Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

Tagged Divisions

Faculty Development Division (FDD)

1regarding the ethics of classroom technologies and their impact on faculty and studentwell-being.Framework developmentThe idea for this framework was sparked by the IEEE Global Initiative, which recommends thattechnological development in autonomous and artificial intelligence be guided by five principles:1. respect for "internationally recognized human rights"2. the prioritization of human well-being3. accountability of the "designers and operators" of the technology4. transparent operation of the technology5. minimization of known risks [18]The framework also uses the IEEE Global Initiative's conception of well-being, which is definedas the "human satisfaction with life and the conditions of life"[18]. Other principles of

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University, West Lafayette; Tiantian Li, Purdue University, West Lafayette ; Kristin Bartlett; Wanju Huang, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

Education at Purdue University. She received her Bachelor’s degree in Biological Engineering, with a concentration in Pharmaceutical Pro- cessing Engineering. Currently, she is pursuing her Master’s degree in Industrial Engineering. Tiantian has significant research experience in instrument development and validation analysis. Her research in- terests lie in developing reliable and valid measures for assessing complex engineering competencies, such as systems thinking skills. More particularly, she’s interested in assessing engineering students’ socio-technical systems thinking skills during their design process. In addition to her work on instrument development, Tiantian is also passionate about exploring the

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

also focuses on faculty professional development and is a co-director of the Professional development for Emerging Education Researchers (PEER) Institute.Dr. Scott Franklin, Rochester Institute of Technology Scott Franklin is a Professor in the School of Physics and Astronomy and Director of the CASTLE Center for Advancing STEM Teaching, Learning & Evaluation at Rochester Institute of Technology. His educa- tion research includes projects on the development of identity and affiliation in physics majors throughout their undergraduate career, and, separately, how physicists express conceptual meaning in mathemati- cal formalism. He has co-directed the PEER faculty development program for four years, integrating

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

Tagged Divisions

Faculty Development Division (FDD)

experience.  How to Establish Yourself as an Interim Leader [16] No big changes, Keep moving forward, Bring calmness, (Learn to love) criticism, Develop a "trusting lens" (trust others to do a good job), Help others succeed  Ad Interim: Performance [18] Keep unit from feeling rudderless, Manage successive transitions in and out, Establish trust in working relationships and in the successor  Stepping In: The Unique Challenges Faced by Interim Law Deans [19] (1) Set priorities, (2) Communicate and manage expectations, (3) deal with budget and financial operations, (4) handle external relations, and (5) manage personnel issues. Advice is also given on interacting with faculty

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

faculty in 2009, Menezes has also focused on improving student success and has led a number of ©American Society for Engineering Education, 2024 Designing Inclusive Teaching Workshops with Non-Tenure-Track Faculty in MindAbstract: The research team at California State University, Los Angeles (Cal State LA), isimplementing an ongoing NSF-funded research project aiming to change the paradigm ofteaching and learning in STEM and its underlying mental models from a factory-like model to amore ecosystem-like model. One aspect of the project is developing Communities of Practice forfaculty that help foster this shift in mindset. This paper specifically discusses a more workshop-like delivery of the existing Eco-STEM

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42901The ICE Faculty Development Program (Integrating Curriculum with EntrepreneurialMindset) – Then and NowDr. Andrew L Gerhart, Lawrence Technological University Andrew Gerhart, Ph.D. is a Professor of Mechanical Engineering at Lawrence Technological University. He is a Fellow of the Engineering Society of Detroit and is actively involved in ASEE and the American Society of Mechanical Engineers. He serves as Faculty Advisor for the American Institute of Aeronautics and Astronautics Student Chapter at LTU, director of IDEAS (Interdisciplinary Design and Entrepreneurial Applications Sequence), chair of the First

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Journals (n = 2) Journal of Adolescent & Adult Literacy Journal of American Indian Education Higher Education Journals (n = 2) Journal of Diversity in Higher Education Studies in Higher Education Latinx Special Focus Journals (n = 3) Journal of Hispanic Higher Education (2) Tapuya: Latin American Science, Technology & Society Other (n = 7) Journal of Counseling Psychology (3) Journal of Career Development Journal of Vocational Behavior (2) Mind, Culture & ActivityFinding 2: Implications for Faculty and AdministratorsThrough the analysis of 37

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division (FDD)

aims to create and nurture communities of practice (CoPs) within the participatingteams, fostering collaboration, knowledge dissemination, and the adoption of progressivepedagogies across the college and beyond.To understand the basis for our study, we reviewed several key studies. First, Tomkin et al.(2019) have examined the impact of the EBIP through faculty communities of practice onstudent learning outcomes. The authors report that faculty communities of practice played acritical role in implementing EBIPs and positively affecting student learning in STEM courses.Tomkin et al. also reveal that a faculty community of practice promotes its members tocollaborate with peers, develop complementary skill sets, and build social networks

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43234From Graduate Student to Academic Change Maker: Analyzing the Impactof the ’Making Academic Change Happen’ Curriculum on Early Career Facultyand Academic StaffDr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. She is the author of Making Changes in STEM Education: The Change Maker’s Toolkit (Routledge 2023). Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff.Dr. Eva Andrijcic, Rose-Hulman Institute of Technology Eva

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica Rosenberg; Marco Brizzolara, George Mason University

Tagged Divisions

Faculty Development Division (FDD)

research infrastructure. Dr. Nelson’s research and leadership efforts focus on improving STEM education with particular emphasis on faculty development. She is a recipient of the NSF CAREER Award (2010) and the inaugural (2017) recipient of the George Mason University John Toups Medal for Excellence in Teaching.Jessica Rosenberg Jessica Rosenberg is an Associate Professor of Physics and Astronomy and the Director of Education for the Quantum Science and Engineering Center at George Mason University. She is as an astrophysicist focusing on what we can learn about galaxy evolution from the gas and star formation properties of galaxies. She is also working to improve STEM education with a focus on the education and

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

higher education.Literature ReviewCommunities of PracticeOur analysis of a cross-institutional network dedicated to transforming STEM higher educationdraws upon a rich literature about communities of practice. A CoP is defined as a community ofindividuals who strengthen their practice in a particular domain through regular interaction witheach other [5], [6], [7]. Traditional CoPs tend to develop organically and be based within anorganization. Many variations of CoPs have emerged in the past decades across differentorganizational contexts. For example, professional learning communities are common strategiesfor improving teaching practices in K-12 education spaces and are typically more highlydesigned and structured [8]. Faculty learning

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

focus more on technical research and development of the dissertation, with little regardfor teaching [10]. Second, most disciplinary engineering research does not involve human subjects;thus, most disciplinary engineering PhD graduates and faculty members have a limitedunderstanding of IRBs’ role in protecting human subjects [11]. Third, most promotion and tenure(P&T) policies fail to prioritize teaching efforts; for those that do, focus is placed on studentsatisfaction (e.g., end-of-semester course evaluations) rather than student learning [12]. As a result,the limited teaching preparedness of new college and university engineering educators has thepotential to turn students off from engineering [8], which directly impacts retention

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

has developed surface preferential approaches for nucleation and crystallisation of biological and complex organic molecules. More recently, he has worked as a Research Associate investigating the role of surface properties on particle-particle interaction and developed approaches for decoupling contribution of different surface attributes on powder cohesion. In 2012, as recognition to his contributions to Undergraduate laboratory teaching, he was been nominated for the Graduate Teaching Assistant Awards for the Faculty of Engineering. Umang currently has a role in leading the operation and innovation of the teaching laboratories and he manages Graduate Teaching Assistants for the Department of Chemical Engineering

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Octavio Mattasoglio Neto, Instituto Mauá de Tecnologia; Gabriel Monesi Souza

Tagged Divisions

Faculty Development Division (FDD)

, enabling effective problem-solving. 9. Enhanced retention of knowledge. 10. Taking ownership of one's own learning. 11. Intrinsic motivation to learn.; 12. Enhanced relationships between students and teachers, increased interaction among students, and improved internal communication among faculty members. 13. Development of critical analysis skills. All these competencies have a direct connection with the National Curricular Guidelines(DCNs) [13] in 2019, as well as with the stages of PBL. Several essential transversalcompetencies are associated with leadership, teamwork, communication skills, andentrepreneurship—all highly valued in the job market [18].Methodology This study aims to

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43773Lessons Learned about Empowering Engineering Instructional Faculty througha Group Coaching ModelGemma Henderson, University of Miami Gemma Henderson presently holds the position of Director of Learning Platforms, Academic Systems, Innovation, and Experience at the University of Miami. With a background in educational development, Gemma collaborates and consults with faculty, academic units, and other stakeholders across the University, with a focus on digital pedagogies and curriculum development. Gemma actively participates in information technologies and educational initiatives to enhance both

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43449Improving student outcomes in math through online faculty professional developmentDr. Chris S. Hulleman, University of Virginia Chris S. Hulleman is a professor of education and public policy at the University of Virginia. He is also the founder and director of the Motivate Lab, which collaborates with educational practitioners to help ameliorate systemic racism and inequality. His team develops and tests changes in educational practice that support the motivation of students from historically marginalized backgrounds in education. He received his BA from Central College (Iowa) in 1993 and his PhD in

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Additionally, a lack of research in the area of international faculty development makes thistopic worth exploring. This auto-ethnographic qualitative work grounded within the scope oftransnationalism utilizes a cultural wealth framework and aims to identify the barriers andchallenges faced by international faculty members and also recognizes productive ways toaddress those gaps in terms of designing resources for international Ph.D. students and facultymembers as the needs for international faculty members look different than the home-grownones. In this work, we tried to unpack the barriers and navigational challenges faced by us ingeneral and during our critical transitional points in career. We finally shed some light on theways international

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

over the next two centuries, with technical writing curricula formingthe foundation for what we now refer to as “technical communication” curricula (Paretti et al., 2014).Historically, technical communication courses have been widely implemented across universities asstand-alone courses disconnected from engineering departments (Paretti et al., 2014).However, recent research suggests that technical communication courses decoupled from engineeringcontent face two significant limitations in ensuring engineering students develop effectivecommunication skills. First, when taught in isolation from technical content, communication skillsmay be viewed by both faculty and students as an afterthought of solving “real” engineeringproblems, rather than

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening participation in engineering and promoting action to change. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Engineering Education, 2024 Lessons Learned: Faculty Development Book Club to Promote Reflection among Engineering Faculty on Mental Health of StudentsIntroductionIt is a real difficult challenge walking through this world full of monsters when our own bodies and minds can be monstrous. - Sarah Rose CavanaghIn universities around the U.S., mental health issues are on the rise [1], [2], [3]. College studentsare at increased mental health risks due to major mental health problems manifesting during earlyadulthood [4], and significant life changes (e.g., changes in independence, environment, and socialsupport, academic pressures/competition) [5], [6]. While

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

obtaining an EdD from Hamline University. ©American Society for Engineering Education, 2024 Nursing + Engineering: Lessons Learned in Interdisciplinary Facilitator Dynamics for Faculty DevelopmentAbstractThis paper presents lessons learned from the first year of an interdisciplinary facultydevelopment team exploring the impact of a humanistic model for faculty development through aCommunity of Practice. We will share how our team dynamics would have improved had wegone through the Concerns-Based Adoption Model prior to implementing our programming tobetter gauge our own perceptions and what impact would look like among our participants.IntroductionIn many

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43892Positive Leadership: An Intentional Approach to Faculty Leadership DevelopmentDr. Heidi M Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for 30 years. Currently, Heidi is the Director of Leadership Development in the College of Engineering at the University of Michigan. She provides one-on-one coaching for faculty in new executive leadership roles as well as for newly promoted faculty (Assistant to Associate).Valerie N Johnson, University of MichiganMs. Heather Wagenschutz, University of Michigan ©American Society for Engineering Education, 2024Positive

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)

Paper ID #42477Bridging the Gap: Exploring Real-Life Experiences of Engineering Facultyin Implementing EBIPsStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members. Additionally, she is investigating the identity development of engineering students in capstone courses.Dr. Shane A. Brown P.E., Oregon State University

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassondra Wallwey, Virginia Tech; Renee M. Desing, Oregon State University; Rachel Louis Kajfez, The Ohio State University

Tagged Divisions

Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2023 WIP: The Benefits and Challenges of Faculty Development through Interdisciplinary Public OutreachAbstractThis WIP paper will highlight emergent findings from a research project related to the facultydevelopment benefits and challenges that arose when STEAM (science, technology, engineering,arts, and mathematics) researchers engaged in interdisciplinary public outreach events. Withincreasing calls for interdisciplinary research teams and task forces, the need for faculty todevelop their interdisciplinary networks and cross-discipline communication skills is at an all-time high. Similarly, recent global events and crises have highlighted the need to increase andimprove the publics

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacob Michael Elmasry, The University of Sydney

Tagged Divisions

Faculty Development Division (FDD)

evaluate the content taught by the teacher.6. Spreading this Knowledge Within the FacultyWhile individual academics have a responsibility to teach well and understand some of thebest teaching practices in our field, the reality is that many Engineering academics will nothave had to engage with the ideas of rhetoric and behavioural change in their academic life.As such, it is also the responsibility of the Engineering Faculty as a whole to share thisknowledge with it’s academics and to persuade them of its importance.It is recognised that in many universities, this sort of training is typically done by either anintroductory teaching course or mandatory professional development workshops. The IdeaAcceptance Model itself can easily be shared in

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University (CoE); Karreem Hogan

Paper ID #36555WIP: Continuous Professional DevelopmentEvelyn Sowells-boone (Dr.) Associate Professor and Interim Chair. Thank you!Karreem Hogan © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: Continuous Professional Development for Electronic Technology Degree ProgramsOverviewThis work in progress describes a project for increasing faculty competitiveness in research andscholarship. The rapid evolution of technology had highlighted the clear need for academia toequip students with the tools to succeed in the modern-day STEM

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

) the development of faculty expertise in outcomes-based course design through the use of the Instructional Module Development (IMOD) system, a self-guided web-based training tool.Dr. Susan M Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Chair of Electrical Engineering at the University of San Diego. Her teach- ing and research interests include electronics, optoelectronics, materials science, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Engineering Leadership Development Division

Paper ID #9063Developing engineers who lead: Are student, faculty and administrator per-spectives aligned?Lt. Col. Brian J Novoselich P.E., Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. student in the Department of Engineering Education at Virginia Tech. His is a former assistant professor at the United States Military Academy. His dissertation research interest is undergraduate student leadership development in capstone design teams.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Dan Baldwin, Indiana University-Purdue University, Indianapolis; John Ludwick, Indiana University-Purdue University, Indianapolis; Kevin Marshall, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Continuing Professional Development

Interactive. As the Director of Computer Graphics Technology for IUPUI, he specializes in the study of computer animation techniques and applications and enjoys teaching the latest in animation technology as well as helping his students develop a firm foundation of proper animation principles. Page 14.529.1© American Society for Engineering Education, 2009 Embedding Faculty into Industry: Understanding the Real World Expectations of Our GraduatesAbstractEngineering technology students face intense educational demands in school. Their faculty,challenged to develop coursework that balances theory and

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

Paper ID #19730Long-Term Impact of a Faculty Development Program on Student Evalua-tions of TeachingMs. Julia F. Kerst, University of Michigan Julia Kerst, a native of Ann Arbor, MI, is a third-year undergraduate student in Electrical Engineering at the University of Michigan. She is also the Internal Vice President of the Society of Women Engineers at U of M. She has been doing research in Engineering Education since May 2016, and focuses on student responses to faculty trying new learning techniques.Ms. Hanna Pfershy, University of Michigan, Engineering Education Research Hanna is a third year undergraduate student at