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- Evidence-based Practices in Faculty Development
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Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware
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, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental
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- NSF Grantees: Student Learning 2
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Brian J. Skromme, Arizona State University; Caleb Redshaw, Arizona State University; Abhishek Gupta; Shatrughn Gupta, Arizona State University; Petru Andrei, Florida A&M University/Florida State University; Hector Erives, University of Texas at El Paso; Deanna Bailey, Morgan State University; Willie L. Thompson II, Morgan State University; Srividya Kona Bansal, Arizona State University; Wendy M. Barnard, Arizona State University
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linear circuit analysis,” in Proceedings of the 2015 American Society for Engineering Education Annual Conference & Exposition, Seattle, WA, 2015, pp. 14125-1–14125-15.[13] A. Edgcomb, F. Vahid, R. Lysecky, and S. Lysecky, “Getting Students to Earnestly Do Reading, Studying, and Homework in an Introductory Programming Class,” in Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. Seattle, Washington, USA: Association for Computing Machinery, 2017, pp. 171–176.[14] M. Liberatore, “High textbook reading rates when using an interactive textbook for a material and energy balances course,” Chem. Engr. Education, vol. 51, pp. 109-118, 2017.[15] Y. Hu and H. Lyu
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- First-year Programs: Retention and Bridge Programs #1
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Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico
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several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang