Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Louis A. Martin-Vega, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Faculty Development Constituency Committee

Paper ID #24038Executing COE Faculty Development at the Intersection of a Strategic Planand Faculty Well-beingDr. Christine S. Grant, North Carolina State University Dr. Christine S. Grant joined the NC State faculty in 1989 after completing her M.S. and Ph.D. (Geor- gia Institute of Technology) and Sc.B. (Brown University) all in Chemical Engineering (ChE). One of less than 10 African-American women full ChE professors in the country, her research interests are in interfacial phenomena and recently biomedical systems. She is the first Associate Dean of Faculty Ad- vancement in NC State’s College of Engineering. Awards

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

) Revisions Introduction to Engineering Course Teaching EnvE (F), U (F) Active Learning Fall 20172 & Computer Science Revisions Chemical Engineering Course Pre-Tenure ChE (S) Active Learning Fall 2017 Thermodynamics II Component AE (J), BE (S), Electrical Engineering

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

] to support instructors as they learned about and implementedresearch-based interactive teaching strategies. The structure of these learning communities isdescribed in more detail in the next section. A main element of the communities is thatparticipants were asked to select a research-supported interactive teaching strategy to implementin the course(s) they taught. The learning community served as a forum for gaining ideas ofpossible strategies, as well as for sharing plans and results and receiving informal feedback andsupport on both. Rather than adopting particular prescribed strategies, participating facultyidentified strategies that were of interest to them and/or addressed a challenge they were facingin their course(s). Hence, we are

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

, especiallyfor untenured, tenure-track faculty who have expectations for being able to share passions for notonly research but also teaching. The TLC is supporting our professors of practice as theytransition from industry to academia and teaching. The support by the department chair reducesperceived risk of trying new teaching pedagogies. Finally, we are building a diverse communityof faculty dedicated to teaching in a department that has not has a strong teaching community inthe past.Ambrose, S. A., M. Bridges, M. DiPietro, M. C. Lovett and M. K. Norman (2010). How learning works : seven research-based principles for smart teaching. San Francisco, CA :, Jossey- Bass.Cox, M. D. (2004). "Introduction to faculty learning communities." New

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

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Faculty Development Constituency Committee

effective engineering andSTEM learning and teaching in higher education.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1525345. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. This work is done in collaboration with the University of Kansas, IndianaUniversity, Queen's University at Kingston, University of British Columbia, University ofCalifornia, Davis, University of Colorado Boulder, and the University of Texas at San Antonio.References[1] M. W. Ohland et al., "Race, gender, and measures of success in engineering education," Journal of

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

surrounding the usefulness of faculty evaluation measures—studentevaluation in particular. We argue that in order to improve faculty perceptions of teachingevaluation practices, future work should explore the potential of AOE questions for moremeaningful approaches to faculty evaluation. Such approaches might provide faculty withconcrete, useful suggestions, and empower them to make positive pedagogical changes. ReferencesAlbanese, M. A., Schuldt, S. S., Case, D. E., & Brown, D. (1991). The validity of lecturer ratings by students and trained observers. Academic medicine, 66(1), 26-28. 11Aleamoni, L. M. (1999). Student rating myths versus research facts

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

. Summarize 3-5 evidence-based instructional strategies s/he will implement. At least one of these will be a discipline-specific instructional strategy relevant to the participant’s field of study. Leverage the Literature Search relevant sources (e.g., journal articles, conference proceedings, book chapters, blogs, disciplinary communities of practice) to identify pedagogical best practices and discipline- specific teaching practices. Engage in Discussion Critique discipline-based education research or instructional case studies. Facilitate a

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

activity conducted over two consecutive course periods, students, in teams, choosefrom a list of articles about different types of technologies, such as a bridge, a GPS app, airconditioning in office buildings, and airbags. Many of the articles were non-academic includingsome blogs. Our intent here was to push students to not only be able to discern the key points theauthor(s) raise(s) and what information and evidence (or lack thereof) is used to support theirclaims, but also critically consider what the stance of the author is and how this might havecolored his/her assumptions and viewpoint.After evaluating the article as a whole, students are asked to analyze the technology itself andcreate a single presentation slide to summarize their

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

. The Atlantic. Retrieved from https://www.theatlantic.com/business/archive/2016/06/colleges-offer-retirement-buyouts- to-professors/487400/Cawyer, C. S., Simonds, C., & Davis, S. (2002). Mentoring to facilitate socialization: The case of the new faculty member. Qualitative Studies in Education, 15(2), 225-242.Chun, J. U., Sosik, J. J., & Yun, N. Y. (2012). A longitudinal study of mentor and protégé outcomes in formal mentoring relationships. Journal of Organizational Behavior, 33, 1071-1094.IMPACT MENTORING PROGRAM

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

ofsustainable innovation scaling which occurs at the organizational level [5]. Wenger et al.’s,model of Community of Practice was implemented as to encourage the sustainability ofinnovation central to Coburn’s model [6]. Briefly, Rogers outlines a model of personal adoption of innovation which includes fiveaspects. First is knowledge or awareness where there is exposure to innovation. In our facultydevelopment program, this occurs during the workshops. Secondly, to adopt innovation, onemust exhibit a growing interest. Next, the individual must either accept or reject the innovationfollowed by the implementation or trial phase where the innovation is tested. Lastly, theinnovation is sustained through the confirmation or adoption phase. The second

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

strategies to be better communicated Encourages innovative teaching Threatening to participants-- Encourages discussion what happens with the data? Encourages critical questions Feedback after observations? Creates awareness of teaching goals References CitedAmrein-Beardsley, A., & Popp, S. E. O. (2012). Peer observations among faculty in a college ofeducation: investigating the summative and formative uses of the Reformed TeachingObservation Protocol (RTOP). Educational Assessment, Evaluation and

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

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

kinds of personalinteractions necessary to create the conditions for effective group work and learning well.References[1] Davis, D., Trevisan, M., Leiffer, P., McCormack, J., Beyerlein, S., Kahn, M. J., and Brackin, P. (2013). Reflection and metacognition in engineering practice. in M. Kaplan, N. Silver, D. Lavaque-Manty and D. Meizlish (Eds.) Using reflection and metacognition to improve student learning. (pp.78-103). Sterling, VA: Stylus.[2] Nilson, L. B. (2013). Creating self-regulated learners. Sterling, VA: Stylus.[3] Sousa, D. A. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Sage Publications.[4] Mestre, J. (2002). Transfer of Learning: Issues and research agenda. Retrieved 1/18/2018 from https://www.nsf.gov/pubs

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

include specific goals associatedwith the improvement of specific competences (teaching and professional).As part of the reflective memorandum (self-evaluation), each faculty member is invited toidentify weaknesses and opportunities for improvement, which are included in s self-managedimprovement plan. The Department Head uses this input to identify and consolidate trainingopportunities, workshops, communication or seminars; to establish spaces for cooperation andthe presentation of improvement plans; and to assess the faculty member’s level of commitmentto and compliance with her or his proposed improvement plan.Current planning at the departmental level is considering the use of the CDIO twelve standardsframework [8]. This framework takes the

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

and activities.References[1] S. Freeman, S. Eddy, M. McDonough, M. Smith, N. Okoroafor, H. Jordt and M. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics” in Proc. of the National Academy of Sciences of the United States of America, 111(23), 8410–8415, 2014, DOI: 10.1073/pnas.1319030111, 2014[2] G. Zavala, M. E. Truyol, and A. Dominguez, “Professional development program in active learning for Engineering Faculty in Chile: First stage”, in Proc. of the 2017 ASEE Annu. Conf. and Expo., Columbus, OH June 25-28, 2017, https://peer.asee.org/28761[3] M. Christie and E. de Graaff, “The philosophical and pedagogical underpinnings of Active Learning in

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

, 2007(139), 69-77. 6. Reed, G. G., Cooper, J. E., & Young, L. (2007). A partnership in flux: The demise of a program. New Directions for Community Colleges, 2007(139), 79-90. 7. Case, J. M., & Light, G. (2011). Emerging Methodologies in Engineering Education Research. Journal of Engineering Education, 100(1), 186–210. 8. Lofland, J., & Lofland, L. H. (2006). Analyzing social settings. Belmont, CA: Wadsworth Publishing Company. 9. Ansay, S. J., Perkins, D. F., & Nelson, C. J. (2004). Interpreting outcomes: Using focus groups in evaluation research. Family Relations, 53(3), 310-316. 10. Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22(1), 129-152. 11

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

and future discussions will help us refine ourprogramming to better tailor professional development opportunities to the needs ofundergraduate and graduate student instructors.References: 1. O’Neal, C., Wright, M., Cook, C., Perorazio, T., & Purkiss, J. (2007). The impact of teaching assistants on student retention in the sciences: Lessons for TA training. Journal of College Science Teaching, 36(5), 24-29. 2. Jardine, H. E., Friedman, L. A. (2017). Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience. Journal of Chemical Education, 94 (6), 703-709. 3. Lewis, S. E. (2011) Retention and Reform: An Evaluation of Peer-Led Team Learning

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

with Character, Building Connections, andEngaging in Extraordinary Conversations. New York, NY: SelectBooks, Inc., 2017.[7] D. Kiel, “4 Strategies for Closing the Coaching Gap for Mid-Level Academic Leaders,”Academic Impressions, April 3, 2018. [Online]. Available: Academic Impressions,https://www.academicimpressions.com/4-strategies-coaching-academic-leaders. [Accessed April3, 2018].[8] K. Rockquemore. Finding Your Post-Tenure Pathway. Inside Higher Ed. 2017. [Online].Available: Inside Higher Ed, https://www.insidehighered.com/advice/2017/08/30/introductory-advice-academics-who-have-just-become-tenured-essay. [Accessed August 30, 2017].[9] S. Jaschik, Unhappy Associate Professors. Inside Higher Ed. 2012. [Online]. Available:Inside Higher Ed

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

enhance teaching: Instructional consultants can help, especially if they elicit student feedback. Prism Magazine, 18(3), 53.[4] Cohen, P. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4).[5] Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. 2nd Ed. San Francisco: Jossey Bass.[6] Millis, B. J. (2004). A versatile interactive focus group protocol for qualitative assessments. In C. M. Wehlburg & S. Chadwick-Blossey, (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development, 22, 125–141. Bolton, MA: Anker