Displaying results 1 - 30 of 82 in total
- 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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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
- Conference Session
- 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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Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines
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. Spiegel’s current efforts focus on educational reform and in the innovation of teaching and learning resources and practices. c American Society for Engineering Education, 2020“It’s been a while”: Faculty reflect on their experiences implementing what they learned during an intensive summer programASEE Submission 2020Division: Faculty Development DivisionTitle: “It’s been a while”: Faculty reflect on their experiences implementing what they learnedduring an intensive summer programAbstractThis research paper describes the study of 32 faculty members who participated in a SummerIntensive Course Revision (SICR) program. The SICR was a month-long learning and workingsession that
- Conference Session
- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University
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traditional systems. In 2019 the EU program launched a series of faculty developmentworkshops framed with both a systems approach and design thinking. A summary of the program changesover time is shown in Figure 1.The primary goal of the faculty development program is to foster EM in engineering education byengaging faculty in EM activities and perspectives that they can implement with their students [1].Faculty needs were mapped to a suite of faculty development offerings that included workshopsaddressing EM activities and perspectives targeting curriculum, teaching, research, industry, andleadership. Figure 1. Timeline of EU faculty development; iterative elements are shown for feedback processes.Design thinking is a systematic problem-solving
- 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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- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
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Paper ID #33505Quality Mentorship Matters: An Innovative Approach to Supporting StudentSuccess in Engineering Undergraduate ResearchDr. Eleazar Marquez, Rice University Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.Dr. Samuel Garcia Jr., NASA EPDC Dr. Samuel Garc´ıa Jr. is an Education Specialist at NASA’s Kennedy Space Center and Assistant Profes- sor of Practice for the LBJ Institute for Education and Research. Dr. Garc´ıa helps facilitate professional development to both formal and informal STEM educators utilizing NASA resources with a specific focus
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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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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hinders theircredibility.Departmental and disciplinary peers are credibleSTEM faculty tend to view their own department or courses as unique cases to whicheducational research carried out elsewhere may not fully apply [10]. As such, peer learning maybe particularly effective in engineering because faculty perceive their peers’ experiences to berelatable to their own. Similarity of experience allows faculty to see how innovations might beadapted to fit their own contexts. This is backed by findings that teaching innovations tend tospread by word of mouth among faculty, rather than through journal articles [11]. Facultymembers find their peers’ feedback on their teaching to be “more credible and relatable” andtherefore more useful, than those of
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
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research the integration of innovative instructional strategies and technologies in their classrooms and designs and delivers teaching- focused professional development programs for faculty in the college.Dr. Markeya S. Peteranetz, University of Nebraska-Lincoln Dr. Peteranetz is the Learning Assessment Coordinator for the University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning. c American Society for Engineering Education, 2020 Bridging the Gap: Preparing Future Engineering Faculty for
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher
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obtained her Ph.D. in Engineering Education from Purdue University. Before engaging in Engi- neering Education research, she completed graduate degrees in Industrial Engineering and Statistics and contributed to a wide range of research areas including genetic disorders, manufacturing optimization, cancer biomarker detection, and the evaluation of social programs. Dr. Sanchez-Pena is passionate about teaching engineering students and First-Year Engineering students in particular, from whom she draws in- spiration because of their energy and creativity. She takes as her mission to foster such traits and support their holistic development, so they can find their unique engineering path and enact positive change.Mr. Syed Ali
- Conference Session
- Innovative Development for Various Faculty Lines
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- 2020 ASEE Virtual Annual Conference Content Access
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- Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown
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- Environmental Engineering, Faculty Development Division
commended.Moving to academia from industryMoving to academia mid-career from industry is a major career change with both benefits andchallenges. First, it’s difficult to find academic institutions that appreciate and would even considerhiring an engineer from industry who has not published in an academic journal since graduate school.However, some institutions do value and require industry experience; though if published research isnot on the CV then teaching experience must be, particularly for a teaching focused campus.Once the switch has been made from industry to academia, the new professor can bring some greatpractical insight and real-life examples into the classroom. Undergraduate engineering studentsappreciate a professor who can tell them first
- Conference Session
- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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degree in Physics from Indiana University in Bloomington and a BS in Engineering Physics at UIUC.Dr. Allyson Jo Barlow, University of Nevada, Reno Ally Barlow graduated with her Doctoral Degree in Civil Engineering from Oregon State University, where she fused her technical background with her passion for education; her doctoral research focused on the exploration of student engagement from multiple methodological standpoints. Now she works as a Postdoctoral Scholar at University of Nevada Reno, expanding her knowledge of the field through work on faculty-faculty mentorship modes. Her research interests include student cognitive engagement and teacher best practices for in-class and out-of-class learning.Dr. Karin
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University
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Paper ID #29209Validation of the Climate Scale in the Persistence of Engineers in theAcademy Survey (PEAS)Dr. Julie Aldridge, The Ohio State University Julie Aldridge is a postdoctoral scholar in the Department of Engineering Education at The Ohio State University. She received her Ph.D in Agricultural Communication, Education, and Leadership and M.S. in Natural Resources both from The Ohio State University.Dr. So Yoon Yoon, University of Cincinnati SSo Yoon Yoon, Ph.D., is a research scientist at the Department of Engineering Education in the College of Engineering and Applied Science (CEAS) at the University of
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- Faculty Development Research
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- Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College
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Thayer School of Engineering, Petra has a strong interest in broadening access to high- quality higher education and pedagogical innovations that aid in providing equal opportunities to students from all backgrounds.Mr. Christopher Miller, Dartmouth College c American Society for Engineering Education, 2020Improving Automated Group Assignments in anAcademic SettingChris Miller∗ and Petra Bonfert-TaylorDartmouth CollegeABSTRACTThis research paper outlines and evaluates a method to efficiently assign students to groups in anacademic setting. Group work is an important part of academic learning. Prior research shows thatdata-oriented group assignment methods outperform self selected and random methods. We
- Conference Session
- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University
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, including conducting research related to classroom and innovative pedagogical strategies. Her own intersectionality led to her passion in promoting and researching pathways into Engineering especially for underrepre- sented minority groups.Dr. Kyle Nathan Winfree, Northern Arizona University Dr. Winfree is the Associate Director of the School of Informatics, Computing, and Cyber Systems as Northern Arizona University. His research focuses on wearable technologies as applied to health assessment and rehabilitation. He teaches in both Electrical Engineering and Informatics. c American Society for Engineering Education, 2020 Optimizing Student-Faculty Rapport for the Engineering
- Conference Session
- 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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Engineering; I teach microbiology (lecture and lab) to under- graduates and graduate students and do research on microbes in natural and engineered environments.Dr. S. Ismat Shah, University of Delaware Professor S Ismat Shah has a joint appointment in the Departments of Materials Science and Engineering and Physics and Astronomy. He is also the Director of the Energy and Environment Policy Program. In addition to the STEM courses in his the Departments, he teaches policy and ethics courses.Prof. Sheldon Allister Hewlett, University of DelawareProf. Jenni M. Buckley, University of Delaware Dr. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware. She received her Bachelor’s of Engineering (2001
- Conference Session
- 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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Paper ID #29197Designing a Streamlined Workshop for STEM-H Faculty Engaged in theScholarship of Teaching and LearningMs. Jody Zhong, University of Louisville Ms. Zhong is a fourth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong’s interests lie in researching identity, diversity, and professional development/thriving within the academy.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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physical activity levels to travel modes, transportation mobility for the transportation disadvantaged, and the development of planning and transit performance measures for access to opportunities, integrating sustainability into the engineering curriculum and creating an engi- neering sustainability minor. He has published several articles in the Transportation Research Record, other journals and conferences on these and other related topics. He is currently serving on the Transportation Research Board (TRB) Committee on Aircraft/Airport Compatibility and is a past member of the TRB Committees on Traffic Flow and Characteristics and Transportation Network Modeling. Stephen is also a member of the Ameri- can Society
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- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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participation in higher education, and the educational attainment and schooling experiences of Mexican descent youth in the mid-20th century.Dr. Valerie Martin Conley, University of Colorado at Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American
- 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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- 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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doctoral experience, and the adoption of evidence-based teaching strategies.Dr. Sarah E. Zappe, Pennsylvania State University Dr. Sarah Zappe is Research Professor and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Dr. Thomas
- Conference Session
- Research! Research! Research! in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California
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a degree in science or engineering. Additionally, the program seeks to encourageinterns to pursue further research opportunities and consider graduate studies.The TTE REU program targets community college students for several reasons. First,community colleges offer a very important service to their communities: broad and low-costaccess to lower-division instruction. However, this focus on teaching means they offer littleinfrastructure for faculty or students to conduct scientific research. As such, community collegestudents have limited access to hands-on learning and understanding of the scientific researchprocess. For most interns, the TTE REU program is their very first research experience. Second,community colleges enroll more students
- 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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- Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
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Paper ID #34135Faculty Mentorship and Research Productivity, Salary, and Job SatisfactionDr. Li Tan, Purdue University, West Lafayette Li Tan is currently a postdoctoral researcher in the School of Engineering Education at Purdue University.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and
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- Faculty Development Lightning Talk Session 2
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- Amy B. Chan Hilton, University of Southern Indiana
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- Diversity
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Paper ID #34457Work in Progress: Using Systems Thinking to Advance Faculty Development:A Student Success in Engineering ExampleDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI serves as the Director of the Center for Excellence in Teaching and Learning and is a Professor of Engineering at the University of Southern Indiana. Her work focuses on motivating and supporting faculty in instruction transformation to improve student outcomes, devel- oping frameworks and systematic strategies to cultivate faculty and administrative buy-in for change, and increasing the understanding of
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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engineering postdoctoral appointments influence postdoctoral scholars’ view of the professoriate? 2. How does the view of the professoriate influence postdoctoral scholars’ career decision-making process?Literature ReviewA postdoctoral appointment is evolving into an important stepping stone to entering theengineering professoriate because it affords doctoral graduates with advanced preparation toassume the research, teaching, and service responsibilities of a tenure-track faculty member(Andalib et al., 2018; Main & Wang, 2019). Research has demonstrated that postdoctoralappointments are exceptionally advantageous for URMs and women, as their enhanced trainingleads them to be more competitive in the professoriate job
- Conference Session
- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
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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
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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bachelor’s degree in aerospace engineering from MIT and a master’s degree in systems engineering from the University of Virginia. Alexandra comes to FIU af- ter completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and
- Conference Session
- Innovative Development for Various Faculty Lines
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore
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- Environmental Engineering, Faculty Development Division
found in the main survey. Most questions asked respondents to provide answers using aLikert scale (1-5). Many questions also allowed respondents to provide written comments. Thesurvey questions are available from the authors upon request.This study was conducted by a diverse team of senior and junior faculty researchers from severalacademic departments, to include the Departments of Geography and EnvironmentalEngineering, Systems Engineering, Civil and Mechanical Engineering, Social Sciences,Behavioral Sciences and Leadership, and the Department of Military Instruction. The study wassponsored by West Point’s center for Faculty Learning, Innovation, Collaboration, and Research.3. Results and Discussion3.1. Survey Participation and DemographicsAs
- Conference Session
- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University
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the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico
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shiftingfrom teacher-centered to learner-centered pedagogy in a chemical engineering department? Wesought to investigate how OCBs related to faculty mindset and willingness to engage inprofessional development amidst department-wide curriculum change. Results indicated thatnone of the OCBs dimensions can be considered as discretionary in the higher education contextbecause of the high degree of faculty autonomy in meeting the expectations set for tenure andpromotion, and the depth and the breadth of faculty effort in teaching, scholarship, and service.Yet, OCBs provided a fruitful lens into how faculty participated in change efforts.Introduction and research purposeFaculty developers often see the same faculty time and time again in workshops and
- Conference Session
- WIP-ing Up Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Haroon Malik, Marshall University; Wael A. Zatar, Marshall University
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valid. At times, reviews can also take toomuch into account professor personalities over their ability to educate. They may be affected byemotion. In most cases, the only reason anyone leaves a review is because they had a less-than-pleasant experience. To mitigate the threat, the methodology uses the teaching evaluationsobtained from the author's department.Conclusion Validity: While the paper present a methodology to infer features and distinguishstudents opinion, the methodology does not reveal the underlying reason behind forming suchopinions. To mitigate the threat, future research using sentiment topic recognition (STR) will beconducted to determine the most representative topics discussed behind each sentiment.Future Work
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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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- Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln
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practicing engineers. American c Society for Engineering Education, 2021 Engineering Instructors’ Self-Reported Activities to Support Emergency Remote Teaching During the COVID-19 PandemicAbstractThis Research paper focuses on understanding activities engineering instructors engaged in tofacilitate teaching during the initial weeks that the COVID-19 pandemic impacted instruction.Participants, including tenured or tenure-track professors and professors of practice, completedweekly surveys during the last seven weeks of the Spring 2020 semester. An adaptability lenswas used to frame this study. Data analysis consisted of descriptive statistics to capture trends
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- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide
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. Norman is a 2018-2019 Fulbright Scholar who actively volunteers as a NASA Solar System Am- bassador. She is also a US Army Veteran who has enjoyed contributing to and learning from a variety of organizations. Dr. Norman is active in helping faculty establish successful research portfolios. Her research interests include fundamental aeronautics; Hypersonics; Theoretical Physics; Planetary Entry, Descent and Landing (EDL) system design and analysis; Dewar and Cryostat design and cryogenic mate- rial testing; Advances in STEM Education and Curriculum development;Dr. Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide Yuetong Lin received the Ph.D. degree in Systems and Industrial Engineering from the University of