Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Divisions

Faculty Development Division

addition, the department implemented changes inexisting courses by adding industry driven design projects [3], [4]. All these changes reliedheavily on group projects, hands-on labs, and in-person meetings with industry representatives.In the spring of 2020, a pandemic forced the program to offer all its courses remotely andchallenged the department to rethink how it could continue its strong hands-on, industry-focusedprogram while fostering a sense of belonging in students. While changes occurred throughout thecurriculum to support remote learning, these changes were exemplified in three coursesequences: integrated design, circuits and instrumentation, and the year-long capstone design.The remainder of this paper describes these three course

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

. [11] 2019 Engineering Capstone/senior design Entrepreneurial mindset Current Work 2020 Engineering All courses Entrepreneurial mindsetAlthough coaching in engineering professional development has happened, to our knowledge there have been nocross-university and inter-disciplinary coaching programs.Coaching Project StructureApproximately 30 faculty participants registered and attended each of three workshops held in the summer of2019, representing three cohorts of faculty participants. The cohorts were distinguished based on the month –June, July, August – the training occurred. Workshop participants were recruited from schools in the KEENnetwork or potential member schools

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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Faculty Development Division

curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Ad- vancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.Anita H. KomlodiDr. Neha B. Raikar, University of Maryland Baltimore CountyDr. Maria C. Sanchez, University of Maryland Baltimore County Dr. Maria C. Sanchez is currently serving as the Director of Education and Outreach for the College of Engineering and Information

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Environmental Engineering, Faculty Development Division

senior capstone project. While expectations are at 12 credit hours, the loadthese past few years has typically been larger - sometimes as high as 17 for this tenure track professor.While classes were historically less than 30 students they have risen to as high as 70 in recent semesters.No graduate student assistants are available at this campus.As summarized in Table 1, in addition to teaching excellence, professional development and service isalso required for all professors. Professional development includes peer reviewed journal publication,publication and presentation of scholarly work at industry conferences, and significant contribution toprofessional societies. Service should include volunteer work that supports the division, the campus

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Paper ID #30116Analyzing Student Achievement to Measure the Effectivenss of ActiveLearning Strategies in the Engineering ClassroomSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

University. This paper will focus on three course design considerations and how each onemay be expanded and translated to offer strategies for course design and instruction. Reflectionand reframing of course design considerations offers faculty developers new approaches tocourse development.Background of Course The course focused on interdisciplinary collaboration and problem framing for studentsto generate insight about a complex problem situation. This course was designed as anopportunity for students to connect their learning across courses and prepare them for advancedstudy in interdisciplinary coursework and senior engineering capstone design. The primary focuswas on developing students’ abilities to engage with multiple perspectives

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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Diversity

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Faculty Development Division

, 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

Authors

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

Tagged Divisions

Faculty Development Division

Paper ID #29123Extending Faculty Development through a Sustainable Community of Prac-ticeSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore

Tagged Divisions

Environmental Engineering, Faculty Development Division

. Specifically, allnew faculty participate in a ~6 weeklong initial summer training workshop run at the departmentlevel. Here, new faculty are given the opportunity to develop relationships with their facultycohort as they explore foundational teaching skills. New faculty members also completenumerous events designed to indoctrinate them into our university’s community. Beyond initialsummer training, our university maintains the Center for Faculty Excellence (CFE), whichprovides numerous faculty development opportunities throughout the academic year. The mostintensive CFE offering is the Master Teacher Program, which is a two-year program consistingof teaching-related classes and a required capstone project. To graduate, faculty members mustcomplete a

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

society through investigating community-based leMr. William Cohen, Ohio State University William Cohen is a Lecturer for the Fundamentals of Engineering program at The Ohio State University: a 2 semester course sequence for first-year engineering students focusing on programming in MATLAB, computer aided drawing in SolidWorks, and a semester long design-build-test project. William has also received his B.S. in Chemical Engineering and M.S. in Nuclear Engineering from Ohio State.Dr. James Edward Toney, Ohio State University James Toney earned the Ph.D. in physics from Carnegie Mellon University in 1998 and the B.S. in electri- cal engineering from Rensselaer Polytechnic Institute in 1984. He is a Senior Lecturer in the