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

Tagged Divisions

Faculty Development Constituent Committee

strategy, a technique, an instructional method or a model[2], [3]. Defining AL based on its characteristics implies that students must engage in activitiesbeyond the basic ones such as listening, paying attention, or taking notes. Students must be able toread, to question themselves, to write, to discuss, to apply concepts, to employ methods, to solveproblems or challenges or develop projects in a real-world context [1].A common aspect found throughout these different approaches is the student’s motivation andengagement with her or his own learning process. However, achieving this engagement is not aneasy task for faculty members due to resistance from students to these new approaches. Accordingto the literature, student opposition is a natural

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

Tagged Divisions

Faculty Development Constituent Committee

perspectives they would have availableto draw from and broaden the idea pool. (The research team similarly invited students andfaculty who they thought would be interested and willing to provide feedback.) Participants werealso asked to bring a curriculum module, textbook, laptop, and any other resources that wouldaid in formulating a new pedagogical innovation. At the end of the hackathon, participantsdemonstrated their new pedagogical innovations to each other. Two hackathons took place oneweek apart, with participants asked to attend at least one. Ten participants attended the firsthackathon, and six attended the second, with one faculty member choosing to attend both events.A key lesson from the event was that the concept of a teaching hackathon

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

Tagged Divisions

Faculty Development Constituent Committee

challenges were similar to issues encountered in a teaching and learning context.During the year-long committee work, there was a lack of clarity in the goals, specific objectives,and scope of the work. During meetings, considerations beyond the SET questions became theemphasis, with some members focused on these additional issues such as implementation andformat, while others tried to adhere to the task of reviewing the SET and recommendingquestions. Moreover, a guiding framework for conducting the SET review process and criteria toevaluate potential SET questions were not established. Other structural issues included theswitch from paper to online administration of the SET, resulting in faculty concerns regardingthe overall decrease in student

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

Tagged Divisions

Faculty Development Constituent Committee

varying opinions. This particular casestudy described a recent (Spring 2018) news story around the internal protest that a group ofGoogle employees waged against their company to voice concern over the work Google wasdoing under contract with the Pentagon. From a New York Times article detailing the conflict, theprofessors read how the protesting Google employees involved did not believe their companyshould be involved in any activities that could contribute to, for instance, improving the targetingcapabilities of drone strikes. This case study was utilized as an example of the intersection ofengineering content with larger political implications, and the presenters stressed to theengineering faculty participants that a case study relevant 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

Tagged Divisions

Faculty Development Constituent Committee

, & Sochacka (2019) uses complexsystems theory to guide the change effort. In this approach, components of a system (forexample, individuals in a department) and the relationships among components are explored forboth unique and emergent properties. Leverage points for change are identified, both internal tothe system and external (for example, creating physical spaces that promote relationshipdevelopment among faculty). Panel contributors Morelock, Walther, & Sochacka (2019)hypothesized that change in teaching practices would result from new relationships amongfaculty around engineering education. In contrast, the work reported by panel contributorsNelson & Hjalmarson (2019) relies on the diffusion of innovation model. This approach

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

Tagged Divisions

Faculty Development Constituent Committee

accompanies acollaborative classroom environment, this approach spurs greater participation during the FLC.This approach also provides a renewed emphasis on student engagement, student-centeredlearning, and a further de-prioritization of DFW rates.CompetenceCompetence has been the focus of multiple higher education studies and refers to our basic needto feel effectance and mastery15,16. The need for competence is satisfied when opportunities todemonstrate one’s skills are frequently provided and in a way that allows students to receivefeedback and improve on their performance. For example, working in groups or project teams iscommon in some STEM disciplines and is also a common complaint and/or concern amonginstructors. An issue here could be that

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

Tagged Divisions

Faculty Development Constituent Committee

teacher…then it becomes as ineffective as just going with student evaluations because you don’t know if students are leaving with good quality knowledge…Just because every two minutes I’m talking or they’re talking or they’re engaged doesn’t fully say, you know, how well they’re actually learning the material (Participant 6). In short, although all faculty felt the process was helpful or very helpful, they articulated the need tomodify the system to be more contextual and nuanced for different courses and circumstances. Barriers. The main potential barriers for implementing the new system into the College of Engineeringincluded concerns about resources and the potential resistance of other faculty to receiving feedback onteaching. First, when

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

development aimed to improve the pedagogy used in existingand newly designed active learning spaces. Texas A&M University opened 32 new activelearning spaces in a redesigned engineering building in fall 2018. In essence, these redesignedspaces embrace the idea of enabling active learning in every space by deliberate design offurniture, spacing and technology. To aid faculty in assimilating active learning pedagogies intotheir course(s) in both existing and redesigned spaces, a college-wide faculty developmentinitiative was developed. Two studies explored engineering faculty’s knowledge, perceptions andpractice of active learning at Texas A&M. Study I surveyed the faculty development programparticipants, prior to attending the first workshop

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

Tagged Divisions

Faculty Development Constituent Committee

intheir classes [24].Assumptions refer to the predefined interpretations or meanings toward academic activities.Such attitudes become a barrier to change when there is a negative assumption toward the RBIS.As Handelsman, et al. [27] noted, many faculty assumed such a conclusion because the currenteducational systems still generate many successful new scientists.Values denote the collective importance or reputation that faculty and administrators attribute toacademic activities. Researchers have found that cultural values could be barriers or drivers toadoption of RBIS depending on certain elements: the faculty’s collective value put on traditionalteaching methods [12], the value placed on innovations by administrators [26], and theimportance that

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

Tagged Divisions

Faculty Development Constituent Committee

coordinates initiatives for engineering faculty, develops workshops and seminars, and consults with faculty and graduate student instructors (GSIs) on a variety of pedagogical topics. Prior to joining CRLT-Engin, she earned her B.S. degree in Fire Protection Engineering from the University of Maryland and her M.S. and Ph.D. degrees in Mechanical Engineering from the U-M. Her current research interests include graduate student professional development and the adoption of inclusive teaching practices for engineering instructors. c American Society for Engineering Education, 2019 Assessing Inclusive Teaching Training of Graduate Student Instructors in

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

through a Google search or blog. One individual responded that the “beauty ofthe chatbot was that the responses were vetted and from emeriti faculty who had wisdom to sharerather than needing to filter through endless information that would be found on the internet.”Intent to Use Chatbot. While overall students shared a general satisfaction with the chatbots,they expressed concern on the lack of personalization and relationship building that could occurwith the chatbot, which resulted in mixed responses on the intent to use. One shared: “What I getfrom a mentor is the personal connection, personal relationship which helps them identifyopportunities that are right for you.” Another student followed up on that sentiment: “I don’tknow that you can