Displaying all 14 results
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
barriers facultyexperience in providing encouragement to students. Additionally, the creation and validation of atool to measure faculty perceptions of providing encouragement can be used by institutions toidentify critical areas to strengthen how we teach in engineering.Guiding FrameworkAn extensive literature review showed the Academic Encouragement Scale (AES) and theFaculty Encouragement Scale (FES) as the best instruments to guide this research [20, 21]. Bothmeasure students’ perceptions of receiving encouragement in academic settings. Findings fromboth studies indicate that receiving encouragement increases students’ self-efficacy and outcomeexpectations.The Social Cognitive Career Theory (SCCT) guided the development of the survey
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell
- Tagged Divisions
- Faculty Development Division (FDD)
with sixsubscales measuring six competencies: Maintaining Effective Communication (4 items),Aligning Expectation (4 items), Assessing Understanding (3 items), Fostering Independence (3items), Addressing Diversity (3 items), Promoting Professional Development (4 items). Therevalidated scale is called MCA-21 to distinguish it from the original MCA-26 [36].Newly Developed Instruments for Added Modules in EM As the NRMN Mentor Training Core expanded the EM curriculum by adding additionaltraining modules, they developed scale items to assess the training outcomes of these modules.For the self-efficacy training module, the instrument (Promoting Mentees’ Self-Efficacy – table1), which consisted of five items on a 7-point Likert scale, aims to
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India ; Subathradevi Subramoniam
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Well-being to produce effective outcomes. For example, according toRyff and Singer, there are six dimensions of Well-being [11]. The first dimension is self-acceptance, which predominantly targets increasing self-efficacy and creating a strongersense of self among teachers. Faculty development programs have been shown to increaseteachers’ self-efficacy [12], which in turn improves student learning, motivation andcontentment [13], and improve teaching practices [14] as an outcome. The second dimensionis the positive relationship with others, which articulates the need for social support amongteachers to exhibit Well-being [15]. Various research has shown that learning as a groupduring faculty development programs has a significant impact on the
- Conference Session
- Faculty Development Division (FDD) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University
- Tagged Divisions
- Faculty Development Division (FDD)
of EBIPs including both situational and individualinfluences. Situational barriers include lack of pedagogical training, perceived time for effectiveimplementation, and institutional support and incentives [3]. For example, there can besituational barriers like disciplinary differences or institutional influences that promote ordiscourage the use of EBIPs in science, technology, engineering, and mathematics (STEM)courses [1, 4]. Further, engineering faculty have reported concern about the time required forboth preparation and implementing EBIPs in class. In contrast, individual barriers includeinstructional beliefs, values, goals, self-efficacy, motivations, and awareness [4, 5]. For one,many educational theories and research studies can be
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
, 2024 Identifying Barriers towards Adoption of Active Learning at HBCUs among STEM Faculty: A Preliminary StudyAbstractHigher education's promotion of diversity and inclusivity is greatly helped by historically blackcolleges and universities (HBCUs). Active learning pedagogy which places students at theepicenter of learning has been reported to aid in student engagement, retention, and workforcedevelopment. Also, the adoption of active learning strategies has grown in significance as ameans of improving undergraduate STEM students' educational experiences and academicsuccess. Moreso, this pedagogical approach attempts to increase involvement, foster self-efficacy, and inspire students in STEM fields. The experience during
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Qin Liu; Greg Evans P.Eng.; Milad Moghaddas; Tamara Kecman
- Tagged Divisions
- Faculty Development Division (FDD)
Perceptions of teaching effectiveness under in- Section 5.2 person and online modes Learning (attitudes, Interest in online versus in-person teaching Section 5.2 knowledge and skills) Self-efficacy in online teaching skills Behaviour New teaching practice introduced to meet online Section 5.2 needs Results Likelihood for teaching online versus in person Section 5.3 in the future Likelihood for using particular instructional development opportunities in the futureIn our analysis, we used the descriptive statistics and thematic analysis for
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso
- Tagged Divisions
- Faculty Development Division (FDD)
Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
. High. Educ., vol. 33, no. 5, pp. 297–315, Mar. 2009, doi: 10.1007/s10755-008-9084-x.[10] S. Kobayashi, B. W. W. Grout, and C. Ø. Rump, “Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors,” vol. 8, no. 14, pp. 13–25, Mar. 2013.[11] N. C. Overall, K. L. Deane, and E. R. Peterson, “Promoting doctoral students’ research self-efficacy: combining academic guidance with autonomy support,” High. Educ. Res. Dev., vol. 30, no. 6, pp. 791–805, Oct. 2011, doi: 10.1080/07294360.2010.535508.[12] K. G. Rice, H. Suh, X. Yang, E. Choe, and D. E. Davis, “The advising alliance for international and domestic graduate students: Measurement invariance and implications for academic
- Conference Session
- Faculty Development Division (FDD) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kate Youmans, Colorado School of Mines
- Tagged Divisions
- Faculty Development Division (FDD)
anindividualistic culture, plays a critical role in the attrition of students in STEM fields [9]. Further,to support the success of marginalized students, advocates call for changes to address large-scalecultural issues that can lead to academic burnout and emotional exhaustion [1,6].To address these challenges, several studies explored the value of student-professor relationshipsin fostering supportive learning environments. Work by Micari & Pazos [10] found that studentswho had a positive relationship with faculty earned higher grades and were more confident intheir ability to succeed in academically rigorous courses. Vogt [3] explored the impact offaculty-student interactions on students’ self-efficacy, academic confidence, and critical
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Development Programs Amongst Medical School Faculty Members. Journal of Faculty Development, 29(2), 51- 58.26. P. Peciuliauskiene, G. Tamoliune, and E. Trepule, “Exploring the roles of Information Search and Information Evaluation Literacy and pre-service teachers’ ICT self-efficacy in teaching,” International Journal of Educational Technology in Higher Education, vol. 19, no. 1, 2022.27. L. W. Perna, A. Ruby, R. F. Boruch, N. Wang, J. Scull, S. Ahmad, and C. Evans, “Moving through moocs,” Educational Researcher, vol. 43, no. 9, pp. 421–432, 2014.28. Polmear and D. Simmons, ‘A collaborative autoethnography: Examining professional formation and workplace sustainability in discipline-based engineering education research’, in
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
session[13]. Similarly, a key goal of NEO at UW is for participants to feel comfortable and confident ontheir first day of teaching. Because the Imperial College London training is for students of onespecific department, they offer a seminar to ensure that TAs are aware of all relevant processesand procedures within that department (e.g. expectations of the role, how to address seriousproblems in their taught sessions, how to claim payment). Some of these topics, such asaddressing problems, are also offered at NEO, but specifics about payment are not possible in amulti-department training session. Both training programs prepare handouts to help TAs developtheir self-efficacy [14]; at UW-Madison, for example, TAs are given a timesheet so they
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
students’ engagement and Engineering courses. The section details confidence in hands-on lab/workshop activities; specific strategies and resources to make the hypervisibility of lab settings can cause laboratory experiences engaging and disengagement and low self-efficacy among a inclusive. certain population of students when using unfamiliar machines and tools - Avoid assumptions about
- Conference Session
- Faculty Development Division (FDD) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
, “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior research methods, instruments, & computers, no.36, pp.717-731, 2004.[31] L. S. Aiken and S. G. West, Multiple regression: Testing and interpreting interactions. Sage Publications, Inc,1991.[32] H. Song and M. Zhou, “STEM teachers’ preparation, teaching beliefs, and perceived teaching competence: A multigroup structural equation approach”, Journal of Science Education and Technology, no.30, pp.394-407, 2021.[33] I. DeCoito and P. Myszkal, “Connecting science instruction and teachers’ self- efficacy and beliefs in STEM education”, Journal of Science Teacher Education, vol.29, no.6, pp.485-503, 2018.[34] K. P. Goodpaster
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
IraqiUniversity. Each faculty member had excellent content knowledge of their respective disciplines.After a series of meetings with members of the school administration, we sent out a needsassessment survey via personalized links to the 161 faculty members in the college of engineering.The survey consisted of 11 sections including background and qualifications, current work,individualized approach to teaching, Information and Communication Technologies (ICT) self-efficacy and perceived usefulness, professional development history, school climate, and schoolculture. The primary goal of this analysis was to facilitate conversation and inform stakeholdersof the areas of interest to concentrate the efforts of the proposed faculty development workshop.The