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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EECS Department. His current research activities include nanomagnetics/spintronics, graphene electron- ics, nanophotonics, and nano-electromechanical systems. c American Society for Engineering Education, 2020 Career Development Impacts of a Research Program on Graduate Student and Postdoc MentorsAbstract—This evidence-based practice paper explores how graduate students and postdocsbenefit from serving as mentors to undergraduate research interns. Utilizing three years ofqualitative data from 38 mentors, our findings indicate that mentors feel better prepared forfuture faculty careers as they gain skills in project management, supervision, andcommunication. This paper

Conference Session

Faculty Development Evidence-based Practices!

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2020 ASEE Virtual Annual Conference Content Access

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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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graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

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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, implementation of a revised general education program, and institutional accreditation. He also oversees the Graduate Interdisciplinary Specialization in University Teaching and chairs the Student Evaluation of Instruction Oversight Committee. Previously, he directed the University Center for the Advancement of Teaching at Ohio State for 18 years, as well as founding the Center for Teaching and Learning at California State University, Sacramento, and servicing as associate director of Teaching Resources Center, Indiana University, Bloomington, where he earned his Ph.D. in English. His research includes transitions from graduate school to faculty life, teaching and learning in higher ed- ucation, and course and

Conference Session

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

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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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. 1, no. 2, 2021.[12] Morgan, D. L. (2020). Pragmatism as the basis for grounded theory. The Qualitative Report, 25 (1), 64-73.[13] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qual. Sociol., vol. 13, no. 1, pp. 3–21, 1990.[14] J. W. Creswell, Qualitative inquiry and research design. SAGE Publications, 2013.[15] “Best Engineering Schools Ranked in 2022 - US News Rankings.” https://www.usnews.com/best-graduate-schools/top-engineering-schools/eng-rankings (accessed Apr. 19, 2021).[16] E. R. Babbie, The basics of social research, International Student Edition. USA: Thomas Wadworth, 2008.[17] S. Bhaduri and T. Roy, “A word-space visualization approach to study college of

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

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leverages valuable information towards career opportunities.Open-ended ResponsesThe survey distributed in the study included a short answer section for students to share thoughtsand reflections about their experiences collaborating with the faculty advisor. Based on the resultsgathered from the data, the authors highlight a total of four student responses - from both currentand former students - that offers a unique insight at the impact of the mentorship model enactedby the faculty advisor.The following statements are from current students who are participating in research efforts: “I have received some guidance during my time researching. Although I will not be pursuing graduate school, Dr. Z provided helpful information on the prospects and

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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, Atlanta, GA, USA in 1997. He is an Associate Professor in the Mechanical and Industrial Engineering Department at the University of New Haven. Previously, he was an Associate Professor at the State University of New York, Maritime College. He has practiced engineering in the petroleum, aerospace, integrated circuit fabrication and fiber-optics industries. Dr. Levert is a member of STLE, and ASME, and was awarded the best paper award by the ASME Tribology Division in October 2000 (as co-author) for ”Interfacial Fluid Mechanics and Pressure Prediction in Chemical Mechanical Polishing”.Dr. Junhui Zhao, University of New Haven American c Society for Engineering

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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Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center

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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, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

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Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

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for engineering, and fall shortof identifying the differences across student academic maturity and engineering discipline. Giventhe potential for strong impact on engineering students’ experiences, and faculty resourcelimitations, we sought to elucidate if some behaviors have a higher potential for impact thanothers, and if so, which faculty behaviors may best contribute to building faculty-student rapport.With these insights, engineering faculty can be trained to selectively focus on those which areexpected to have the greatest return on investment. To support the primary aim, students frommultiple disciplines in an engineering college were surveyed and asked to rank their perceptionsof faculty behaviors that best establish rapport with

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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, STEM education, and ABET accreditation.Dr. Steve U. Efe, Morgan State University Dr. Steve Efe is an Assistant Professor and the Assistant Director of the Center for Advanced Transporta- tion and Infrastructure Engineering Research. He obtained his Doctor of Engineering in Civil Engineering with a major in Structural Engineering and minor in Construction from Morgan State University. He has more than 15 years of outstanding experience in practicing, teaching, and research in civil and transporta- tion engineering. He is experienced in project management, inspection and construction supervision, adaptive materials and construction techniques, high performance material testing and simulations, mate- rial modeling and

Conference Session

Faculty Development Medley!

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2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Paper ID #29680Exploring Literature on how Instructor Feedback Impacts STEM StudentMotivationCassie Wallwey, The Ohio State University Cassie Wallwey is currently a Ph.D. student in Ohio State University’s Department of Engineering Educa- tion. She is a Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering classrooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

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Engineering Education Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum. American c Society for Engineering

Conference Session

Faculty Development 1: Social Justice Research

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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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to building a sense ofbelonging within the engineering community and help increase diversity in the workforce.Nonetheless, it is important to specify that future research should consider multiple institutionalcontexts, as this study focused on faculty at HSIs. With that in mind, we hope to continueencouraging broader dialogue to better serve students through inclusive practices and targetedfaculty development that yields long-lasting educational impacts for students of all backgrounds.Future work should also address approaches to improving the intrinsic motivation of facultymembers themselves. A similar exercise could be implemented with engineering educators as theprimary stakeholder. Finally, future research should also explore the

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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and improvise their teaching,” American Educational Research Association Annual Meeting, 2020.[6] B. J. Fishman, W. Penuel, A. Allen, B. Haugan Cheng, and N. Sabelli, “Design-based implementation research: An emerging model for transforming the relationship of research and practice,” National Society for the Study of Education, vol. 112, no. 2, pp. 136–156, 2013. https://doi.org/http://www.rowmaneducation.com/journals/ATE/[7] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19,” Education Sciences, vol. 10, no. 11, p. 304

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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engineering postdoctoral appointments influence postdoctoral scholars’ view of the professoriate? 2. How does the view of the professoriate influence postdoctoral scholars’ career decision-making process?Literature ReviewA postdoctoral appointment is evolving into an important stepping stone to entering theengineering professoriate because it affords doctoral graduates with advanced preparation toassume the research, teaching, and service responsibilities of a tenure-track faculty member(Andalib et al., 2018; Main & Wang, 2019). Research has demonstrated that postdoctoralappointments are exceptionally advantageous for URMs and women, as their enhanced trainingleads them to be more competitive in the professoriate job

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

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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Sciences Education as a postdoctoral scholar.Dr. Claire Fletcher Honeycutt, Arizona State UniversityKe Liu, Arizona State University c American Society for Engineering Education, 2020Analyzing Student Achievement to Measure the Effectiveness of Professional Development for Active Learning Strategies in the Engineering ClassroomAbstractThis Evidence-Based Practice Paper examines how integration of active learning affects studentachievement. There is a significant body of research that has illustrated the positive impact ofactive learning on student achievement and engagement, and this paper delves into the process ofhow student achievement can indicate the success of active learning as a best practice

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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Learning from the student experience: Impact of the shelter-in- place on the learning experiences of engineering students at San José State UniversityAbstractThis is a research paper based on an in-depth study of the impact of COVID-19 on students andfaculty in the San José State University (SJSU) College of Engineering completed in Spring andSummer 2020. In this paper, we report on the interviews we did with 40 students from theCollege. In March 2020, SJSU moved all of its classes to remote learning for the remainder ofthe Spring term. The students included freshmen (3 students), sophomores (2 students), juniors(7 students), seniors (11 students) and graduate students (17 students). During the interviews

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)

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teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way.Dr. John Heywood, Trinity College Dublin John Heywood is professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. he is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society, and the work of ASEE’s TELPhE division from whom he has received a best paper and meritorious service awards. He is author of Engineering Education

Conference Session

WIP It! Faculty Development Style!

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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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prevent most faculty from using them. For example, trying new educationalinnovations and updating courses while balancing an active research lab is a difficult endeavorfor faculty. Knowledge and familiarity with engineering education best practices is anothermajor barrier and it impacts young and established faculty in different ways. Most new educatorslearn to teach effectively through trial and error and have little or no formal training in bestpractices of education [3]. Studies in the U.S. show that for 95% of new faculty members ittakes four to five years of trial and error to become fully productive in research and effective inteaching [6]. Established senior engineering faculty on the other hand, due to burden ofadditional responsibilities

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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computer engineering in 2001. While at Northwestern University, Zambreno was a recipient of a National Science Foundation Graduate Research Fellowship, a Northwestern University Graduate School Fellowship, a Walter P. Murphy Fellowship, and the EECS department Best Dissertation Award for his Ph.D. dissertation titled ”Compiler and Architectural Approaches to Software Protection and Security.”Prof. Ashfaq Khokhar, Iowa State University Ashfaq A. Khokhar received his B.S. degree in electrical engineering from the University of Engineer- ing and Technology, Lahore, Pakistan, in 1985, MS in computer engineering from Syracuse University in 1988, and his Ph.D. in computer engineering from University of Southern California, in

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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. Norman is a 2018-2019 Fulbright Scholar who actively volunteers as a NASA Solar System Am- bassador. She is also a US Army Veteran who has enjoyed contributing to and learning from a variety of organizations. Dr. Norman is active in helping faculty establish successful research portfolios. Her research interests include fundamental aeronautics; Hypersonics; Theoretical Physics; Planetary Entry, Descent and Landing (EDL) system design and analysis; Dewar and Cryostat design and cryogenic mate- rial testing; Advances in STEM Education and Curriculum development;Dr. Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide Yuetong Lin received the Ph.D. degree in Systems and Industrial Engineering from the University of

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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, G. L. Herman, M. M. Hynes, S. S. Jordan, and N. N. Kellam, "The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshops," 2014.[9] E. D. Crede, M. Borrego, and L. D. McNair, "Application of community of practice theory to the preparation of engineering graduate students for faculty careers," Advances in Engineering Education, vol. 2, p. n2, 2010.[10] L. B. Bosman, W. McDonald, and K. Paterson, "A collaborative multi-faculty approach to increase engineering competency through on-line discussions," World Transactions on Engineering and Technology Education vol. 17, 2019.[11] R. Adams, C. Berdanier, P. A. Branham, N. Choudhary, T. L