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Faculty Motivations and Barriers for Engineering Education Research

Conference Session: Faculty Development Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration. American c Society for Engineering Education, 2021 Work in Progress: Faculty Motivation and Barriers for Engineering Education ResearchIntroductionFounded in the synergy of theoretical scholarship and practical application, engineeringeducation research (EER) supports high quality education for students to be maintained byconnections between

Relevance Score: 1.3320007

Determinants of Initial Training for Engineering Educators

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #31581Determinants of initial training for engineering educatorsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepreneurial mindsets through project-based and expe- riential learning. Her research interests include improving engineering education through faculty devel- opment, game-based learning, and reflection. Elizabeth was a Certified Public

Relevance Score: 1.329773

From Lack of Time to Stigma: Barriers Facing Faculty at Minority-Serving Institutions Pursuing Federally Funded Research

Conference Session: Faculty Development Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

development: Can seed investments really help promote trans-institutional collaborations?” in ASEE’s Annual Conference, June 2019.[8] R. J. Thorpe Jr., J. K. Vishwanatha, E. M. Harwood, E. L. Krug, T. Unold, K. E. Boman, and H. P. Jones, “The impact of grantsmanship self-efficacy on early stage investigators of the National Research Mentoring Network Steps Toward Academic Research (NRMN STAR),” Ethnicity & Disease, vol 30, number 1, pp 75-82, winter 2020.[9] American Society for Engineering Education. 2020 Conference on Increasing Participation of Minority-serving Institutions in NSF CISE Core Programs: Meeting Report. Washington, DC. Retrieved from https://www.asee.org/documents/publications/reports/2020-MSI

Relevance Score: 1.1292173

Design Thinking Approach to Identify Barriers to Engineering Education Reform in India

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Education Reform in IndiaAbstractIn this Work-In-Progress, we aim to initiate a human-centered design thinkingapproach to engineering education reform at the National Institute of Technology(NIT) Raipur, India. In using a human-centered design approach, we will developmutually collaborative solutions with, rather than only for participants, whileopening up a broader space for innovative thinking, dialogue, and reflectivepractice. Today’s global, knowledge-driven economy is giving an impetus to theengineering educators to produce more and quality engineers with a mindsettoward global innovation and an international outlook. Unfortunately, mostengineering faculty are not well prepared for this educational reform. This is alsotrue in India, a

Relevance Score: 0.95448446

Creating a Peer Review of Teaching Process to Enhance Instructor Feedback in Engineering Education

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #34922Creating a Peer Review of Teaching Process to Enhance InstructorFeedback in Engineering EducationDr. Jennifer L. Herman, Ohio State University Dr. Jennifer Herman is a senior lecturer in the Department of Engineering Education at the Ohio State University, where she teaches undergraduate and graduate level courses in technical and research commu- nication. Dr. Hermanˆa C™s research interests includeDr. Ann D. Christy P.E., Ohio State University Ann D. Christy, PE, is a professor of Food, Agricultural, and Biological Engineering and a professor of Engineering Education at the Ohio State University (OSU). She

Relevance Score: 0.9518111

Building Communities of Engineering Faculty, Staff, and Students Engaged in Educational Research: The approach of UGA’s Engineering Education Transformations Institute

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
Tagged Divisions: Faculty Development Division

and learning, gamified classrooms, and engineering faculty collaborations around the scholarship of teach- ing and learning. He is currently the Associate Director for Educational Innovation and Impact at the University of Georgia’s Engineering Education Transformations Institute.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at UGA. Supported by over 1.5M in funding, Dr. Sochacka’s research interests include systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has

Relevance Score: 0.7639994

WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

-known Stages of TeamDevelopment [1]. Based on these findings, the we propose a high-level conceptual framework ofgroup development specific to the development of collaborative communities aimed to supportresearch goals within engineering education. To confirm preliminary results, we are solicitingfeedback on the proposed conceptual framework.The field of Engineering Education is a relatively new discipline that has been growing innumber of researchers and students in recent years [2, 3]. Despite the recent development ofdepartments and degree-programs, many engineering education researchers lack supportstructures to contribute to their success and are often seen as lone wolves in their departments.Moreover, a number of issues including a

Relevance Score: 0.04122283

The Five I’s: A Framework for Supporting Early Career Faculty

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)
Tagged Divisions: Faculty Development Division

Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She

Relevance Score: 0.03805261

WIP: Supporting Faculty Developers’ Engagement with Disciplinary Perspectives

Conference Session: WIP-ing Up Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #30778WIP: Supporting Faculty Developers’ Engagement with DisciplinaryPerspectivesMr. Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering) Richard J. Aleong is a Ph.D. candidate in the School of Engineering Education at Purdue University. He received his M.A.Sc. and B.Sc.E in Mechanical and Materials Engineering from Queen’s University, Kingston, Canada. His research interests are focused on integrative thinking and design, interdisciplinary collaboration, and educational development to support students’ personal and professional learning and growth

Relevance Score: 0.03587286

Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses

Conference Session: Lessons Learned about Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

the extent to which these transformations impact a department’s cultureas a whole around teaching and teaching strategies. Recent findings showed that these coursetransformation projects did help in improving student achievement and faculty active teachingpractices [9]. We have also found that it has helped faculty, particularly new faculty members,develop their teaching as they transition from graduate school or industry jobs to academia.Students also found that the active learning approaches that the instructors integrated in theseredesigned courses were useful to their learning [9, 10]. Our team can share lessons learned fromour embedded experts model in undergraduate engineering education: • Collaboration between the embedded experts

Relevance Score: 0.03412216

Lessons Learned about Fostering Curricular Change

Conference Session: Learnin' Lessons about Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Laura Ann Gelles, University of San Diego
Tagged Divisions: Faculty Development Division

. She received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering. c American Society for Engineering Education, 2020 Lessons learned about fostering curricular changeIntroductionDespite the numerous calls for institutional change to engineering curriculum, the wayengineering has been taught has not changed significantly over the last century [1], [2]. Tocounter this, the National Science Foundation put out a call for proposals to design and enactnew approaches to engineering education focused on organizational and cultural change

Relevance Score: 0.033041418

Lessons Learned: Making Shifts: Faculty Development Shifts in a University Makerspace During the COVID-19 Pandemic

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin
Tagged Divisions: Faculty Development Division

. Eames) Because students were not able to access the makerspace and were collaborating virtuallywith their “garage in a box” more collaboration and time was spent in the prototyping process.This focus on purposefully designed inclusive pedagogy was a lesson learned and a moment ofreflection for makerspace staff and faculty to re-evaluate their curriculum, pedagogy andinstructional practices.Taking these lessons beyond the shift The COVID-19 pivot is an abrupt and disruptive event in engineering education. Ourhope is that this lessons learned paper contributes to and furthers discussion of how to supportfaculty development in an engineering makerspace. We recognize that these lessons learned arespecific to a single university

Relevance Score: 0.032747295

Supporting Students' Skillful Learning: Lessons Learned from a Faculty Development Workshop

Conference Session: Faculty Development 3: Research, Practice, and Lessons Learned
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

Paper ID #32676Supporting Students’ Skillful Learning: Lessons Learned from a FacultyDevelopment WorkshopDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote Reflection in Engineering Education (CPREE). He is also a

Relevance Score: 0.031181674

Lessons Learned: Adapting to Aid Faculty for Teaching in a Pandemic

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University
Tagged Divisions: Faculty Development Division

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

Relevance Score: 0.030970665

Lessons Learned: How Our Agile Department Survived the COVID-19 Pivot

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

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

Relevance Score: 0.030875443

Initial Faculty Perceptions of Scrum for Departmental Change

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach
Tagged Divisions: Faculty Development Division

Paper ID #32614Initial Faculty Perceptions of Scrum for Departmental ChangeDr. James J. Pembridge, Embry-Riddle Aeronautical University, Daytona BeachDr. Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach Tim Wilson is chair of the Department of Electrical Engineering and Computer Science at Embry-Riddle Aeronautical University in Daytona Beach, Florida.Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach American c Society for Engineering Education, 2021 Initial Faculty Perceptions of Scrum

Relevance Score: 0.030556638

Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews

Conference Session: Lessons Learned about Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

, visited January 25th, 2020.[4] A. C. Strong, M. Chua, S. Cutler, “Talking ‘faculty development’ with engineering educators, then talking ‘engineering education’ with faculty developers: A collaborative reflection on working across communities” in ASEE Annual Conference and Exposition, Conference Proceedings, New Orleans, LA, June 26th-29th, 2016.[5] “Making academic change happen – Welcome to the MACH community. “Available: https://academicchange.org. [Accessed January 29th, 2020.][6] S. R. Bird, C. Fehr, L. M. Larson, and M. Sween, “ISU ADVANCE Collaborative Transformation Project: Final focal department synthesis report” Iowa State University ADVANCE Program.” NSF SBE 0600399; April, 2011.[7] E

Relevance Score: 0.029362634

Assessment of Online Professional Development on Faculty Teaching Virtually

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Ad- vancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.Anita H. KomlodiDr. Neha B. Raikar, University of Maryland Baltimore CountyDr. Maria C. Sanchez, University of Maryland Baltimore County Dr. Maria C. Sanchez is currently serving as the Director of Education and Outreach for the College of Engineering and Information

Relevance Score: 0.028842226

Lessons Learned: Making the “New Reality” More Real: Adjusting a Hands-on Curriculum for Remote Learning

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

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

Relevance Score: 0.028521169

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

Conference Session: Research! Research! Research! in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

within-discipline faculty who have already tried learner-centeredteaching.In engineering education research, the PEER Collaborative National Network is an example ofhow near-peer mentoring can support faculty development, albeit in that case primarily focusedon supporting research capacity in a community that has fewer senior faculty [4]. As a near-peernetwork, it includes faculty from multiple institutions and provides not only support to developnew skills, but validation and membership in an emerging community of practice. This speaks tothe importance of norming new practices and forming a space that is safe for collectivediscussion of teaching innovations [15].Opportunities for faculty to discuss teaching innovations with peers allow them to

Relevance Score: 0.027787

Faculty Perceptions Of, and Approaches Towards, Engineering Student Motivation at Hispanic-serving Institutions

Conference Session: Faculty Development 1: Social Justice Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #32877Faculty Perceptions Of, and Approaches Towards, Engineering StudentMotivation at Hispanic-serving InstitutionsHenry Salgado, University of Texas at El Paso Henry Salgado is a graduate research assistant pursuing an MS in Engineering with a Computer Science and Engineering Education concentration at the University of Texas at El Paso. He is a former K-12 educator and has been involved in a variety of informal STEM education organizations in Texas. Henry is currently conducting engineering education research regarding Hispanic/LatinX students at Hispanic Serving Institutions.Yamile A. Urquidi Cerros

Relevance Score: 0.02775792

Lessons Learned: Designing for Complexity and Ambiguity in Total Course Development from Conception to Delivery

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Richard J. Aleong, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #34856Lessons Learned: Designing for Complexity and Ambiguity in Total CourseDevelopment from Conception to DeliveryMr. Richard J. Aleong, Purdue University, West Lafayette Richard J. Aleong is a Ph.D. candidate in the School of Engineering Education at Purdue University. He received his M.A.Sc. and B.Sc.E in Mechanical and Materials Engineering from Queen’s University, Kingston, Canada. His research interests are focused on integrative thinking and design, interdisciplinary collaboration, and educational development to support students’ personal and professional learning and growth

Relevance Score: 0.027383085

Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

Conference Session: Faculty Development Evidence-based Practices!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorpo- ration of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose goal is to foster active interdisciplinary research which investigates learning and motivation and whose findings will inform the development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control.Ms

Relevance Score: 0.026191402

Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation

Conference Session: Faculty Development Medley!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

) and M.S. (2018) in Biomedical Engineering from Wright State University.Dr. Rachel Louis Kajfez, The Ohio State University Dr. Rachel Louis Kajfez is an Assistant Professor in the Department of Engineering Education at The Ohio State University. She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity of undergraduate and graduate students, first-year engineering programs, mixed methods research, and innovative approaches to teaching. c American Society for Engineering Education, 2020 Exploring Literature on How Instructor

Relevance Score: 0.024956672

WIP: A Faculty Learning Community That Includes a Strong Support System to Promote Implementation of New Teaching Practices

Conference Session: Faculty Development Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill
Tagged Divisions: Faculty Development Division

Paper ID #33954WIP: A Faculty Learning Community That Includes a Strong Support Sys-temto Promote Implementation of New Teaching PracticesMrs. Megan Morin, University of North Carolina at Chapel Hill Megan Morin is the KEEN Program Coordinator at the University of North Carolina - Chapel Hill and a Ph.D. student at North Carolina State University (NCSU). She is currently studying STEM education with a focus on Engineering and Technology Education. Megan has a B.S. in Middle Childhood Math and Sci- ence Education from the University of Dayton, and an M.Ed. from NCSU in Technology and Engineering Education. Her dissertation

Relevance Score: 0.022568533

Give Them Grace: An Autoethnographic Study on Instructors’ Adaptation to Online Technology in Education as a Result of COVID-19

Conference Session: Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Divisions: Faculty Development Division

Paper ID #33965Give Them Grace: An Autoethnographic Study on Instructors’ AdaptationtoOnline Technology in Education as a Result of COVID-19Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University Jazmin Jurkiewicz is a second-year PhD student in Engineering Education at Virginia Tech. She holds de- grees in Chemical Engineering (B.S.) and Engineering - Innovation, Sustainability, and Entrepreneurship (M.E.). Her research interests include emotions in engineering, counseling-informed education, inclusive practices, and teaching teams in STEM education.Dr. Byron Hempel, The University of Arizona Byron Hempel is

Relevance Score: 0.02219963

From Student Organization Leadership to Excelling at Tenure-service Requirement

Conference Session: Faculty Development Lightning Talk Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology
Tagged Divisions: Faculty Development Division

-making, particularly in the context of infrastructure, governance, and healthcare. She has a PhD in Engineering & Public Policy from Carnegie Mellon University. American c Society for Engineering Education, 2021 2021 ASEE National Conference Lessons Learned: From Student Organization Leadership to Excelling at Tenure Service Requirements Stephanie Laughton, Daniel Gingerich, Sneha Narra, and Casey Canfield The Citadel, The Ohio State University, Rochester Polytechnic Institute, Missouri University of Science and TechnologyAbstractThe purpose of this “Lessons

Relevance Score: 0.02183709

Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence

Conference Session: Research in Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
Tagged Divisions: Faculty Development Division

students on their careers. This is surprising given the large number of undergraduates(46%) at four-year institutions that are taught by graduate TAs [6], [7].To address our graduate students’ needs for teaching training, the deans’ office and theEngineering and Computing Education Core collaborated to develop a 1-year teachingdevelopment program. Prior to the program, graduate students were able to receive teaching-focused training through two avenues within the college. The first was a STEM Teaching coursewith a focus on Engineering Education that was first developed and offered in 2016, and thesecond was by attending an Excellence in Teaching Seminar series open to faculty and graduatestudents in the college. Initially, graduate student

Relevance Score: 0.021739671

Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

Conference Session: Learnin' Lessons about Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

in a collaborative, student-centered approach to research, education, academic administration and leadership. She currently chairs the ASEE Engineer- ing Deans Council Diversity Committee, and serves on the ABET Academic Affairs Council, the TMS Accreditation Committee, and the National Board of Directors for the Society of Hispanic Professional Engineers. Dr. Allen earned her BS in metallurgy and materials science from Columbia University, and her MS and PhD in materials science and engineering from Stanford University. She previously served as faculty, chair and Associate Dean at San Jose State University’s College of Engineering. c American Society for Engineering Education