Displaying all 11 results
- 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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questions were based on the students’survey developed by the researchers at Georgetown and HEDS [14-15] , and modified accordingto the peculiar aspects of our university. Because many of the engineering classes at SJSUinclude laboratories, projects or other group experiences, we wanted to create our own survey toask faculty members about these experiences. The research questions of the study are: 1. What are the impressions of faculty members to the learning environments in engineering courses after the switch to remote learning in Spring 2020? 2. What was the impact of the switch online in Spring 2020 to lab classes?COVID-19 forced many universities to transition quickly to remote teaching. Since Spring 2020,there was been many articles
- 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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students, and postdoctoral scholars are trained in a multidisciplinary environment, utilizing modern methodologies to address important problems at the interface between chemistry, physics, engineering, American c Society for Engineering Education, 2021 Paper ID #33358 and biology preparing the trainees for careers in academe, national laboratories, and industry. In addition to research, she devotes significant time developing and implementing effective pedagogical approaches in her teaching of undergraduate courses to train engineers who are critical thinkers, problem
- 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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Paper ID #31508Design Thinking Approach to Identify Barriers to Engineering EducationReform in IndiaDr. Rucha Joshi, University of California, Davis Rucha received her BS in Biotechnology from Kolhapur, India and thereafter came to Vanderbilt Uni- versity to work on her MS developing smart bio-materials for drug delivery applications. A biomedical engineer with expertise in biomaterials, tissue engineering, and drug delivery, Rucha is now a faculty in Biomedical Engineering (BME) at UC Davis with a background of post-doctoral work in engineering education at Purdue University. Dr. Joshi focuses on enhancing teaching
- 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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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
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art
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than 15 years [2-12].Due to the COVID-19 pandemic and related shutdowns and restrictions, many faculty concerns,particularly those associated with online instruction were exacerbated, as faculty had to quicklychange their teaching approaches to remote, online, and other hybrid formats. In response tothese concerns, the AIChE Education Division developed a series of Virtual Communities ofPractice open to all chemical engineering faculty members regardless of career phase, title,tenure status, or other classifications. This paper will highlight the genesis of the AIChEEducation Division’s VCP program and describe its impact on faculty members’ professionaldevelopment during the COVID-19 pandemic.Materials and MethodsCreating a virtual community
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- 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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interview data, employing bothinductive and deductive analysis techniques. Four themes emerged: (1) the professoriate appearsdaunting due to the competitive nature of the job market and the academic environment, (2) thework demands of the professoriate are contrary to the work-life balance sought, (3) possessingresearch autonomy in the professoriate is highly attractive, and (4) the professoriate is perceivedas a calling for those who desire to teach and mentor the upcoming generation of engineers. Amore nuanced understanding of the appeal of the professoriate and the career decision-makingprocess of postdoctoral scholars may be an avenue to aid in diversifying the engineeringprofessoriate. The preferred presentation method is a traditional
- Conference Session
- 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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empathize with undergraduate mentees [7]. Finally,depending on their own background and training, graduate students may also have culturalcompetency skills well suited to mentor students from diverse backgrounds [8]. As such,undergraduate students have been found to highly value, and sometimes prefer, being mentoredby graduate students and postdocs [6].Existing research has primarily focused on how mentees benefit from mentoring relationships. Inrecent years, scholars have begun to also study how graduate students and postdoc mentors areaffected. In 2009, Dolan and Johnson found that mentors experienced “cognitive andsocioemotional growth, improved teaching and communication skills, and greater enjoyment oftheir own apprenticeship experience” [5
- Conference Session
- 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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Florida. She holds a Masters’ degree in Management Systems Engineering and a Ph.D. in Engineering Education from Virginia Tech. She has work experience in telecommunications engineer- ing and teaches undergraduate engineering courses such as engineering design and elements of electrical engineering. Her research interests include the intersection of core non-cognitive skills and engineering students’ success.Dr. Debarati Basu, University of North Carolina at Charlotte Dr. Debarati Basu is an Assistant Teaching Professor in the Department of Software and Information Sys- tems in the College of Computing and Informatics at the University of North Carolina at Charlotte. She earned her Ph.D. in Engineering Education from
- 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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- Diversity
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quick. At San José State University (SJSU), students and faculty were given lessthan one week to prepare to teach and take classes remotely. Most faculty at SJSU had nevertaught online before this dramatic shift in March 2020 and both faculty and students werechallenged to finish the semester. Most SJSU engineering classes are offered in the traditionalface-to-face mode with in-person laboratories and project classes. Because of COVID-19, allSJSU classes, including those in the College of Engineering, went to a remote mode.The object of this study was to determine the impact of the sudden move to remote learning onengineering students at SJSU through a survey and interviews. By supplementing the surveyswith interviews of students, this study
- Conference Session
- 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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. There, he also served as the program director for Entrepreneurship Across the University. Prior, Doug was the Director of Research & Development for Digisonix Incorporated. His disciplinary specializations include signal processing, acoustics, and wireless communications.Dr. Heather Dillon, University of Washington Tacoma Dr. Heather Dillon is Professor and Chair of Mechanical Engineering at the University of Washington Tacoma. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining academia, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior research engineer.Dr. Mark L. Nagurka, Marquette
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 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; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College
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Academy in a Turbulent Era.Katie Johanson, University of Colorado at Colorado SpringsRichard Carroll Sinclair, www.leadingschoolsforward.org Rich is a Ph.D. student in Educational Leadership, Research, and Policy at the University of Colorado Colorado Springs. He has over 25 years of experience teaching, leading, and consulting in rural, suburban, international, and urban K-12 communities. Changing cultural perspectives as well as beliefs about the importance of purpose, values, and posi- tive working relations through strategic and compassionate leadership defines the essence of the Leading Schools Forward philosophy; one designed for unique and sustainable organizational change that turns long-term mediocracy into