Displaying all 17 results
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- 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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and its effectiveness.Both Arnold and John again encouraged participants to co-create a community of reflectivepractice and report back on what they learned about our own practice of teaching, theirdeveloping philosophy of education, and being able to defend it through evidence-based actionresearch. What works? When and why and how? They suggested that participants connect theoryand practice using an engineering frame of mind; that trying to learn to teach is like a big designproblem, with uncertain constraints and variables. The leaders sincerely offered to help theparticipants over the next year via virtual meetings phone, email, Skype calls, and encouragedgoal setting, reflective teaching, and reporting back in eight months at the next
- Conference Session
- WIP-ing Up Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network
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Incorporated. His disciplinary specializations include signal processing, acoustics, and wireless communications. American c Society for Engineering Education, 2020 Thinking Entrepreneurially about Your CareerAbstractThis Work-in-Progress paper outlines an approach that a faculty member can utilize to takeownership of their career. Although many full-time faculty, whether mid-career, tenure-track, ornontenure-track, do not think of themselves as entrepreneurial, it is imperative that one isentrepreneurially minded (EM) to succeed in academia. The tasks that a faculty membercompletes each day: teaching, obtaining research dollars, managing and recruiting students
- 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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Paper ID #29549WIP: Virtual Writing Group Participation: Surprises & Unintended Out-comesDr. Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Bosman holds a PhD in Industrial Engineering. Her research interests include STEM Education and the Impacts of Technology on Society. Within the realm of STEM Education, she has done a variety of work in areas including teaching the entrepreneurial mindset, competency-based learning, self-regulated learning, transdisciplinary education, integrating the humanities into engineering education, workforce development and faculty professional
- Conference Session
- WIP It! Faculty Development Style!
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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introduced faculty to the framework of entrepreneurially minded learning (EML) centered on curiosity,connections, and creating value. The workshops promoted evidence-based pedagogical best practices andparticipants experienced different active learning techniques that can be applied to instill the entrepreneurialmindset in students at their home institution. Following the workshops, faculty were provided with ongoingcoaching and support comprised of two individual coaching sessions and two small-group Community of Practicecoaching sessions. Coaching sessions included in this study were led by a four-member, intercollegiate coachingteam comprised of experts in engineering education, EML classroom integration, and instructional effectiveness.This WIP
- 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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(highest upcoming percentage of young minds in the world), thereare several other challenges such as administrative set-up, overcentralized academic power, andrigid regulations that may hinder innovative academic practices and student learning [9].We realize that methods that work in context of the engineering education system and culture ofthe US may not address different cultural and educational needs in other countries. To extend thebest educational practices for engineering outside the US, there is a high need to identify thebarriers to teaching and learning engineering effectively in a specific country’s cultural andsocietal settings and address them through that specific cultural lens. As the third largest countryproducing the world’s
- 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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and have littleteaching experience. Their research skills are fairly strong and tend to be nurtured and mentoredwithin their respective departments. Unfortunately, teaching development is a process that tendsto be ignored by departments and left to the university or college. Our university has a requiredtraining program for new teaching assistants, but only an optional series of teaching-relatedworkshops for new faculty. In engineering, our faculty do not participate at a high rate in theuniversity teaching center sessions, so the college program is key to their success as instructors.The weekly lunch sessions also provide a relaxed atmosphere to connect with other newinstructors and build a community of like-minded faculty who are struggling
- Conference Session
- Faculty Development Research
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- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University
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Paper ID #29993Optimizing Student-Faculty Rapport for the Engineering Classrooms:Dimensioning the Behaviors That MatterDr. Fethiye Ozis P.E., Northern Arizona University Dr. Fethiye ”Faith” Ozis is a lecturer in the civil and environmental engineering department at Northern Arizona University. Dr. Ozis holds a B.S. in environmental engineering from the Middle East Technical University, Ankara, Turkey and a Ph.D. from the University of Southern California, Los Angeles. She is a licensed Professional Engineer, Environmental, in Arizona. Dr. Ozis is an ExCEEd fellow, and enjoys every dimension of being an engineering educator
- 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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Paper ID #29698To Be, or Not to Be, a Professor: Views of Engineering PostdoctoralScholarsDr. Sylvia L. Mendez, University of Colorado at Colorado Springs Dr. Sylvia Mendez is an Associate Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on the educational attainment and schooling experiences
- Conference Session
- Innovative Development for Various Faculty Lines
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- 2020 ASEE Virtual Annual Conference Content Access
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- Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown
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- Environmental Engineering, Faculty Development Division
Paper ID #29242Working toward tenure in a teaching focused branch campusDr. Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown Dr. Shannon Parks is a registered Professional Engineer with 20 years of broad-based experience in the water resources and environmental engineering fields. She holds a Bachelor of Science Degree in Civil Engineering from the Pennsylvania State University and a Masters of Science and doctoral degree in Civil & Environmental Engineering from Carnegie Mellon University. She is currently teaching water resources and environmental engineering at University of Pittsburgh at
- Conference Session
- Managing Dual Careers
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- 2020 ASEE Virtual Annual Conference Content Access
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- Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University
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- Electrical and Computer, Faculty Development Division, Women in Engineering
Paper ID #28612Managing Dual Academic CareersDr. Yuting W. Chen, University of Illinois Urbana-Champaign Yuting W. Chen received the B.S. degree from the University of Illinois Urbana-Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engi- neering. She is currently a Teaching Assistant Professor with the Department of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign. Prior to joining ECE Illinois, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests
- Conference Session
- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Laura Ann Gelles, University of San Diego
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departments in the school of engineering. These interviews werequalitatively analyzed and coded using thematic analysis [6], [7]. The five lessons learnedpresented below represent preliminary findings of a larger analysis on the politics, processes, andpotential involved in institutional change.Lessons Learned(1) Not all faculty members consistently felt included, nor invited to the tableSome of the faculty members felt that they were already engaged in this type of work, but did notconsider themselves to be a part of this concentrated institutional change effort. These includedboth faculty who were already involved with individual initiatives that align with this changeeffort and also new faculty who were hired with this change initiative in mind
- Conference Session
- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles
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Paper ID #29487Lessons Learned: Teaching and Learning Academy Workshop to promoteAsset-based mindset among STEM facultyDr. Daniel Galvan, California State University, Los Angeles Dr. Daniel Galvan is Director of Acceleration Initiatives and Student Engagement in the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. He has an extensive background in facilitating asset-based approaches towards teaching through equity-minded workshops in community colleges, public, and private four-year institutions. He received his BA in Soci- ology from Cal Poly San Luis Obispo, his MA
- 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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integration,” Journal of Engineering Education, 82(1), pp. 3-8, 1993.5. J. Bordogna, E. Fromm, and E. W. Ernst, “An integrative and holistic engineering education,” Journal of Science Education and Technology, 4(3), pp. 191-198, 1995.6. J. Bransford, A. Brown, and R. Cocking, How people learn: Brain, mind, experience and school, Washington, DC: Commission on Behavioral and Social Sciences and Education, National Research Council, 2000.7. R. J. Shavelson, and L. Towne, Scientific research in education. Committee on scientific principles for education research, Center for Education. Division of Behavioral and Social Sciences and Education. National Research Council. Washington, DC: National Academy Press, 2002.8. E. L. Boyer, Scholarship
- 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
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Paper ID #30689Lessons learned in professional and identity development as part ofteaching assistant training programMs. Erica Jean Hagen, University of Wisconsin, Madison Erica J Hagen is an Instructional Technology Consultant in CEETE, serving the College of Engineering at the University of Wisconsin-Madison. Passionate about student success and inclusive teaching, she works to improve the student experience one faculty consultation at a time.Ms. Elizabeth C Harris, University of Wisconsin-Madison Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches
- 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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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
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico
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Paper ID #28894From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Be-liefsand PracticeAmber Gallup, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments
- 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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Paper ID #29197Designing a Streamlined Workshop for STEM-H Faculty Engaged in theScholarship of Teaching and LearningMs. Jody Zhong, University of Louisville Ms. Zhong is a fourth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong’s interests lie in researching identity, diversity, and professional development/thriving within the academy.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD