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Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews

Conference Session: Lessons Learned about Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #29446Changing an Electrical and Computer Engineering Department Culture fromthe Bottom Up: Action Plans Generated from Faculty InterviewsElise A. Frickey, Iowa State University Elise is a graduate student at Iowa State University. As a doctoral student in Counseling Psychology, she has been involved with research on the application of self-determination theory to different domains to allow for better understanding of the relationships between contextual factors, basic psychological needs, and indices of well-being. Prior to attending Iowa State University, she obtained a Bachelor of Arts in Psychology and Spanish

Relevance Score: 1.8715786

Thinking Entrepreneurially about Your Career

Conference Session: WIP-ing Up Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

, andcreating and managing budgets are inherently entrepreneurial activities. The three Cs, curiosity,connections, and creating value, used in the KEEN EM framework, are useful for facultydevelopment. Engineering faculty instill curiosity in their students every day and are curiousabout solving research problems, they make connections when they teach in class and performresearch, and create value when they teach courses students want to take and solve researchproblems organizations wish to fund. This paper prepares the foundation for a robust, holisticapproach to faculty development using the three Cs. The career planning support at threedifferent institutions is summarized and the concept of a career strategic plan is discussed.Recommended

Relevance Score: 0.030826228

Analysis of Panel Summaries of Proposals Submitted to the S-STEM Program

Conference Session: Research in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

physical activity levels to travel modes, transportation mobility for the transportation disadvantaged, and the development of planning and transit performance measures for access to opportunities, integrating sustainability into the engineering curriculum and creating an engi- neering sustainability minor. He has published several articles in the Transportation Research Record, other journals and conferences on these and other related topics. He is currently serving on the Transportation Research Board (TRB) Committee on Aircraft/Airport Compatibility and is a past member of the TRB Committees on Traffic Flow and Characteristics and Transportation Network Modeling. Stephen is also a member of the Ameri- can Society

Relevance Score: 0.021688174

Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a STEM Education Curriculum and Instruction PhD Candidate and Graduate Research As- sistant at the University of Louisville. Research interests include: interdisciplinary faculty development, first-year engineering student retention, STEM teacher education, and collaborative, team-based learning experiences.Dr. Thomas Tretter, Thomas Tretter is professor of science education and director of the Gheens Science Hall & Rauch Plan- etarium at the University of Louisville. His scholarship includes collaborative efforts with science and engineering faculty targeting retention of STEM majors in entry-level STEM courses.Dr. Marie Brown

Relevance Score: 0.019064968

Lessons Learned: College Student Surveys as a Professional Development Tool

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Dick Apronti, Angelo State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #34459Lessons Learned: College Student Surveys as a Professional DevelopmentToolDr. Dick Apronti, Angelo State University Dick Apronti is an assistant professor at Angelo State University. He teaches transportation engineering courses, engineering graphics, and plane surveying. His research interests are in transportation safety and planning. Dick Apronti also has interests in projects that improve access to higher education and college retention for minorities and under-represented groups. American c Society for Engineering Education, 2021Lessons

Relevance Score: 0.017232385

Creating a Peer Review of Teaching Process to Enhance Instructor Feedback in Engineering Education

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

evolved into during the pilot phase. By describing in detail ourprocess, we aim to provide a flexible guide by which other units might adapt and develop similarprograms to help faculty enhance their teaching. We show that program success—as far as wecan see it in these early stages—is characterized by a focus on understanding stakeholder—especially instructor—needs around teaching, embracing a process that distributes power andleadership throughout planning and decision-making, investing organizational support throughtime and money, and assessing progress and goals regularly.To do this, we first situate our peer review of teaching program within the broader context of ourdepartment’s formation and existing models for evaluation of teaching. We

Relevance Score: 0.015413114

Learning from the Voices of Faculty: An Analysis of the Impact of Shelter-in-Place on Faculty at San Jose State University in Spring 2020

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

Relevance Score: 0.015335856

Design Thinking Approach to Identify Barriers to Engineering Education Reform in India

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

to involve the stakeholders in solutiondevelopment if the solution is to be adopted by them. A human-centered design orientation isespecially important when creating and implementing strategies that require the stakeholders tochange, because it integrates local and often contradictory knowledge and contexts with thecreation and implementation processes [13-15].It is worth taking note that industries are increasingly taking a design thinking approach [16, 17]to develop and implement solutions for employee engagement, and strategic planning [17].However, the application of design thinking approach to education sector/ educational reformseems under-utilized in higher education [19-22] and mostly limited to K-12 grades [18]. Here,we hypothesize

Relevance Score: 0.014272742

Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

distributed. 2. A workshop for faculty in the College of Engineering (COE) that was conducted during every departments’ regular faculty meetings. 3. Discussion sessions were conducted with faculty who taught project-based courses. 4. Informal lunch sessions to encourage sharing of effective strategies were proposed.Each component of this approach is described in greater detail below.1. Resource (‘One Pager’)An important part of the initiative was the creation of a detailed resource which containedinformation in the form of organized steps on how to make a traditional classroom moreinclusive. The authors initially planned on creating a one-page resource but quickly realized thedifficulty in this task due to the volume of information that

Relevance Score: 0.013348148

Career Development Impacts of a Research Program on Graduate Student and Postdoc Mentors

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

intern’s research project. They sharedthat being involved in designing their interns’ project improved their ability to develop a“realistic clear experimental plan." Because of the rigid and time-bound structure of the program,the mentors had to ensure the plan was achievable within eight-weeks and that the intern wouldhave data to present at the conclusion of their summer internship. Additionally, the interns’limited background knowledge and lack of research experience required that mentors createprojects that specifically fit their abilities. This is supported by the following evaluation data: It has strengthened my ability in terms of developing a research project that is tractable for a fresh person to come in and contribute

Relevance Score: 0.013213993

Pandemic Pivots Show Sustained Faculty Change

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

, because such teaching brought them into closer proximity with students andsuch experiences brought out students’ passion [19]. We argue that the 2020 pandemic, whichbrought about an abrupt shift to teaching online, provided a fair test of faculty beliefs andrevealed a great deal about their values related to student learning. With little time to plan,faculty might have “relapsed” into well-known ways of teaching, suggesting the change wasincomplete or superficial.In this paper, we present evidence of successful and sustained faculty change during thistransitional period based on our previous work. We were particularly interested in investigatingwhether shifts in faculty instructional practices were sustained during the COVID-19 pandemic.This

Relevance Score: 0.0113262795

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Central New Mexico Community College where she manages the college-wide accreditation and strategic plan. c American Society for Engineering Education, 2020From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and PracticeAbstractThis research paper reports on the impact of professional development across four years of amajor change initiative. Research suggests students from groups underrepresented in engineeringare particularly vulnerable to poor teaching, drawing inaccurate conclusions about their fit andpotential. However, supporting faculty to make their teaching more inclusive and learner-centered can be challenging. Faculty may not have experienced such

Relevance Score: 0.0113262795

Work in Progress: Using Systems Thinking to Advance Faculty Development: A Student Success in Engineering Example

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Amy B. Chan Hilton, University of Southern Indiana
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

systems mapping approach that can be used byfaculty developers and CTLs to engage faculty, students, administrators, and other stakeholders;2) highlight an example application of this systems thinking approach to student success andretention in engineering; and 3) explore potential benefits of systems mapping. The expectedoutcomes of this paper are to provide the reader an introduction to systems mapping via anexample application and prompt the reader to consider using systems thinking and systemsmapping in their faculty development and CTL planning or as an alternative way to gatherperspectives from faculty, students, and other stakeholders. Here, the focus is on using systemsmapping as a way to gather stakeholders’ perspectives to help identify

Relevance Score: 0.010898718

Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

Conference Session: Learnin' Lessons about Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

, 2020Lessons Learned: Teaching and Learning Academy Workshop to Promote an Asset-based Mindset among STEM facultyAbstractThis lessons learned paper describes the strategies in planning, organizing, and delivering aTeaching and Learning Academy Workshop that focused on bridging the cultural and perceptiongap between faculty and students in math and engineering classrooms. Grounded in Yosso’sCommunity Cultural Wealth model, the workshop was designed to engage participants in asequence of reflective and conversational activities that allowed the faculty to connect their owneducational experiences with their expectation towards the students, and recognize the strengthof the students in terms of their cultural wealth in Aspirational

Relevance Score: 0.010898718

Faculty Development for Research Inclusion: Virtual Research Experiences for Undergraduates

Conference Session: Faculty Development 1: Social Justice Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

competitive edgein STEM [6].The COVID-19 pandemic interrupted the traditional residential REU experience atuniversities and colleges, halting many plans for summer undergraduate research. Studentslost jobs and internship opportunities. With a whole cohort of students and faculty at risk, theComputing Alliance of Hispanic Serving Institutions (CAHSI) researchers realized that theAffinity Research Group model [7] could be migrated to the virtual environment, providingfaculty and students with research experiences and opportunities that would otherwise be lost.During the summer of 2020, supported by a NSF grant, 51 students and 21 faculty participatedin a virtual REU (vREU) 8-week experience. The results from this work have been analyzedand are shared

Relevance Score: 0.01078918

Evaluation of Teaching Through Online Tools and Canvas Learning-management System at Morgan State University

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

technology advancement, the challenges of online instruction can be daunting as seen inthe lack of immediacy or engagement between instructors and students. Course design is asystematic planning process for developing learning experiences and it aims at ensuring learningoutcomes, assessments and activities support one another to provide students the best opportunityto learn [19]. The appropriateness of a course for online delivery relies on its consistent structurewhich allows learning, communication, and collaboration. As a result, the ease of online learningdepends on factors including cognitive complexity of course design elements such as alignmentbetween instruction and assessments, active pedagogy, and faculty support [19]. Ko & Rossen [20

Relevance Score: 0.009343704

Determinants of Initial Training for Engineering Educators

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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)
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

-seated beliefs about the curriculum that were the cause ofthe problem they wished to examine. In the short workshop time available, we were not able todislodge these beliefs.Recommendations for staff developers and workshop organizersBased on our reflective analysis of the workshops conducted to date we make the followingrecommendations as initial determinants:1. The participants should be required to pre-read the materials and to complete pre-workshopactivities to explore their own problems. Also, workshop leaders should communicate the entirecourse content to the participants in advance of the workshop, allowing for modifications. If wehad, the participants could have framed their problems in light of the planned discussion. Thefacilitators

Relevance Score: 0.007706557

Examining the Needs of Adjunct Faculty in a Distance Education Framework in Higher Education

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Completed by Adjunct FacultyAdditionally, participants noted a need for improved access to course materials for planning andpreparation purposes. One participant suggested that the availability of an online syllabirepository accessible by adjunct faculty, on-demand would allow them to not only prepare forfuture course assignments earlier but also suggest additional courses they would like to becomecleared to teach. Others suggested that the contact with the course monitor (or course-specificPOC) for any issues or questions related to the courses can be difficult.There were also several comments that scheduling related issues impacted adjunct facultypreparation- i.e. short lead time between assignment and class start, frequency of assignment

Relevance Score: 0.007629102

Goal-match Mentoring: A New Strategy for Faculty of Color in Engineering Academia

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

faculty of color mentees to develop a career goal that attended totheir career stage and intended career trajectory. Pre-tenure mentee career goals centered aroundtenure and promotion, while post-tenure mentee career goals were more individualized, such asmoving into an administrative post. The mentees were required to select an emeriti faculty as amentor to specifically grow their mentoring network; thus, the inclusion of emeriti faculty wasmeant to supplement not supplant any existing mentoring relationships. Collaboratively, thementoring pairs were invited to co-determine a mentoring plan to include their planned mode andfrequency of communication and shared mentoring goals. Therefore, the mutual mentoringmodel served as the foundation of the

Relevance Score: 0.006674074

Faculty Development Aimed at Sustaining and Enhancing Entrepreneurial-minded Learning

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

cybersecurity and networks course that theywould teach in the 2020-2021 academic year, and revise it to infuse EML. The faculty wereencouraged to review cards published in EngineeringUnleashed.com to find potential ideas andimplementations of EML in specific disciplines. As part of the application, they were asked todescribe their planned effort to promote EML in their course and identify the learning outcomes.The primary deliverables were to implement the proposed EML component and provide adetailed summary of their deployment including assessment efforts for dissemination throughEML focused college and external meetings and events.Participation from Faculty, Outcomes & AssessmentThe faculty development opportunities described above reached a

Relevance Score: 0.0065392302

Faculty Mentorship and Research Productivity, Salary, and Job Satisfaction

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

Paper ID #34135Faculty Mentorship and Research Productivity, Salary, and Job SatisfactionDr. Li Tan, Purdue University, West Lafayette Li Tan is currently a postdoctoral researcher in the School of Engineering Education at Purdue University.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and

Relevance Score: 0.0065392302

Validation of the Climate Scale in the Persistence of Engineers in the Academy Survey (PEAS)

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

success in STEM through psychological stress, inter- rupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Black, Indigenous, and Latinx doctoral students.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education

Relevance Score: 0.0061652455

WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

participants will continue with the virtual writing group, part of which includescontinuing to write reflections after each weekly session. After participating in the virtual writinggroup across two semesters (Fall 2019 and Spring 2020), the authors plan to applyautoethnography data analysis techniques to formalize the study into a journal manuscript.Assuming this goes well, the authors will consider developing a “toolkit” to empower new andearly career faculty to develop individual and community potential through virtual writinggroups.WIP: Feedback RequestedGiven that this paper is a WIP (work-in-progress), the authors are seeking feedback from thecommunity in the following areas.1. Anecdotally speaking, if you have participated in a peer group, what

Relevance Score: 0.0061652455

Learning from the Student Experience: Impact of Shelter-in-Place on the Learning Experiences of Engineering Students at SJSU

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

), thelack of interactivity (9 students) and the availability of lecture videos (9 students). More than halfof the students gave recommendations as to how faculty could improve their remote classes inFall 2020. Many faculty, according to the student interviews, were unprepared to teach remotely.They had difficulties in using the learning management system (LMS), Canvas, as well as Zoom.As well, some faculty would not record their lectures or not post them online. The studentcomments can give faculty insight into improving their classes in the future.IntroductionThe outbreak of COVID-19 in the world has caused many universities to move their classes toemergency remote learning. Instead of being a planned movement, this shift to remoteinstruction was

Relevance Score: 0.005449359

To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral Scholars

Conference Session: Research in Faculty Development
Collection: 2020 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; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

his life and career goals were in alignment, he stated, “No, I only havecareer goals, life goals will be on the back burner until tenure.” Similar themes were noted byanother former postdoctoral scholar who is now in a tenure-track faculty member role: “I’mworking on a home, life, and work balance, but it's difficult and I often feel pressure to beworking or at least be reading papers on the weekends and you know, that's probably the hardestaspect of it.”The absence of work-life balance was consistently noted as an inevitable component of theprofessoriate, examples were commonly shared that imbalance was exacerbated in academiacompared to other career fields. A Latinx female currently employed as a postdoctoral scholarand planning to pursue a