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

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

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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Diversity

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Faculty Development Constituent Committee

one or two individuals, while otherteams took the time to co-create their goals through a sharing vision process [7].We also found variation in the extent to which the common goals were established withstakeholders beyond the core RED team members. In some cases, the entire department wasincluded in the proposal writing process and thus the common goals were co-created togetherwith many stakeholders. In other cases, the proposal was written with only a few core teammembers and so those outside the team were not aware of the goals when the grant was funded.Teams took different amounts of time to share the common goals with additional stakeholders(faculty, staff, students).At the midpoint focus groups, all of the teams described a process of

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

teams. To examine these thirteen change projects from the lens ofan outsider looking in, they used the six characteristics of guiding coalitions outlined by Kotter(2012) to conduct a post-hoc analysis of team-building experiences. By using theory as a meansto explain events that occurred in the past, these authors were able to apply theory as a means tounderstand change project contexts without the need to adapt it in-the-moment as eventsunfolded. This approach was particularly valuable as a means to make sense of complicated teamformation experiences through a retrospective lens and connect the studied teams’ experiences tobroader team-building narratives.In practice-oriented contexts, change agents can utilize theories in many ways, and may

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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Diversity

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Faculty Development Constituent Committee

tostrengthen instructors' skills through intensive and practical exercises in learning-centeredteaching. Mixing opportunities for small and large group interaction, the ISW program engagesparticipants in: ● planning and delivering 10-minute lessons ● developing participatory instructional techniques ● listening actively ● learning and teaching collaboratively ● modelling adult learning principles ● generating effective feedback and discussionThe ISW was first developed in British Columbia, Canada in 1979 as a response to requests forprofessional development programming for instructors of the newly created colleges. The ISWhas since grown and expanded across Canada as well as into the United States and many othercountries

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

used by thosewith positional and informal leadership roles in a group. Having participated in the ad-hoccommittee since its formation, but without a formal leadership role, the faculty developer useddirect awareness of the challenges and issues that had hindered the ad-hoc committee’s progressduring the year. Given the past experiences of the committee, the two-day activity required morethan a convening of multiple perspectives and content experts. The challenges that thus far hadhindered the ad-hoc committee’s progress in the SET review can be viewed through thedimensions of complex social systems: structural, attitudinal (e.g., beliefs, values, fears), andtransactional (e.g., interactions, relationships) (Omidyar Group, 2018).The structural

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

plan to incorporate at least two small active learningideas. Content delivered in the workshops was supplemented through community of scholarsactivities in which faculty were encouraged to either create their own community, join aresearcher lead community, or both as a means to share ideas, debrief on how classroomimplementation was going, and continue talks about teaching.D. Study PurposeWe employed two studies (Study I and II) to explore engineering faculty’s current knowledge,perceptions and practice of active learning for diagnostic purposes at Texas A&M University.Study I surveyed participants prior to them engaging in a faculty development initiative thatintroduced them to active learning. Information was gathered to explore any

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

Ashley Taylor is a doctoral candidate in engineering education at Virginia Polytechnic and State Univer- sity, where she also serves as a program assistant for the Center for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ash- ley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Dr. Homero

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

and J. Choi, 2017, International Journal of Intent to Use Chatbot Human-Computer Studies, 103, p. 97.MethodologyResearch Design. A phenomenological research design (Moustakas, 1994) was utilized toexplore the efficacy of chatbots in future faculty mentoring through focus groups grounded bythe Efficacy of Chatbots for Future Faculty Mentoring conceptual framework. According toCreswell and Poth (2017), phenomenological designs allow researchers to explore whatindividuals have experienced and how they experienced it. The goal of this method is to providetransferability of findings, specifically the potential to transfer the specific findings beyond thebounds of the study to individuals in similar situations

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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Diversity

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Faculty Development Constituent Committee

Office. In the school, he spearheaded the Teaching Enterprise Project - a platform where students learn through authentic client-based projects. c American Society for Engineering Education, 2019 WIP: A Taxonomy for Faculty Scaffolding of Project-Based Learning Experiences John McNeill, Richard Vaz Vinayak Prabhu, Rajani Shanka, Raymond Tay, Worcester Polytechnic Institute, Raphael Lee, Cherine Tan, Larry Seow 100 Institute Rd, Worcester, MA 01609 Nanyang Polytechnic Institute mcneill@wpi.edu Nanyang, Singapore1 Introduction

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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Faculty Development Constituent Committee

teaching effectiveness and student achievement. The TAP evaluation involves classroom observations, coaching, and feedback/reflection for professional growth. Kara has worked with 60+ student teachers in various subjects at the pre-K through 12th grade level, and conducted over 100 TAP classroom observations. Since the fall of 2016, Kara has been working with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom observations in ASU engineering courses (civil, environmental, construction, chemical, aero/mechanical, materials, transporta- tion, and biomedical engineering). The RTOP or Reformed Teaching Observation Protocol, is a rubric designed

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

University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University. c American Society for Engineering Education, 2019 Paper ID #25129Kara L. Hjelmstad, Arizona State University Kara Hjelmstad has currently worked as a faculty associate and student teacher supervisor for Mary Lou Fulton Teachers College at Arizona State University. After earning a BA degree in elementary education and an M.Ed. degree in curriculum and instruction, she spent twelve years teaching K-5 and enrichment at the elementary

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

desire to collaborate acrossinstitutions and to share data within the EFIC community. These initial seed proposals will serveas a basis for how the EFIC planning team might focus future RFPs. The resulting data that willemerge from funded studies conducted under the RFP are intended to be broadly disseminatedand shared within and beyond EFIC. To evaluate EFIC, key metrics of success will be monitoredclosely, including the level of engagement by the community, quality of the ideas beinggenerated, and impact created through the implementation of these ideas.Conclusion EFIC was developed to address the need to further investigate the effectiveness ofmentorship approaches on faculty development at different stages of their careers. The

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

understand how leadership is fostered informally,this study focuses on developmental relationships experienced by engineering faculty leaders.The research question to be answered by this study is: What functions of developmentalrelationships, such as role modeling, stretch assignments, and networking, help engineeringfaculty leaders along their career journey?This paper highlights the background, methods, anticipated results, and significance of a studywhich utilizes a qualitative approach of interviews with engineering faculty leaders at twoinstitutions. Through interviews, data are being gathered about what happened in the facultymember’s developmental relationship experiences, and to what extent the individualdevelopmental relationship functions

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

risk-taking as a faculty member can lead to desiredprofessional competencies among engineering students.References[1] S. Jordan and M. Lande, "Additive innovation in design thinking and making," International Journal of Engineering Education, vol. 32, no. 3, pp. 1438--1444, 2015.[2] J. Bekki, A. Ayela-Uwangue, S. Brunhaver, N. Kellam, M. Lande and A. McKenna, "I Want to Try That Too! Development of a Conceptual Framework for Interventions that Encourage Pedagogical Risk-Taking Among Faculty," in Proceedings of the American Society for Engineering Education Conference, 2017.[3] T. K. Grose, "Hardy Perennials: As Engineering Education Advanced Through the Decades, Key Debates Kept Recurring," ASEE Prism, vol. 22, no. 9, p. 34–38

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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Diversity

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Faculty Development Constituent Committee

systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Meagan R. Kendall, University of