Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

, “Talking about a revolution: Overview of NSF RED projects,” in Proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, June 2017. [Online]. Available: https://peer.asee.org/28903 [Accessed May 1, 2020].[4] C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” Journal of Research in Science Teaching, Vol. 48, pp. 952–984, Aug. 2011.[5] M. Borrego and C. Henderson, “Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies,” Journal of Engineering Education, Vol. 103, pp. 220–252. April 2014.[6] Saldaña, J. (2016). The coding

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

NSF Grantees Poster Session

]. The semester-long faculty development programengaged faculty in activities centered around the additive innovation framework, with anembedded research goal of understanding the outcomes of faculty participation in such aprogram [3]. The program was developed as part of a research project that is funded by theNational Science Foundation “Revolutionizing Engineering and Computer Science Departments”(RED) program [4] at Arizona State University (ASU). The RED project at ASU, entitled,“Instigating a Revolution of Additive Innovation: An Education Ecosystem of Making and RiskTaking” (EEC-1519339), is answering the call for revolution by empowering faculty to realize amindset of pedagogical risk-taking and additive innovation in their classrooms [4

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Conference & Exposition, Tampa, Florida. https://peer.asee.org/32677[21] Scott, J. (2013). Social Network Analysis, (3rd ed). Thousand Oaks, CA: SAGE.[22] Lord, S. M., Berger, E. J., Kellam, N. N., Ingram, E. L., Riley, D. M., Rover, D. T., Salzman, N., & Sweeney, J. D. (2017). Talking about a Revolution: Overview of NSF RED Projects. In ASEE Annual Conference and Exposition, Conference Proceedings.[23] Reeping, D., McNair, L. D., Wisnioski, M., Patrick, A. Y., Martin, T. L., Lester, L., Knapp, B., & Harrison, S. (2017). Using threshold concepts to restructure an electrical and computer engineering curriculum: Troublesome knowledge in expected outcomes. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-9

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lee Singleton, Whatcom Community College; Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University

Tagged Divisions

Mathematics

justification component. Figure 4 shows two sample questions thatwere given on the topics of Riemann sums and centroids. Figure 4: Two “Concept Check” questions that are used to gain insight into student thinking and their line of reasoning while problem-solving.The online questions given as a “concept check” prior to exams were awarded full credit forcompletion, and not for accuracy. These questions were talked about in class a day or two beforethe exam to allow students to see where they may have applied incorrect reasoning and otheravenues they might have taken to answer the question. The exam questions were given onexams with one point counting toward the multiple choice portion of the answer and five pointstoward the justification portion of