Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

and value of the resources currently offered and to gain inputfrom the faculty community and other stakeholders that may lead to an improved program. Thestudy considers and compares four different perspectives: input from faculty who haveparticipated in the program, input from faculty who have not participated in the program, inputfrom the facilitators of the program, and data analytics of web-based resources. This lessonslearned paper will be presented as a poster session.Motivation and Background of the WorkTo an increasing degree, Engineering faculty are expected to expand their knowledge and skillsrelated to developing and delivering effective online and distance education courses and usingtechnology to enhance student learning. [1

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

community of practice around engineering education research.This work takes place at a private Tier 1 multi campus global research university that does notcurrently have a dedicated engineering education research program. The primary campus of theuniversity is in the northeastern United States, with multiple campuses located around thecountry, as well as internationally. This paper is situated in the area of communities of practice,and documents our efforts over the course of a year to plant the seeds for such a community togrow organically within our institution.Selected Literature ReviewTo support the development of a community of practice, we designed a set of engagementexperiences which could help to build stronger connections within our peer

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

it one of the most critical moments in a faculty’s career. Each individual willencounter specific challenges based on their held identities and institutional culture, but teachingis often a shared obstacle among them. One-on-one, 60-minute semi-structured interviews wereconducted with engineering faculty members who have less than two years of total teachingexperience as an instructor. The first stages of Campbell’s Hero’s Journey were used to facilitatethe dialog and provide a narrative structure to the interview. The participants were askedquestions related to three aspects of their teaching story: (1) the call to adventure, (2) challengeson the road, and (3) finding help. Preliminary findings indicate that early-career engineeringfaculty

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

attributed to individuals with a certain adaptabilityprofile being drawn to a career in academia. Accounting for adaptability when considering theextent to which WATPS are used can enable more individualized support for instructors duringperiods of change.I. IntroductionInstructors are challenged to implement and sustain a wide array of teaching practices andstrategies (WATPS) in undergraduate courses because WATPS have been shown to improvestudents’ conceptual understanding, appeal to a diverse set of students, and increase persistencein engineering, especially among underrepresented groups [1], [2], [3], [4]. The adoption of aWATPS can produce more workforce ready engineers that innovate in creative ways. Engineersgraduating from universities

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

, technology can be used to improve how educators teach [1] as well asenable new modalities of pedagogical techniques [2]. The successful implementation oftechnologies relies heavily on an instructor’s knowledge of the technology and ability tointegrate it into their class [3]. Researchers have studied the barriers and dynamics of technologyadoption by faculty members. Some of these barriers include perceived usefulness (or lackthereof), structural constraints (such as technical support), lack of time to learn new technologies,and varying levels of faculty proficiency with technology, among others [4].With such a wide variety of technological tools and approaches designed to improve the learningexperience available on the market today, it is

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

Tagged Divisions

Faculty Development Division (FDD)

percent of students reported that their instructors werereceptive to their learning needs. At a microlevel, however, the data revealed certain areas in whichinstructors can make efforts to enhance current communication and instructional practices. Onewas the consistency for faculty to effectively communicate course expectations. Specifically,twenty-two percent of the participants mentioned the instructor did not clearly communicatecourse expectations during remote instruction.I. BACKGROUND AND MOTIVATIONBackgroundAccording to ongoing research efforts, classroom environment, which alludes to the tone, climate,or ambience influencing the setting, has a profuse impact on student engagement, success, andlearning in engineering education [1], [2], [3

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

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Faculty Development Division (FDD)

possibilities of thestudy with the audience.IntroductionIn STEM and Engineering in particular, calls for change in faculty’s pedagogical practices havebeen argued and supported by reflections on societal and professional shifts [1], [2], research onstudents’ learning [3], [4], and the imperative of improving the experience and persistence ofundergraduate students [5]. Faculty development programs centered on teaching practices arepivotal for the success of transformational initiatives. They promote faculty engagement instudent-centered instructional practices [6], i.e., methods and strategies that foster students’ activeinvolvement in knowledge construction and problem-solving, broadly known as active learning.Teaching practices convey the learning

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

is the hidden curriculumsurrounding P&T. ‘Hidden curriculum’ refers to unwritten norms, practices, and expectationsrooted in traditional routes to academic advancement. Much attention has been paid in theliterature to the effectiveness of various types of mentoring in helping faculty navigate P&T [1] -[3]. We add to this literature by focusing on the role of pre-tenure peer reviews as mentoringopportunities. These reviews are often conducted in the third year and could serve as a mentoringmoment to help faculty gain a deeper understanding of P&T standards, expectations, and wherethey stand in their progress toward tenure. To learn more about the effectiveness of these reviewsin helping faculty prepare for P&T, we conducted

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

challenge students and facultyto think beyond their disciplinary expertise and work on complex problems that requireperspectives from multiple disciplines. Despite the rise of these interdisciplinary programs, thedisciplinary silos that persist in university settings create several structural barriers that hinderinterdisciplinary programs from achieving their full potential; these include conflicts in policies,procedures, and budget models across disciplines [1]. While several of these conflicts have beenexplored by researchers in the early 2000s [2], [3], the persistence of the challenges coupled withthe urgency of interdisciplinary work to address global challenges warrants renewed attention tothese issues. In particular, despite the challenges

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India

Tagged Divisions

Faculty Development Division (FDD)

education.Program FrameworkThe conscious competence model (CCM) was used to lay the foundation for the mentortraining program. The model comprises 4 stages of competence from unconsciousincompetence to unconscious competence in learning skills. This training program was set onthe first two stages which are unconscious incompetence and conscious incompetence.Unconscious incompetence is the stage when the individual is unaware of the deficit of skills[1]. In the first stage, educators were requested to define mentoring in their own terms.Coding for the qualitative analysis of the data were used which included words such as:guiding, nurturing, information, mutual, share experience, engage in growth, relationship,support, advise and learning. The data

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

thinking about faculty mentorship and offers an approach to potentiallyremediate negative mentoring experiences.IntroductionAn activity often cited as critical for success in any field is mentorship. However, scholars fromeducation, management, and psychology have defined mentorship differently [1], oftenconflating such activities with other types of developmental functions or relationships such asrole modeling [2], teaching or coaching [3], and professional development training [4]. Thisvariation in how mentorship is perceived can lead to challenges clarifying mentorship as aphenomenon [5]. Therefore, it’s important to understand effective mentorship and how it mightvary from person to person to ensure such interactions benefit all involved.The

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)

case study.Using the model of intercultural communication competence, suggestions and strategies areprovided in order to offer ideas for STEM faculty to build a healthy relationship with a newChinese graduate student. 1. Introduction:International students are a critical part of enrollments of graduate education at US universities,especially in science, technology, engineering, and mathematics (STEM) disciplines. TheInstitute of International Education's 2021 Open Doors report reveals that, in the academic year2020-2021, the US hosted a total of 914,095 international students [1]. This data emphasizesthe significant role played by international students in the graduate education landscape of theUS. The report further highlights that a

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, journalism, etc., do not communicate, although theywill need to work together in the future to create viable new paths forward. A hurdle tocurriculum change is that faculty have not been trained in sustainability concepts and typicallydo not teach across colleges. They are also unsure of how to address DEI, not wanting to get itwrong and cause harm as they experiment in the classroom. Some programs have therefore takena “train the trainer” approach, holding faculty workshops [1, 2]. The effectiveness of suchworkshops is not altogether clear; for example, instructors’ confidence in identifying effectiveways to include sustainability into their courses may not increase. We focused squarely onequipping faculty by providing demos and boosting

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

an adaptation of the "Additive innovation" model developed by ArizonaState University in their RED (Revolutionalizing Engineering Departments) project [1] and isfunded by a National Science Foundation (NSF) IUSE/PFE: Revolutionizing Engineering andComputer Science Departments (IUSE/PFE: RED) grant.There is widespread consensus that the engineering curricula need to evolve to meet theexponentially fast changes that are occurring to industry needs. The American Society ofMechanical Engineers Vision 2030 [2] articulates the needs and challenges well. However, thereis also clear evidence that many of the standard approaches to implementing these changes donot actually achieve the desired results, as documented by the analytical review of

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Faculty Identity Development through the Tenure and Promotion Process as Black and Hispanic Engineering Faculty **This is a Work-In-Progress**Introduction With the presence of about 1.5 million faculty members as of 2020 (NCES, 2022) yetcontinued underrepresentation of Black and Hispanic faculty, it is important to understand whymarginalization persists. This is especially the case at selective higher education institutions likeR1 (Research 1) universities, particularly in science and math departments (Li & Koedel, 2017).When looking deeper at departments of engineering for example, we often find limited to noBlack and Hispanic engineering faculty (BHEF) members (Nelson & Brammer, 2010). Whilethere

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

faculty to become proficient in each role. The vastmajority of faculty members report taking four to five years to become‘productive’ in their teaching and research efforts [1]. Research shows that earlyprofessional experiences, including mentorship support (or lack thereof), followindividual faculty throughout their academic life cycle, impacting careerperformance, research, motivation, persistence, and mental health [3, 4]. Pre-tenurefaculty and professional track faculty also report significant stress, a general lackof support, and an overall struggle with work-life harmony [2].Mentorship for tenured faculty can also present a challenge as mentorshipinitiatives are often targeted to pre-tenure roles, leaving tenured faculty to navigatetheir

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University

Tagged Divisions

Faculty Development Division (FDD)

faculty, a pattern emerged ofseveral different categories of courses and teaching issues. This is not a full evaluation ofindividual teachers as described by Little, Goe and Bell [1], but rather defined categories ofteaching as a functional approach to considering how the center interacts with many facultyacross the college. The types of interactions with faculty and the needed support generally matchthe categories. We formalized these categories into a teaching pyramid that defined sixcategories or levels of teaching. Interventions and support are described for each level. Byspecifying levels in terms of skills and student engagement, we explicitly support a growthmindset for teaching as faculty can learn and improve and up levels. Finally, the

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

process in which colleaguesassess each other's teaching performance and provide feedback for improvement. It is widelyused in higher education as a form of professional development and quality assurance. Researchhas shown that it can have a positive impact on teaching and learning outcomes, but it is alsoimportant to address the challenges related to the lack of a standardized approach, privacy andconfidentiality, and the accuracy of feedback provided [1]. A study by Daniels et al. [2] foundthat peer observation led to significant improvements in teaching effectiveness, as well asincreased satisfaction among both the observer and the observed. Similarly, a study by Boud andFalchikov [3] found that peer observation led to increased reflection on

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

Tagged Topics

Diversity

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Faculty Development Division (FDD)

doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

and beyond” (Paris & Alim, 2014, p. 13). As such, FDP activities should enablefaculty to authentically design, develop, and implement intended outcomes that are intimatelyconnected to the multiple realities and worlds that faculty in engineering face (Mejia et al.,2022).In this full paper, five diverse Latiné/x 1 engineering faculty reflected upon their stories and howthey use their experiences to situate their existing in- and out-of-classroom practices for theirstudents. By sharing their stories, the authors were able to situate threads that weaved theirbackgrounds to suggest further refinements for FDPs that could include other minoritized groupsin engineering. Note that due to the narrative nature of this work, sections of the

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

once a year. The program is facilitated by Olin andUNC faculty and staff and has a basis of entrepreneurial-minded learning in its facilitation [1].The second annual in-person retreat will take place in summer 2023 with activities designed tohelp guide new institutions through the development stages of their programming. The schoolsparticipating in the EMERGE program range from those in the early planning stages for anengineering program to those that have launched programs recently to those that have moreestablished programs, including several who have received ABET accreditation. Recognizingthat starting, and then maintaining, a healthy, entrepreneurially minded engineering program is amulti-year process with numerous challenges, the EMERGE

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

skills intoaccreditation criteria. Over two decades ago, ABET Engineering Criteria (i.e., EC2000) for thefirst time included professional skills, intended to address the demands for interpersonal skillsand global awareness among 21st Century engineers (Shuman, Besterfield‐Sacre, & McGourty,2005). In fact, a greater number of EC2000 a-k Student Outcomes pertain to professional skillsthan technical skills. This is even more the case in the current (1-7) Student Outcomes Criteria(ABET, n.d.). ABET’s reasoning behind including professional skills in Student Criteria inEC2000 is equally applicable to ABET’s current proposed inclusion of DEI elements into theGeneral Criteria: [To promote undergraduate engineering students’] ability to

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

an opportunity for research that can guideimplementation of ungrading and thus enable other scholarship.With the above context in mind, this evidence-based practice paper asks: 1) how do educatorsimplement ungrading in engineering courses? 2) what do educators vary in order to adaptungrading to their unique educational contexts? 3) how can we characterize the pedagogicaldesign space of radical or non-traditional grading schemes? We ask these questions as we do inorder to situate our work as a research through design effort, specifically the approach advocatedby Gaver (2012) in which a set of design solutions are interrogated to determine their invariancesas well as the dimensions of variation. In framing our effort as research through design

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

Tagged Divisions

Faculty Development Division (FDD)

University California, Berkeley Vermont Clemson University McKendree University of University of University Colorado Wisconsin-Madison Colorado State Queens College - University of Vanderbilt University University CUNY Kentucky DePaul University Rutgers University University of Western Michigan Michigan UniversityAssessing the Current SET Instrument 1. Developing a competency modelSince no formal competency model for teaching had been developed at the University at the time,the Committee began with

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

assess, given the current post-pandemicconditions, whether those motivational factors are in place. The study was approached from aninsider, scholar-practitioner standpoint with the hope that the results of this survey would be usedto inform campus administrators in real-time and positively impact working conditions. Theapproach loosely aligns with an action research paradigm [1], but it is recognized that this projectcurrently does not represent a fully developed action research project. Thus, the study isdescriptive and exploratory in nature. It is also important to note that this study is cross-sectionaland does not include pre-pandemic data. Thus, it is impossible to empirically determine a causalrelationship between pandemic related issues

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, assessments should consistently beconsidered while discussing pedagogical improvements. To contribute to faculty developmentresearch, our study illuminates several metaphors engineering faculty use to discuss assessmentconcepts and knowledge. This paper helps to answer the research question: which metaphors dofaculty use when talking about assessment in their classrooms? Through interviews grounded inmental model theory, six metaphors emerged: (1) cooking, (2) playing golf, (3) driving a car, (4)coaching football, (5) blood tests, (6) and generically playing a sport or an instrument. Twoimportant takeaways stemmed from the analysis. First, these metaphors were experiencescommonly portrayed in the culture in which the study took place. This is

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Megan Morin, ASHLIN Management Group; Vinayak Vijayan, University of Dayton; Timothy Reissman, University of Dayton

Tagged Divisions

Faculty Development Division (FDD)

’ response to the micromoments. All the participants suggested and encouraged futureprofessional development sessions related to these implementations. This paper provides moredetailed recommendations for future EML micromoment learning activities for faculty membersand potential FLC groups with limited funding [The authors prefer a lightning talk for this work-in-progress paper].1. IntroductionEntrepreneurially minded learning (EML), supported by the Kern Entrepreneurial EngineeringNetwork (KEEN), promotes curiosity, connections, and creating value strategies, known as the3C’s. Several resources and implementation activities are easily accessible through theEngineering Unleashed platform for faculty members in the form of “cards”[1]. The

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

experience in remote learning, most faculty and students still prefer traditional face-to-face teaching [1], but the experience of the remote classroom has undoubtedly changed the waywe engage in traditional face-to-face courses today and moving forward. Various studies havebeen conducted regarding the issues and outcomes of the COVID-19 pandemic [2-9]. The impacton university students [2, 4], university centers for teaching and learning (CTLs) [6, 7], and publicK-12 school systems [5, 8] have been initially documented, but further studies regarding the lastingimpacts of the pandemic are sure to come. A question that remains is: in what ways have we seenpositive change to our higher-educational courses as a result of the pandemic? This study aims

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division (FDD)

. But prior research indicates that engineering instructorsin higher education have been slow to change their teaching practices [1], [2], [3]. This mayindicate that instructors may not be adequately prepared for disruptions. Most recently, the impactof COVID-19 resulted in significant alterations in educational spaces on a global scale asdemonstrated in [4], [5], [6], [7], [8]. At the university level, the upheaval and the uncertainty dueto the evolving situation forced instructors to adapt their teaching to new and changingcircumstances. As instructors adapted to the new and changing circumstances, their emotionswere impacted. Focusing on the emotional impact the situation had on university engineeringinstructors can, in combination with

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret Ruth Hammond, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

authors of this paper propose a new academic advising model that assignsstudents to both a professional academic adviser and a faculty adviser, capitalizing equally andmore effectively on the strengths and skillsets of both. Currently in a pilot phase involving twoacademic departments, this model will continue to be refined from lessons learned in the pilot,and ultimately rolled out across all departments in the College of Engineering.Purpose of Academic AdvisingAcademic advisers play a significant role in student success in college [1]. Just as innovations inteaching and classroom pedagogy are considered to enhance student learning, so must the designof intentional educational interventions such as academic advising. Advisers are one thread in