Displaying all 13 results
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Paper ID #38639Evaluation of a Postdoctoral Early Career Fellowship Program DevelopingFuture Faculty MembersSydni Alexa Cobb, University of Texas, Austin Sydni Cobb is a Mechanical Engineering doctoral student and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from the illustrious North Carolina Agricultural and Technical State University in 2015, entered the engineering workforce, and has since enrolled at the University of Texas at Austin to complete her M.S. and PhD in Mechanical Engineering.Audrey Boklage
- 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)
is important for ensuring that interventions are adequately designed to supporttheir teaching development. This study used semi-structured interviews to investigate challengesand support structures that early-career engineering faculty experience during their initialtransition into the classroom. The outcome of this study will help faculty personally reflect ontheir teaching experiences and support the design of appropriate professional developmentactivities addressing actual challenges that early-career engineering faculty face.PositionalityThe primary author of this paper is an international graduate student in an engineering educationprogram who aligns with a social-constructivist perspective, which centers his understanding ofthe
- 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)
explained by a faculty member fromthe Dams and Water Resources department. In response to an interview prompt asking if and howfaculty members promoted respect for student differences, the faculty member explained thatstudent differences transcended nationality or ethnicity. They spoke specifically about the genderdifferences, differences in socioeconomic statuses (SES), and personality types in their classroomsand how those differences translate when enforcing school policies. One such policy was thatstudents had to leave their cameras on during online classes and exams. The faculty member wenton to explain that this policy had to be relaxed because some lower SES students had problemsjoining class because of the bandwidth demands. Another faculty
- 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)
, faculty continue to engage in interdisciplinarygraduate education, but limited research has explored what accounts for this engagement. Tothat end, this paper explores the perspectives of faculty recently facilitating an interdisciplinarygraduate certificate program at a large, public land-grant university to understand facultydecision-making related to interdisciplinary education.To explore this issue, we use Lattuca and Pollard’s model of faculty decision-making [4] toanalyze semi-structured interviews with five faculty members of a current NSF-fundedinterdisciplinary graduate program. The framework describes the three influences of facultydecision-making: individual, such as values and beliefs; internal, such as departmental cultureand
- 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)
Paper ID #39496Are All ’EBIPs’ Created Equal? An Exploration of Engineering FacultyAdoption of Nine Evidence-Based Instructional PracticesDr. Amy L Brooks, Oregon State University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jeff Knowles, Oregon State University; Amy L. Brooks, Oregon State University; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University; Mustafa Aljabery, Oregon State University
- Tagged Divisions
- Faculty Development Division (FDD)
developing a comfortable active-learning environmentin their classroom. It is arguable that harnessing this compassionate and humanistic disposition atthe early stages of an educator’s career can be further complemented by gaining exposure toEBIPs and guidance on how to specifically implement them. This momentum may then carry onand resonate with colleagues and other faculty members in the department. The foregoingstatements related to the challenges of in-class demonstrations illustrate several factors related toresource availability and EBIP implementation which are bulleted below: • Providing teaching opportunities for graduate students creates a path for individuals of a younger generation to try out alternative teaching methods and
- 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)
Paper ID #39472Board 113: Engineering Faculty’s Academic Influence on StudentPersistence: Faculty Use, Knowledge, and Comfort in ProvidingEncouragement to StudentsMs. Rachel Ziminski, University of Massachusetts Lowell Rachel Ziminski is a third year doctoral student in the Leadership in Education program at the Univer- sity of Massachusetts Lowell. Her research interests include understanding faculty influence on student persistence, faculty teaching preparation, and creating an environment of continuous learning in higher education. Her current research focuses on faculty influence on underrepresented minority student
- 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)
Paper ID #38465Unpacking Engineering Faculty’s Discrepant Views of Mentoring throughthe Lens of Attachment TheoryMrs. Jennifer Hadley Perkins, Arizona State UniversityDr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver, Ph.D., is an Assistant Professor within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Her primary areas of research include engineering ca- reer pathways and decision-making, undergraduate student persistence, professional engineering practice, and faculty mentorship. Brunhaver graduated with her B.S. in mechanical engineering from
- 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)
, andservice, typically in their third year. Such reviews are often part of contract renewal. They canalso be used to help junior faculty gain a deeper understanding of the P&T process andexpectations and to get feedback on one’s progress toward promotion. Utilizing pre-tenurereviews in this way, has the advantage of providing a mechanism that falls outside informalchannels of communication and is equally accessible to all.Our research explores UD faculty members’ experiences preparing for P&T – and, in particular,whether pre-tenure reviews (which are conducted in years 2 and 4 at UD) were useful forclarifying P&T criteria and expectations. As an exploratory study, we are first trying to figureout where people are getting their information
- 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)
that utilize a WATPS are more competitive in the global workforce[3], [5], [6]. However, there is reluctance to adopt a WATPS due to a lack of class time, time toprepare, and incentives; student resistance; and the faculty researcher/teacher identity tension [7],[8], [9], [10].A forced change requires instructors to adapt their teaching practices. Forced changes comeabout as a result of pandemics and natural and humanitarian disasters as well as accreditationmodifications and department and university unilateral academic policy decisions. In all of theseexamples of forced change, the motivation for change is external and may be time sensitive. Oneexample of a forced change was the COVID-19 pandemic; it provided an external reason
- 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)
shift in engagement. This shift can be the result of either or both thequantity or quality of engagement perceived by faculty. Faculty likely had to develop alternativemeasures of engagement since their ability to watch students pay attention and take notes in realtime was diminished.Next faculty cited an appreciation for UDL. Faculty cited increased accessibility and equity oflecture material influenced their decision. Many online tools have been designed with this in mind,but because of the start-up time-investment of learning the tools, and not necessarily meshing wellwith in-person lecture material faculty may have been slow to adopt them. When forced by thecircumstances, and given the chance to experience the benefits of tools designed to
- 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)
theory paper discusses the role of ICC as a tool for faculty who advise internationalstudents and will focus on STEM fields. This article consists of three sections: a literaturereview of the experiences of international graduate students and faculty perspectives onworking with international students, a review of the ICC framework, and an exploration of acase method for teaching. 2. Literature review a. What do graduate international students say about studying abroad?International students choose to pursue their graduate studies in the United States for a varietyof reasons. Han and Appelbaum surveyed domestic and international graduate studentsenrolled in STEM disciplines at the ten U.S. institutions with the largest number
- 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)
an online platform overnight, placing an additional workload on facultyacclimating to new methodologies and technology associated with online delivery. Manycolleges and universities were also faced with financial concerns, a consequence of diminishedenrollment, having to reduce overall budgets impacting the availability of resources. Now thatthe immediate danger has subsided, colleges, universities, and their faculty members are left withthe residual effects of the pandemic and are seeking to understand the new norm and better waysto serve faculty, staff, and students moving forward.PurposeThe purpose of this study was to understand the motivational factors important to engineeringand technology faculty in an urban campus setting and to