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

capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering

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

, Computer Graphics, Materials Science and laboratory courses. Since 2015 she has been actively involved in the University of Miami College of Engineering’s ”Redefining Engineering Education” strategic plan on educational innovation. As part of this plan, Dr. Basalo worked with 2 other faculty members to organize inaugural Senior Design Expo in May 2017, an exposition where over 200 senior students showcased their Capstone projects to the University of Miami community, alumni and industry leaders. Starting in 2016 and through her work with the University of Miami’s Engaged Faculty Fellowship program, Dr. Basalo incorporated an academic service component into the final project for a sophomore-level Measurements Lab course

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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Faculty Development Constituent Committee

which even technological problems canhave negative impacts on society. These connections between design, technology, ethics, and thepublic are essential to the foundation of engineering education. Faculty in higher education arepoised to create opportunities for students to build an understanding of social issues through thedevelopment of skills in civic engagement (enabling engagement in moral, social, and politicalissues), in addition to the core skills of engineering practice, will allow students to create holisticsolutions to address systemic challenges.Civic engagement in society can take a variety of forms, with the most basic indicators beingrates of voting in political elections. The National Study of Learning, Voting, and Engagement

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

space, thefaculty cohort, along with university administration and leadership (e.g. provost, vice presidents,deans, chairs), and community influencers gathered for breakfast and networking. Afterintroductions by the Interim Vice President of Research & Economic Development, the PI andco-PI framed the experience, offering a brief primer on ASSERT and asked the audience toprovide constructive and supportive feedback to help ASSERT Fellows move their ideasforward. Each fellow was allotted three minutes to share their transformational research ideawith the use of only one visually impactful image. Audience questions and applause were helduntil the end when all fifteen fellows took the stage to field audience questions and comments.Preparation

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

interestsand opportunities among the three partners, how the workshop was designed and why, somedetails about the workshop’s impact, and future work.Lesson: Be humble; assemble a team to cover the required expertise.The origins of this workshop effort trace back to an initiative in the College of Engineeringfocused on student mental health. Among the college’s projects under this initiative were trainingworkshops for various key audiences, including engineering faculty, advising staff, and graduatestudents (for their work as TAs). With workshop topics including such complex and sensitiveones as suicide, the college staff person who was charged with the mental health initiativerecognized the need to bring in expertise from the counseling center. The

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

Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and

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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Faculty Development Constituent Committee

, lecture-basedcourses that had a high rate of D and F grades or student withdrawals (i.e., DFW). The NCATcourse design program specifically focused on the use of technology as a means for reducingDFW rates and increasing student engagement. However, the program only allowed instructors alimited number of course redesign models to follow.IMPACT, like NCAT, initially targeted large, introductory, lecture-based courses with high DFWrates. IMPACT no longer requires courses to meet these criteria but still focuses onundergraduate courses. IMPACT has incorporated SDT, a theory of motivation, into the corestructure and practices of the program. SDT provides a theoretical framework that allowsparticipants to choose the specific aspects of their course

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 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

faculty engagement and to build an inclusive facultycommunity. In the College’s 2015-2020 strategic plan, a key strategic area is to “nurture acommunity of deeply engaged faculty and staff committed to enable student success throughquality curriculum, responsive teaching and active learning”. Launched in Summer 2015, theECST Teaching & Learning Academy was originally focused on professional development of newfaculty members, but quickly evolved to be a platform for open communication, socialization, andshared learning for faculty across all disciplines in the college. In the past three years, we haveseen the growth of participation of faculty, both tenured/tenure-track and adjunct faculty fromdifferent departments in the College. This rest of

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

experiences and training.Dr. Stephanie Marie Kusano, University of Michigan Stephanie Kusano is an assessment specialist at the Center for Research on Learning and Teaching at University of Michigan. She has a Ph.D. in Engineering Education, M.S. in Biomedical Engineering, and B.S. in Mechanical Engineering, all from Virginia Tech. Her research interests include engaged learning and high impact practices, assessment, and learning analytics. Her teaching experience has primarily been with first-year engineering.Dr. Tershia A. Pinder-Grover, University of Michigan Tershia Pinder-Grover is the Director of the Center for Research on Learning in Teaching in Engineering (CRLT-Engin) at the University of Michigan (U-M). She

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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Faculty Development Constituent Committee

(Creswell & Poth, 2017). The use of focusgroups with URM doctoral engineering students allowed for multiple perspectives on chatbotefficacy. The research questions were as follows: 1. Can future faculty mentoring be accomplished through chatbots? 2. What are the ways in which users are satisfied with interacting with a chatbot for mentoring? 3. What are the ways in which users intend to use a mentoring chatbot in the future?Chatbot Design. The future faculty mentoring chatbots were populated by seven emeriti facultymembers selected because of their renowned stature in the field, collective expertise, andcontinued engagement in academia during retirement. Most maintained sponsored researchactivities and research labs

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

Project-based learning (PBL), recognized as a high-impact practice [1, 2], is an increasingly commonfeature in US engineering programs, with implementations ranging from first-year experiences throughcapstone design projects. The Buck Institute of Education, whose work focuses mostly on K-12 education,has articulated a set of essential elements of “Gold Standard PBL” [3] that are readily applicable to thehigher education context: 1. Key Knowledge, Understanding, and Skills: Make clear the learning goals for PBL assignments. Often these are a combination of disciplinary knowledge and transferrable skills and abilities. 2. Challenging Problem or Question: Engage students with a driving problem or question with a suitable level of

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

students and also for their fellow faculty. An ability to impact students directlybrings a critical component for systematic change in higher education. In this paper, the authorspresent pedagogical risk-taking as a key component in the described faculty developmentprogram to cultivate and guide an innovation process in academia. Pedagogical risk-taking isoperationalized as faculty’s willingness to trying pedagogical approaches on their own, in theclassroom, for which the outcome is unknown [2]. The set of activities and interventions tosupport this pedagogical risk-taking is guided by an additive innovation framework whichpresents a set of design principles that participants in a community exhibit when collaboratingwithin the community [1

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

Paper ID #27165Research Paper: Where Do We Meet? Understanding Conference Participa-tion in a Department of Engineering EducationMr. Tahsin Mahmud Chowdhury, Virginia Tech Tahsin Mahmud Chowdhury is a PhD student at Virginia Tech in the department of Engineering Edu- cation. Tahsin holds a BSc. degree in Electrical and Electronics Engineering from IUT, Dhaka and has worked as a manufacturing professional at a Fortune 500. He is actively engaged in different projects at the department involving teamwork, communication and capstone design with a focus on industrial engineering practice.Ms. Ashley R. Taylor, Virginia Tech

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

done to enhanceengineering education. A traditional lecture course may be an effective pedagogical approach forefficiently disseminating a large body of content to a large number of students. However, theseone-way exchanges from professor to student typically promote passive and superficial learningand have a negative impact on student motivation, confidence, and enthusiasm [1] - [3]. As aresult, a traditional lecture approach can result in students not having the needed skills to succeedin an ever-changing, ever-advancing global market.In contrast, active learning strategies promote student engagement and thinking about what theyare learning and how it integrates into their existing knowledge base. While there are multipledefinitions, Prince

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

order to become familiar withpossible strategies for student engagement and to learn from fellow instructors.Since the vast majority of participants were interested in pursuing evidence-based interactivetechniques when they joined the group, we focus our analysis on studying their process ofadopting a new interactive strategy in their course(s). Of the 36 first-time interviews, 33 providedresponses about whether they had implemented a new strategy in their course and/or whetherthey were considering any new strategies as a result of participating in the faculty teachingdevelopment group. Of the 33 participants who discussed adoption of new strategies, 13 hadreached the implementation stage. They had implemented, or were in the process

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

other, ‘what’d you get?’” This studentmotivation F1 identifies during class is what continues to motivate his devotion and extensivetime-expenditure preparing for each class, “it’s worth it [student engagement in class] …when Ithink of the time I spend designing questions for group work, their reactions in class make mewant to keep doing it.” F1 discussed how important the peer observations (as part of the FLC experience) were tohis process of becoming a collaborative learning user, “The really impactful thing was peerobservations…sitting in on some other people’s classes was really powerful for me…seeingother people do things, you get some ideas, but you also get a feeling for not so good [referringto what wouldn’t work in his class

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

, teaching applied anthropology, Kalahari San land and resource rights, research to practice links in minority health care, and student and instructor perceptions of the impact of social media on student success. With a broad and diverse background in both education and the social sciences, he strives to bring a holistic and interdisciplinary approach to all aspects of teaching, research, and service.Dr. Lance C. Perez, University of Nebraska, Lincoln Dr. Lance C. P´erez received his B.S. in Electrical Engineering from the University of Virginia, and his M.S. and Ph.D. in Electrical Engineering from the University of Notre Dame. He is currently the Omar H. Heins Professor of Electrical and Computer Engineering at 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

impacted their leadership development and careeradvancement. Through data collection and analysis, the researcher will identify emergentdevelopmental relationship functions specific to engineering faculty. Researcher field notesreveal anticipated findings such as the power of observation and the significance of rolemodeling experienced by the participants. The anticipated findings support new functionsidentified in previous research specific to the population of higher education leaders. Theimportance of peer relationships and the existence of multiple developers are also consistent withprevious findings. Results from this study will inform a mentoring model being developed bythe author which will help faculty focus on being intentional about

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

keyexamples of how we have leveraged Meadows’ 14 principles in creating EETI. EETI’s primary mission was to allow faculty to self-organize and form new, positive relationshipsaround the scholarship and practice of teaching and learning. To accomplish this mission, we sought toavoid remedial activities meant to help faculty “fix” their teaching practices, which the facultydevelopment community has come to recognize as counterproductive to building a positive reputationamong faculty (Haras, Ginsberg, Magruder, & Zakrajsek, 2017). Rather, we drew from one of Meadows’principles, listen to the wisdom of the system, to adopt a strengths model of faculty development.Accordingly, our programming allows faculty to engage with EETI on their own

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Kenya Crosson, University of Dayton; Aaron Altman, United States Air Force Research Laboratory; Elizabeth Hart, University of Dayton; Malle R Schilling, University of Dayton

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Faculty Development Constituent Committee

creation of new knowledge, products, practices or designs, or engagement with the community.  Cultural: Faculty activities that help foster a just, equitable, inclusive and culturally competent school and university community.These areas of impact are closely aligned with the mission and vision of the SoE and UD.Formative capacity of proposed document: As mentioned above, a key objective in developinga new P&T document is to create procedures, policies and tools that would aid in theprofessional development of the faculty, such that the P&T document serves as both a formativeand evaluative tool. One way that the proposed document seeks to accomplish this is byspecifically defining the mentoring and coaching

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

institution.At the midpoint focus groups, teams discussed engaging in activities that built the credibility ofthe project, such as incorporating feedback from stakeholders, updating their messaging,connecting to industry partners, or realigning their goals with faculty interests. One team learnedthat students attached negative connotations to one of the pedagogical changes the team wasimplementing. This team decided to shift their messaging to focus on the bigger purpose of theirchange project in order to avoid students’ negative perceptions. Another team had organizedfaculty working groups. When this team encountered a new question from the faculty about howbeneficial one of their changes would be, a faculty working group assessed faculty opinions

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

of what was going on.A key part of keeping the “army” engaged was the project philosophy of transparency. Unlessthere was a clear and critical reason not to, information was communicated, and feedback wasrequested, even if it was difficult, or even undesirable. This created a trust that the projectleadership was not hiding any “gotchas” but also created opportunities for people to problemsolve and make a difference.Enable action by removing barriersThe biggest barrier involved in this project was time and capacity. Faculty largely did not careabout moving to a new LMS, so minimizing the amount of time they had to spend was a key toproject success. This was done with a cadre of full-time staff and students who migrated contentfrom one LMS to

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

(DBES), available. curriculum; focus and opportunities, department grants. Institutional grants on student-centered choose Funded by available learning; promote a strategies/interventi institutions. campus wide ons and leverage commitment to opportunities, change; and engage determine the biology readiness for community in the action, implementation of implementation

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

phase when moving from passive learning tied tothe professor towards a learning based on intellectual autonomy[1], [4], [5].Key elements and benefits of ALAccording to Gonzalez [1], instructional design using AL includes at least three elements,achieving student engagement, considering and understanding learning styles, and promoting aclassroom environment where students reach high-order thinking through questions posed by theprofessor. In this regard, there is no evidence that matching instructional design activities to one´slearning style improves learning, however, it is important that each student reflect and recognizetheir own learning styles. Daouk, Bahous and Nola [6] suggest that AL basic elements includespeaking, reading, listening

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

taking from 25% to 100% of TA’s working time andthey reported being involved in teaching activities related to lesson planning and teaching,materials development, assessment, consultations and research supervision (Appendix 1). Duringthe individual interviews, TA’s reported their challenges and training needs, related to subjectknowledge and course team communication, but mostly to lesson planning, student engagementwhile teaching classes and developing confidence as instructors (Appendix 2). Besides, in Spring2017 semester, course instructors performed regular observations of their TAs teams, and mostof them indicated students’ engagement as the skills that required development, even in thoseTA’s who were identified as role models (Appendix 3

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

% of engineering professors use activelearning in their classrooms. Indeed, Lord and Camacho [12] found that most teaching-oriented engineering faculty know there are problems with lecture-based instruction; yet 60%of them still teach that way.Integrating active learning techniques into STEM classes has produced gains in studentlearning. A study completed by Hake [13] in Physics showed that when active engagementmethods were used, students’ scores on a Force Concept Inventory (FCI) were higher thanstudents in traditional classrooms. At Purdue University, large STEM lecture courses wereredesigned to include active learning strategies in STEM classes; this is part of the PurdueAcademic Course Transformation program (IMPACT) [14]. As a result of

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

steps of constantcomparative analysis.This review suggests the existence of at least 31 factors that can potentially impact the successfulimplementation of RBIS in the classroom. Hence, they could be barriers or drivers toinstructional change in higher education. These 31 factors were classified and organized into sixcategories: 1) culture, 2) change management, 3) institutional support, 4) pedagogical knowledgeand skills, 5) students´ experience, and 6) faculty motivation.BackgroundSeveral reports on engineering education make the call to change pedagogical approaches inengineering by increasingly embedding research on learning into teaching practices [1-3]. Thistype of change, that involves a transformation in instructional practices 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

how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Prof. Keith D. Hjelmstad, Arizona State 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.Dr. Brent James Sebold, Arizona State University Brent Sebold is the Executive Director of the Entrepreneurship

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

transformations could occur in IVR for engineering faculty to temporarily transfer intothe student—veteran, person with disability, woman, woman of color, LGBTQ individual, lowsocioeconomic status or first-generation—perspectives to encounter firsthand some of themarginalized experiences that ‘inclusion privilege,’ power and implicit bias commonlycircumvent.IVR as a Tool for Training FacultyPresenting scenarios through IVR to create awareness of the marginalized experiences of othersas well as the impact of those experiences on those that have experienced them could return“altered” individuals to the real world—possessing a heightened awareness with the hopes ofshifting to be more inclusive. The natural question becomes, how might perception of