Displaying results 1 - 30 of 60 in total
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- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology
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Paper ID #29446Changing an Electrical and Computer Engineering Department Culture fromthe Bottom Up: Action Plans Generated from Faculty InterviewsElise A. Frickey, Iowa State University Elise is a graduate student at Iowa State University. As a doctoral student in Counseling Psychology, she has been involved with research on the application of self-determination theory to different domains to allow for better understanding of the relationships between contextual factors, basic psychological needs, and indices of well-being. Prior to attending Iowa State University, she obtained a Bachelor of Arts in Psychology and Spanish
- Conference Session
- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio
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the Department of Computer Science and a courtesy appointment in the Department of Electrical and Computer Engineering at the University of Texas at San Antonio. His research investigates how learning technologies and transformative practices can improve learning, engage students, and broaden participation in computer science and engineering.Mrs. Robin Nelson, University of Texas at San Antonio Robin Nelson is a doctoral student in the Department of Interdisciplinary Learning and Teaching and is pursuing a cognate in Instructional Technology at the University of Texas at San Antonio. Her research interests include the development of TPACK in preservice teachers, evidence-based teaching strategies, and the use of
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- Faculty Development Division Poster Session
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- Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University
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a newly expanded graduate teaching assistant (GTA) training programin a computer science department. As part of an NSF-funded project that aims to transformteaching practices in highly enrolled gateway STEM courses, the computer science (CS)department at a research-focused state institution is working to integrate active learning practicesin its CS 1 (freshman level) and CS 2 (sophomore level) courses. The combined courses haveenrollments of nearly 1,000 students each semester, with lecture sections of 100-200 studentsand software lab sections of 25-30 students. Lab sections are led by GTAs, and hence GTAprofessional development plays a large role in transforming the teaching and learning approachesin these courses.The CS department at the
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- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology
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. She has examined Self Determination Theory as a framework to explain how the environment impacts well-being for faculty, students in general, and student veterans. Her other work includes the intersection of personality and vocational interest as well as how counselors learn to become effective in their work with clients.Prof. Mack Shelley, Iowa State University of Science and Technology Mack Shelley holds the titled position of University Professor of Political Science, Statistics, and School of Education. He currently serves as Chair of the Department of Political Science. His research and teaching focuses on public policy. He has extensive experience with grants- and contracts-funded research and evaluation for
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University
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University American c Society for Engineering Education, 2021 Paper ID #32676 Stacy Tantum received the B.S. in Electrical Engineering and Economics from Tufts University in 1994, and the M.S. and Ph.D. degrees in Electrical Engineering from Duke University in 1996 and 1998, respec- tively. She is currently an Associate Professor of the Practice in the Electrical & Computer Engineering Department at Duke University. Her research interests include statistical signal processing with appli- cations in the areas of machine learning for efficient sparse model inversion
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- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles
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Paper ID #29487Lessons Learned: Teaching and Learning Academy Workshop to promoteAsset-based mindset among STEM facultyDr. Daniel Galvan, California State University, Los Angeles Dr. Daniel Galvan is Director of Acceleration Initiatives and Student Engagement in the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. He has an extensive background in facilitating asset-based approaches towards teaching through equity-minded workshops in community colleges, public, and private four-year institutions. He received his BA in Soci- ology from Cal Poly San Luis Obispo, his MA
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University
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applications in MEMS and medical devices as well as autonomous vehicles and robotics. She also holds the patent for the continuous trace gas separa- tor and a provisional patent for the dynamic tumor ablation probe. She is passionate about Engineering Education and experienced in developing inverted classroom lectures and facilitating students’ learning through authentic engineering problems. She is currently the Co- PI for the NSF Revolutionizing Engi- neering and Computer Science Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven
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Learning Opportunities. Through this grant entrepreneurial learning has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs. Faculty development on entrepreneurial minded learning is a part of this effort.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Program Assessment and Effectiveness at the Uni- versity of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the De- partment of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech and her Bachelors of Engineering from MIT. She has over 12 years of experience in
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego
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Paper ID #32647Lessons Learned: How Our Agile Department Survived the COVID-19 PivotDr. Diana A. Chen, University of San Diego Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her scholarly interests include engineering education that contextualizes engineering sciences and
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- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University
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Paper ID #32659Lessons Learned: Adapting to Aid Faculty for Teaching in a PandemicDr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interests include faculty development, the peer review process, the
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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20 34Students miss social interactions and work with other students 12 20Student did not like online learning 9 14Important thing is to reduce risk from COVID 9 10Student needs to be more proactive in online classes 8 9Other CommentsGraduation issues 5 5Job search and internship issues 3 6Internet, computer and connectivity issues 3 3Student has learning disability 1
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University
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computational mechanics. His major areas of research interest are structural engineer- ing, construction, sustainable infrastructure, new material development, physical and numerical modeling of structures, and engineering education. American c Society for Engineering Education, 2021 Evaluation of Teaching through Online Tools and Canvas Learning Management System at Morgan State UniversityIntroductionThe novel coronavirus (COVID-19) pandemic demanded a rapid transition of education in theUnited States to remote and online learning in less than a month. Prior to COVID-19, quarantineand social distancing were not commonplace in the lexicons of faculty
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University
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Paper ID #34338Where’s My Whiteboard? The Challenge of Moving Active-learningMathematics Classes OnlineProf. 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
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
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Technology Group at Vanderbilt (1990). "Anchored Instruction and Its Relationship to Situated Cognition." Educational Researcher 19:2–10.Cognition and Technology Group at Vanderbilt (1992). "The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design." Education Technology Research and Development 40:65–80.Dennen, V.P. (2008). Looking for Evidence of Learning: Assessment and Analysis Methods for Online Discourse. Computers in Human Behavior, 24(2), 205-219.Ellis, Carolyn. (2004). The Ethnographic I: A Methodological Novel about Autoethnography. Walnut Creek: AltaMira Press.Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Manfreda, K.L
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- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown
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STEMeducation enterprise and broaden the pool of researchers that can conduct fundamental researchinto STEM learning and learning environments. This is motivated in part by the recognition thatimproved STEM education will benefit from qualitative and quantitative research [1], and for theneed to evaluate the effectiveness of various initiatives that are being explored [2]. Recent NSFawards have focused mostly on graduate students seeking to become STEM researchersincluding studies that established: 1) an Institute in Critical Quantitative, Computational, andMixed Methods Training for Underrepresented Scholars [3], 2) a Meta-Analysis ResearchInstitute (MMARI) to improve the quality of meta-analyses conducted in STEM education byproviding training to
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University
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society through investigating community-based leMr. William Cohen, Ohio State University William Cohen is a Lecturer for the Fundamentals of Engineering program at The Ohio State University: a 2 semester course sequence for first-year engineering students focusing on programming in MATLAB, computer aided drawing in SolidWorks, and a semester long design-build-test project. William has also received his B.S. in Chemical Engineering and M.S. in Nuclear Engineering from Ohio State.Dr. James Edward Toney, Ohio State University James Toney earned the Ph.D. in physics from Carnegie Mellon University in 1998 and the B.S. in electri- cal engineering from Rensselaer Polytechnic Institute in 1984. He is a Senior Lecturer in the
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- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill
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participants are faculty who are interested in EMLand they are recruited from science and math departments thatteach our engineering students. They are selected through anapplication process. In our first two years, we had 6-7 participantseach year with about half from the APS department and the otherhalf from Physics, Biology, Chemistry, and Computer Science.As an extra incentive for active participation, all faculty Figure 1: A typical collaborativeparticipants receive a $5000 stipend funded through a grant that activity during an FLC meeting.supports this effort.Monthly MeetingsWe designed the monthly meetings to use the same pedagogical techniques that we want facultyto implement in their courses, including active learning and
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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Paper ID #32358Learning from the Voices of Faculty: An Analysis of the Impact ofShelter-in-Place on Faculty at San Jose State University in Spring 2020Dr. Maria Chierichetti, San Jose State University Maria Chierichetti joined the department of Aerospace Engineering as a full-time assistant professor in Fall 2019. Her interests lie in the field of aerospace structural design and vibrations, with particular emphasis on developing methodologies for combining finite element analysis and machine/deep learning for structural health monitoring and unmanned Structural inspections in the context of urban air mobility. Maria is
- Conference Session
- Managing Dual Careers
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- Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University
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- Electrical and Computer, Faculty Development Division, Women in Engineering
Paper ID #28612Managing Dual Academic CareersDr. Yuting W. Chen, University of Illinois Urbana-Champaign Yuting W. Chen received the B.S. degree from the University of Illinois Urbana-Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engi- neering. She is currently a Teaching Assistant Professor with the Department of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign. Prior to joining ECE Illinois, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests
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- Faculty Development 1: Social Justice Research
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- Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
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professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Center for Education Research and Policy Studies (CERPS). Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of Arts in Education from UTEP. She has led and co-led numerous grants from corporate foundations and state and federal agencies, and has numerous publications in refereed journals and edited books. Her research interests include communities of practice, gender, transformative learning, and identity.Dr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is
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- Faculty Development 2: COVID-19 Impact on Faculty
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- Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County
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development on the faculty, a mixed-methodapproach was adopted. This included interviewing faculty who participated in the PIVOT+ seriesusing well-formulated questions and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning. This web-basedsurvey, hosted through Qualtrics, was borrowed, with permission, from a previous study thatexamined online teaching self-efficacy of faculty [10]. Self-efficacy items included instructionalstrategies, use of computers, classroom management and student engagement. Faculty attitudesand perceptions were also examined measuring satisfaction, perceptions of student learning,future interest in teaching online and their computer skills
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- Faculty Development Evidence-based Practices!
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- Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University
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Learning Aero, Bio, Civ, Env, Statics Component Other Pre-Tenure Spring 2020 Mech (So) Introduction to Problem- Engineering & Computer Component Based Tenured Bio (F) Fall 2019 Science Learning Chemical Reaction Active Component Tenured Chem (Sr, G) Fall 2019 Engineering Learning Hands-on
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- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University
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follows “Versus the STEM book that we read– the Teaching and Learning STEM – was very cognizant of the scale-up part of that, and so hada lot of nice prescriptions for “if your class is yea big, you can do this, but if it’s yea big, youmight try this instead, which is a sort of adaptation of that.” So, the frequent sort of argumentsabout scaling and also then, how most of our assignments involve computer code, like, howyou’d adopt feedback that was mentioned, or grading schemes that were discussed to computercode.”ConclusionParticipants generally felt some combination of affirmation about what they were already doingto support students learning and learning new teaching strategies. The recruitment of faculty whowere interested in interactive
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- Research in Faculty Development
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- Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
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Paper ID #30934Bridging the gap: preparing future engineering faculty forpost-secondary teaching excellenceDr. Tareq Daher, University of Nebraska, Lincoln Tareq Daher earned his Bachelors in Computer Science from Mutah University in Jordan. He pursued a Master’s of Instructional Technology at the University of Nebraska –Lincoln while working as the coordinator for the Student Technology Program on the UNL campus. Currently, Dr. Daher works as the director for the Engineering and Computing Education Core (ECEC) at the University of Nebraska – Lincoln. Dr. Daher collaborates with engineering faculty to document and
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- Faculty Development 2: COVID-19 Impact on Faculty
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- Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico
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power shape reform efforts.Dr. Yan Chen, University of New Mexico Yan Chen is a Postdoctoral Fellow in the Department of Chemical and Biological Engineering at the University of New Mexico. Her research interests focus on computer supported collaborative learning, learning sciences, online learning and teaching, and educational equity for multicultural/multiethnic edu- cation.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological En- gineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is
- Conference Session
- Faculty Development 2: COVID-19 Impact on Faculty
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- Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas
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applications. She developed an online certification program to help faculty transition from classroom to online teaching. During the 2020 pandemic she designed and coordinated a University-wide training effort to help faculty teach remotely. She has worked with subject matter experts across disciplines to develop academic courses, certification programs, and open-source learning materials. Her background is in instructional design, LMS administration, multimedia produc- tion, and student engagement systems. American c Society for Engineering Education, 2021 A Review of Teaching Modalities Chosen by Faculty During the
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- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University
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, vol. 54, no. 12, pp. 1189–1190, 2020. [Online]. Available: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14250[11] S. Lipscomb and D. Tate, “Fast track to teaching online: Bringing faculty up to speed amid covid-19,” in Ed- Media+ Innovate Learning. Association for the Advancement of Computing in Education (AACE), 2020, pp. 73–76.[12] O. Trevisan, G. Knezek, M. De Rossi, V. Grion, and R. Christensen, “Technology and distance teaching during the covid-19 pandemic: Deriving constructs from an international higher education survey,” in SITE Interactive Conference. Association for the Advancement of Computing in Education (AACE), 2020, pp. 222–228.
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- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware
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, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental
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- Research! Research! Research! in Faculty Development
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- Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico
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Paper ID #28894From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Be-liefsand PracticeAmber Gallup, University of New MexicoDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments
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- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford
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analysis. While this framework was not originally intended to extend to education, theexpansion of the internet and other computer technologies over the years has made the modelapplicable to a multitude of disciplines [5].Methods 2Autoethnography is a means to reflect on an experience that is situated in one’s self and thecontext of culture [6], [7]. Reflection begins with the examination of the self, during or after anexperience, that leads to confrontation, understanding, and resolution in one’s actions,particularly in the context of teaching and learning [6] As the object of study is the researchers’experiences, there is not an attempt for