Displaying all 9 results
- Conference Session
- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison
- Tagged Divisions
- Faculty Development Division
and instructionaldesign. We often receive written feedback that TAs would like more information on specificfacilitation styles (laboratory facilitation vs. a flipped classroom environment vs. online) wherenow they receive general guidance on facilitation and interpersonal relationship development. AsNEO moves forward, we will examine reallocating time so we can add other types of facilitationskills to better serve laboratory TAs and flipped classroom/online facilitation methods. The future of NEO will incorporate the feedback above and continue to build on existingstrengths. NEO brings TAs from all of the fields of study within these two Colleges together sothey can interact, providing a singular networking opportunity which is
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
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- Faculty Development Division
Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His
- Conference Session
- WIP It! Faculty Development Style!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Heather Dillon, University of Portland; Lindy Hamilton Mayled, Arizona State University; Mark L. Nagurka, Marquette University; Maria-Isabel Carnasciali, University of New Haven; Douglas E. Melton, Kern Entrepreneurial Engineering Network
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- Faculty Development Division
Paper ID #28673Intercollegiate Coaching in a Faculty Professional Development Programthat Integrates Pedagogical Best Practices and the EntrepreneurialMindsetDr. Heather Dillon, University of Portland Dr. Heather Dillon is an Associate Professor in Mechanical Engineering at the University of Portland. She recently served as the Fulbright Canada Research Chair in STEM Education. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining the university, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior
- 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
outcome expectations as manyquestioned their likelihood for success in the tenure-track job market.Following Stake’s (1995) third step of pattern recognition, more precise content was developedthrough grouping associated data, developing fuse codes, and refining the themes identifiedacross the interview data. This process enabled the researchers to identify common backgroundexperiences that influenced career interests and, ultimately, career decisions. For instance,postdoctoral scholars who experienced strong, formalized mentoring as students desired toreplicate mentoring in their laboratories, and those who had support and resources to do so feltempowered and optimistic they could continue this work as a professor. Those who experiencedbarriers
- 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)
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
idea of doing research on one’s ownteaching [18] are both relevant. This idea has also been taken up (independently) in the US byAngelo and Cross [22], and Cross and Steadman [23]. The former concerning ClassroomAssessment Techniques (CATS), and the latter, classroom research. We are strongly influencedhere by the position of Patricia Cross, who claimed that teaching in higher education would notacquire status until teachers treated their classrooms as laboratories for research. The “new”discipline of engineering education research, the question of who should be doing it, and how itcan be accomplished with rigor has been discussed at FIE and ASEE since 2000 [24]. Takentogether, these essays argue that there is such a thing as a “scholarship of
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
summer research program affects graduate students and postdocs. Through analysis ofevaluation data from mentors in the Transfer-to-Excellence Research Experiences forUndergraduates program, we hope to understand how the mentoring relationship preparesgraduate students and postdocs for faculty careers at diversifying university campuses.Transfer-to-Excellence Program OverviewThe Transfer-to-Excellence Research Experiences for Undergraduates (TTE REU) program wasfounded in 2012 at the University of California, Berkeley. Each summer, the program hostsCalifornia community college students in the laboratories of UC Berkeley faculty. The programis intended to inspire California community college students to transfer to a four-year universityand pursue
- Conference Session
- WIP It! Faculty Development Style!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis
- Tagged Topics
- Diversity
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- Faculty Development Division
courses including: Plant Design and Economics, Unit Operations and Separations, Plant Design Project, Bioseparations, Bioprocess Engineering Laboratory, Transport Labora- tory, and Mathematical Methods for Chemical Engineers. Dr. White has received a 2017 ASEE Chemical Engineering Summer School Poster Award and a Best Poster Award from the Chemical Engineering Divi- sion of ASEE for his poster presentation at the 2019 Annual Conference. He has also been voted Professor of the Year for the 2015-2016, 2017-2018, and 2018-2019 academic years by the UC Davis chapter of AIChE. c American Society for Engineering Education, 2020 Design Thinking Approach to Identify Barriers to Engineering
- Conference Session
- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University
- Tagged Divisions
- Faculty Development Division
Revision took place in an upper level required Chemical Engineering Laboratoryclass. For the workshop, the pre-tenured faculty modified already existing laboratories toincorporate aspects of scale-up design, engineering economics, and process safety into eachproject. The instructor also added new elements of professionalism, teamwork, and lab safetyinto the already built course structure. Finally, course level assessments were changed from theold ABET Student Learning Outcomes A thru K to the newly adopted ABET Outcomes 1 thru 7.This is a perfect example of a course revision because new elements were added to an alreadyexisting course and the assessment criteria was updated.An example of a Course Component project occurred for a required freshmen
- Conference Session
- Evidence-based Practices in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
- Tagged Divisions
- Faculty Development Division
Department of Energy Academies Creating Teacher Scientists (DOE ACTS) Program, and he worked at the National Renewable Energy Laboratory (NREL) conducting research in renewable fuels and electrochemical materials. He continues his work with NREL, serving as an instructor for the Summer Renewable Energy Institute for middle and high school teachers. Dr. Walz has been recognized as Professor of the Year by the Carnegie Foundation and the Council for Advancement and Support of Education, and as the Energy Educator of the Year by the Wisconsin Association for Environmental Education. c American Society for Engineering Education, 2020 International Faculty Professional Development: Utilizing