Displaying all 17 results
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- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University
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still underway. Each year new workshop and facilitation teams are added.Existing workshops are evaluated, improved, and evolved based on the feedback loops established. At theindividual faculty member level, one workshop Integrating Curriculum with Entrepreneurial Mindset(ICE) focused on helping an individual faculty member change classroom practice. At the department orunit level, new workshops have been tested that focus on the needs of a specific school or unit. Anexample is a workshop for Montana State University in 2020 that took elements of two other workshopsand structured the material in the context of the institutional focus. At the national level the prototypingincludes workshops focused on leadership and culture change.The testing
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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takes excessive faculty members time to preparethe assessment. I think I think exam integrity is a big, big challenge, for engineering for the engineering curriculum. - PeterIn order to minimize cheating, some of the faculty members experimented using video proctoringduring assessment, either using software such as LockDown browser, ProctorU, Impendus ormonitoring students using synchronous Zoom meetings. In some cases, this has resulted instudents’ push back, with faculty members feeling under pressure about their assessmentstrategies. And they were saying like why I'm only using this because many other faculty are giving take home exam and I'm the only one who does like who tortures them…– HannaFaculty
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- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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Paper ID #31503Examining the Needs of Adjunct Faculty in a Distance Education Frameworkin Higher EducationDr. Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide Dr. Federica Robinson-Bryant is an Assistant Professor at Embry-Riddle Aeronautical University’s World- wide Campus. She is the Program Chair for the Master of Systems Engineering program in the Depart- ment of Engineering and Technology. She is also Past Chair of the ASEE Systems Engineering Division and is serving in other capacities throughout the ASEE community.Dr. Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide Dr
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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Paper ID #29698To Be, or Not to Be, a Professor: Views of Engineering PostdoctoralScholarsDr. Sylvia L. Mendez, University of Colorado at Colorado Springs Dr. Sylvia Mendez is an Associate Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on the educational attainment and schooling experiences
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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physical activity levels to travel modes, transportation mobility for the transportation disadvantaged, and the development of planning and transit performance measures for access to opportunities, integrating sustainability into the engineering curriculum and creating an engi- neering sustainability minor. He has published several articles in the Transportation Research Record, other journals and conferences on these and other related topics. He is currently serving on the Transportation Research Board (TRB) Committee on Aircraft/Airport Compatibility and is a past member of the TRB Committees on Traffic Flow and Characteristics and Transportation Network Modeling. Stephen is also a member of the Ameri- can Society
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- Faculty Development Lightning Talk Session 2
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- Richard J. Aleong, Purdue University, West Lafayette
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instructional approachesfor open-ended design and learning. Specifically, how can faculty developers engage in coursedevelopment when the development process is inherently complex and ambiguous? What does itmean for course development when the ability to navigate complexity and ambiguity are explicitcourse learning objectives? This paper is based on the author’s experience as an engineeringeducation researcher, curriculum developer, and instructor of record, leading the developmentand instruction of a new course offered in an undergraduate multidisciplinary engineeringprogram. As part of the course development, the author participated in a six-day intensiveSummer Course Design Institute offered through the Center for Instructional Excellence atPurdue
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- Evidence-based Practices in Faculty Development
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- 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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through the integration of active learning and technology-enabled frequent feedback. Prior to her role and Director of Instructional Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher
- Conference Session
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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Paper ID #29649Faculty Development Mini-Modules on Evidence-Based Inclusive Teachingand Mentoring Practices in EngineeringDr. Sarah Ilkhanipour Rooney, University of Delaware Sarah I. Rooney is an Assistant Professor and Director of Undergraduate Studies in the Department of Biomedical Engineering at the University of Delaware. She seeks to bring evidence-based teaching prac- tices to the undergraduate curriculum. She received her B.S.E. and M.S.E. in Biomedical Engineering from the University of Michigan (Ann Arbor) and her Ph.D. in Bioengineering from the University of Pennsylvania (Philadelphia).Prof. Joshua A Enszer
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- WIP It! Faculty Development Style!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis
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, designing solutions with communities rather than for communities.We propose that the HCD could facilitate a platform to buy-in for engineering educators withrespect to educational reform, and open up a broader space for thinking, dialogue, reflectivepractice, and innovation in teaching engineering.We plan to address the topic of engineering educational reform in India in partnership with NITRaipur, through an integrated, participatory, and iterative manner while: 1. understanding the culture, pedagogy, and students in engineering programs at NIT Raipur, 2. identifying significant barriers to adopting effective and / or innovative educational practices, as experienced by the engineering faculty of NIT Raipur, 3. understanding how these
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- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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earned both her B.S. in agricultural engineering and M.S. in biomedical engineering at OLynn Hall, Ohio State University Lynn Hall is a Senior Lecturer and the Director of Engineering Technical Communications in the Depart- ment of Engineering Education at The Ohio State University. She received her Ph.D. in English from Miami University (Ohio). Her research interests include writing in the disciplines, technical communica- tions, and diversity, equity, and inclusion.Dr. David A. Delaine, Ohio State University Dr. David A. Delaine is an Assistant Professor at The Ohio State University Department of Engineering Education. Within this newly formed department he strives to creatively impact engineering education and
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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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
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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Learning Opportunities. Through this grant entrepreneurial learning has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs. Faculty development on entrepreneurial minded learning is a part of this effort.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Program Assessment and Effectiveness at the Uni- versity of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the De- partment of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech and her Bachelors of Engineering from MIT. She has over 12 years of experience in
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
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on Undergraduate Research (CUR) Faculty Mentoring Award in Mathematics and Computer Science.Dr. Ann C. Gates, University of Texas at El Paso Dr. Ann Quiroz Gates is the Vice Provost of Faculty Affairs at the University of Texas at El Paso. She holds the AT&T Distinguished Professorship and served as the Chair of the Computer Science Depart- ment (2005-2008 and 2012-2020) and Associate VP of Research and Sponsored Projects (2008-2012). Gates is the Executive Director of the Computing Alliance for Hispanic-Serving Institutions (CAHSI), an NSF National INCLUDES Alliance promoting the importance of inclusion and equity in advancing innovation and discovery. She also directs the NSF-funded CyberShARE Center
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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a background in both engineering education and design thinking, her research focuses on how Hispanic students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech. Prior to attending Georgia Tech, Alexandra received a
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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in the Southwest United States in the midst of an NSF-funded RevolutionizingEngineering Departments (RED) project that had been, in the four years prior, working to bettersupport diverse student success by collaboratively redesigning program curriculum andinstruction. This RED project aims to develop faculty’s capacity to identify and build on studentassets, create realistic design challenges in core courses, and integrate support for writing in thediscipline. The core strategies for this change initiative included implementing facultyprofessional development workshops, integrating a learning scientist and writing instructor intothe department, supporting faculty in conducting collaborative engineering education research,and developing a
- Conference Session
- WIP-ing Up Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network
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different institutions with interest in applying EM approaches to career development haveteamed for this initiative. The three private institutions vary in size from 1,200 to 10,000. One isreligiously affiliated, and one is PhD granting. All three are members of the KEEN network andall have spent considerable time and resources weaving EM learning into their curriculums. Thenext step is to encourage their faculty to apply an EM approach to their own careers. All threeprovide mentors to new faculty and teaching load reductions for tenure-track faculty. The careerplanning support at these three institutions varies as does the position and rank of the faculty(Table 2). It is understood that titles for nontenure track faculty vary widely across the
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- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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Paper ID #34546A Grounded Theory Analysis of COVID-19 Information and ResourcesRelayed Through University Webpages: Implications for a More InclusiveCommunityDr. Sreyoshi Bhaduri, McGraw Hill Dr. Sreyoshi Bhaduri is an Engineering Educator and People Researcher. She currently heads Global People Research and Analytics at McGraw Hill, where she leads research leveraging employee data to generate data-driven insights for decisions impacting organizational Culture and Talent. Her research interests include assessing the impact and effectiveness of inclusion initiatives as well as employing in- novative, ethical and inclusive