Displaying all 12 results
- 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
own reviews, which violates the college level governance documents’ specification thatfaculty will not be responsible for initiating the review of their teaching. In addition, eachdepartment chair brought their own expertise and approach to the process of review. While thiscan allow for each chair to tailor the approach to the individual faculty member under review, itdoes not ensure that the evaluation addresses the criteria required to write a robust letter insupport of the faculty’s teaching to be included in a successful dossier for promotion and tenure.Because of a lack of standard procedures, the department chair benefits from a peer review ofteaching program in several ways, including eliminating uncertainty around who is
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
faculty mentorship and career outcomes, includingnumber of peer-reviewed articles, number of conference presentations, salary, and jobsatisfaction? Previous studies on mentoring faculty have largely focused on medical fields (Levinsonet al., 1991; Palepu et al., 1998; Reid et al., 2012). Our study extends the literature by focusingon faculty working across a wider range of fields, including engineering, science, health, andsocial sciences, as well as across different academic institutions, by analyzing nationallyrepresentative data from the National Science Foundation Early Career Doctorates Survey(ECDS). Research findings demonstrate whether the likelihood of having a formal/informalmentor differs across faculty subgroups, and identify
- Conference Session
- Faculty Development Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University
- Tagged Divisions
- Faculty Development Division
member shared that the online environment made it more difficult forstudents to engage socially and that they were less willing to take risks.Communicating written math in an online environment was another major challenge, particularlyin a course in which that kind of communication was central to its design. The majority ofstudents did not have the ability to write math symbols easily. One GTA noted that students werediscouraged by the inability to write freely and that their enthusiasm for group work was lost.Students’ struggles with online communication were perceived to have had a significant impacton group work. As one GTA said, “Group work doesn’t work if they don’t talk to each other.”One faculty observed that group leaders didn’t emerge
- 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
, while advancing her career goals.Even beyond the selected author examples, student leadership experiences correlate well with offaculty service roles. Student government organizations discuss topics such as allocation offunds, campus policies, and academic procedures [42]. They often build proposals for theinstitution’s administration regarding these topics and may host campus services within theirframework (e.g. grant programs, food pantries, peer mentorship programs). Fundingmanagement knowledge directly translates to management of research funds or faculty advisoroversight of student organization budgets. Proposal or report writing experience can aid researchefforts, but more directly provides insight for faculty members when attempting to
- Conference Session
- Faculty Development 1: Social Justice Research
- Collection
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
Morehouse College. Dr. Gosha’s research interestsinclude conversational agents, social media data analytics, computer science education, broadening par-ticipation in computing and culturally relevant computing. More specifically, Gosha’s passion lies in hisresearch in virtual mentoring where he has several peer-reviewed research publications. Gosha’s Cultur-ally Relevant Computing Lab is comprised of approximately 10 top undergraduate researchers each yearfrom Morehouse College, Spelman College and Clark Atlanta University. The lab investigates researchproblems centered on creating innovative computing technologies to solve cultural problems and issues.To date, Dr. Gosha has accrued over $20 million dollars in sponsored research funding and over 60
- Conference Session
- Faculty Development Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill
- Tagged Divisions
- Faculty Development Division
member who have experience in engineeringeducation and EML. The FLC's goal is to provide participants with new instructional tools thatpromote EML among their students. Other best practices in teaching are covered as well, such ashow to write student learning objectives. Faculty are all expected to develop new activities thatthey can implement in their courses and publish at least one activity as a KEEN Card [9]. TheKEEN Card includes instructions and resources so that faculty and instructors who use theEngineering Unleashed platform can adapt this activity for their own courses [9].ParticipantsThis is a year-long program, and all faculty in our department arerequired to participate once during the initial three years of theFLC. Other
- Conference Session
- Faculty Development Lightning Talk Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington; Yuliana Flores; Hadas Ritz, Cornell University; Jiehong Liao, Florida Gulf Coast University; John Chen, California Polytechnic State University, San Luis Obispo ; Boni Frances Yraguen, Georgia Institute of Technology
- Tagged Divisions
- Faculty Development Division
workshops,specifically as it relates to hearing different perspectives and time commitment.Finding: Multiple PerspectivesThe co-designing of exam wrappers, as opposed to each individual working on their separateproject, provided a diversity of perspectives that aided instructors in developing effective examwrappers in two main ways: guided exercises from the study designers, and peer-to-peerconversation and learning. The sessions and activities designed by the research team were aimedat creating conversation around a few key exam wrapper concepts, not all of which individualparticipants may have explored on their own: “what shouldn’t an exam wrapper be?,” “who iscompleting the reflection (i.e. individuals vs. class)?,” “what is the format of the
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
may be associated with tenure promotion aspectssuch as grant writing, publication demands, travel, or establishing collaborative efforts acrossacademia. Additional factors are based on personal experiences, attitudes, and perceptions thatlimit awareness of the value and need to engage in responsive forms of mentorship.II. PROPOSED WORKTherefore, having a greater impact on undergraduate student success demands for engineeringfaculty members to engage in [quality] mentorship roles rather than advising roles. In this study,the authors have developed a mentorship model which allows faculty members to establish aconsistent rapport to become an instrumental and psychosocial support to shape student outcomes.The proposed model identifies four key
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford
- Tagged Divisions
- Faculty Development Division
UsefulnessPerceptions of usefulness often revealed shortcomings of online teaching in that it removedhelpful measures, such as being reminded of due dates during in-person classes. Several of theauthors noted that while cameras were an inherently useful tool for online learning, they feltuncomfortable trying to enforce their use. Malori wrote in her reflections: The feedback loop of seeing if students understand/when they’re done writing is still pretty much gone - but some students do have their cameras on, so I use them as the gauge. Otherwise I have to rely on students asking questions or for them to tell me to go back a slide.Much of the time, the authors perceived a technology to be useful if students engaged more withit. The chat
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University
- Tagged Divisions
- Faculty Development Division
remotely online. However, these specialists were vastlyoutnumbered by the sheer volume of faculty in need of assistance. This urgent and desperate needled many faculty to reach out to their peers. Over 700 engineering educators at TAMU raced totransition their courses to a remote online compatible format. In response to this event, there was amobilization by a group of educators, known as the Engineering Education Faculty Group (EEFG),to begin addressing their colleagues’ rapidly changing needs.This group existed pre-pandemic as a community of practice that was formed with the intention ofexploring engineering education as a group and provide resources and support amongst its mem-bers. However, The members of EEFG assumed roles as leaders in the