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

Tagged Divisions

Faculty Development Division

-existing factors, including demographic and personalgoals, with mentoring and self-efficacy for research, teaching, and mentoring graduate students.In the current (exploratory) phase, we developed a conceptual framework based on an extensiveliterature review, then interviewed 14, pre-tenured engineering education researchers in order toidentify themes that support or do not support the conceptual framework. In this paper, we reporton our preliminary conceptual framework, research design and future work for our project.Introduction/MotivationFaculty productivity is an important component in the tenure process and success for futureacademic careers. A report from the National Academies (2019) suggests mentoring has positiveeffects in Science

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

Tagged Divisions

Faculty Development Division

development on the faculty, a mixed-methodapproach was adopted. This included interviewing faculty who participated in the PIVOT+ seriesusing well-formulated questions and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning. This web-basedsurvey, hosted through Qualtrics, was borrowed, with permission, from a previous study thatexamined online teaching self-efficacy of faculty [10]. Self-efficacy items included instructionalstrategies, use of computers, classroom management and student engagement. Faculty attitudesand perceptions were also examined measuring satisfaction, perceptions of student learning,future interest in teaching online and their computer skills

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

Tagged Divisions

Faculty Development Division

, which focuses on a start-of-semester half-day training.MethodsTo understand the main challenges faced by CS GTAs and to inform the development of atraining program that makes the most effective use of limited resources (specifically funding,GTA time, and instructor time), the CS department surveyed GTAs, as well as instructors whosecourses were supported by GTAs, at the end of the Fall 2020 semester. GTAs were asked whatskills they view as most important to their success in fulfilling their responsibilities and theirperceived level of preparation/skill for those responsibilities. GTAs’ perceived level ofpreparation provides a window into their teaching self-efficacy, which can be measured overtime to track teaching development [1]. GTAs were

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

readiness toteach online in terms of the core competencies and self-efficacy. It is critical faculty havepedagogical, technical, and administrative competencies for readiness to teach online. Competencerefers to a state of being well qualified to perform an activity, task, or job function [11]. Facultyneed to be adequately trained and prepared to effectively teach online to achieve faculty andstudent satisfaction. With the increasing demand for online instruction resulting in more adjunct(part-time) faculty, professional development must keep pace with the trend of an increasednumber of faculty [12]. Challenges of isolation and lack of development of faculty whotelecommute or perform their job remotely must be overcome. Inability to assess the

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

mental health distress [15]. Implementation of this model resulted in increased oddsof faculty having made a referral for a student over a mental health concern [20]. Suicideprevention courses that implement gatekeeper training have also been shown to increase suicideprevention knowledge, skills, and self-efficacy on college campuses [21]. Additionally, there isevidence that at-risk students who have participated in training experience a reduction in suicidalideation and behaviors [21]. Mental Health First Aid is a comprehensive course aimed atteaching participants to identify signs of mental distress, respond to those in a mental healthcrisis, and encourage appropriate help-seeking [22]. A meta-analysis showed that the 9- to 12-hour Mental

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

Tagged Divisions

Faculty Development Division

reward systems: Does it make a difference?, vol. 46, no. 5. 2005.[28] A. H. Afif, “The relationship between perceived organizational supports with job satisfaction and organizational commitment at faculty members of universities,” Sleep Hypn., vol. 20, no. 4, pp. 290–293, 2018, doi: 10.5350/Sleep.Hypn.2018.20.0164.[29] Y. M. N. Almutairi, “Leadership Self-Efficacy and Organizational Commitment of Faculty Members: Higher Education,” Adm. Sci., vol. 10, no. 3, p. 66, 2020, doi: 10.3390/admsci10030066.[30] L. Jing and D. Zhang, “Does Organizational Commitment Help to Promote University Faculty’s Performance and Effectiveness?,” Asia-Pacific Educ. Res., vol. 23, no. 2, pp. 201–212, 2014, doi: 10.1007/s40299