Displaying results 1 - 30 of 36 in total
- Conference Session
- Faculty Development Division (FDD) Technical Session 7
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
assess and reconstruct their professional practices that influence their mindset andreform engineering education.Introduction Critical consciousness is an advanced educational pedagogy to liberate the masses fromsystemic inequity maintained and perpetuated by interdependent systems and institutions (Freire,1970; Jemal, 2017). It is often situated in the context of analyzing oppressive systemic forcesusing the cyclic process of critical reflection, critical motivation, and critical action. Critical reflection is defined as the process of individuals analyzing their reality andsocial inequities (e.g., economic, racial/ethnic, and gender inequities) that constrain well-beingand human agency. Authors argue that individuals who are
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Linjue Wang, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- 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) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows
- 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)
inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering
- 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)
caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic
- 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)
mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
processing between meetings, (2) group discussion and processing of ourexperiences at our bi-weekly meetings, and (3) at the conclusion of the term, an iterative processof individual and collaborative review of our reflections and notes to identify and thematicallyorganize key observations and results.Our Stories (In Brief)Each of us came to Purdue University in the Fall of 2023 from private, teaching-intensiveinstitutions with enrollments between 2,500 and 3,500 students. We differed in our depth ofteaching and industry experience, which is summarized in Table 1.Table 1. Prior Teaching and Industry Experience of the Authors Author Teaching Experience Industry Experience Steve Assistant Professor (NTT
- Conference Session
- Faculty Development Division (FDD) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
outcomes. Scholarssuch as Felder and Brent have emphasized the importance of disciplined inquiry into teachingmethodologies to improve the learning experiences of engineering students especially related toactive learning [6], [7]. SoTL allows educators to systematically investigate effectiveinstructional strategies and assess their impact on student learning. Previous research hasunderscored the transformative potential of SoTL emphasizing its role in shaping curriculardesign and facilitating evidence-based teaching approaches [8]. Reflective practice and practicedissemination, two key components of SoTL, holds the potential to accelerate growth not only atthe micro (classroom) level but also at the meso (institutional) and macro (national
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
, completion,and placement rates [9]. Study PurposeIn response, the Scholarship of Teaching and Learning (SoTL) Accelerator program (a newengineering faculty professional development program) was created, implemented, and assessed;funding was provided by the Kern Family Foundation and Arizona State University Mentorship360 Program. The SoTL Accelerator program had two core parts (Figure 1): (1) New CurriculumDevelopment, Implementation, and Assessment, and (2) Reflection and Dissemination ofFindings. The SoTL Accelerator program was delivered in a virtual, structured, cohort manner topromote accessibility, accountability, and a sense of belonging. The purpose of this paper is toprovide an overview, results, and lessons learned from 30
- 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)
) recruitment and incentives for engagement in TA training. Bysharing these models, readers will be able to intentionally reflect on their own training programs,consider components of our practices that could be incorporated into their own contexts, andultimately serve future faculty in other institutions.1. Institutional ContextTraining teaching assistants is a relatively new practice in higher education, and the catalyst forprograms differs in the US and UK. In the US, there are no standardized guidelines at the federallevel for teacher preparedness in higher education whereas the training that Imperial CollegeLondon conducts in the UK is largely informed by national government mandate. The DearingReport of 1997 [5] provided a formal blueprint for
- 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)
was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this
- 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)
Inclusive Teaching: An Exploratory Approach to Evaluate Faculty PerceptionsAbstract:This study describes an exploratory approach to evaluate faculty perception of the peerobservation practice aimed to enhance inclusive teaching.The quality of teaching is a part of the evaluation criteria for Promotion, Tenure andReappointment (PTR) process for university faculty. The student-based evaluation of teaching isknown to have several limitations and hence cannot be the sole basis for instructor evaluation.Peer observation, self-reflection, and assessment of teaching portfolios can be employed asholistic evaluation practices. The Civil and Environmental Engineering (CEE) department at theUniversity of Connecticut (UConn) adopted a calibrated
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
unaware of the discipline of engineering education.As an effort to raise more awareness on the impact of engineering education research andpractice, the authors’ positionality stemmed from their reflections of their entry points into thefield of engineering education. This introspection prompted the authors to explore and share asmuch information about the discipline as was available at the time of this work.Research Approach & DesignThis exploratory study thoroughly investigated the current state of engineering education as adiscipline in the U.S. via an online content analysis of institutional or departmental websites tofind information about the faculty members working in the respective institutions. The sectionsand pages of ‘Faculty
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
intertwined with the cultural wealthframework, which is situated with transnational framework, to explore the experiences ofinternational faculty in U.S. higher education institutions, particularly in the fields of science andengineering. Auto-ethnography[14], [15], as a method, allows researchers to use their ownexperiences as primary data, offering a deep, introspective understanding of the culturalphenomena under investigation. This approach is particularly suited to our study as it enables eachco-author to draw upon their personal narratives, reflecting their journey as international facultyin the U.S., thereby providing an authentic, first-person perspective on the challenges andopportunities they encounter. We did not use any prompts while
- 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)
student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Adam Steinberg ˜ Sullivan, Georgia Institute of TechnologyDr. Carol Subino Carol Subi˜no Sullivan is the assistant director of faculty teaching and learning initiatives for the Center for Teaching and Learning (CTL). In this role she supports educators through workshops, short courses, consultations, faculty learning communities and fellows groups, special events, scholarship of teaching and learning, digital resources awards and recognitions, and partnerships. In all of her efforts, her goal is to support educators in
- 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)
relationshipswith these students and enhance the quality of education for everyone. 3. Theoretical Framework: Intercultural communication competenceICC is a crucial skill that researchers have been exploring for the last two decades. A review ofthe literature reveals a multitude of definitions of ICC [14]. This variability in the content ofICC models and dimensions presents several challenges. For this reason, Griffith and others[14] propose a framework and operational definition to serve as the basis for the developmentof the concept of ICC in higher education research. This operational definition is based onprior research and states that ICC “reflects a person’s capability to gather, interpret, and actupon these radically different cues to function
- 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)
Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better
- 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)
underlying Well-being and developmental programsand addresses the theories in relation to teachers. Author Theoretical Background Relevance To Teachers & Year Diener, Diener’s Subjective Well-being explores Teachers’ Subjective Well-being has 1984 the perception of the individual about been shown to influence their view on his/her life. It reflects the positive and work and their overall satisfaction with limiting emotional reactions to one’s life [27]. It has been predominantly noted satisfaction with life [26]. This theory by that teachers with decreased levels of Diener shows Well-being as an outcome
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
observation underscores the importance of addressing financial barriers andenhancing accessibility to ensure broader and more inclusive participation in future FDS events.Regarding repeat participants, our impact extends to a remarkable 182 faculty members andsoon-to-be faculty who have participated in the last eight events, as illustrated in Figure 2. Thisbroad reach is reflected in the representation of over 154 universities, underscoring thesymposium's national influence and effectiveness in engaging a diverse academic community.Each year, we actively strive to broaden our reach by extending invitations to a widening arrayof institutions and faculty members. Notably, in 2023, we achieved our highest attendance in asingle event, with 46
- 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)
encounters andexistential reflections, thereby guiding their educational philosophy and praxis [8, 9,10]. Within the scope of this study, “teaching belief” is understood as the ingrainedconvictions held by educators about their pedagogical duties, student engagements,curricular substance, and the comprehensive process of instruction, which ultimatelydirect their didactic ideologies and methodologies. The efficacy of classroom evaluation practice is well-documented, with substantialevidence highlighting its pivotal role in enhancing student achievement and fosteringan intrinsic motivation to pursue academic objectives [11, 12]. This analysis delineatesevaluation not only as a multifaceted political dynamic within the classroomenvironment but also
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
communication about DEI initiatives and progress o Difficulties with implementing consistent policy or communication across departments o Who is coordinating and holding people accountable?Challenges relating to strategizing the DEI curriculum focused most often on finding room in thecurriculum for DEI courses or content, as reflected in this comment: “The curriculum is tightalready, so there's not much wiggle room for making changes.” Several respondents wereconcerned about the need for a “curriculum overhaul,” either by adding new courses or newcontent to existing courses. Other challenges pertained to the scope of DEI content and scale ofimplementation: o Achieving critical mass of DEI content so that these concepts are embedded, not
- 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)
(%) 40 30 30 20 20 10 0 0-3 4-6 10 and above Years of ExperienceFigure 1: Years of experience of Faculty membersThe big five personality traits were considered in the present study. Among the five, only threewere common among the faculty participants. The self-identified personality of the participantswas presented in Figure 2. The study defined conscientiousness as "reflecting the tendency to beaccountable, structured, diligent, goal-oriented, and to adhere to norms and rules" for a facultymember who self
- Conference Session
- Faculty Development Division (FDD) Technical Session 9
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
potential contributionsto the typology of effective teaching strategies. The study is anchored by a research question:what student-centered teaching approaches do exemplary engineering instructors employ topromote knowledge-building in their courses, and how do these approaches align with theirbeliefs about teaching?Data CollectionTo address the research question, the study employed the participatory action research (PAR)methodology, which prioritizes the invaluable input and expertise of participants. The PARapproach is best suited for this study because it actively improves social practices [10], involvingparticipants in designing data collection, reflecting on data, and testing identified practices intheir own contexts. A diverse group of
- 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)
tenure stuff was, like, a whole another step in its own right.” [R2]Peer-review committee feedback was often minimal as well. Several faculty reported that officialletters were often generic and positive (“Keep up the good work!”), and under-reflected whatwould be needed for tenure and promotion. R10 speculated that committees try to be positive intheir official letters because the letters stay in the candidate’s record, and are included in theirP&T dossier.A female non-STEM faculty member received a positive official letter from her committee, butwas also told in a side conversation with faculty from her department that changes were needed.In her words: “The official letter is really positive and praiseworthy, and the summary is
- 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)
get out of that, and this is what I would tell you to say to do that or, you know, so I have people in my corner, who definitely are trying to help reduce that kind of workload.”Eva has a mentor that understands the tenure process and is a support for her as she navigates theworkload and faculty norms. Understanding the importance of mentorship in these experiences iscrucial to understanding how faculty navigate the tenure process, especially with the lack ofmentors that reflect their identities which promotes isolation.Understanding the Tenure and Promotion process in Engineering Departments Participants spoke in detail about the worries they had about the process. Some of theareas of concern are highlighted by a few
- Conference Session
- Faculty Development Division (FDD) Technical Session 9
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
debrief and reflection. By experiencingmultiple live ACLs and follow-up discussions, the participants gained an appreciation for thepre-course preparation necessary, the length of class time necessary, and an idea of whichtechniques might work (or not work) for them. One thing to note is that, just like our students,faculty may tend to look ahead at class material. For this reason, the facilitators used a “just intime” method to release notes and handouts.4. TemplatesTwo types of templates were distributed to and used by the participants. The first was a fillabletemplate that contained all the elements of a well-structured ACL that aided in determining thetime allotted for the module, team size, student deliverables, assessment technique, etc
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
in the first coding cycle [12], analyzingthe data for relevance to the research questions. The second and third coding cycles progressedbased on analyzing data for connections to the proposed theoretical framework. The resultingcodebook was developed by the autoethnographer in consultation with the research collaboratorfor confirmation of emerging themes, sensemaking, and suggestions for additional probing.Part of the analysis journey also included reflections on the autoethnographer’s transitionalexperiences outside those articulated during the interview. These reflections are recorded inanalytical memos written throughout the analysis process, starting from interview transcription.This additional data allowed the researchers to explore in