Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

Paper ID #21812Work in Progress: Promoting Group Work for Learning: Student Charac-terizations of Exemplary Project Group MembersDr. Jim L. Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Director and Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Faculty Development Constituency Committee

and instructional practices. The projectincludes efforts at the systems level via collaborative activities and at the faculty level viaindividual projects. The project structure is comprised of the components of collaborativeinquiry, systems thinking, and participatory action research.This Work in Progress seeks feedback from the community on ways to strategically collaboratewith faculty, chairs, administrators, and other offices on improving student retention. During thepresentation (poster session), attendees will be invited to contribute their perspectives by draftinga systems model. The community also will have access to a shared online document thatcompiles resources related to student success and retention and the materials generated

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Cadwell, Syracuse University; Michelle M. Blum, Syracuse University; Julie M. Hasenwinkel, Syracuse University; Carol Elizabeth Stokes-Cawley, Syracuse University

Tagged Topics

Faculty Development Constituency Committee

also interested in research in improving undergraduate engineering education; including development of student design projects, hands-on activities, professional skills development and inclusion and outreach activities.Dr. Julie M. Hasenwinkel, Syracuse University Senior Associate Dean Professor, Department of Biomedical and Chemical Engineering College of Engi- neering and Computer Science Syracuse University Syracuse, NY 13244Ms. Carol Elizabeth Stokes-Cawley, Syracuse University Ms. Stokes-Cawley is the STEM Outreach Coordinator for the College of Engineering & Computer Science and provides administrative support to the Best Management Committee of the ECliPSE grant on faculty teaching & learning

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

Paper ID #21662Forming Strategic Partnerships: New Results from the Revolutionizing Engi-neering and Computer Science Departments Participatory Action ResearchDr. Cara Margherio, University of Washington Cara Margherio is Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects focused on diversity, equity, and inclusion within STEM higher education. Her research interests include community cultural wealth, counterspaces, faculty development, peer mentoring, and institutional change.Kerice

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

Tagged Topics

Faculty Development Constituency Committee

from our experienceof carrying out various initiatives at different Indian institutions and relies on our twin findingsthat the faculty that have goal clarity perform better [12] and most faculty members requireextrinsic motivation [13]. This paper describes the CCAARR framework’s six phases -Choosing, Conditioning, Assessing, Allocating, Realizing, and Recognizing, and ends withconcluding remarks.The CCAARR framework The framework’s broad goal is to build the institution and develop potential leaders. Theframework achieves this by potential leaders progressing towards fulfilling the vision-mission byidentifying and implementing projects in the areas of their interest and expertise. As an example,a vision statement at a college is ‘to

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Megan Huffstickler, Pennsylvania State University, University Park Megan Huffstickler in an Academic Adviser in the Biology Department at Penn State. Her undergraduate work is in Chemistry, and she will be receiving an MS in Educational Psychology from Penn State in May 2018.Joseph C. Tise, The Pennsylvania State University, University Park Joseph Tise is a doctoral candidate in the Educational Psychology program at Penn State University. His research interests include self-regulated learning, measurement, and connecting

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

of Teaching & LearningIntroductionTeaching practices falling under the general area of active learning have been shown likely toimprove student learning outcomes in undergraduate STEM courses (Freeman, Eddy et al. 2014).At the University of Nebraska-Lincoln (UNL), an NSF funded project has sought to raiseawareness of and support proficiency in active learning in STEM. Several UNL civilengineering faculty have participated in the activities of this program and individually they haveimplemented teaching practices such as peer instruction in their classes. To better support effortsof individual civil engineering faculty (both those participating in the NSF funded program andthose not) in the use of active learning teaching practices, a

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University

Tagged Topics

Faculty Development Constituency Committee

courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.Mrs. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where she has served as a high school science teacher, Instructional and Curriculum Coach, and Assistant Principal. Her research and areas of interest are in improving STEM educational outcomes for Low-SES students through the integration of active learning and technology-enabled frequent feedback. She currently works as the Project Manager for the NSF faculty

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Faculty Development Constituency Committee

learning, music technology, and multimodality. He presented his work at national and international conferences such as GLS (Games + Learning + Society) and G4C (Games for Change). He is the author of the book La Quotidianit`a dell’Assurdo (The Everyday Absurd, Archetipolibri, Bologna, 2010).Mrs. Robin L. Nelson, University of Texas, San Antonio Robin Nelson is a doctoral student in the Department of Interdisciplinary Learning and Teaching and is pursuing a cognate in Instructional Technology at the University of Texas at San Antonio. Her research in- terests include the development of TPACK in preservice teachers and evidence-based teaching strategies. She is a Graduate Research Assistant for the TRESTLE project at

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University

Tagged Topics

Faculty Development Constituency Committee

center around education issues in general, and in particular on increasing access and success of those traditionally under-represented and/or under-served in STEM higher education.Dr. William L. Hughes, Boise State University William L. Hughes is an Associate Professor of the Micron School of Materials Science & Engineering at Boise State University. He also serves as the cofounder and Associate Dean of the College of Innovation + Design, as well as the Head of the Vertically Integrated Projects program at Boise State. He received his B.S. and Ph.D. in Materials Science & Engineering from Virginia Tech and Georgia Tech. Prior to his current appointments, he was a National Academy of Engineering Postdoctoral Fellow

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Eileen Haase Ph.D., Johns Hopkins University; Ahmed Ibrahim, Johns Hopkins University; Jane Brock Greco; Kelly F. Clark, Johns Hopkins University

Tagged Topics

Diversity, Faculty Development Constituency Committee

framework for critique by our peers so that we can incorporate their feedback duringthe pilot. We also hope to raise awareness of this project to encourage additional colleges toadopt the framework in the future.We define research-based teaching practices as pedagogical strategies that have been tested usingeducational research methods and published in peer-reviewed literature. Future faculty aregraduate students and post-doctoral fellows who aspire to faculty positions that include teachingresponsibilities, however, current faculty will also be invited to participate in the DLCs.The motivation for this NSF-funded project is that research-based teaching practices have beenshown to improve student learning compared to traditional methods like

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

engineering faculty experiences and perceptions utilizingthe Classroom Observation Protocol for Undergraduate STEM (COPUS) as part of larger long-term project aimed at improving teaching and learning in the College of Engineering at our hostinstitution. The current project can be viewed as consisting of four phases. The first phaseinvolved the assembly of our research team and our collaborative project design and selection ofa case study methodology to study a bounded system (i.e., teaching and learning in the Collegeof Engineering). Participants were selected employing purposeful criterion-based maximumvariation sampling within the College to serve as peer observers or instructors. Both groups(observers and instructors) attended orientation sessions

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Faculty Development Constituency Committee

newstrategies they implement in their course(s). Data to answer these questions is drawn frominterviews with group participants and leaders, as described further in Methods. In the followingsection, we provide a description of the project under which the network of teachingdevelopment groups was established and the structure and intended purpose of the teachingdevelopment groups. Analysis of instructors’ motivations for participating in teachingdevelopment and their choices around implementing research-based teaching strategies providesinsight about what aspects of ongoing teaching development are most valuable to instructors andabout what types of change toward student-centered interactive learning are most attractive.SIMPLE Teaching Development

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Topics

Faculty Development Constituency Committee

Engineering (UNAB) that is engaged with the continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Santiago, Vi˜na del Mar and Con- cepci´on, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and key note lectures and serves as referee for journals, funding institutions and associations.Prof. Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago,Chile Genaro Zavala is a Full Professor and Director of Undergraduate Studies in the School of Engineering and Sciences at Tecnologico de Monterrey. Professor

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice E. Grimes, Air Force Institute of Technology; Sharon Claxton Bommer, KBRWyle; Adedeji B. Badiru P.E., Air Force Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

College at the University of Oklahoma, Norman. He is a registered professional engineer (PE), a certified Project Management Professional (PMP), a Fellow of the Institute of Industrial Engineers, and a Fellow of the Nigerian Academy of Engineering. His areas of interest include mathematical modeling, project modeling and analysis, economic analysis, systems engineering, and efficiency/productivity analysis & improvement. c American Society for Engineering Education, 2018 Lessons Learned: Program Structure for a Formalized New Faculty Orientation Alice Grimes Air Force Institute of

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

undergraduates in class.User-Centered DesignUser-Centered Design (UCD) is a required course for all engineering majors taken during eitherthe second semester of the first-year or the first semester of the second-year. It introducesstudents to strategies for identifying the needs, capabilities and behaviors of a user group, anddeveloping designs that reflect the empathy gained for the user group to address their needs. Itincludes iterative design methods to elicit user requirements, generate alternative designs,develop low-fidelity prototypes, and evaluate designs from the perspective of the users. Theculminating course project involves students developing relationships with and designing anengineering innovation that meets the needs of users in the

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

Tagged Topics

Faculty Development Constituency Committee

, Director of the Software Systems Engineering Bachelor Program at Universidad Icesi, Cali, Colombia, an Asso- ciate Member at the Faculty of Graduate Studies at University of Victoria, in Canada, and an IEEE Senior Member. My research interests include engineering education, context-management, cyber physical sys- temst, context-aware analytics, self-adaptive and self-managing systems, and runtime software evolution. I conducted my PhD at University of Victoria, between September 2009 and February 2013. In November 2011 I received the IBM Canada CAS Research Project of the Year 2011 for the application of context- awareness and self-adaptation to the improvement of on-line shopping systems. Over the last nine years I

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Jim L. Borgford-Parnell, University of Washington

Tagged Topics

Faculty Development Constituency Committee

to other courses, conflicts with other courses (e.g., due to scheduling, workload, due dates, etc.). Feedback to Instructor Information regarding opportunities to provide input on the course or teaching, as well as the instructor’s responsiveness to that feedback. Example student comments: “instructor gathered too much feedback” and “nice that she collected and responded to feedback before the end of the quarter”. Guests Information regarding the guest speakers, project advisors, project evaluators, or other visitors. Facilities/Equipment Information regarding the classroom space, physical infrastructure

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Dominga Sanchez, Oregon State University

Tagged Topics

Faculty Development Constituency Committee

evaluation. MethodsThe present work was conducted as part of a larger study of teaching effectiveness across STEMat the research site (Bouwma-Gearhart, Perry, & Presley, 2014; Koretsky, 2015; Koretsky et al.,2016). The research project is a broad institutional effort to cultivate interdisciplinarycommunities of practice focused on improving teaching practices in STEM. Faculty evaluationthus plays a critical role in enhancing teaching practices because the data collected and feedbackprovided are designed to help faculty improve as instructors. As a result, this research focuses onfaculty perceptions of teaching evaluation data, in particular the kinds of data they would like tocollect or stakeholders

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

Tagged Topics

Faculty Development Constituency Committee

agenda and conversation in the sessions thus far.Next StepsAs this is a work in progress, the next stage of the project involves the tracking of futuredevelopments of the program and individuals. Tracking how useful faculty participants rate theexperience over time and success measures such as self-correcting mechanisms, and reflectionon goal setting and goal achievement will be included in the feedback gathering to assess impact.References[1] R. Wilson, “Why are associate professors so unhappy?” The Chronicle of Higher Education,p. A3-A4, June 3, 2012 [Online]. Available: Chronicle,https://www.chronicle.com/article/Why-Are-Associate-Professors/132071. [Accessed August 9,2016].[2] A. Canale, C. Herdklotz, & L. Wild, “Mid-career faculty

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Jennifer Tygret, University of Colorado, Colorado Springs

Tagged Topics

Diversity, Faculty Development Constituency Committee

experiences of Mexican descent youth in the mid-20th century, higher education student success, and faculty mentoring programs.Dr. Valerie Martin Conley, University of Colorado, Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American Academy in a