Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

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Amy B. Chan Hilton, University of Southern Indiana

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Paper ID #34457Work in Progress: Using Systems Thinking to Advance Faculty Development:A Student Success in Engineering ExampleDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI serves as the Director of the Center for Excellence in Teaching and Learning and is a Professor of Engineering at the University of Southern Indiana. Her work focuses on motivating and supporting faculty in instruction transformation to improve student outcomes, devel- oping frameworks and systematic strategies to cultivate faculty and administrative buy-in for change, and increasing the understanding of

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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. Cindy is an associate editor for environmental chemistry for Environmental Toxicology and Chemistry.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

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2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Paper ID #34135Faculty Mentorship and Research Productivity, Salary, and Job SatisfactionDr. Li Tan, Purdue University, West Lafayette Li Tan is currently a postdoctoral researcher in the School of Engineering Education at Purdue University.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

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class performance, as well as critiques from students. I identified severalteaching workshops to gain some instructional training and discussed attending them with mydepartment chair. Finally, I showed how attending the conferences has culminated in improvingmy teaching effectiveness.In my quest to be a student-centered instructor, I believe the SET is an essential data source thatcan be used to assess teaching effectiveness. Other data points exist that can complement SETs.For instance, discussions with other faculty members showed that they also found SETs helpful,but they did not use them in isolation. Peer evaluation of instruction was an additionalconsideration in assessing teaching effectiveness.References[1] B. Algozzine, J. Beattie, M

Conference Session

Faculty Development 4: COVID-19's Impact on Students

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Through University web pages: Implications for a more inclusive communityAbstractThis qualitative study investigates web pages documenting COVID-19 responses from 28universities across the United States. Using grounded theory methodology, we inductivelydeveloped a model of universities' response to the pandemic. Four types of strategies wereidentified from the data and a theoretical model was developed describing (a) causal conditionsthat underlie the strategies for response to the pandemic, (b) the context that influenced thestrategies adopted by the universities, (c) intervening conditions due to the pandemic thatinfluenced strategy development, and (d) potential recommendations to make

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Distant Education Resources, 2020. [2] T. Hammond, K. Watson, K. Brumbelow, S. Fields, K. Shryock, J.-F. Chamberland, L. Barosso, M. de Miranda, M. Johnson, G. Alexander, M. D. Childs, S. Ray, L. White, J. Cherian, A. Dunn, and B. Herbert, “A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social isolation, equity, resilience, and learning content during the covid-19 pandemic,” Texas A&M University, Tech. Rep., 2020. [Online]. Available: http://hdl.handle.net/1969.1/187835 [3] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qualitative sociology, vol. 13, no. 1, pp. 3–21, 1990. [4] B. G. Glaser, Basics of

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

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Paper ID #32998Goal-match Mentoring: A New Strategy for Faculty of Color in EngineeringAcademiaDr. Sylvia L. Mendez, University of Colorado at Colorado Springs Dr. Sylvia Mendez is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on effective faculty mentoring practices, broadening

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

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classes listed in Course Book is 270 per semester(average for Fall 2020 and Spring of 2021) in the school of engineering and computer science.Analysis of this figure is presented below, based on the faculty’s response to Questions 3 of thesurvey. Fig. 1, Faculty Selection for the Fall of 2020 and Spring of 2021 in the School of Engineering and Computer Science Table 2, Survey Questions 1. A statement by the Institution Review Board (IRB) is provided and faculty are asked to exit the survey or click "I Agree" to begin. 2. Which teaching modality did you choose? a. Traditional b. Hybrid c. Flexible d. Remote/Virtual e. Online 3. Why

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

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who would be using the system to improve their teaching. This included faculty of different roles and ranks, including: a. Tenure Track Faculty b. Clinical Track Faculty (also known as professors of practice) c. Lecturers (also known as Associated Faculty at our institution) 2. Stakeholders who need to evaluate the teaching of faculty. This included: a. Departmental Supervisors of Lecturers b. Department Chairs/Heads c. College Leadership: Deans and Curricular Associate Deans 3. Stakeholders invested in the quality of teaching, including: a. ABET and other institutions involved in accreditation of educational programs b. Industry professionals, alumni, and other

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

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, E. Gong-Guy, and T. Fong, "Suicide prevention on college campuses: What works and what are the existing gaps? A systematic review and meta-analysis," Journal of American College Health, vol. 68, no. 4, pp. 419- 429, 2020/05/18 2020, doi: 10.1080/07448481.2019.1577861.[22] B. A. Kitchener and A. F. Jorm, "Mental health first aid training for the public: evaluation of effects on knowledge, attitudes and helping behavior," BMC Psychiatry, vol. 2, no. 1, p. 10, 2002/10/01 2002, doi: 10.1186/1471-244X-2-10.[23] G. Hadlaczky, S. Hökby, A. Mkrtchian, V. Carli, and D. Wasserman, "Mental Health First Aid is an effective public health intervention for improving knowledge, attitudes, and behaviour: A meta

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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: Reflective Practice from ‘the Other Side of the Mirror’,” Int. J. Scholarsh. Teach. Learn., vol. 1, no. 2, Jul. 2007, doi: 10.20429/ijsotl.2007.010221.[7] F. W. Ngunjiri, Hernandez, Kathy-Ann C., and Chang, Heewon, “Living Autoethnography: Connecting Life and Research,” J. Res. Pract., vol. 6, no. 1, 2010.[8] B. Hempel, K. Kiehlbaugh, and P. Blowers, “Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success,” Educ. Chem. Eng., vol. 33, pp. 45–65, Oct. 2020, doi: 10.1016/j.ece.2020.07.004.[9] F. Hsiao, S. Zeiser, D. Nuss, and K. Hatschek, “Developing effective academic accommodations in higher education: A collaborative decision-making process,” Int. J

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Ad- vancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.Anita H. KomlodiDr. Neha B. Raikar, University of Maryland Baltimore CountyDr. Maria C. Sanchez, University of Maryland Baltimore County Dr. Maria C. Sanchez is currently serving as the Director of Education and Outreach for the College of Engineering and Information

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

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grant from the National Science Foundation # 2027471. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] J. Bourne, D. Harris, and F Mayadas, “Online engineering education: Learning anywhere, anytime,” Journal of Engineering Education, vol. 94, no. 1, pp. 131-146, 2005.[2] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning,” Educause Review, vol. 27, 2020, [Online]. Available:https://er.educause.edu/articles/2020/3/the-difference-between- emergency-remote-teaching-and-online-learning.[3] L

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

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in Engineering Education,” Journal of Engineering Education, vol. 98, no. 1, pp. 53–66, 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[36] J. P. Martin and C. Garza, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research,” Studies in Engineering Education, vol. 1, no. 1, p. 1, May 2020, doi: 10.21061/see.1.[37] A. Q. Gates, P. J. Teller, A. Bernat, N. Delgado, and C. K. Della-Piana, “Expanding Participation in Undergraduate Research Using the Affinity Group Model*,” Journal of Engineering Education, vol. 88, no. 4, pp. 409–414, 1999, doi: https://doi.org/10.1002/j.2168-9830.1999.tb00467.x.[38] B. F. Skinner, Science And Human Behavior

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

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Paper ID #32676Supporting Students’ Skillful Learning: Lessons Learned from a FacultyDevelopment WorkshopDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote Reflection in Engineering Education (CPREE). He is also a

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University

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Paper ID #32659Lessons Learned: Adapting to Aid Faculty for Teaching in a PandemicDr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interests include faculty development, the peer review process, the

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

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Paper ID #33954WIP: A Faculty Learning Community That Includes a Strong Support Sys-temto Promote Implementation of New Teaching PracticesMrs. Megan Morin, University of North Carolina at Chapel Hill Megan Morin is the KEEN Program Coordinator at the University of North Carolina - Chapel Hill and a Ph.D. student at North Carolina State University (NCSU). She is currently studying STEM education with a focus on Engineering and Technology Education. Megan has a B.S. in Middle Childhood Math and Sci- ence Education from the University of Dayton, and an M.Ed. from NCSU in Technology and Engineering Education. Her dissertation

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington; Yuliana Flores; Hadas Ritz, Cornell University; Jiehong Liao, Florida Gulf Coast University; John Chen, California Polytechnic State University, San Luis Obispo ; Boni Frances Yraguen, Georgia Institute of Technology

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. b. Slightly confident. c. Somewhat confident. d. Fairly confident. e. Completely confident.3. Please rate your confidence in your answer to question 2 of the theory/calculation portion. a. Not confident at all. b. Slightly confident. c. Somewhat confident. d. Fairly confident. e. Completely confident.4. Please rate your confidence in your answer to question 3 of the theory/calculation portion. a. Not confident at all. b. Slightly confident. c. Somewhat confident. d. Fairly confident. e. Completely confident.5. Please rate your confidence in your answer to question 4 of the theory/calculation portion. a. Not confident at all. b. Slightly confident. c. Somewhat confident. d. Fairly confident

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Paper ID #32280Lessons Learned: Making Shifts: Faculty Development Shifts in aUniversity Makerspace During the COVID-19 PandemicDr. Audrey Boklage, University of Texas at Austin Audrey Boklage is research assistant in the Cockrell School of Engineering at the University of Texas at Austin. .Ms. Roxana Maria Carbonell, University of Texas at Austin Roxana Carbonell is a current graduate student in mechanical engineering at the University of Texas at Austin. Her primary research interests are prosthetics, additive manufacturing, makerspaces, and engi- neering education.Dr. Maura Borrego, University of Texas at Austin Maura

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University

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applications in MEMS and medical devices as well as autonomous vehicles and robotics. She also holds the patent for the continuous trace gas separa- tor and a provisional patent for the dynamic tumor ablation probe. She is passionate about Engineering Education and experienced in developing inverted classroom lectures and facilitating students’ learning through authentic engineering problems. She is currently the Co- PI for the NSF Revolutionizing Engi- neering and Computer Science Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

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Paper ID #34357Exploring GTA Skills and Responsibilities to Inform a GTA ProfessionalDevelopment Program in Computer ScienceDr. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical signal processing, specifically

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

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the construction ofwind and solar generation all over the country. Large penetration of the new generation forms ischanging the landscape of the power industry and instructors need to incorporate new knowledgeto power system courses. To foster EML, a new module was added to the course to discussrevolutionary economic and market changes in the power industry caused by renewable energy.In the module, students were introduced to: (a) the shrinking revenue that utilities are facingbecause the renewable generation reduces their electricity sales; (b) the business innovations thatare emerging to take advantage of the new generation forms; and (c) cost-benefit analysis ofinvesting a renewable generation station. Moreover, a team project was tied to

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

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Paper ID #32647Lessons Learned: How Our Agile Department Survived the COVID-19 PivotDr. Diana A. Chen, University of San Diego Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her scholarly interests include engineering education that contextualizes engineering sciences and

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach

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Paper ID #32614Initial Faculty Perceptions of Scrum for Departmental ChangeDr. James J. Pembridge, Embry-Riddle Aeronautical University, Daytona BeachDr. Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach Tim Wilson is chair of the Department of Electrical Engineering and Computer Science at Embry-Riddle Aeronautical University in Daytona Beach, Florida.Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach American c Society for Engineering Education, 2021 Initial Faculty Perceptions of Scrum

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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proposed mentorshipmodel. Specifically, the questions were designed to gather insights into their perceptions ofmentorship in the research context. The survey was electronically administered via Qualtrics toeleven students enrolled in small private university in Texas. The students selected to participatein the study consisted of both present and past students that participated in research groupsmentored by the faculty advisor. In this regard, survey questions were generated based on recurrentconversations the faculty advisor had with his undergraduate students during research meetings,office hours, or arbitrary settings. The authors note the following limitations of the piloted study:(a) small sample size; (b) self-developed survey instrument; (c

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

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a commonframework for individual consultations and group discussions, and help draw out faculty perceptions andpain points. Future work will focus on the limitations of this work-in-progress and expand beyond thissmall sample size from a single institution.References and Resources1. Birsel, A. (2015) Designing the Life Your Love Ten Speed Press.2. Bridges, W. (2019) Transitions: Making Sense of Life’s Changes Da Capo Lifelong Books.3. Burnett, B and Evans, D. (2016) Designing Your Life: how to Build a Well-Lived Joyful Life. Knopf.4. Byrne, U. (2005) "Wheel of Life: Effective steps for stress management." Business information review 22.2: 123-130.5. Deci, E. L., and Ryan, R. M. (2012). Self-determination theory. In P. A

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katie Leanne Basinger, University of Florida; Diego Alvarado, University of Florida; Ariana Virginia Ortega; Daniel G Hartless, University of Florida; Behshad Lahijanian, University of Florida; Michelle M. Alvarado, University of Florida

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access to some resources.)Although instructors are not “content creators”, if we want to ensure the highest learning gains forstudents, it is imperative that video development keep up with the Generation. Developing videosfor Gen-Z preferences can maintain engagement and interaction with the material and with theaddition of active exercises increase student interaction and possible learning gains.References [1] B. Lahijanian, K. Basinger, M. Karaca, D. Alvarado, B. Buzard and M. Alvarado, "Flipped Classroom Video Engagement for Generation Z Engineering Students," in Proceedings of the 2020 IISE Annual Conference and Expo, 2020. [2] N. Granados, "Gen Z Media Consumption: It's A Lifestyle, Not Just Entertainment," 20

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

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. Ross et al., "Scaling and assessment of an evidence-based faculty development program for promoting active learning pedagogical strategies," in ASEE Annual Conference & Exposition, Tampa, Florida, 2019, doi: https://peer.asee.org/32240. [Online]. Available: https://peer.asee.org/32240[9] A. McKenna, A. M. Johnson, B. Yoder, R. C. Chavela Guerra, and R. Pimmel, "Evaluating virtual communities of practice for faculty development," The Journal of Faculty Development, vol. 30, no. 1, pp. 31-40, 2016.[10] S. S. Courter, C. Freitag, and M. McEniry, "Professional development online: Ways of knowing and ways of practice," in ASEE Annual Conference and Exposition, Washington, DC, 2004, doi: https

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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on what contextual factors and supports help faculty adapt to new realities related to theCOVID-19 pandemic and best address the needs of students from underrepresented andunderserved communities across a broader variety of contexts.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning” Educause Review, vol. 27, pp. 1-12, 2020.[2] F. Martin, K

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

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courses for Pass/Fail (PS/FL) without the course impactingtheir overall GPA. Credit was received for passing a PS or P course; however, a traditional Fresulted in 0 grade points which lowered the student’s GPA. For graduate students, a passing gradeis considered an A or B, and for undergraduate students an A, B, or C grade. As shown in Table3, no graduate student received an FL grade. Pass (P) and Satisfactory (S) grades are primarilyreserved for thesis and dissertation courses. Graduate students performed slightly better during theCOVID pandemic months.For undergraduate students, the percentage of students who passed each semester was relativelyconsistent; see Table 4. Perhaps due to uncertainty with the fully remote learning environment,many