference Proceedings. Atlanta, GA., vol. 23, p. 1, 2013.[7] L. Bosman and P. Voglewede, "How can a faculty community of practice change classroom practices?," College Teaching, 2019.[8] A. L. Pawley, A. R. Carberry, M. E. Cardella, M.-I. Carnasciali, S. R. Daly, J. L. Gorlewicz

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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Paper ID #34922Creating a Peer Review of Teaching Process to Enhance InstructorFeedback in Engineering EducationDr. Jennifer L. Herman, Ohio State University Dr. Jennifer Herman is a senior lecturer in the Department of Engineering Education at the Ohio State University, where she teaches undergraduate and graduate level courses in technical and research commu- nication. Dr. Hermanˆa C™s research interests includeDr. Ann D. Christy P.E., Ohio State University Ann D. Christy, PE, is a professor of Food, Agricultural, and Biological Engineering and a professor of Engineering Education at the Ohio State University (OSU). She

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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Resources make the decision based on apparent qualifications? How do we ensure faculty is prepared to teach for the College? Dimension 2- Course Assignments 10, 11, 13, Who and what determines which course(s) adjunct faculty will 14, 15, 16 teach and which specific adjunct faculty to assign to a specific course? Dimension 3- Faculty Performance 18, 19, 20 Are adjunct faculty rated? If so, by whom? How often? Dimension 4- College Communication Who is tasked with informing adjunct faculty of

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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