Displaying results 1 - 30 of 41 in total
- Conference Session
- Research! Research! Research! in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
Paper ID #29250Career Development Impacts of a Research Program on Graduate Studentand Postdoc MentorsNicole McIntyre, University of California, Berkeley Nicole McIntyre serves as the Education Director of the Center for Energy Efficient Electronics Science, a NSF funded Science and Technology Center. She is also the Director of the Transfer-to-Excellence program, a summer research program for community college students. Nicole holds degrees in Psychol- ogy and Social Welfare from the University of California, Berkeley, and a graduate degree in Educational Leadership from the University of San Francisco. She is committed
- Conference Session
- Faculty Development Medley!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
opportunities to foster adjunct facultyefficiency, effectiveness and other identified concerns is presented.I. IntroductionChanges in technology, social climate, global health and general availability of other resourceshave created a unique landscape ripe for distance learning. Incidents like the global COVID-19pandemic have caused rapid adaptation of online learning from early childhood education tohigher education. While some organizations are faced with a plethora of challenges includingtransitioning from traditional face-to-face learning at brick and mortar institutions, otherorganizations are challenged to optimize existing distance learning capabilities to sustain andimprove its online offerings and market position.Embry-Riddle Aeronautical
- 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
Society for Engineering Education, 2020Changing an Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews Previous research [1] has documented the pressures encountered by STEM faculty at R1institutions: weighty teaching loads, pressure to “publish or perish,” urgency to obtain funding,mentorship of graduate students, and the stress of promotion/tenure all can have deleteriouseffects on the well-being and job satisfaction of faculty. Moreover, these pressures interact withthe disproportionate barriers faced by underrepresented faculty [2]. Given the predicted growthof faculty positions in coming years (11% from 2018-2028) [3], and that many of these positionswill be
- 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
Paper ID #30301Building communities of engineering faculty, staff, and students engagedin educational research: The approach of UGA’s Engineering EducationTransformations InstituteDr. John Ray Morelock, University of Georgia Dr. John Morelock recently graduated from Engineering Education at Virginia Tech as a recipient of the NSF Graduate Research Fellowship. His dissertation studied the teaching practices of engineering in- structors during game-based learning activities, and how these practices affected student motivation. His research interests include engineering faculty development, student motivation, game-based teaching
- 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
developing country with hundreds of engineering programs. Mostuniversities have professional faculty development programs to prepareengineering educators to address the challenges in providing quality education.While these programs do a great job of training faculty, only a subset of facultytake advantage of these programs, possibly due to lack of incentive, time,motivation, and/or awareness about the program’s existence. Moreover,instructional development in such programs, if provided by general educationspecialists and not engineers, can create a feeling of irrelevance for theengineering faculty. In the U.S., many universities encourage the adoption ofwell-researched and recommended solutions in teaching engineering that havebeen shown to
- 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
, implementation of a revised general education program, and institutional accreditation. He also oversees the Graduate Interdisciplinary Specialization in University Teaching and chairs the Student Evaluation of Instruction Oversight Committee. Previously, he directed the University Center for the Advancement of Teaching at Ohio State for 18 years, as well as founding the Center for Teaching and Learning at California State University, Sacramento, and servicing as associate director of Teaching Resources Center, Indiana University, Bloomington, where he earned his Ph.D. in English. His research includes transitions from graduate school to faculty life, teaching and learning in higher ed- ucation, and course and
- 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
odd exception, engineering PhDprograms generally do not include courses on teaching and learning, so new faculty generallyteach how they were taught, an approach that has primarily focused on transmitting information[3].Educational training is emerging as a priority area for academics in a number of countries, withformal courses being offered [4]. Evidence of pedagogical education or training is being requiredfor appointment and promotion (especially to the level of full professor).In Sweden for instance 15 European Credits of higher education pedagogical coursework,including educational innovation in a course setting, is required in order to be eligible forappointment as a lektor (Associate Professor) or Professor in all Swedish Universities
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Divisions
- Faculty Development Division
Paper ID #33551A Rapid and Formative Response by the Engineering Education Faculty toSupport the Engineering Faculty and Students Throughout the ExtremeClassroom Changes Resulting from the COVID-19 PandemicMr. Lance Leon Allen White, Texas A&M University Lance White is a Ph.D. student at Texas A&M University in Interdisciplinary Engineering with a thrust in Engineering Education. He is working as a graduate research assistant at the Institute of Engineering Education and Innovation at the Texas Engineering Experiment Station at Texas A&M University under director Dr. Tracy Hammond. Dr. Karan Watson and Dr. Pavel
- 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
, no. 1, pp. 1-11, 2009.[2] C. E. Barney, “The absence of teaching how to teach during the business management PhD programme: A call to action,” Innovations in Education and Teaching International, vol. 56, no. 1, pp. 121-124, 2019.[3] D. M. Jepsen, M. M. Varhegyi, and D. Edwards, “Academics' attitudes towards PhD students' teaching: Preparing research higher degree students for an academic career,” Journal of Higher Education Policy and Management, vol. 34, no. 6, pp. 629-645, 2012.[4] J. F. Slevin, The Next Generation: Preparing Graduate Students for the Professional Responsibilities of College Teachers. Washington, D.C.: Association of American Colleges, 2012.[5] K. S. Smith, “Pivotal events
- Conference Session
- Research in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
former Program Director in the Division of Under- graduate Education at the National Science Foundation, and a Fellow of the American Society of Civil Engineers.Dr. Margaret E. Beier, Rice University Margaret Beier is a Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia Institute of Technology. Mar- garet’s research examines the predictors of performance in educational and occupational settings. In particular, she is interested in the effects of examining gender, age, ability, personality, motivation, and self-regulation on a range of outcomes. She is a member of the American Educational Research Associa- tion and a
- Conference Session
- Research in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
participants’ actions and context effect the final product and interpretationsoffered (Patton, 2015). Thus, an empathetic approach is utilized to understand the experiencesand perspectives of the postdoctoral scholars, accepting that they share their viewpoints throughtheir own filters of personal identity, cultural norms, and social constructs. This research issponsored by the National Science Foundation (NSF) Alliances for Graduate Education and the 2Professoriate (AGEP; award numbers 1821298, 1821052, 1821019, and 1821008). The researchquestions that guide this study are: 1. What are the ways in which the learning experiences gained during
- Conference Session
- Research in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico
- Tagged Divisions
- Faculty Development Division
that stay true participants’intent and mitigate inaccurate interpretations [22]. We present the findings below for each OCBand mindset and discuss the themes we identified.Results and discussionWe present our results, first as characterizing perspectives on students, then detailing the OCBs.Change ready case: Dr. BoraDr. Bora generally expressed a growth mindset and incorporated changes based on workshopsand the overall change effort. Dr. Bora expressed interest in finding a better way to assess thediverse students in their class as part of their motivation to make changes: I also noticed that a lot of classes that I’m teaching right now in the graduate level have a lot of really different people in it. Like there's someone who has
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
facultymembers can cultivate strong rapports. It can take place in a classroom setting [7], a research groupmeeting, as a departmental advisor, a student chapter advisor, a student club advisor, throughcampus-wide involvement, etc.Element 2: Faculty CommitmentBuilding a strong student rapport with team members can further be accomplished by devoting anacceptable amount of time to discuss various topics that may be of interest to student’sundergraduate or post-graduation success. Oftentimes faculty members are completely immersedin professional responsibilities such as publishing, writing grants, service, and departmentalobligations that student mentoring becomes secondary. As a result, students engaging in researchvenues may remain oblivious on specific
- 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
of all of these measures was to assist participants in deciding where to go nextand feeling supported in their continuing exploration of educational research.Workshop topics content and sequencingFacilitators brainstormed general topics they hypothesized to be most important or helpful for theaudience given the facilitators’ previous experience collaborating with STEM-H faculty. Topicssuch as the SoTL/ER/DBER distinction, balancing rigor with flexibility in research design,statistical analyses, selecting a conceptual framework, and venues for dissemination werequickly raised as areas that some faculty had expressed interest in or that facilitators predictedwould need clarifying given cross-discipline (STEM-H to education) differences
- Conference Session
- Faculty Development Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University
- Tagged Divisions
- Faculty Development Division
department will continue to survey GTAs and instructors. Inaddition, we plan to collect feedback from GTAs about specific elements of the modifiedtraining, as well as ask continuing GTAs to reflect on how their training needs have evolved asthey have gained experience.References[1] S.E. DeChenne, L.G. Enochs, and M. Needham, “Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy,” Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 4, December 2012.[2] C. Deacon, A. Hajek & H. Schulz, “Graduate teaching assistants’ perceptions of teaching competencies required for work in undergraduate science labs,” International Journal of Science Education, Aug. 2017.[3] Y. Cho
- Conference Session
- Faculty Development Lightning Talk Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez
- Tagged Divisions
- Faculty Development Division
systems such as ERP). During her studies in the United States she worked a research assistant at the Center for Innovation on Healthcare Logistics CIHL, her work for CIHL focused on assessing the impact of GS1 standards adoption in the healthcare supply chain. Her research interests are related to the adaptation of existing manufacturing and logistics models and structures to the healthcare supply chain with a specific focus on medical supplies. She is currently interested on engineering education research. She is part of the IE Department at Universidad Icesi since 1998. She has over fifteen years of teaching experience and served as Director of the Under- graduate Program in Industrial Engineering (2003-2007
- Conference Session
- Evidence-based Practices in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
classroom management and teaching engineering. Taken together, theseresults suggest that a faculty-led initiative of short, evidence-based mini-modules can increasefaculty self-confidence in inclusive teaching and mentoring practices.IntroductionNationwide trends show that engineering undergraduate and graduate programs lack the genderand ethnic/racial diversity of the general population [1, 2]. Once on campus, students’satisfaction with college is significantly shaped by interactions with faculty [3], and instructor-student rapport is associated with student motivation, engagement, and sense of belonging [4, 5].Faculty can positively or negatively influence a student’s self-efficacy and academicperformance [6]. A focus group study in our College
- Conference Session
- Faculty Development 1: Social Justice Research
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
alternative energy systems curricula for public and college courses and experimental laboratories. Additionally, he is the co-developer of the outreach initiative, Educators Lead- ing Energy Conservation and Training Researchers of Diverse Ethnicities (ELECTRoDE). He received his Bachelor of Science degree from Florida A&M University and his graduate degrees (culminating in a Ph.D.) from Georgia Tech; and all of the degrees are in the discipline of Mechanical Engineering.Dr. Rosario A. Gerhardt, Georgia Institute of Technology Dr. Rosario A. Gerhardt is Professor of Materials Science and Engineering at the Georgia Institute of Technology. In addition to her engineering research interests, she is also interested in
- Conference Session
- Evidence-based Practices in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
- Tagged Divisions
- Faculty Development Division
Technical College, where he also serves as the director of the Center for Renewable Energy Advanced Technological Education (CREATE). Dr. Walz is also an adjunct professor of Civil and Environmental Engineering at the University of Wiscon- sin. He has served as teacher for the UW Delta Center for Integrating Research, Teaching and Learning, and has mentored several graduate students who completed teaching internships while creating new in- structional materials for renewable energy and chemical education. Dr. Walz is also an instructor with the Wisconsin K-12 Energy Education Program (KEEP), delivering professional development courses in energy science for public school teachers. Dr. Walz is an alumnus of the
- Conference Session
- Research! Research! Research! in Faculty Development
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
- Tagged Divisions
- Faculty Development Division
extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative as- sessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching profes- sional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr
- Conference Session
- Managing Dual Careers
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Divisions
- Electrical and Computer, Faculty Development Division, Women in Engineering
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 estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
Paper ID #32335Learning from the Student Experience: Impact of Shelter-in-Place on theLearning Experiences of Engineering Students at SJSUDr. Patricia R. Backer, San Jose State University Dr. Backer been a faculty at SJSU since 1990 and held positions as an assistant professor, associate professor, professor, department chair, and director. Since coming to San Jose State University in 1990, she been involved in the General Education program and conducts research into pedagogy and STEM education. Currently, Dr. Backer serves as the PI for SJSU’s Title III Strengthening grant both from the U.S. Department of Education.Dr
- 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
consulting activities as atool for junior faculty development, but this presumes the faculty has sufficient skills to consult.The available research generally quantified positive affective measures of mentorship and/orcoaching on pre-tenure faculty, comparisons of tenure requirements at different types ofinstitutions, and various tools that can be used to help organize tenure packages. While importantdata, the lack of skills training for future faculty service is troubling. The dearth of studiestargeting this topic was replicated in other available databases. © American Society for Engineering Education, 2021 2021 ASEE National ConferenceStudent Leadership as Job PreparationIt is important to
- 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
- 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
Ph.D. degrees in Mechanical Engineering from Purdue University and was an NSF Graduate Research Fellowship recipient.Dr. Holly M. Matusovich, Virginia Polytechnic Institute and State University Dr. Holly M. Matusovich is an Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recog- nized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a Graduate Advising Award in 2015, and won the 2018 Grad- uate Student Mentor Award
- Conference Session
- Faculty Development Evidence-based Practices!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Chris Migotsky, University of Illinois
- Tagged Divisions
- Faculty Development Division
size or requirednature of the course. As student ratings literature will confirm [6], those are important variables.For this basic analysis, it is assumed that over several years and many course sections, thosevariables are likely to be randomly distributed between the two groups. Plus, the courses are allengineering ones, not general education type courses, so students are taking them for similarreasons (fulfill college or department requirements for graduation).A more interesting variable might shed light on the results. The author divided the programparticipants into two categories (graduate vs non-graduate of the program). In reality, there arethree categories: (1) full graduate, (2) participant, but not graduate, and (3) non
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
Paper ID #32835Faculty Development Aimed at Sustaining and EnhancingEntrepreneurial-minded LearningDr. Nadiye O. Erdil, University of New Haven Nadiye O. Erdil, an associate professor of industrial and systems engineering and engineering and opera- tions management at the University of New Haven. She has many years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry
- 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
for Engineering Education, 2020 The Five I’s: A Framework for Supporting Early Career FacultyEngineering Education Research (EER) has developed into a field of expertise and a careerpathway over the past three decades [1-3]. In response to numerous reports in the 1990s andearly 2000s [4-7], multiple EER graduate programs were established in the mid-2000s and agrowing number continue to emerge to educate and train the next generation of EER faculty andpolicy makers. Historically, many came to EER as individuals trained in other disciplines, butwith an interest in improving teaching and learning [8]. This approach created aninterdisciplinary space where many could learn the norms, practices, and language of EER asthey became scholars
- 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
- Conference Session
- Faculty Development Evidence-based Practices!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University
- Tagged Divisions
- Faculty Development Division
Paper ID #29715A Model for a Faculty Development Course Redesign Summer Working GroupDr. Michelle M Blum, Syracuse University Dr. Blum is interested in research in improving undergraduate engineering education; including develop- ment of inquiry based activities for first year engineering courses, improvement of student design projects, hands-on activities, professional skills development and inclusion and outreach activities. Dr. Blum also specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications.Dr. Katie D. Cadwell, Syracuse