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

; and • addressing STEM workforce development by building effective, mutually beneficial academic-industry partnerships [2].Participants were asked to collect baseline data from prior S-STEM (if applicable) and/or otherinitiatives on campus to inform their proposals. As noted by Pearson, Crosby, et al, “... projectsshould seek to couch locally identified problems and needs in the larger context of educationalresearch to help the broader STEM education community determine what interventions workbest with scholars in their environments” [3]. Therefore, PIs were strongly encouraged to seekinformation on program and institutional challenges they could address and study as part of theirS-STEM projects and share what they learned

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

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Diversity

Tagged Divisions

Faculty Development Division

were provided as part of these initiatives including training foreffectively integrating the e-learning modules into courses, participation in workshops andconferences with a focus on entrepreneurial education, and involvement in organizing andfacilitating student activities. While a significant number of our engineering and computerscience faculty participated in these development opportunities, in general their enthusiasmrelated to entrepreneurial minded learning (EML) was not strong enough to sustain and furtherbroaden EML within the college. Therefore, we implemented a faculty development programaimed at fostering EM champions from different engineering and computer science disciplines,as well as a mini-grant program to stimulate faculty