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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
Paper ID #28894From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Be-liefsand PracticeAmber Gallup, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments
Relevance Score: 6.1295347

Lessons Learned in Implementing Increased Support and Building Academic Community for Teaching Faculty

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
our lectures.Practices in lecturer needs assessment and engagementThe information collected from the LAC and the partnership between the champion and theteaching and learning center led to the practices related to the lecturer needs assessment andengagement. In particular, the LAC decided to conduct two college-wide focus groups to assessthe needs of the lecturers. To reach out to individual lecturers to collect detailed informationabout their perspectives and their needs, we conducted individual interviews with an initial, setof lecturers (<15%). At the same time, we conducted several support and engagement activities,such as individual professional development coaching sessions, a faculty foundations programs,a performance review Q&A
Relevance Score: 0.034943745

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
average group scoreGavg , given by 1 m Gavg = ∑ G j , m j=1where m is the number of groups in the class and the score of group G j , is given by q G j = ∑ Wi Xi, j . i=1Here, q is the number of scored questions in the survey, Wi is the weight of question i, and Xi, j is the fitnessmeasure for group j with respect to question i in the range [0, 1]. The value of the fitness measure, Xi, j , is dependent on question type and is defined below. For
Relevance Score: 0.021398587

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
Relevance Score: 0.012609238