Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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Faculty Development Division

framework for career development in graduate research training. CBE-Life Sciences Education, 10(4), 357.5. Carpenter, S., Makhadmeh, N., & Thornton, L. J. (2015). Mentorship on the doctoral level: An examination of communication faculty mentors’ traits and functions. Communication Education, 64(3), 366-384.6. Chang, T. S., Lin, H. H., & Song, M. M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48, 49– 60.7. Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition.8. Curtin, N., Malley, J., & Stewart, A. J. (2016). Mentoring the next generation of faculty: Supporting academic career

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Faculty Development Division

Engineering Education, 2021Quality Mentorship Matters: An Innovative Approach to Supporting Student Success in Engineering Undergraduate ResearchIn this research study, the authors developed a new model of mentorship for faculty members toengage and support their group of students conducting undergraduate engineering research.Research efforts attest that mentoring undergraduate students is a critical role that can dramaticallyenhance student academic and personal outcomes. This finding is magnified in the context ofSTEM related disciplines, such as engineering, where efforts to pro-actively diversify theworkforce are taking shape. Yet, not every form of faculty-student mentorship is proven to beeffective, particularly when faculty conceal

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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Diversity

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Faculty Development Division

challenges at the same time: abruptly changing their workstrategies and habits, learning new technologies, job insecurity due to the economic challenges ofhigher education, worries about the health and well-being of their families as well as students,losing collaboration opportunities. The Chronicle of Higher Education’s survey, however, didnot explore the experiences of the faculty members from a teaching perspective.The experience of faculty members after this rapid switch to remote instruction was captured byblog posts and reports. These reports observed that faculty members lectured in the remoteenvironment much more than in in-person environment [5-6], experienced a decreasedinteraction with students during class time and students’ engagement

Conference Session

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

Collection

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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Diversity

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Faculty Development Division

pages serve are engineering educators andfaculty members, similar to us, the authors of this paper. We are international engineeringeducators in the United States, who are in the early phases of our careers, and identify as womenof color. As universities switched to the online format during the Spring 2020 semester, we, likemany of our colleagues, had to adapt to new and unusual circumstances as well as makesignificant adjustments to our professional and personal lives. At the onset of the pandemic, wecreated a support group to share our experiences as we navigated these unprecedentedcircumstances. Through the course of the months following the sudden shift in learningenvironments, we continued to reflect and record our personal challenges of

Conference Session

Faculty Development 1: Social Justice Research

Collection

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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Diversity

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Faculty Development Division

campuses. They then complete a poster-size GAPAhandout to explore opportunities for enhancing their students’ intrinsic motivation at theirinstitution. Workshop facilitators also encourage faculty members to hang their completedworksheets on the wall and participate in a modified Gallery walk [34]. After feedback anddiscussion, participants were asked to refine a final GAPA worksheet of their design. Figure 3. Simplified GAPA worksheet adapted from [33]Data AnalysisOur exploratory study applied an inductive and deductive approach to analyze and identifyemerging themes from participants’ responses [35]. Worksheets were collected, and participants’responses were de-identified and scanned. Responses were transcribed, organized

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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Faculty Development Division

this way." Because the laws and the policies about it arechanging frequently’. She is supported by her school’s administration as they understand theimportance of emotional learning in conjunction with conceptual understanding. However,Amber has had interactions with members of the school board, which affected her attitudetowards teaching, being told that “soldiers are essential workers and they did their job. You’re anessential worker, you just need to go do your [job].” These comments and the decision from theschool board to reopen physical school buildings presented another needed adaptation, hybridlearning. Amber’s classroom was not equipped with proper hardware to appropriately teachstudents both in-person and online. All students did

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

, clearly articulate them and create important change.Traditional student- or institution-supporting service roles are not the only types benefitting fromprevious student government experience. Austin [41] discusses how an ideal graduate schoolexperience prepares students who wish to pursue academic careers by socializing students intothe role of faculty. She highlights how research and teaching assistantships, coupled withadequate reflection opportunities, can help students become aware of the skills they aredeveloping which will be valuable as a faculty member. Unlike the other authors, Canfield didnot serve in the large campus-wide student government, instead working with a number ofinterest focused clubs. Even as a graduate student, she saw

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

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Faculty Development Division

Paper ID #34279How to Promote Faculty Advancement for Nontenure-track FacultyDr. Heather Doty, University of Delaware Heather Doty is an associate professor of mechanical engineering at the University of Delaware (UD). Dr. Doty teaches undergraduate courses in thermodynamics, statics, and dynamics, and conducts research on gender in the academic STEM workforce. She is co-PI on UD’s NSF ADVANCE Institutional Transfor- mation grant, which aims to recruit, retain, and advance women STEM faculty at UD. Dr. Doty is faculty advisor to UD’s Women in Engineering Graduate Student steering committee.Dr. Shawna Vican, University of

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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Diversity

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Faculty Development Division

discussed the pros and cons of various gradingoptions (e.g., credit/no credit versus a regular grading scheme), tools for synchronous andasynchronous learning, and strategies for assessing learning. For example, in a late March facultymeeting, faculty spoke about a decision not to give any midterm exams and grappled with how toshow care for all the hardships and uncertainty students were experiencing, while also trying tofigure out how to monitor student learning. One faculty member said: “In the classroom setting,you can walk around and watch the students do a problem. [Online], how do I determine whetherthe students are actually working on material or not? That's, that's what I don’t have an answerfor.”At meetings from spring 2020 all the way to

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher

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Diversity

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Faculty Development Division

havebeen documented to negatively affect the progress of women faculty in engineering and otherSTEM areas. This is presented with an iterative identification of elements through differentstages of the academic career, layered with variables that are measurable, and potentialapproaches for future modeling given existing research and the characteristics of the ADVANCEprogram. The challenges of modeling such a complex system are discussed, together withpotential alternatives as a first modeling approach using existing data from different sources.IntroductionFor the advancement of the engineering discipline in the U.S., it is paramount to ensure fairparticipation of all members of its diverse society [1]; promoting women representation at thefaculty

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

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Faculty Development Division

member shared that the online environment made it more difficult forstudents to engage socially and that they were less willing to take risks.Communicating written math in an online environment was another major challenge, particularlyin a course in which that kind of communication was central to its design. The majority ofstudents did not have the ability to write math symbols easily. One GTA noted that students werediscouraged by the inability to write freely and that their enthusiasm for group work was lost.Students’ struggles with online communication were perceived to have had a significant impacton group work. As one GTA said, “Group work doesn’t work if they don’t talk to each other.”One faculty observed that group leaders didn’t emerge

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Faculty Development Division

worldwide pandemic?”While this paper is not about where faculty members were when this happened, it is about thelessons learned after a university campus made the decision to close its doors to in-personlearning in the Spring of 2020. Specifically, this paper explores broad lessons learned forengineering faculty development as well as staff and departmental supports in a universitymakerspace during the 2020 spring and fall semesters. We refer to the abrupt transition to onlineand hybrid courses because of an international pandemic as the COVID-19 pivot.Context These lessons learned were discovered at a large, public research university in thesouthwestern United States. This university boasts an engineering school with an

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity

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Faculty Development Division

be a part of this community and hopes to spark the interest of engineering education research within her peer groups and to return to education after industry experience.Mr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering Education. His interests are centered around mentorship, mental health, and retention in STEM students and faculty. He was awarded the 2019 NAGAP Graduate Educa- tion Gold Research Grant award to study engineering faculty perceptions of graduate student well-being and attrition. Before studying education at UIUC, Joseph earned an MS

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

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Faculty Development Division

, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing ”Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

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Faculty Development Division

Business Model Canvas (BMC) (Osterwalder et al., 2010).Rather than creating market value, as in the BMC, the intention is to help a faculty member intentionallynavigate a career of fulfilment and purpose. Just as the BMC implies that there is no one way to start asuccessful business, there is no one way to be a successful faculty member. Several design principles from 1the BMC were used. First, a canvas is a single page, with large blank spaces that invite exploration andflexibility. Simple frameworks reduce cognitive load and can be more easily internalized, such that theycan become a persistent mental image to help make future decisions