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

Paper ID #29070”It’s been a while”: Faculty reflect on their experiences implementingwhat they learned during an intensive summer programDr. Ariana C Vasquez, Colorado School of Mines Ariana Vasquez is the DeVries Post-Doctoral Fellow at Colorado School of Mines. She earned her doc- torate in Educational Psychology from The University of Texas at Austin. Ariana’s research focuses on motivation, learning, and achievement. Her research is driven by a desire to find solutions to educational problems in the classrooms. Her work experience while at UT Austin, included time at the Charles A. Dana Center, the Center for Teaching

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

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

virtualsupport systems and learning communities [5-8]. These virtual environments can help addressissues of targeted support, particularly through VWGs. Writing and support groups are nostranger to engineering education [9-11], and VWGs offer many benefits [12] includingnetworking, accountability, feedback, increased motivation, a sense of belonging, emotionalsupport, and many others.MethodsDue to the nature of the research goals, a collaborative autoethnographic approach [13] wasappropriate. Autoethnography uses self-reflection and writing to understand and exploreanecdotal and personal experiences which we hoped would allow for a deeper connection acrossour individual stories as well as contribute to a wider understanding of individual

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. American c Society for Engineering Education, 2020 WIP: Supporting Faculty Developers’ Engagement with Disciplinary PerspectivesIntroduction This work in progress presents three ways of approaching the analysis of an empiricalresearch study that explores how faculty developers engage with disciplinary perspectives. As acore element of interdisciplinary work, disciplinary perspectives represent the ways individualsmay see and approach a problem based on their unique disciplinary background and training.This paper aims to evoke reflection on faculty development as an interdisciplinary practice withimplications for the professional development and identity of faculty

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

Paper ID #31581Determinants of initial training for engineering educatorsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepreneurial mindsets through project-based and expe- riential learning. Her research interests include improving engineering education through faculty devel- opment, game-based learning, and reflection. Elizabeth was a Certified Public

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

Tagged Divisions

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

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

Tagged Divisions

Faculty Development Division

Rubrics for Anything 8 No speaker: Make-up Session & Open Forum 9 Final summer deliverables due uploaded to Blackboard beginning of Presentation of Projects (2 sessions) fall semester beginning of Assessments/Reflections for faculty projects implemented in Fall 2019 due spring semester beginning of Assessments/Reflections for faculty projects implemented in Spring 2020 due summer termThe aforementioned required written deliverables included:  Intermediate Deliverables o Draft of New/Revised Student Learning Outcomes o Brief Summary of Project Plans and Progress to Date o Preliminary Assessment Plan to evaluate

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)

Tagged Divisions

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 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

sizes. To normalize, the mean response fromeach of the seven programs were then averaged together, giving equal one-seventh weight toeach program of study.Response categories of “Strongly Disagree,” “Disagree,” “Neutral,” “Agree,” and “StronglyAgree” were assigned corresponding ordinal ranks of one through five respectively. The likertvalue responses were averaged for these groups in order to represent a “general consensus”response. Mean likert responses near one for any given question reflect a strong disagreementthat the given behavior is an important factor for student-instructor rapport, while meanresponses near five indicate a strong agreement that the behavior is an important factor forstudent-instructor rapport. Median was not calculated

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

change their beliefs and instructional practices?This paper explores this question and offers practical suggestions for promoting peer learningamong faculty.Theoretical frameworkMuch research has supported the theory that people learn through active participation incommunities of practice [6]. Communities of practice are “groups of people informally boundtogether by shared expertise and passion for a joint enterprise” [7]. In these communities,participants learn new skills socially in a process guided by peers and mentors and situatedwithin the context where the skills are used. The community discusses and reflects together, asbeginners grow into full participants. Faculty, within the same department or across departmentsand institutions

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

so by a chair following poor teaching evaluations; this typicallydoes not make them more ready to change, however. Our setting, because of the five-year effortto engage all faculty in better meeting diverse student needs, provided an opportunity toinvestigate both groups of faculty. Our study reports on the first four years of the project.The departmental change effort included several strategies, guided by an engineering educationresearcher, to bring about change: threading design challenges through core chemicalengineering courses; switching from bleed-all-over-it, long technical reports to cycles of drafts,peer and instructor feedback, and revision and reflection; and developing ways to assess andsupport professional skills like teamwork

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Faculty Development Division

and working with the embedded experts, and allowed for the transformed courses to continue on without the initial instructor. However, this did not happen as frequently as expected, specifically for our EE courses, which had the largest variance in instructors. In talking to some of the newer instructors, they were not aware of any of the changes, but were interested in hearing more about these approaches. Upon reflection, the participating instructor, the department chair, and the embedded experts could work together prior to each semester to review the new course designs with the upcoming instructors. • The embedded experts team continued observations and interviews each semester to investigate the fidelity

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

than the facilitators.Grant Year 5 TCPAs word spread of the CCoPs, and as other grant-funded faculty development programs ended, facultynot initially involved in the original professional development series asked to become a part of thecommunity. To reflect this change and to create an inviting tone, we altered the name of the CCoPs toTeaching Communities of Practice (TCP). We sent introductory emails to the directors of all 9engineering disciplines (including the two that were not originally involved in the program) to describethe sessions and share the titles of the semester’s sessions. We invited them to share this informationwith their staff and to emphasize the importance of sharing this space to have discussions onevidence-based

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

administered electronically (Qualtrics XM) to all faculty in the CoE after the firstmodule (pre) and final module (post). The surveys were confidential, voluntary, and IRB-exemptwith identifiers collected only for pre/post survey matching. The complete survey is presented inTable 2, and items were integrated from three sources. First, we developed eight Likert Scalesurvey items associated with the stated learning objectives (Table 1) in each of our five coreworkshop modules. These included reflective questions about classroom practices related tostudent mindset, unconscious bias, and fair assessment of student work. Second, instructor self-confidence with inclusive teaching practices was measured using a modified version of theCulturally Responsive

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-Dick [2]point out that feedback, when used properly as a teaching and learning tool, can lead to morethan just a dialog regarding content and learning; it can also help students begin to develop theirown techniques for reflecting on and self-assessing their own learning and increase their self-esteem and positivity regarding learning. This source also points out that instructors benefit fromtaking time to provide quality feedback to learners, as they can use that as an opportunity toidentify common gaps or misconceptions that may impact how they address topics and content infuture lessons [2]. Affecting deep, impactful change in students from feedback provided is notcommon to all forms of feedback. Best practices regarding feedback, such as

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

challenges arise: that of ensuring academic rigor and of anchoring andcapturing learning, especially given the additional cognitive load presented by being abroad.CREATE employs an evidence-based, international collaboration model - developed and improvedover the course of two previous study tours - to meet these challenges. The learning plan consists ofpre-travel online activities, knowledge capture and collaborative sharing during travel, and post-travel reflection. These activities combine to support educators in gathering and preservingknowledge gains and to facilitate collaborative knowledge-building that leverages the expertiseand skills of the participant cohort.While this paper presents the results of the CREATE professional development

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Faculty Development Division

and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2020 Building communities of engineering faculty, staff, and students engaged in educational

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

receive a $1,000 research stipend.MethodsData collectionAn online survey was administered to all TTE REU mentors during the final week of thementoring experience. The questions were open-ended prompts, designed to allow mentors toshare their experiences from their own perspective rather than responding to pre-developedstatements in scaled items. The mentors were asked to reflect on how serving as a mentorencouraged their professional development in a variety of areas including how it impacted theircommunication skills, project management skills, and supervisory skills. An item also asked howthe experience serving as a mentor impacted their career goals. Mentors were given one week torespond to the survey and were encouraged to be candid in their

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

ininstructional technology and cognitive sciences [1]. This calls for engaging engineeringeducators in an educational reform that facilitates reflection of one’s own current teachingpractices, entwines current knowledge of best educational practices in engineering with mutuallycollaborative solutions, and focuses on building a culture of innovation and continuallearning [3].In the U.S., many universities have set up professional faculty development programs to prepareengineering educators to address the challenges in providing quality education. While theseprogram do a great job of training faculty, only a subset of faculty participation in theseprograms, possibly due to of lack of incentive, time, motivation, and / or awareness about theprogram

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

material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and men faculty in academic science and engineering: Social- organizational indicators and implications,” American Behavioral Scientist, vol. 53, no. 7, pp. 997–101, 2010.[2] M. Sabharwal and E. A. Corley, "Faculty job satisfaction across gender and discipline," The Social Science Journal vol. 46, no. 3, pp. 539-556, September, 2009.[3] Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training-and- library/postsecondary-teachers.htm

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

-profile with the advent of the spaceprogram starting in late 1950s. DBER combines expert knowledge of a science or engineeringdiscipline with the challenges of learning and teaching in that discipline, and the science oflearning and teaching generally to address discipline-specific problems and challenges. A widelyrecognized definition of DBER comes from the National Research Council [15], “DBER isgrounded in the science and engineering disciplines and addresses questions of teaching andlearning within those disciplines… DBER investigates learning and teaching in a discipline froma perspective that reflects the discipline’s priorities, worldview, knowledge, and practices. DBERis informed by and complementary to general [educational] research on

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University

Tagged Divisions

Faculty Development Division

, 2016.[6] S. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco, CA: Jossey- Bass, 2010.[7] L. Shulman, “Those who understand: Knowledge growth in teaching,” Educ. Res., vol. 15, no. 2, pp. 4–14, 1986.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1347675 (DUE). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Environmental Engineering, Faculty Development Division

55 70 57 45*Hours reflect time spent during the academic year. Much research is done over the summer withoutfunding or salary.Being a part of a large R1 university offers many resources such as additional training, software, andpotential grants, though most are housed at the main campus. Some training classes are brought to thebranch campus and even less are offered remotely (i.e. via conference call). Lab space and equipmentfor research is extremely limited, and any lab equipment is more for teaching purposes and notappropriate for research. Grants that are appropriate and practical for the teaching professor are verysmall and would not begin to cover a summer salary. While larger grants are possible through the

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln

Tagged Divisions

Faculty Development Division

-basedteaching methods applicable to Science, Technology, Engineering, and Mathematics (STEM). Inthe program, students complete a 3-credit STEM Teaching course that focuses on evidence-based course design and instructional practices, observe faculty teaching in the College,participate in guided discussions with engineering education experts, write teaching statementsand reflections on teaching, and attend 4 teaching-focused workshops. Upon completion of theprogram, participants are awarded a non-degree certificate of completion and named a Universityof Nebraska-Lincoln College of Engineering Graduate Student Teaching Fellow. Studentssimultaneously earn associate-level certification through the CIRTL@Nebraska program to benamed a CIRTL Associate. In this

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

Students [4]. Then in Inclusive Classrooms, we presenthow individual unconscious biases can affect us and our classrooms as teachers and encourageTAs to self-reflect on their role as authority figures in some scenarios and confront their bias wherethey can.Lessons Learned NEO has been offered since 1997; the authors have been presenting NEO in its currentform since 2016. Each session we ask attendees for self-reported feedback (free response questionsand Likert scale 1 to 5 on knowledge gained, quality of content and presentation, and satisfactionwith workshop). Data collected are intended for program improvement and are not rigorous. Thelessons we have learned over the past several years will help to shape the future of NEO. TAs

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

“messiness” that, in some instances, blurs the lines betweenintellectual merit and broader impacts. We also note that the proposals that were part of the2017 cohort’s submissions were reviewed when the knowledge generation requirement wasstill new; neither program officers nor reviewers had become well-acquainted with what thisaspect of the proposals should reflect. All of these factors likely contribute to difficulties thereviewers showed in properly delineating strengths and weaknesses under the appropriatemerit review criteria. And although our findings point to the need for more research, thisstudy clearly indicates that more useful feedback for research teams would be helpful,particularly in the area of broader impacts. Specifically, the

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

Tagged Divisions

Faculty Development Division

paper reports on the first half of this ongoing project, including the summer workshops and summer andfall coaching sessions. This paper reports and reflects on coaching session notes and discussions with participants.Evaluation includes trend analysis to identify themes raised during coaching sessions, and assessment of theeffectiveness of the coaching meetings. Future survey data will be used to measure the effectiveness of coachingsessions for implementation and accountability of project goals.IntroductionOver the last two decades, the Kern Entrepreneurial Engineering Network (KEEN) with support from the KernFamily Foundation has actively supported, developed, and promoted programs to create a change in engineeringeducation [1]. Specifically

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

that one size doesn’t fit all. We learned that we wouldneed to be deliberate in offering different events at different times on different days in order tohit our target of saturation in this diverse population.Coaching and interviewing to reach individual lecturersIn order to reach out to individual lecturers, we conducted structured coaching sessions and alsointerviewed a small group of lecturers [9]. Specifically, we held coaching sessions to provideprofessional development, a practice that is offered to tenured and tenure-track faculty, withthree lecturers to provide support and guided reflection. Furthermore, we conducted 60-90minute interviews with thirteen lecturers (<15% of the total lecturers at the engineering college)to listen and

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

during each semester. Survey responses from faculty inCME and GENE reflect these differences in approaches. In CME, 10 of 11 responding faculty(both junior and senior faculty) indicated they were observed by another faculty member at leastonce during the previous semester. Of responding faculty in GENE, however, only 5 of 11responding faculty stated they were observed at least one time. Interestingly, of the 5 positiveresponses in GENE, none were junior faculty members. This result suggests that CME’s morestructured classroom observation program increases opportunities for feedback and ensures eachjunior faculty member is observed. While the efficacy of each classroom observation programwas not examined, anecdotal feedback from CME faculty

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

satisfaction among ECE faculty.This material is based upon work supported by the National Science Foundation (NSF) underaward EEC-1623125. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and Men Faculty in Academic Science and Engineering: Social- Organizational Indicators and Implications,” American Behavioral Scientist, vol. 53, no. 7, 2010, pp. 997–1012.[2] E. A. Frickey and L. M. Larson, L. M. “A closer examination of Engineering Department culture: Identifying supports and barriers.” Poster session presented at the annual meeting of the American