ASEE PEER - Search Results

Displaying results 1 - 30 of 33 in total

← Previous
1
2
Next →

Goal-match Mentoring: A New Strategy for Faculty of Color in Engineering Academia

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

accrued by not only the person traditionally known as the mentee, but also by the person traditionally known as the mentor A sense of empowerment was created for mentees, as they were expected to be proactive, intentional agents of their own career development rather than mere recipients of mentoringMethodologyResearch Design. An instrumental case study design (Stake, 1995) was grounded by the mutualmentoring model (Yun et al., 2016) to explore the potential efficacy of a new mentoring strategyin which faculty of color in engineering are matched with emeriti faculty on a specific careergoal. Instrumental case studies are valuable when seeking to illuminate a specific concern orproblem within a setting that may be ambiguous to cursory observers

Relevance Score: 1.7591321

Pandemic Pivots Show Sustained Faculty Change

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

to preparation in online courses [3, 4], andthis may contribute to the perception that online teaching requires more time. The pandemicexacerbated many faculty members’ concerns as they had to adapt to online teaching in aninstant. At the same time, students experienced unique challenges adapting to emergency onlineteaching as well, finding themselves under new and more challenging circumstances thataffected their learning experiences in a variety of ways.In this paper, we consider the challenges faculty faced in quickly transitioning to remote onlineeducation and meeting diverse students’ needs in light of the COVID-19 pandemic. We explorethese challenges in the context of an engineering department at a Hispanic-serving researchinstitution

Relevance Score: 1.5577272

Organizational Citizenship Behavior and Faculty Mindset Amidst Professional Development Activities

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

Paper ID #31599Organizational Citizenship Behavior and Faculty Mindset AmidstProfessional Development ActivitiesKristen Ferris, University of New Mexico Kristen Ferris is a student in the Organization, Information, and Learning Sciences program at the Uni- versity of New Mexico. Her research interests include faculty mindset change, change management, and organizational citizenship behavior. Much of her research is part of a National Science Foundation grant at UNM where the chemical and biological engineering department is redesigning curriculum to support diverse student retention and graduation. She intends to further

Relevance Score: 1.5246106

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

,practical matters tied to the logistics of implementing a new activity in terms of material storageand equipment set-up, and deeper concerns about whether activities might come at a cost tocoverage. In the few times this did not occur, we note that there was no up-take of new practices.While not all workshops that included such time led to implementation, they still served as ameans to normalize the changes faculty were making.Case 3: Co-peersCo-peers, as we have defined, can include faculty and staff with a range of expertise and titles,such as faculty developers and learning scientists [12, 19] who offer teaching and learningexpertise and can provide demonstrations, troubleshoot alongside faculty, and guide a process ofcritical reflection. Our

Relevance Score: 1.4651617

How to Promote Faculty Advancement for Nontenure-track Faculty

Conference Session: Faculty Development 1: Social Justice Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware
Tagged Divisions: Faculty Development Division

of the institutions that have formalized career-development processes for full-timeNTT faculty in recent years. In spring 2014, in part due to UD’s growing population of CTfaculty, UD’s provost assembled a commission to study issues surrounding CT faculty. Thecommission held stakeholder meetings and open listening sessions. They conducted a faculty-wide survey to learn more about the experiences of CT faculty and the views of all faculty onhow employment and career-advancement practices for CT faculty ought to be codified. Aftercompleting the study, the commission issued a series of recommendations concerning CT facultytitles, contract renewals and promotions, and mentoring [15], many of which were adopted insome form by the university.As a

Relevance Score: 1.2126065

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

% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned

Relevance Score: 1.0252048

Examining the Needs of Adjunct Faculty in a Distance Education Framework in Higher Education

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

processes relevant to the administration, quality andsustainability of adjunct faculty in distance learning programs. It aims to identify andinvestigate, among key stakeholders, prevailing interests and concerns which are organized intofour dimensions- (1) Faculty Onboarding, (2) Course Assignments, (3) Faculty Performance and(4) College Communication. Results show that adjunct faculty would like more feedback, morecourse information available prior to the course becoming accessible in the learning managementsystem, increased lead time and frequency for the courses they teach, and more effectivecommunication with the academic units and its points of contact. Based on these findings and areview of the literature, a list of short-term and long-term

Relevance Score: 1.0224216

Lessons Learned in Professional and Identity Development as Part of a Teaching Assistant Training Program

Conference Session: Lessons Learned about Faculty Development!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison
Tagged Divisions: Faculty Development Division

Paper ID #30689Lessons learned in professional and identity development as part ofteaching assistant training programMs. Erica Jean Hagen, University of Wisconsin, Madison Erica J Hagen is an Instructional Technology Consultant in CEETE, serving the College of Engineering at the University of Wisconsin-Madison. Passionate about student success and inclusive teaching, she works to improve the student experience one faculty consultation at a time.Ms. Elizabeth C Harris, University of Wisconsin-Madison Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches

Relevance Score: 1.0219823

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

there were time periods when teaching responsibilities were higher. SeveralAssistant Professors, working towards tenure, were concerned how their participation in theScrum Teams would count towards their tenure review. Most notably, participation in the ScrumTeams was viewed as a service responsibility, that only accounts for 10% of the evaluation,reflected by the following participant: “The concern is obviously the service load. It seems that to adopt this paradigm, there are a lot of new things we need to do. Those workloads are being distributed to the faculty members and we already have a predefined service load for a lot of people, so when we start this new initiative there are definitely new things and additional

Relevance Score: 1.0215287

Establishing Virtual Communities of Practice to Support Chemical Engineering Faculty Development 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: Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

than 15 years [2-12].Due to the COVID-19 pandemic and related shutdowns and restrictions, many faculty concerns,particularly those associated with online instruction were exacerbated, as faculty had to quicklychange their teaching approaches to remote, online, and other hybrid formats. In response tothese concerns, the AIChE Education Division developed a series of Virtual Communities ofPractice open to all chemical engineering faculty members regardless of career phase, title,tenure status, or other classifications. This paper will highlight the genesis of the AIChEEducation Division’s VCP program and describe its impact on faculty members’ professionaldevelopment during the COVID-19 pandemic.Materials and MethodsCreating a virtual community

Relevance Score: 1.0214921

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

Department Enhancement Program (DEP), originally called CollaborativeTransformation, was a key part of the NSF ADVANCE grant and has now been implemented in30 departments at the University. Fitting with ADVANCE’s bottom-up approach totransformation, the DEP allows departments to identify specific areas of concern to their facultyto develop strategies that address these issues, thereby improving satisfaction and retention offaculty. The goal is to “mirror back” to faculty aspects of their workplace that support or impedesatisfaction, productivity, and retention of faculty, particularly faculty from diverse backgrounds.The process begins with a 90-minute interview with the department chair, followed by similarinterviews with focus groups of

Relevance Score: 1.0194632

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

Minnesota. American c Society for Engineering Education, 2021 Lessons Learned: How our agile department survived the COVID-19 pivotIntroductionWhen the coronavirus began spreading rapidly in the United States in early 2020, institutions ofhigher education watched as leaders shifted responsibility down the leadership ladder untilindividual faculty with authority over only their classroom were forced to make decisionsaccording to their own ethics. We were lucky to have a dean and a department chair who took onthe leadership mantle. Our dean initiated weekly Zoom updates for the school to share quicklychanging news and decisions made by university leaders, and to be transparent and

Relevance Score: 1.0181323

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

departments in the school of engineering. These interviews werequalitatively analyzed and coded using thematic analysis [6], [7]. The five lessons learnedpresented below represent preliminary findings of a larger analysis on the politics, processes, andpotential involved in institutional change.Lessons Learned(1) Not all faculty members consistently felt included, nor invited to the tableSome of the faculty members felt that they were already engaged in this type of work, but did notconsider themselves to be a part of this concentrated institutional change effort. These includedboth faculty who were already involved with individual initiatives that align with this changeeffort and also new faculty who were hired with this change initiative in mind

Relevance Score: 1.0165672

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

zones.A majority of the notes taken during the Townhalls included more questions than solutions or answers.These sessions provided the faculty an opportunity to voice their questions and concerns. The Center didits best to address these questions in follow-up workshops or by highlighting resources and updatedcommunications from the University. However, during the time of the Townhalls, new information aboutthe Fall 2020 semester was literally changing every day. The information from the university evenchanged during one of these sessions.July 2020: Summer Workshop SeriesUsing what we learned from the first two series, the Leonhard Center and ODL offered a Summerworkshop series in July 2020 that highlighted key elements for assisting faculty to

Relevance Score: 1.0163133

Learning from the Student Experience: Impact of Shelter-in-Place on the Learning Experiences of Engineering Students at SJSU

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

, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students

Relevance Score: 1.0160832

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

the content of their classes, what format material is presented in, opportunities forstudents to earn credit, and timelines for due dates. For the authors, the use of the technologybecame a routine until a new problem arose. This was often addressed with a new application or 8substituting existing applications with one that were more efficient and easier to use. In theiractual use, there was a concern present about too many applications, sites, etc. in their teaching.There was agreement to use as few as possible so long as they were able to meet the needs oftheir students and their teaching.EmotionsParticipants recognize the need to take care of

Relevance Score: 1.0156618

The Benefits of Discipline-based Communities for Faculty Teaching Development

Conference Session: Learnin' Lessons about Faculty Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University
Tagged Divisions: Faculty Development Division

groups, their motivationfor participating, what they found most (and least) valuable about being part of the group, andif/how participation was impacting their teaching practice.Our guidance to group leaders was to identify people in their departments who were interested inlearning more about interactive teaching or who might already be using interactive teaching. So,rather than “converting the unconverted” we wanted department-based discussions of teaching tofirst begin with those most interested in working on their teaching and trying new things in theirclasses. We viewed this recruitment process as providing support for those most interested andhelping to coalesce groups together so faculty would feel less like they might be the only

Relevance Score: 1.0156407

A Grounded Theory Analysis of COVID-19 Information and Resources Relayed Through University Web Pages: Implications for a More Inclusive Community

Conference Session: Faculty Development 4: COVID-19's Impact on Students
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

and logistics might be helpful for both new and existing faculty. These may include spotlights to resources developed by centers of teaching excellence (e.g., CITT at University of Florida), pairing graduate teaching assistants with faculty (e.g., conducted by Virginia Tech’s Academy for Graduate Teaching Assistants), as well as workshops delivered by peer faculty (e.g., held at University of North Carolina at Charlotte).3. Encouraging Mental Health Awareness - As a result of the pandemic, faculty have reported increased stress levels, higher degrees of burn out, unfamiliarity and lowered engagement in working from home. Specifically for new international faculty, some unique added stresses included issues related to immigration

Relevance Score: 1.015507

Learning from the Voices of Faculty: An Analysis of the Impact of Shelter-in-Place on Faculty at San Jose State University in Spring 2020

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

• Grading Issues: 8 out of 23 faculty members • Students had higher grades: 6 out of 23 faculty members • Students had lower grades: 4 out of 23 faculty members • Faculty made more exceptions to students: 3 out of 23 faculty membersFaculty members in Engineering are highly concerned about finding assessments that aremeaningful and allow them to assess both lower taxonomy and higher taxonomy skills [21].Most of the faculty members changed their assessment strategies, moving from traditional closedbook exams, to open books exams, and experimented with different types of assessmentstrategies such as open-ended exams, multiple choice or take-home exams. Kyle, for example,discusses the need to experiment with different types of

Relevance Score: 1.0150203

Engineering Instructors’ Self-reported Activities to Support Emergency Remote Teaching 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: Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln
Tagged Divisions: Faculty Development Division

University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of Nebraska Lincoln. She has experience con- ducting workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and

Relevance Score: 1.0144788

A Rapid and Formative Response by the Engineering Education Faculty to Support the Engineering Faculty and Students Throughout the Extreme Classroom Changes Resulting from the COVID-19 Pandemic

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

Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics. Hammond mentored 17 UG theses (and many more non-thesis UG through 351 undergraduate research semesters taught), 29 MS theses, and 9 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011-2012 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news American c Society for Engineering Education, 2021 Paper ID #33551sources. Hammond is dedicated to diversity and

Relevance Score: 1.014011

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

findings.For a number of years, several members of the American Society for Engineering Education(ASEE) thought that ASEE should engage in the recognition of educational qualifications if itwas to be a truly professional society. It was felt that ASEE had a professional responsibility toencourage all new engineering educators to gain an initial teaching qualification, not to beconfused with subsequent faculty development. There were no courses equivalent to IGIP [9] butthere were a few well established and recognized courses that were regularly offered (e.g. NETI)[10]. The opportunity to pursue this issue came when Professor Arnold Pears invited one of usto join him in presenting a one-day workshop on evidence-based teaching for persons with littleor

Relevance Score: 1.0137082

To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral Scholars

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

seeking a position in industry indicated: I think the job itself [being a professor] seems really appealing. The fact that there are so few of them and they're so competitive makes it a little bit less appealing because it seems like I've got to do, well a lot more than what I've done, in order to get the type of a faculty position that I would really like . . . I've looked at some of the stats on that and seen that there is something like maybe 10 new faculty positions for every 200 PhDs, or something like that.Another participant, an Asian American male currently employed in a postdoctoral position whodesires to remain in academia, discussed his concerns with pursuing a professorship: I am

Relevance Score: 1.0134544

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

graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

Relevance Score: 1.0134515

A Review of the Teaching Modalities Chosen by Faculty During the Global Pandemic

Conference Session: Faculty Development 2: COVID-19 Impact on Faculty
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas
Tagged Divisions: Faculty Development Division

Virtual and Online). This isqualitatively consistent with the data shown in Table 1, in terms of the bias towards modalities thatdo not require in-person contact. This bias in Fig. 1 is due to the engineering and computer sciencefaculty’s concern to protect their health, the health of the students, and the health of the communityduring the pandemic. Their concern is legitimate according to the findings of Leidner et al. [8].Specifically, a faculty member, teaching in the Online modality, wrote: “I wanted all the class tobe complete and available for my students in case I got sick with the virus.” Others who teachremotely wrote: “I care for my 90-year-old mother on the weekends, my husband is also at highrisk, so I did not want to expose my loved

Relevance Score: 1.0128013

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

anexception to sit on the department’s Inclusive Excellence Committee as a junior faculty. Fromhis previous efforts, he now has a broad knowledge base as the committee identifies ways tointegrate diversity and inclusion into the curriculum. Author Narra previously served asInternational Student Advocate for the graduate student government and in the leadership of theMechanical Engineering department-level government. While her current institution, RochesterPolytechnic Institute, has fewer international students, she directly leveraged her leadershipexperiences to be selected for her department’s Graduate Student Committee by more seniorfaculty. After aggregating graduate students’ concerns from her peers during graduate school,she can, even now

Relevance Score: 1.0124799

International Faculty Professional Development: Utilizing Hybrid Environments to Deepen Learning and Grow Community

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

, WA.Slowinski, M, Walz, K.A., & Alfano, K. (2016). Renewable Energy Technician Education: The Impact of International Faculty Collaboration. Proceedings from ASEE Annual Conference and Exposition, Energy Conversion and Conservation Division. New Orleans, LA.Walz, K.A., Slowinski, M., & Alfano, K. (2016). International Approaches to Renewable Energy Education – A Faculty Professional Development Case Study and Recommended Practices for STEM Educators. American Journal of Engineering Education, 7(2), 97-115.Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.List of Tables with CaptionsTable 1. Pre-Travel Learning Activities and Intended PurposeTable 2. Learning Activities

Relevance Score: 1.0116096

Validation of the Climate Scale in the Persistence of Engineers in the Academy Survey (PEAS)

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

research on the experiences of academics from working class and disadvantaged socialclass backgrounds [39]. Grimes and Morris [40] found that sociology faculty from working-classbackgrounds never truly felt they belonged in the academy. Shott [41] identified the U.S.academy’s tendency to ignore social class issues as a problem that results in a failure torecognize the “countless unearned advantages accruing to those with higher-earning and well-educated parents.” In a more recent study, Lee [42] found the academy fosters upper-middleclass norms and this heightens class-based stigma. There is a call to include social class originsin higher education academic staff diversity concerns. It would increase the overallunderstanding of the impact of

Relevance Score: 1.0106878

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