Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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Faculty Development Constituent Committee

Paper ID #25936Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitatea Challenging Revision Process – A Student Evaluation of Teaching ExampleDr. Amy B Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests include faculty and organizational development, teaching and learning innovations, and systems thinking applied to educational contexts. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana; John Ray Morelock, University of Georgia; Ella Lee Ingram, Rose-Hulman Institute of Technology; Tris Utschig, Kennesaw State University

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Faculty Development Constituent Committee

Paper ID #25932Connecting Theory with Practice: Four Change Projects in Faculty Develop-ment for EngineeringDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests include faculty and organizational development, teaching and learning innovations, and environmental systems analysis. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the Engineering Education

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia

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Faculty Development Constituent Committee

). Thinking in Systems: A Primer (D. Wright Ed.). White River Junction, VT: Chelsea Green Publishing.Meadows, D. H., Club of Rome, & Potomac Associates. (1972). The Limits to growth: a report for the Club of Rome's project on the predicament of mankind: Universe Books.Meadows, D. H., Meadows, D. L., & Randers, J. (1992). Beyond the Limits: Confronting Global Collapse, Envisioning a Sustainable Future: Chelsea Green Pub.Meadows, D. H., Randers, J., & Meadows, D. L. (2004). Limits to Growth: The 30-Year Update: Chelsea Green Publishing.Mollison, B. C., & Holmgren, D. (1978). Permaculture One: A perennial agricultural system for human settlements. Melbourne, Australia: Transworld Publishers.Plank, K. M

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Cynthia Hampton, Virginia Tech; Stephanie G. Adams, Old Dominion University; Niyousha Hosseinichimeh

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Faculty Development Constituent Committee

open systems perspectives. Routledge, 2015.[9] J. S. Carroll, "Introduction to organizational analysis: the three lenses," MIT Sloan School of Management Revised Working Paper vol. 14, pp. 1-13, 2006.[10] D. M. Riley, "Aiding and ABETing: The bankruptcy of outcomes-based education as a change strategy," in ASEE 2012 Conference, 2012: American Society for Engineering Education.[11] E. Godfrey, "Understanding Disciplinary Cultures: The First Step to Cultural Change," in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York, NY: Cambridge University Press, 2014, pp. 437-455.[12] A. Kezar, How colleges change: Understanding, leading, and enacting change

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University

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Diversity

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Faculty Development Constituent Committee

motivation andteaching. Research in preparing and supporting faculty as they transition pedagogical paradigmsinto those that engage and cultivate students in an active learning environment is of current needand will grow as more active learning spaces are designed and built.The faculty development program was a deliberate collaboration bringing together the expertiseof three campus units - the College of Engineering, the Center for Teaching Excellence, andInstructional Technology Services. Titled the Active Learning in Engineering Program (ALEP),the researchers created a comprehensive faculty development program that consisted of fivemain components: (a) a learning management system online community, (b) a workshop series,(c) community of scholar’s

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Marcus Herrmann, Arizona State University; Mark Vincent Huerta, Arizona State University, Polytechnic campus; Rong Pan, Arizona State University; Ram M. Pendyala, Arizona State University; Haolin Zhu, Arizona State University

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Faculty Development Constituent Committee

relationships to form.AcknowledgementsSpecial thanks to the Kern Family Foundation grant for providing the financial support necessaryto create and pilot the Master Mentor Model at ASU.References[1] Chung, C. E., & Kowalski, S. (2012). Job stress, mentoring, psychological empowerment,and job satisfaction among nursing faculty. Journal of Nursing Education, 51(7), 381-388.[2] Long, Z., Buzzanell, P. M., Kokini, K., Wilson, R. F., Batra, J. C., & Anderson, L. B. (2018).Mentoring Women and Minority Faculty in Engineering: A Multidimensional MentoringNetwork Approach. Journal of Women and Minorities in Science and Engineering, 24(2).[3] Will be added later to maintain anonymity[4] Will be added later to maintain anonymityAppendix A - Interview

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Constituent Committee

., & de Rosis, F. (2005). Evaluating a realistic agent in an advice-giving task. International Journal of Human-Computer Studies, 63, 304-327.Bickmore, T. W., Caruso, L., Clough-Gorr, K., & Heeren, T. (2005). ‘It’s just like you talk to a friend’ relational agents for older adults. Interacting with Computers, 17, 711-735.Bobick, A., & Biggers, M. (2018, August 28). Closing the opportunity gap in STEM through mentorship [Webinar]. In Mentor Collective. Retrieved from https://www.mentorcollective.org/webinar-3Buzzannell, P. M., Long, Z., Anderson, L. B., Kokini, K., & Batra, J. C. (2015). Mentoring in academe: A feminist poststructural lens on stories of women engineering faculty of color. Management

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tahsin Mahmud Chowdhury, Virginia Tech; Ashley R. Taylor, Virginia Tech; Homero Murzi, Virginia Tech; Desen Sevi Özkan, Virginia Tech; Hannah Claire Strom, Virginia Tech

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Faculty Development Constituent Committee

. 44, no. 2, pp. 293–312, 2014.[4] Borrego M, “Development of engineering education as a rigorous discipline: A study of the publication patterns of four coalitions.” Journal of Engineering Education 96(1): 5–18, 2007 11[5] Fitzpatirck, J.L., J.R. Sanders, and B.R. Worthen, Chapter 1, in Program Evaluation : Alternate Approaches and Practical Guidelines. 2012, Pearson: Boston.[6] Felder, R.M. and R. Brent, Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education, 2003. 92(1): p. 7-25.[7] R. A. Singleton and B. C. Straits, “Chapter 9: Survey Research,” in Approaches to Social

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Katie Malcolm, University of Washington; Natacha M.R. Foo Kune Ph.D.

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Faculty Development Constituent Committee

notion of done beingbetter than perfect and acknowledging that no training effort will reach 100% of its intendedaudience, we are considering the possibility that a standalone handout (not just for TAs butfaculty, staff, and anyone else serving a teaching, mentoring, or advising role) could be betterthan nothing. Continuing collaboration with the counseling center, as well as research on similarefforts on other campuses, will undoubtedly inform the details of these implementation efforts.References[1] National Institute of Mental Health. (2017). Mental illness. Retrieved from https://www.nimh.nih.gov/health/statistics/mental-illness.shtml[2] Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus

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Diversity

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Faculty Development Constituent Committee

Explanation, and Information Solicitation", Social Cognition, vol. 30, no. 1, pp. 94-108, 2012. Available: 10.1521/soco.2012.30.1.94.[3] Gutierrez, B., Kaatz, A., Chu, S., Ramirez, D., Samson-Samuel, C. and Carnes, M. (2014). “Fair Play”: A Videogame Designed to Address Implicit Race Bias Through Active Perspective Taking. Games for Health Journal, 3(6), pp.371-378.[4] Gutsell, J. and Inzlicht, M. (2010). Empathy constrained: Prejudice predicts reduced mental simulation of actions during observation of outgroups. Journal of Experimental Social Psychology, 46(5), pp.841-845.[5] Johns, M., Inzlicht, M. and Schmader, T. (2008). Stereotype threat and executive resource depletion: Examining the influence

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

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Faculty Development Constituent Committee

, pp. 62–64, 1994.[9] A. Furco and B. E. Moely, “Using learning communities to build faculty support for pedagogical innovation: A multi-campus study,” J. Higher Educ., vol. 83, no. 1, pp. 128– 153, 2012.[10] D. W. Johnson, R. T. Johnson, and K. A. Smith, Active learning: Cooperation in the college classroom. ERIC, 1998.[11] L. Springer, M. E. Stanne, and S. S. Donovan, “Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis,” Rev. Educ. Res., vol. 69, no. 1, pp. 21–51, 1999.[12] M. Prince, “Does active learning work? A review of the research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, 2004.[13] E. F. Barkley, K. P. Cross, and C. H. Major

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth C. Harris, University of Wisconsin, Madison

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Faculty Development Constituent Committee

Paper ID #27326Panel Session: Connecting Theory and Practice in a Change Project - AndWhat I Wish I Knew Before I StartedElizabeth C. Harris, University of Wisconsin, Madison Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches Engineering Education opportunities by leveraging her background in cognitive and systems engineering in addition to her background in education. She particularly enjoys working to improve the effectiveness of institutions, and the experiences of students, faculty, and academic staff by addressing the holistic ecologies present

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Constituent Committee

of Washington Ms. Doten-Snitker is a Graduate Research Assistant at the University of Washington’s Center for Eval- uation and Research for STEM Equity, where she is part of a team conducting evaluation research for university-level educational and professional training, with a focus on increasing equity and participation of underrepresented and minority students and professionals. She has contributed to evaluation research for a range of programs funded by the NSF, NIH, and USAID. Additionally, she is a Doctoral Candidate in Sociology at the University of Washington, where her scholarship focuses on political processes of inclusion and exclusion.Dr. Elizabeth Litzler, University of Washington Elizabeth

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

Paper ID #26101Insights into the Nature of Change and Sustainability in an Ongoing FacultyDevelopment EffortProf. 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 detection and

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

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Faculty Development Constituent Committee

disciplines at a large southwestern university. The project,funded by the Kern Family Foundation, began in fall of 2018 with the aim of institutionalizingthe entrepreneurial mindset (EM), improving and expanding evidence-based pedagogicalstrategies in capstone courses, and creating a faculty Community of Practice to share resourcesand best classroom practices.Sixteen capstone faculty from multiple engineering disciplines participated in three workshopsand three coaching sessions in the fall semester. The workshops promoted the EM andevidence-based pedagogical best practice and covered topics including: (a) ‘cultivatingcuriosity’ for opportunity recognition, (b) writing measurable student learning objectives, (c)‘making connections’ in the design

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

this pilot helped directour newest revision to the orientation [4]. The schedule for the Fall 2018 Engineering GSIOrientation is shown in table 1. The italicized print indicates new or updated sessions. 5 minutes Welcome from the College of Engineering 15 minutes Overview of the Program, Policies and Resources 25 minutes Introduction of the Science of Learning 95 minutes Inclusive Teaching Theater Performance 55 minutes Concurrent Workshops A (One from: The Science of Learning, Leading Discussion Sections, Managing Lab Classes, or Handling Office Hours) 55 minutes Concurrent Workshops B (One from: The Science of Learning, Teaching Problem Solving, Grading, or Handling Office Hours

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oksana Zhirosh, Innopolis University; Joseph Alexander Brown, Innopolis University; David Tickner, Faculty professional development consultant

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Faculty Development Constituent Committee

Paper ID #25473Democratizing Faculty Development - Establishing a Training Program at aNew Computer Science University in Russia.Ms. Oksana Zhirosh, Innopolis University Oksana Zhirosh is a Head of English Division at Innopolis University, Innopolis, Russia. With over 15 years of experience in education, she is focused on the research in teaching methodology, gender diversity in STEM, teaching intellectually advanced youth.Dr. Joseph Alexander Brown, Innopolis University Joseph Alexander Brown was born in Niagara-on-the-Lake, ON, Canada, on July 6, 1985. He received the B.Sc. (Hons.) with first-class standing in computer

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

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Faculty Development Constituent Committee

Education, vol. 29(5), pp. 611-623, 2004.[5] Gray, M., & Bergmann, B. R, “Student teaching evaluations,” Academe, vol. 89(5), pp. 44-46, 2003.[6] Hora, M. T., & Ferrare, J. J. “Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching,” Journal of the Learning Sciences, vol. 22(2), pp. 212-257, 2013.[7] Kim, H., Babchuk, W.A., Heaton, R.M., & Perez, L.C, “At the STEM of the problem: A qualitative case study of department chairs’ perspectives on the culture of teaching. Proceedings of the 35st Annual Research-to-Practice Conference in Adult and Higher Education,” University of Central Oklahoma. Albuquerque, New Mexico, 2016.[8

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

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Faculty Development Constituent Committee

Paper ID #26053Work in Progress: A Taxonomy for Faculty Scaffolding of Project-basedLearningDr. John McNeill, Worcester Polytechnic Institute John McNeill received his bachelor’s degree from Dartmouth College in 1983, M.S. from the University of Rochester in 1991, and Ph.D. from Boston University in 1994. From 1983 to 1990 he worked in industry in the design of high speed, high resolution analog-to-digital converters and low noise interface electronics used in wide dynamic range imaging systems. In 1994, he joined Worcester Polytechnic Institute, in Worcester, Massachusetts, where he now is Professor and Dean of

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason FitzSimmons, Center for Instructional Excellence, Purdue University; Chantal Levesque-Bristol, Purdue University; Emily M. Bonem, Purdue University; Erica A. Lott, Purdue University; Loran Carleton Parker, Purdue University

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Paper ID #26668Education Redesigned: Impacting Teaching and Learning through a FacultyDevelopment Course Redesign ProgramDr. Jason FitzSimmons, Center for Instructional Excellence, Purdue University Jason FitzSimmons received a B.S. (1998) and M.S. (2000) degree in Civil Engineering and a Ph.D. (2010) in Curriculum and Instruction from the University of Illinois at Urbana-Champaign. His primary areas of interest are active learning spaces, Engineering and STEM development as well as curriculum and program development.Dr. Chantal Levesque-Bristol, Purdue University Chantal Levesque-Bristol is professor of Educational

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Kristi Glassmeyer, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University

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Faculty Development Constituent Committee

was complete, all courses with less than five studentswere removed from the data. Within the remaining course data, grade distributions varied acrosscourses in that some instructors used the +/- scale of letter grades and others did not. In order tolimit variation, plus and minus grades were removed by compiling them into their respectiveletter grades. For instance, the number of students receiving A+, A, and A- would be summedand labeled as students receiving an A for the class. The grade distribution scale includes A, B,C, D, E, and W. Additionally, in order to control for the diversity of class size across the data set,the percentage of students receiving each final letter grade (i.e. A) were calculated. Lastly, thedata set was limited to

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

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Diversity

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Faculty Development Constituent Committee

development program. Further, low-SES student data were compared to higher-SES student data to determine if the rate of change was similar or different between the twogroups pre- and post-instructor professional development. For each course, the percentage oflow- and high-SES students receiving different final grades (A, B, C, or DEW) werecalculated.Data Analysis and ResultsOur main interest in this paper was to determine if participating in the professionaldevelopment program had any effect on achievement of low-income students. Studentachievement was measured through final letter grade awarded in each class (A, B, C, orDEW). The data was categorized into two student groups: low-SES and high-SES. The datawere assessed in two ways: (a) comparing

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark Vincent Huerta, Arizona State University, Polytechnic campus; Daniel M. Aukes, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University; Julianne L. Holloway, Arizona State University; Gary Lichtenstein, Arizona State University, Polytechnic campus; Ann F. McKenna, Arizona State University, Polytechnic campus

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Faculty Development Constituent Committee

faculty. Jossey-Bass Publishers.[3] Matthews, K., (2014) Perspectives on Midcareer Faculty and Advice for Supporting Them. Cambridge, MA: Collaborative on Academic Careers in Higher Education White Paper.[4] Lechuga, V. M. (2014). A motivation perspective on faculty mentoring: the notion of “non- intrusive” mentoring practices in science and engineering. Higher Education, 68(6), 909- 926.[5] Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011). Who is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304.[6] Ragins, B. R., & Kram, K. E. (Eds.). (2007). The handbook of mentoring at work: Theory, research, and practice. Sage.[7

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Katherine Ortegon, Universidad Icesi; Silvia Guzman; Henry Arley Taquez Quenguan, Universidad Icesi

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Faculty Development Constituent Committee

identified needis proposed in Appendix B. This plan could also take into account other faculty aspects (e.g.,research, administrative training). In the proposed plan, a given program is characterized byfaculty career stage and considers six elements (participation, complexity level, funding, programtype and evaluation). This elements are explained in the following paragraphs.Participation of faculty members in training programs could be mandatory or not according toindividual departmental hiring and promotion policies. To date, no policies are in place; everydepartment has its own policies. Regarding incentives, it is known that faculty members’participation might increase with the providing of incentives. Complexity level is defined as

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan

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Faculty Development Constituent Committee

relationship building whichcan, in turn, make a difference in career success, exploring networks, sponsors, mentors, andcollaborators. The proposed model highlights a duality of strategies to serve faculty early intheir career (mentee) and more senior in their career (mentor). Collecting feedback from theparticipants in this study on the proposed model (Appendix B) provides a significant benefit andimmediate contribution.Background Kathy Kram [5] set out to study how adults affect other adults in the work place. Shestayed away from using the term “mentor” because of the host of contradictory meaningsassociated with it and she coined the term “developmental relationship” instead. Developmentalrelationships occur when an influential individual

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Patricia R. Backer, San Jose State University; Ravisha Mathur, San Jose State University

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Diversity

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Faculty Development Constituent Committee

science reform efforts really need to address. Journal of Educational Psychology, 93, 199-210 AND Walczyk, J. L. & Ramsey, L. L. (2003). Use of learner-centered instruction in college science and mathematics classrooms. Journal of Research in Science Teaching, 40(6), 566-584 AND Seymour, E., & Hewitt, N. M. (2000). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press AND National Governors Association Center for Best Practices. Building a science, technology, engineering and math education agenda: an update of state actions. Washington, DC: National Governors Association Center for Best Practices; 2012.[9] Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

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Diversity

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Faculty Development Constituent Committee

to attend future T&L Academy event (value toother colleagues); 3) The event helped to enhance faculty community in the college. (a) (b) The survey results clearly show that most participants thought the summer workshop was valuable to their self-development and that of their colleagues. In addition, 91% of participants agreed that the T&L event positively contributed

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

-campus workshops were custom-madefor the fellows and included: (a) how to germinate transformative ideas by no longer seeing ideasas precious; (b) how to become an effective collaborator by adapting the Toolbox Project; (c)how to move ideas forward by drawing on the game “Chutes & Ladders” where the chutesrepresent common obstacles and the ladders are shortcuts; (d) how to manage time at work, andin life; and (e) how to classify, understand, and know when and how to implement intentionalversus emergent research strategies. As a culminating activity, the faculty then pitched theirideas to university and community leadership. In conjunction with this pitch event, an advocatewas assigned to each fellow to help connect their ideas to future

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami

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Faculty Development Constituent Committee

Opportunities,” New Dir. High. Educ., no. 143, pp. 11–19, 2008.[14] C. Fitzmorris, R. Shehab, and D. Trytten, “The career goals of non-tenure-track full-time engineering faculty,” in 2016 IEEE Frontiers in Education Conference (FIE), 2016, pp. 1–6.[15] B. L. Yoder, “Engineering by the Numbers,” in ASEE Profiles of Engineering and Engineering Technology Colleges, 2017, pp. 1–37.[16] A. Kezar, “Examining Non-Tenure Track Faculty Perceptions of How Departmental Policies and Practices Shape Their Performance and Ability to Create Student Learning at Four-Year Institutions,” Res. High. Educ., vol. 54, no. 5, pp. 571–598, 2013.[17] M. K. Eagan Jr., A. J. Jaeger, and A. Grantham, “Supporting the Academic Majority

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sherri Sklarwitz, Tisch College of Civic Life, Tufts University; Ethan E Danahy, Tufts University; Peter de Guzman, Jonathan M. Tisch College of Civic Life at Tufts University; Fredrik W. Lyford, The Fletcher School, Tufts University; Mindy Nierenberg; Nancy Thomas, Tufts University; Marian Woznica, Tisch College of Civic Life

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Force on Civic Learning and Democratic Engagement. (2012) A CrucibleMoment: College Learning and Democracy’s Future. ISBN 978-0-9827850-5-8Saltmarsh, John and Hartley, Matthew (2011) To Serve a Larger Purpose: Engagement forDemocracy and the Transformation of Higher Education. ISBN: 978-1-439-90508-1Schoem, David and Hurtado, Sylvia, eds. (2001) Intergroup Dialogue: Deliberative Democracyin School, College, Community, and Workplace. ISBN: 0-472-09782-2Smith, B., Mayer, J., & Fritschler, A. (2008). Higher education and the “culture wars”. Closedminds, 8-23.Thomas, N. (2015). The politics of learning for democracy. Diversity and Democracy, 18(4), 4-7.Thomas, N., Bergom, I., Casellas Connors, I., Gautam, P., Gismondi, A., & Roshko, A