Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Jim L. Borgford-Parnell, University of Washington

Tagged Topics

Faculty Development Constituency Committee

attitudes toward the course or the instructor.For the substantial number of returning clients who have us do SGIDs in subsequent offerings ofthe same course, the database enables us to provide longitudinal reporting that tracks shiftingtrends in feedback across multiple terms. Our longitudinal reports help our clients identifywhether and how changes they made, that were based on student feedback, may be impactingstudents in subsequent course offerings. The longitudinal reports also help faculty membersidentify issues they may have initially dismissed as trivial or minor when seen in a single report,but often change that impression when seen in a longitudinal report as a persistent issue.Although categorizing and grouping feedback takes some time

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

with customized EBIPs suited for theirunique teaching environments. Faculty who observed increased student engagement utilized real-world applications facilitated by extensive experience and institutional support. This study'sfindings point to the importance of adaptable teaching methods, emphasizing the need forinstructors to tailor EBIPs to their specific teaching contexts. These results underscore theimportance of individualized strategies for effectively adopting EBIPs into educational settings.IntroductionAs a part of the NSF IUSE project, this paper seeks to explore the limitations and successes ofengineering faculty implementing EBIPs. Although earlier research indicates a willingness andinterest among faculty to incorporate new

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio

Tagged Topics

Faculty Development Constituency Committee

, simulations, or discussions).This expectation brings attention to the need for the development of pedagogical competencesamong both engineering instructors and students in order to implement new learning andteaching strategies and provide relevant educational experiences to all learners [18].Recommended learner-centered strategies in engineering education include problem-basedlearning, hands-on activities, peer instruction, collaboration between teachers, and a multilayeredapproach to assessment [18]. With most engineering doctoral programs focusing on preparingthe next generation of researchers, there are few instances where future professors and instructorsare being adequately trained in engineering pedagogy. Further, engineering faculty may not

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

teaching the course for 20 years and they’re really set in their ways. And then, you have new people coming in who are more open to changing things, and I think the main issue is you have so many people. And trying to get a person to buy into it and utilize it, I think is the biggest challenge.The logistical considerations related to having instructors and sections at other campuses alsocomplicated the adoption process. As one individual stated, “As you can imagine, getting 17faculty here at (name of largest campus) and another more than a dozen faculty at the campuses toagree on. Everything in the course is challenge.”Relatedly, some participants discussed prior attempts to standardize the course curriculum,describing barriers

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Prasad Edamana, Indian Institute of Technology Madras (IIT M), India; Ajit Kumar Kolar, Indian Institute of Technology Madras; Pramod S. Mehta, Indian Institute of Technology Madras; Sujatha Srinivasan, Indian Institute of Technology Madras; Jefferey E. Froyd, Texas A&M University

Tagged Topics

Track 3 - Faculty Development

learning outcomes, (ii) adopting active andcooperative learning methods and (iii) implementing formative plus summative assessmentstrategies are analyzed to understand how they implemented these thrusts through pedagogicalapproaches appropriate to the IIT-M ethos, which is characterized by a large student populationof diverse socio-economic-cultural backgrounds. Also, issues related to varying set ofinstructions to a diverse group of students are identified and possible solutions are discussed forfurther action to sustain the TLC activities for the benefit of the teaching-learning process in IIT-M.Key words: faculty development program, teaching learning center, course delivery cycle,engineering and science educationIntroductionToday, amidst

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Michael Casey, George Mason University; Ellen O'Donnell, George Mason University

Tagged Divisions

Civil Engineering

needs of industry, and in some cases realize taxsavings for their monetary and in-kind contributions to the University or engineering program.IABs that operate at the Department level are less common than College-level boards, butprovide many of the same functions. These boards tend to be proactive rather passive, and Page 13.901.2exhibit more specific interactions as enumerated recently1. For example, proactive IABs: (1)recruit members, especially Chairs, that will fit well with the goals and objectives of theprogram; (2) support student organizations for travel or educational activities; (3) screenpotential faculty and support recruiting

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Thuy Nguyen, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; William O'Brien, University of Texas at Austin

Tagged Divisions

Civil Engineering

strategies. In this position, she promotes the College of Engineering’s commitment to finding ways to enrich teaching and learning. She works in all aspects of education including design and development, faculty training, learner support, and evaluation.William O'Brien, University of Texas at Austin Bill O'Brien's professional goals are to improve collaboration and coordination among firms in the design and construction industry. Dr. O'Brien specializes in construction supply chain management and electronic collaboration, where he conducts research and consults on both systems design and implementation issues. He is especially interested in the use of the information technologies to

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

with a student workshop modeland ongoing analysis of data collected in the workshops. At the University of Washington’sOffice for the Advancement of Engineering Teaching & Learning, our primary activity isinstructional consultation with faculty, but we also frequently guest-present a workshop forengineering students entitled “Teamwork for learning and project success.”The workshop’s immediate, practical objective is to help students begin group work on the rightfooting. The fundamental emphasis, however, is on seeing group projects (at least in school)primarily as a context and vehicle for learning. Our experience suggests that both students andfaculty tend to see efficient project completion, quality of work, and realistic preparation

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Joseph Hanus, United States Military Academy; Scott Hamilton, United States Military Academy; Jeffrey Russell

Tagged Divisions

Civil Engineering

responding, 3. his Valuing (3.0) the phenomenon or 3. his skill in Application (3.0) of the activity so that he voluntarily responds an knowledge he comprehends, seeks out ways to respond, 4. his skill in Analysis (4.0) of situations involving this knowledge, his skill in 4. his Conceptualization (4.1) of each value Synthesis (5.0) of this knowledge into new responded to, organizations, 5. his Organization (4.2) of these values into 5. his skill in Evaluation (6.0) in that area of

Conference Session

Engineering Libraries Division (ELD) Technical Session 4: Outreach & Collaboration

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Rowley, University at Buffalo, The State University of New York

Tagged Divisions

Engineering Libraries Division (ELD)

materials and resources was an equity issue with students locatedaround the globe. “I use [Blackboard], and so I keep all [additional course readings] there, too, soit’s really easy for students to access,” the faculty member stated.An issue both business and engineering faculty touched on was when UB did not have access tospecific resources or items that were needed, especially journal and news articles. As one facultymember stated: “I do know that sometimes with articles, and maybe this was more when I would be looking for something to post, but even sometimes with students, they might provide a link to, let's say The Washington Post or The New York Times, UB might not [have access]. And I understand that. They need to

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England University

Tagged Divisions

Engineering and Public Policy

and vision research and a Congressional briefing on Aging Eye Disease. TheAEVR/Research!America poll showed that across all demographics, loss of vision is asignificant concern for Americans and that they support increasing federal research expenditureson vision research. The Congressional briefing on Aging Eye Health included a presentation onthe mechanisms of macular degeneration and current research on treatments to slow theprogression of this disorder.Attendance at FDA WorkshopsIn order to better understand the process by which the FDA evaluates medical devices for safetyand efficacy, I attended two workshops related to new technologies for which the FDA has notyet issued guidance documents. The purpose of the workshops was to meet with

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela L. Minichiello, Utah State University; Laurie S. McNeill, Utah State University; Christine E. Hailey, Utah State University

Tagged Divisions

Engineering Ethics

ofassigned homework as the primary mechanism of problem solving practice.The results of the current study are important in helping to 1) clarify the nature of theattitudinal mismatch between engineering students and faculty concerning the use ofsolution manuals, 2) develop means to promote acceptable learning-based uses for online andelectronic textbook solution manuals, and 3) extend the body of knowledge concerningengineering student and faculty perceptions of academic integrity.IntroductionIt is widely held that the topic of academic integrity is a current issue of critical importance forhigher education due to the frequency of dishonest acts (i.e. “cheating”) committed by students.4Incidents of academic dishonesty have potentially far-reaching

Collection

2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

campuses with a more diverse student population. Using the promotion of the ITOW workshop as a model we will examine whatone can do when trying to introduce a new idea (i.e. workshop, program, etc.) to anacademic body such as an engineering faculty. In this paper we describe the process ofimplementation of ITOW by facilitators on three different college campuses, the impacton those campuses, and document implementation problems and solutions. Two of thecampuses are majority institutions and the third is a minority institution. We will comparethe experiences of each of the facilitators and discuss the problems each campus faced inrunning a workshop of this nature and how these issues were resolved. The initialresponse to a workshop of this

Collection

2001 Annual Conference

Authors

Suzanna Rose; Mariesa Crow; Susan Murray

Session 2592 Retention of Female Faculty Members Susan Murray, Mariesa Crow, Suzanna RoseUniversity of Missouri-Rolla / University of Missouri-Rolla / Florida International UniversityIntroduction Engineering programs have struggled for years to recruit female undergraduateand graduate students (1). A similar challenge at most universities is recruiting femalefaculty members from the limited pool of candidates in various fields, particularlyengineering and related disciplines. Many universities are becoming aware of anadditional issue, the retention of these female faculty

Collection

2019 ERC

Authors

Gurdip Singh; Carrie Berger

present in most schools.• Additional workshops on funding for junior faculty.• Access to NCFDD• ADR working with individual new faculty to help secure funding for researchWriting winning grants from VPR office and Institute of Learning effectiveness to re-inforce atOklahoma State. Mini symposium and communication in second year at VPR at UC Santa Cruz.One-one mentoring at UC Santa Cruz. Dean’s office sponsors monthly lunch at UNT. Strugglingjunior faculty sometimes don’t attend which is concerning.4. What unique faculty success programs occur at your institution thatare specific for pre-tenured faculty?• Teaching success programs for junior faculty• Bring in external consultant to provide faculty advice on from ideation to proposal

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Julianne Lee Rhoads; David O. Kazmer, University of Massachusetts, Lowell; Bowa George Tucker, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

the tenure process was concerned, and was therefore difficult tojustify.Among the respondents that tried S-L and stopped, most recognized the personal enjoyment orsatisfaction of implementing S-L practices and the positive impact it had on their students.Funding, faculty time and insufficient staff and teaching assistant support were the majorobstacles to sustaining S-L in their courses. One faculty member emphasized that it was notpossible to define sufficiently rigorous S-L projects in the context of the subject matter.Finally, among the respondents that continued to practice S-L, most highlighted the ability of S-L to enhance student experience and motivation and push students to confront real-world issues.The major issues identified were

Conference Session

ETD Design V: Classroom Delivery, Course Content, and Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Stephen Hundley, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

statement, as well as others in thefuture, addressed the use of part-time faculty based on negative assumptions10.It is important to know the history of employing part-time faculty, to understand thedemographics of this population, and reasons institutions are increasing their reliance on a part-time workforce. Only then can we better understand the concerns raised about part-time facultyemployment. Beyond these issues, this literature review will explore employment practices,perceptions of part-time faculty by others, concerns of part-time faculty, motivations of part-timefaculty, and workplace motivation theory. This framework will be beneficial to fully understandadditional issues regarding motivation of part-time faculty.History of the

Collection

2009 ASEE Midwest Section Conference

Authors

Lawrence Whitman; Zulma Toro-Ramos; John Watkins

how to organize a class, lecturing in the classroom, handling students' questions, etc. I also get helpful suggestions about my research and writing proposals. • Exchange of ideas and classroom visits • A college level perspective of things apart from your department mentorsThe participants were also asked what to improve in the program for next year.Other than concerns for the sustainability of the program, only one comment wasmade to starting the program earlier in the year.ConclusionThis type of effort has significant benefits to both new and tenured faculty. Thenew faculty benefit by achieving an ‘outside their department perspective’ on thetenure process at their own institution. These faculty are more likely to

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, journalism, etc., do not communicate, although theywill need to work together in the future to create viable new paths forward. A hurdle tocurriculum change is that faculty have not been trained in sustainability concepts and typicallydo not teach across colleges. They are also unsure of how to address DEI, not wanting to get itwrong and cause harm as they experiment in the classroom. Some programs have therefore takena “train the trainer” approach, holding faculty workshops [1, 2]. The effectiveness of suchworkshops is not altogether clear; for example, instructors’ confidence in identifying effectiveways to include sustainability into their courses may not increase. We focused squarely onequipping faculty by providing demos and boosting

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cali Anicha, North Dakota State University; Brianna Blaser, University of Washington; Sheryl Burgstahler; Cecilia Aragon, University of Washington; Teresa Shume, North Dakota State University

looking at ways to increase diversity among science,technology, engineering, and math (STEM) faculty, little has been done to increase therepresentation of faculty with disabilities. Moreover, despite recent attention to increasing theparticipation of students with disabilities in STEM education, this work has rarely been extendedto include faculty with disabilities. This paper describes efforts taken by AccessADVANCE, apartnership between two institutions, to influence institutional change to increase theparticipation of women with disabilities among STEM faculty. Faculty and student successes areinterrelated; the goal of AccessADVANCE is to identify effective interventions for systematicallyaddressing issues impacting the career advancement and

Conference Session

Opening Up: Data, Open Access, and Open Educational Resources

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Leachman, Washington State University; Talea Anderson, Washington State University

Tagged Divisions

Engineering Libraries

departments, colleges, and theuniversity leadership to work towards a more open and equitable scholarly landscape. Whilesome larger institutions have spoken out about these issues this project focuses on theperspectives from a specific group of faculty at a public land-grant institution and will, thus,contribute to an understanding of the issues at play and possibilities for future advancement inPRT guidance.IntroductionResearchers have long expressed concerns about the impact promotion, rank, and tenure (PRT)guidelines have on the publishing practices of academics [1-4]. As a baseline, studies [1-4] haveshown that faculty members expect a strong research and publication record to be crucial foradvancement under PRT guidelines. Research also shows

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Monica Farmer Cox, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

about support versusneglect; less about the behavior of individuals and a culture that was accepting of bias as the‘natural order of things’ and more about the responsibilities and action (or inaction) ofinstitutions”. Yet, much has also stayed the same. Over thirty years since this seminalpublication, relatively little is known or published about the quality of the collective experiencesof WOC faculty in engineering and the distinct issues that WOC encounter.We aim to fill this gap by presenting emergent themes arising from panel discussions held at the2006 American Society for Engineering Education (ASEE) Conference, Frontiers in Education(FIE) Conference and the 2007 “Keeping our Faculties of Color Symposium,” a synthesis ofrelevant WOC

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University ; Cali L. Anicha, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

Women in Engineering

Paper ID #5965Engaging Male Faculty in Institutional TransformationDr. Canan Bilen-Green, North Dakota State University Canan Bilen-Green is Dale Hogoboom Professor of Industrial and Manufacturing Engineering and Di- rector of the ADVANCE Program at North Dakota State University. She holds Ph.D. and M.S. degrees in Statistics from the University of Wyoming and a M.S. degree in Industrial Engineering from Bilkent University. She was recently appointed to serve as the Vice Provost for Faculty Advancement, a new position created as part of institutionalization of the NSF ADVANCE Program at NDSU.Dr. Roger A. Green, North

Conference Session

ET Leadership, Administration, and Articulation

Collection

2008 Annual Conference & Exposition

Authors

Stephen Hundley, Indiana University-Purdue University-Indianapolis; Douglas Acheson, Indiana University-Purdue University-Indianapolis; Wanda Worley, Indiana University-Purdue University-Indianapolis; Sheila Walter, Indiana University-Purdue University-Indianapolis; H. Oner Yurtseven, Indiana University-Purdue University-Indianapolis

Tagged Divisions

Engineering Technology

havecommittee chairs who give monthly reports to Faculty Senate. Each committee hasrepresentation from each department/program. The various committees meet monthly anddiscuss items, and each committee member reports back to their department/program facultywhat the committee is discussing or making decisions on. There are also outside schoolcommittees that have representation at Faculty Senate, and these include Campus-level FacultyCouncil, Campus-level Graduate Affairs, and some other, related committees.Issues discussed at Faculty Senate include the Dean’s report which gives academic, faculty andschool event news. The Associate Dean generally reports on enrollment, admission, orgraduation type issues. There are many other issues presented and

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura D. Hahn, University of Illinois, Urbana-Champaign; Cinda Heeren

Tagged Divisions

Continuing Professional Development

each other promotes curiosity and willingness to try new teaching strategies.•   Some participants who share common course content (e.g., computing) and/or course formats (e.g., senior design, large courses) have compared experiences and identified common areas for improvement and scholarly inquiry.•   Informal conversations about how students in participants’ departments are faring in classes taken in other departments have led participants to identify and address areas of concern.•   Our teaching faculty who also have advising responsibilities are aided by having a network of like-minded colleagues. Knowing “friendly faces” in other departments enables them to send advisees to contacts who are knowledgeable and

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; John Duffy, University of Massachusetts Lowell; Alan Melchior, Brandeis University; Eric Morgan, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

of faculty and in many cases, on the part of students as well. As several faculty noted,service-learning projects tend to be more demanding on teaching. “A traditional class project orexercise is easier – you know the answers; it is easier to grade. Service-learning is more open-ended, new to both students and faculty, so it takes more work.” Faculty also worried aboutadding extra assignments for students on top of regular class exercises. “Teachers are worriedabout burden” for their students and have to figure out what to substitute or cut.Skills RequiredSome faculty members expressed concerns about their own ability to incorporate service-learning strategies into their course. “An adjunct is more prepared to do this” said one facultymember

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Laura Kramer

, and African American faculty,as well as a fraction of junior and senior male faculty from other racial-ethnic groups. Mostinterviews were between 60 and 90 minutes long. Following the "grounded theory" approachdeveloped by Glaser and Straus, I pursued a research strategy in which the questions I posedevolved through the course of the research.9 Furthermore, given my selection criteria forinterview subjects and concerns about the representativeness of those who agreed to participate,it is more appropriate to think of these individuals as informants, in the ethnographic oranthropological sense, rather than as respondents. The design more closely resembles a"naturalistic inquiry" than a survey;8 the findings of qualitative research such as this

Collection

1997 Annual Conference

Authors

O. G. Petersen; Steven Barnicki; Cynthia Barnicki

elected at the beginning of the academic year by the faculty. Thecommittee elects a Chair from among its members. The five faculty members must be membersof five different academic departments. Faculty members may not be re-elected to serveconsecutive terms.The CFARC committee votes on the same evaluation items as DPRC with the indication ofsatisfactory, unsatisfactory, or unsure. In addition, the CFARC committee issues a finalrecommendation on the renewal or non-renewal of the faculty member. This recommendationand the committee votes on the evaluation items are summarized in a letter to the ChiefAcademic Officer.Administrative Review and Chief Academic OfficerThe administrative review process is primarily concerned with adding input from the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Page 26.323.2issues such as • Student motivation. • Performance expectations. • Preparedness for design and team processes • Professional skill levels. • Experiences of teams.However, the summary indicated a “…lack of a coherent body of supporting scholarship point tothe need …to provide faculty with practical approaches for addressing these issues in theircourses.”Prior ArtEarlier work by Taylor, et al.4, found that successful student design teams had effectiveteam/sponsor relationships, FA awareness of, and concern for, student team success, FA abilityto assist in the areas of teamwork and design processes, and effective teamwork. These factorsof success were undergirded by what Taylor, et al.4

Conference Session

Faculty Involvement in International Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Donal McHale, Dublin Institute of Technology

Tagged Divisions

International

to also pursue his other commitments.• Cultural issues in the Lecture Theatre Any faculty exchange directly affects the students exposed to the exchange faculty members. As professors or lecturers, the styles which are effective with learners in our home institution clearly have a cultural context. These interaction styles are influenced by the culture of our individual societies but also by the accepted styles and norms of staff/student interaction within our own institutions. Therefore, prior to undertaking a short-term exchange, it was natural to have a level of concern as to the extent to which our style of interaction with learners (already proven effective at our home institution) will work in another cultural context