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

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Diversity

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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

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

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Diversity

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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

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

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Diversity

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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

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

resulting in a diverse group of faculty participants from approximately 30schools. Aside from travel and lodging support for the duration of the workshop, no other financial incentiveswere provided to participants.Experienced engineering faculty serve as facilitators whoplan, coordinate, and deliver the workshops and otherexperienced engineering faculty serve as coaches whoengage with participants at and after the workshop for oneyear. Coaches may attend all or part of a workshop or joinvirtually, most typically at the end of the workshop to learnparticipant plans for their project, module, and/or activity.In each workshop, scheduled for three days, the facultyparticipants were trained on both evidence-basedpedagogical tools and methods to

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)

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Faculty Development Division

faculty in engineering educationresearch, regardless of institution type. While only a small fraction of CAREER proposals arerecommended for funding, former EEC deputy director Sue Kemnitzer frequently remindedapplicants that the process of applying for a CAREER award has value in itself. By this claim,she included the self-reflection on a faculty member’s research agenda, a plan to integrate theresearch and education activities throughout the individual’s career, and the discussions heldbetween the early career faculty member and their department chair, senior mentors, and, insome cases, deans and other constituencies. These key activities provide many opportunities forfaculty development and encouraging growth in all aspects of faculty life

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University

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Faculty Development Division

; accountability from theirpeers; dedicated time and space to work on their new ideas. For a course redesign plan facultyhad to develop student-learning outcomes, an assessment plan, and an implementation plan forthe course changes. In addition, for fully participating, faculty received a summer salarysupplement and an additional supplement after implementing the class changes and assessing thesuccess of those changes.Twenty faculty participated in the summer 2019 program with 95% of the workshop participantsmeeting all of the summer program requirements, including presenting their work/plans at thefinal summer meeting. During the 2019-2020 academic year, faculty implemented their coursechanges and were required to submit a final deliverable focusing on

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

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Diversity

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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

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan

Tagged Divisions

Faculty Development Division

. Therefore, the mission of the college administrators includes appropriating resourcesand support to this community and developing programs parallel to those programs provided totenure-track and tenured faculty [2-6]. This deliberate effort, furthermore, reinforces and alignswith the ongoing equity and inclusion efforts at the college.Using the work environment plan provided by Dr. Emily Boyd at last year’s ASEE conference[7] as well as needs self-assessments conducted at the college, administrators identified strategiesand deployed resources to better support and build community among lecturers [2-6, 8]. Twomajor types of practices were implemented, 1) practices to create an organizational structure tosupport lecturer development and 2) practices

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

Tagged Divisions

Faculty Development Division

Congress andExposition), the Board of Governors’ strategic planning retreat, the ASME Boiler and PressureVessel Conference, and attend an ASME Annual Meeting. Being selected into this distinctiveProgram significantly enhanced my leadership and project management skills, and enabled me toexpand my professional network. Most notably, together with fellow 2018 ECLIPSE memberswe developed structured material to raise awareness of the Society and highlight the manybenefits to early-career ASME engineer membership and volunteerism. Content in the form ofbrochures and email templates included a business case and guidance for early-career individuals(less than 10 years) on how to gain support from their employer or institution for time spentperforming

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

aroundenergy storage technologies and energy education. Widespread adoption of energy storage isonly beginning in the U.S. and, subsequently, energy storage-related educational programs arefew; conversely, energy storage education efforts have already been pioneered and established inEurope, most notably in Germany. As a result, CREATE leveraged its history of improvingenergy education through international cooperation and organized a study tour to Germany fornine renewable energy educators to examine innovations in renewable energy and energy storageand to research how these technologies are incorporated into German workforce preparation.In the planning and conducting international professional development opportunities foreducators, two distinct

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

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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

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

thrive in this place. Plan to explore several case studies that are specific to the engineering classroom. Keynote: Recipe Learn about how you can harness your goals and mindset to make time for Success: management decisions that support your best self and your best work. Balance, Purpose, and Excellence Workshop 3: Preparation and awareness of effective presentation skills will build your Presentation Skills credibility as a teacher who knows the material and knows how to help others understand it. This workshop focuses on delivery skills and the opportunities you have to help your students learn. You will be asked to do a practice

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

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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

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

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Diversity

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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

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

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Diversity

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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

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

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Faculty Development Division

and one trained volunteer. By having two observers, multiple perspectives are capturedand the post-observation discussion is more robust. During the pre-observation meeting, the newinstructor goes over the course syllabus, lesson plan for the day they are to be observed, andpresents an overview of student feedback collected so far. They also inform the observers whataspects of their teaching they most want feedback on to help guide the actual observation. Onceobserved, the two observers share notes and write up a one-page summary of their observation.The instructor completes a self-reflection sheet before the post-observation meeting is conducted.At the debriefing, the conversation always begins with the instructor’s self-reflection

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

structured onboarding program (i.e., initial InstructorSummer Workshop); 2) strong leader emphasis on department-internal faculty developmentevents; 3) faculty development seminars; 4) strong emphasis on completing the Master TeacherProgram; 5) formalized developmental plans; 6) classroom observation programs.As stated, faculty development programs in both departments have several similarities. Identifiedstrengths for each department’s program included: a structured onboarding program, leaderemphasis on faculty development, one-on-one mentorship opportunities, course directorship, andclassroom observation programs. Identified areas for improvement included the need for refinedfaculty development goals, outcomes, or objectives at a department-level

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

desirable for both partners at one institution or inone geographical area. In that case, stating unequivocally that you will not sign unless a partnergets a better deal or putting other offers on the table for direct comparison. Women andminorities will face the usual penalties to bargaining hard (high chance of being perceived ashostile, out-of-place, unreasonable, etc.) and may wish to be a bit more circumspect dependingon their assessment of the decision makers they are negotiating with.Somewhere in the middle, it depends more highly on the relationship and planning for the future.An agreement might be made that the first job would hit the priorities of one partner but thatanother move / change would be guaranteed after tenure or some other time

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Walters, Oakland University; Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University

Tagged Divisions

Faculty Development Division

recommendations on things, especially if you seek it out and ask. The support provided at the level of department, school (SECS) and university is strong and very satisfactory.Of note is the first comment which draws attention to the need for early career faculty to reachout. Such motivation on the part of the faculty members is an important partner to anyinstitutional level that provides support resources and ensures there are no obstacles to accessingthe resources. Nevertheless, a focus group investigation of the responses from this questionshould be able to provide more perspective on the response-averages in all categories.Conclusion: Planning Phase 2 AssessmentOur next phase of data collection will involve at least one focus group meeting in which

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Junkun Ma, Sam Houston State University; Faruk Yildiz, Sam Houston State University

Tagged Divisions

Faculty Development Division

well as commonly used tools and equipment. The second course of the sequencefocuses on the programming based on the G-Code using both SIEMENS and FANUC controllers.In the introduction course, instruction is given in the use of hand operating machining equipmentincluding band saw, grinder, drill press, vertical milling machine, and metal lathe machine;common tools for measurement and inspection including caliper, micrometer, height gauge, anddial gauge indicator; product planning and development including path design, discussion ofcutting tools, machining feeds, and machining speeds; shop safety, and potential careeropportunities. The focus is placed on the following essential turning and milling operations as wellas tools for these operations

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

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

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Diversity

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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

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

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

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Diversity

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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

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

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

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Diversity

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Faculty Development Division

classroom observation was conducted by two trained observers. Following the observation,the observers met with each faculty member to discuss each person’s goals as they pertain to theRTOP rubric. An individualized follow-up plan was devised among the participants andobservers and was also used to guide subsequent observations and instructional coaching. Inorder to examine how the active learning strategies that were presented in the workshopsimpacted student achievement, course-level data for undergraduate engineering classes betweenthe academic years of 2012-2013 (before the faculty development program) and 2017-2018 (afterthe faculty development program) was gathered. Seven disciplines of engineering were sampled:aerospace, biomedical, chemical

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

undergraduate respondents, the largest portion (26.3%)were from Environmental Engineering Program. Also, our college is unique to have AppliedSciences combined with Engineering, we had 3.5% of the respondents from Physics.7. Future WorkWe plan to continue with additional surveys, and seek responses from broader student body todetermine and rank the behaviors establishing rapport in engineering classrooms. In addition, ourgoal is to further develop the blended faculty professional development and educate our facultyon the behaviors that establish rapport. To understand the real impact on students, we willcontinue to study the instructor behavior, and student feedback correlating the impact of rapporton student resilience and retention in a longitudinal

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

Tagged Divisions

Faculty Development Division