Displaying all 21 results
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- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California
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- Diversity
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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 Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University
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- signed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.Ke Liu, Arizona State University c American Society for Engineering Education, 2020 Extending Faculty Development through a Sustainable Community of PracticeAbstractResearch has shown that creating communities of practice can help solidify
- 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 Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
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been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is a Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society
- Conference Session
- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Chris Migotsky, University of Illinois
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. An additional year ortwo of student ratings data, combined with three categories (graduates, participants, non-participants) would help confirm these initial findings. Similarly, if the data were slicedaccording to course variables like class size and required nature of the course, it would beinteresting to see the resulting outcomes.References[1] J. G. Gaff and R. D. Simpson, “Faculty development in the United States.” Innovative Higher Education 18, 167–176, 1994.[2] L. A. Braskamp and J. C. Ory, Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass, 1994.[3] W. Buskit, E. Ismail, and J. Groccia, “A practical model for conducting helpful peer review of teaching,” in Peer
- Conference Session
- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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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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, 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
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
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extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative as- sessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching profes- sional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr
- Conference Session
- Faculty Development Research
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- 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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- Diversity
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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 Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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- Diversity
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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
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
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Paper ID #30904International Faculty Professional Development: Utilizing HybridEnvironments to Deepen Learning and Grow CommunityDr. Mary Slowinski, College of the Canyons Mary Slowinski is an educator/consultant specializing in educator-industry partnerships and collaborative learning research and design. She received her PhD in Learning Science from the University of Washing- ton with a dissertation on communities of practice for educators. Mary is PI and co-PI on National Science Foundation research and special project grants focused on industry/education partnerships. In addition, she has worked with several NSF
- 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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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
- 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
- Innovative Development for Various Faculty Lines
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore
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- Environmental Engineering, Faculty Development Division
, which can be considered professional faculty) (~55%). Within the “blend of excellence”,senior faculty are charged with providing military and academic leadership and mentorship to thejunior faculty. Meanwhile, rotating junior faculty provide fresh perspectives and valuableinsights from recent military experiences.To better understand the “Blend of Excellence” model in practice, we initiated a survey in spring2019 to all West Point faculty (n=720) asking for thoughts and perspectives on junior civilian(i.e., instructors or assistant professors) and junior rotating military faculty development. Areasqueried included developmental approaches and best practices, developmental areas (e.g.,research, teaching), and defined developmental outcomes. The
- Conference Session
- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)
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for Engineering Education, 2020 The Five I’s: A Framework for Supporting Early Career FacultyEngineering Education Research (EER) has developed into a field of expertise and a careerpathway over the past three decades [1-3]. In response to numerous reports in the 1990s andearly 2000s [4-7], multiple EER graduate programs were established in the mid-2000s and agrowing number continue to emerge to educate and train the next generation of EER faculty andpolicy makers. Historically, many came to EER as individuals trained in other disciplines, butwith an interest in improving teaching and learning [8]. This approach created aninterdisciplinary space where many could learn the norms, practices, and language of EER asthey became scholars
- Conference Session
- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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- 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!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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!
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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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. 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!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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