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Analysis of Panel Summaries of Proposals Submitted to the S-STEM Program

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
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
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
Relevance Score: 2.7212727

Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence

Conference Session
Research in Faculty Development
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
Tagged Divisions
Faculty Development Division
research the integration of innovative instructional strategies and technologies in their classrooms and designs and delivers teaching- focused professional development programs for faculty in the college.Dr. Markeya S. Peteranetz, University of Nebraska-Lincoln Dr. Peteranetz is the Learning Assessment Coordinator for the University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning. c American Society for Engineering Education, 2020 Bridging the Gap: Preparing Future Engineering Faculty for
Relevance Score: 0.5043229

Faculty Development Mini-modules on Evidence-based Inclusive Teaching and Mentoring Practices in Engineering

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
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
Relevance Score: 0.31520182

Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses

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
collaboration.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1525345. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. This work is done in collaboration with the University of Kansas, Indiana University,Queen’s University at Kingston, University of British Columbia, University of California, Davis,University of Colorado Boulder, and the University of Texas at San Antonio.References [1] C. Baillie and G. Fitzgerald, “Motivation and attrition in engineering students,” European Journal of Engineering Education, vol. 25, no. 2, pp. 145–155, 2000. [2] B. N. Geisinger and D
Relevance Score: 0.017463349

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

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
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
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
Relevance Score: 0.016328797

Lessons Learned about Fostering Curricular Change

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
efforts, especially if they are untenured.References[1] M. Davis, “Engineering as profession: Some methodological problems in its study,” in Engineering identities, epistemologies, and values, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (Eds)., Springer, 2015, pp. 65–98.[2] J. R. Lohmann and J. E. Froyd, “Chronological and ontological development of engineering education as a field of scientific inquiry,” in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, (Eds). Cambridge, MA: Cambridge University Press, 2010, pp. 283–309.[3] S. M. Lord, E. J. Berger, N. N. Kellam, E. L. Ingram, D. M. Riley, D. T. Rover, N. Salzman, and J. D. Sweeney
Relevance Score: 0.01616792

Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews

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
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
Relevance Score: 0.01584126

Improving Automated Group Assignments in an Academic Setting

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
homogeneous group. A group is heterogeneouswith respect to a given question if students in the group select mostly different answers to the question. Agroup is homogeneous with respect to a given question if students in the group select mostly the sameanswers to the question. For these questions, the fitness measure is given by: 1 c n Xi, j = ∑ rs,k , n k=1 s=1where n is the number of students in the group, c is the number of choices for the question, and rs,k is 1when student s has selected option k and 0 otherwise. The expression ns=1 rs,k is the logical or operatorover values of rs,k as s
Relevance Score: 0.01584126

Optimizing Student-Faculty Rapport for the Engineering Classrooms: Dimensioning the Behaviors that Matter

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
, 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
Relevance Score: 0.015338235

Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation

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
, “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
Relevance Score: 0.014935283

Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

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
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
Relevance Score: 0.01427912

Organizational Citizenship Behavior and Faculty Mindset Amidst Professional Development Activities

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
three, when talking about the workload related to the change effort, these facultymembers said similar comments to the change ready faculty such as, “It’s teaching, teaching isteaching.”Examples of poor sportsmanship were evident at the start of the project when Dr. Alban did notwant to participate or commit time to the project for fear it would be replaced with somethingelse. Comments like it “take[s] me away from my comfort zone, which is lecturing” and “I needto be convinced that this is a sustainable effort” are examples of this. These issues were resolvedthrough courteous behaviors from Dr. Bora as evident by comments like this: I feel like without this cohort of colleagues who are making changes … and that person giving me
Relevance Score: 0.013861103

The Five I’s: A Framework for Supporting Early Career Faculty

Conference Session
Faculty Development Medley!
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)
Tagged Divisions
Faculty Development Division
faculty member’s sphere of influenceand avoid potential pitfalls has proven useful in discussions of the CAREER program broadly. Italso generalizes the main components of successful CAREER proposals rather than focusing onthe particular research and education aspects of a project.Moving Toward “CAREER Ready”While the previous two sections provide useful advice for positioning one’s CAREER proposal,they do not include sign-posts indicating what an individual should be doing or looking for to beready to write a competitive CAREER proposal and, if successful, thrive while completing thepromised work. Recognizing this gap, we developed and honed the 5 “I”s of CAREER readiness.The Five I’s are: Ideas, Integration, Impact, Identity, and Infrastructure
Relevance Score: 0.012224344

Career Development Impacts of a Research Program on Graduate Student and Postdoc Mentors

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
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
Relevance Score: 0.012224344

International Faculty Professional Development: Utilizing Hybrid Environments to Deepen Learning and Grow Community

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
Relevance Score: 0.011899266

To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral Scholars

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
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
Relevance Score: 0.011432445

Managing Dual Academic Careers

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
they prioritize their competing career goals? What are some actions that the candidate(s) can take to negotiate for a better offer? 4 Please share your experience or suggestions on how to achieve work-life balance. What are some strategies to achieve equal partnership at home when you are in a dual- career relationship? How should one entice, encourage, or even “train” a partner to become an equal partner at home? From your personal experience, can you offer any tips on starting/expanding a family in regard to the tenure clock? 5 In general, what is the climate that one may expect to experience from colleagues when in a dual-career relationship? More often than not, the partner hire is perceived by colleagues as
Relevance Score: 0.010945733

Design Thinking Approach to Identify Barriers to Engineering Education Reform in India

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
: 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
Relevance Score: 0.010331456

The Role of Teaching Self-Efficacy in Electrical and Computer Engineering Faculty Teaching Satisfaction

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
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
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
Relevance Score: 0.009240735

Analyzing Student Achievement to Measure the Effectiveness of Active Learning Strategies in the Engineering Classroom

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
-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
Relevance Score: 0.009240735

Building Communities of Engineering Faculty, Staff, and Students Engaged in Educational Research: The approach of UGA’s Engineering Education Transformations Institute

Conference Session
Faculty Development Evidence-based Practices!
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
Tagged Divisions
Faculty Development Division
education centers: Catalyzing the improvement of undergraduate stem education. International Journal of STEM Education, 5(1), 47. doi:10.1186/s40594-018-0143-2Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 570-597). New York: Guilford Press.Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self- determination of behavior. Psychological inquiry, 11(4), 227-268.Draeger, J. (2013). Why bother with the scholarship of teaching and learning? InSight: A Journal of
Relevance Score: 0.009240735

WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

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
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
Relevance Score: 0.009145956

“It’s Been a While”: Faculty Reflect on Their Experiences Implementing What They Learned During an Intensive Summer Program

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
Relevance Score: 0.008855534

Examining the Needs of Adjunct Faculty in a Distance Education Framework in Higher Education

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
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
Relevance Score: 0.008002711

WIP: Supporting Faculty Developers’ Engagement with Disciplinary Perspectives

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)
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
, doi: 10.1007/s11229-012-0179-7.[5] M. O’Rourke, S. Crowley, and C. Gonnerman, “On the nature of cross-disciplinary integration: A philosophical framework,” Stud. Hist. Philos. Sci. Part C Stud. Hist. Philos. Biol. Biomed. Sci., vol. 56, pp. 62–70, Apr. 2016, doi: 10.1016/j.shpsc.2015.10.003.[6] D. Ellis, “Changing the lens: The role of reframing in educational development,” Improve Acad., vol. 37, no. 1, pp. 142–150, Feb. 2018, doi: 10.1002/tia2.20067.[7] B. K. Jesiek, L. K. Newswander, and M. Borrego, “Engineering education research: Discipline, community, or field?,” J. Eng. Educ., vol. 98, no. 1, pp. 39–52, 2009, doi: 10.1002/j.2168-9830.2009.tb01004.x.
Relevance Score: 0.00792063

The Benefits of Discipline-based Communities for Faculty Teaching Development

Conference Session
Learnin' Lessons about Faculty Development
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University
Tagged Divisions
Faculty Development Division
, 2016.[6] S. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco, CA: Jossey- Bass, 2010.[7] L. Shulman, “Those who understand: Knowledge growth in teaching,” Educ. Res., vol. 15, no. 2, pp. 4–14, 1986.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1347675 (DUE). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.
Relevance Score: 0.006600525

Working Toward Tenure in a Teaching-focused Branch Campus

Conference Session
Innovative Development for Various Faculty Lines
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown
Tagged Divisions
Environmental Engineering, Faculty Development Division
discussion on the significance of the service activity.The completed portfolio is submitted not only to the Peer Review Committee but also to ExternalReferee(s). For contract renewal, at least one External Referee will be determined by the candidate aswell as the division chairperson. In cases of tenure, the candidate will recommend three ExternalReferees and the division chairperson will select an additional three External Referees. The yearfollowing the portfolio submission the faculty member is observed in the classroom by at least threetenured faculty from the division (any field of engineering or computer science).SupportThe small branch campus has offered a positive experience, particularly in providing a supportivedepartmental culture where
Relevance Score: 0.006600525

Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

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
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
] Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok — Not everyone can be good at math”: Instructors with an entity theorycomfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. doi:10.1016/j.jesp.2011.12.012[2] “Minority Serving Institutions: Americas’ Underutilized Resource for Strengthening the STEM Workforce,” The NationalAcademies Press, Washington DC (2019). DOI: https://doi.org/10.17226/25257[3] Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicityand education, 8(1), 69-91.[4] Smith, J. M., & Lucena, J. C. (2016). Invisible innovators: how low-income, first-generation students use their funds ofknowledge to belong in
Relevance Score: 0.006600525

Evaluating the Teaching Evaluations of 100 North American Schools

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
: Generalizability of the methodology is one of the most important extensions offuture work. Integration of a custom-built sentiment classifier and an automatic ontology buildingfunctionality potentially through a combination of ontology learning techniques will be sought.References[1]. George A. Miller. 1995. WordNet: a lexical database for English. Commun. ACM 38, 11 (November 1995), 39– 41. DOI:https://doi.org/10.1145/219717.219748[2]. M. Hu and B. Liu, "Mining opinion features in customer reviews," in AAAI, 2004, pp. 755-760.[3]. N. Gupta, S. Chandra, Product Feature Discovery and Ranking for Sentiment Analysis from Online Reviews, Journal of Systems Science and Systems Engineering, pp 542-55, 2013.
Relevance Score: 0.006600525

Determinants of Initial Training for Engineering Educators

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
substantial qualification in engineering education pedagogy.Our assertion is that the USA should not risk being left behind, and thus it is imperative that awider cohort of early career engineering educators should acquire substantial pedagogical andeducational training during their initial year(s) of teaching. “Pedagogy” being taken to meaninstructional techniques, and “educational” to encompass the curriculum and the philosophiesthat underpin pedagogies. Four propositions support this view: 1. Assuming that teaching is a professional activity, it is incumbent on a professional to be aware of the knowledge that constructs the activity and act therein taking into account the evidence available. 2. Without such knowledge it is difficult
Relevance Score: 0.0057162223