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

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Nicholas Anthony Clegorne; Cassandra J McCall, Virginia Tech

Tagged Divisions

Engineering Leadership Development

engineering concepts such as statics, heat transfer, and deforms. However,the mathematically-based signature pedagogy of engineering does not necessarily align with thesignature of the engineering profession itself [6]. Therefore, as engineering educationexperiences increased demands to implement professional skill development within theircurricula [11-15], faculty are pressed to integrate technical and professional competencydevelopment and leave the familiarity of engineering signature pedagogy while lacking theresource and training support to do so.To begin to develop these support structures for faculty and gain a greater understanding ofleadership as an educational construct, it is necessary to understand how faculty currentlytranslate, value

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette; Thomas J Brumm, Iowa State University

Tagged Divisions

Continuing Professional Development

movements.Implications of FairnessTo combat the many ills of being an adjunct faculty member, unionization has made a resurgencein institutions of higher education. Numerous articles of recent have focused on massunionization efforts of adjuncts, no more proliferate than in the northeast portion of the UnitedStates.In a recent article6, Sydni Dunn states: “…George Washington University’s part-time faculty union has made some real gains since it was formed in 2006: It negotiated a minimum payment of $3,500 per three-credit-hour course, secured a supplemental retirement plan and a medical leave of absence, and designated a small pool of money for adjuncts to pursue professional development… But what is “the top,” or the mark of a successful union? At

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Patricia Hall

Tagged Divisions

Continuing Professional Development

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

and adults, and was a GSI at U-M for two En- vironmental Health Sciences courses. At CRLT, she is involved in education research, assessment and evaluation projects, and various professional development programs for students and faculty.Dr. Cynthia Finelli, University of Michigan Dr. Cynthia Finelli is Director of the Center for Research on Learning and Teaching Engineering and research associate professor in the College of Engineering at the University of Michigan. She actively pursues research in engineering education and assists other faculty at U-M in their scholarly endeavors. Her current research interests include studying faculty motivation to change classroom practices, evalu- ating methods to improve

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

AC 2012-5516: PROMOTING STEM FACULTY MEMBERS’ REFLECTIONON THEIR LEARNING PERCEPTIONS AND TEACHING PRACTICESSusan ShadleDr. Louis Nadelson, Boise State University Louis S. Nadelson is an Associate Professor in the College of Education at Boise State University. His research interests include STEM teaching and learning, faculty development, in-service and pre-service teacher professional development, program evaluation, and multidisciplinary research. He has published research ranging from faculty professional development to the impact of inquiry on STEM learning. Nadelson earned a B.S. degree in biological and physics science from Colorado State University, a B.A. with concentrations in computing, mathematics, and

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

of Illinois, Urbana-Champaign Dr. Geoffrey L. Herman is a visiting assistant professor with the Illinois Foundry for Innovation in Engi- neering Education. He earned his Ph.D. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign as a Mavis Future Faculty Fellow and conducted postdoctoral research with Ruth Streveler in the School of Engineering Education at Purdue University. His research interests include creating systems for sustainable improvement in engineering education, promoting intrinsic motivation in the classroom, conceptual change and development in engineering students, and change in faculty beliefs about teaching and learning. He is a recipient of the 2011

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

for sustainable improvement in engineering education, promoting intrinsic motivation in the classroom, conceptual change and development in engineering students, and change in faculty beliefs about teaching and learning. He is a recipient of the 2011 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. He helps steer the Col- lege of Engineering Dean’s Strategic Instructional Initiatives Program and consults with the Academy for Excellence in Engineering Education at the University of Illinois.Dr. Leslie Crowley, University of Illinois, Urbana-Champaign Associate Director, Academy for Excellence in Engineering Education

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Jason Daniel Christopher, USAFA/DFEM

Tagged Divisions

Continuing Professional Development

23.1356.1 c American Society for Engineering Education, 2013 Video Recording vs. Class Visits: A Comparison of Two Faculty Development ToolsIntroductionTeaching focused faculty development is critical to the success of a school.1 A “learn as you go”approach to faculty development is costly in terms of the lower quality of education provided tostudents upon whom new faculty “practice”. For 95% of new faculty, it takes 4 to 5 years tobecome proficient teachers.2 At our institution, we have found that this time can be significantlyreduced through deliberate faculty development.Many different techniques and methods have been described for faculty development. Felder, etal, point out that

Conference Session

Professional Development and Scholarship

Collection

2007 Annual Conference & Exposition

Authors

Ahmed Khan, DeVry University; Amin Karim, DeVry University

Tagged Divisions

Engineering Technology

AC 2007-1883: FACULTY SCHOLARSHIP AND TECHNICAL CURRENCY: 2007STATUS REPORT ON A NATIONAL SURVEY OF ENGINEERINGTECHNOLOGY FACULTYAhmed Khan, DeVry University Dr. Ahmed S. Khan is a senior Professor in the EET dept. at DeVry University, Addison, Illinois. He received his M.Sc (applied physics) from University of Karachi, an MSEE from Michigan Technological University, an MBA from Keller Graduate School of Management., and his Ph.D. from Colorado State University. His research interests are in the areas of Fiber Optic Communications, Faculty Development, Outcomes Assessment, and Application of Telecommunications Technologies in Distance Education. He teaches Wireless Engineering, Network Engineering

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

Paper ID #18057Work in Progress: Online Engineering Education Certificate ProgramRyan Barlow, Utah State University Ryan Barlow obtained his Bachelor’s Degree in Mechanical Engineering from the University of Utah in 2012 and his Master’s Degree in Science Education from the University of Maryland in 2016. He is currently a PhD student in Engineering Education at Utah State University where his research focuses on continuing professional development of engineering educators.Prof. Jacek Uziak, University of Botswana Jacek Uziak is a Professor in the Department of Mechanical Engineering of the University of Botswana. He

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R.C. Patel Institute of Technology, Shirpur, India; Dharmaraj Rajaram Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Divisions

Continuing Professional Development

recent times, many educators and researchers haveproven utility of such proven strategies i.e. research-based instructional strategies (RBIS) [3, 4].A good educational institution, therefore, must focus on the use of research-based instructionalstrategies (RBIS). Brent and Felder have designed the Southeastern University and CollegeCoalition for Engineering Education (SUCCEED) model that focuses on faculty’s instructionalskills [5]. They have been also conducting faculty development workshops under the auspices of‘The National Effective Teaching Institute’ (NETI), which have proved to be hugely successful[6]. Such development efforts need to intensify across the globe, especially because theengineering education researchers have been developing

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Susan Donohue, The College of New Jersey; Christine Schnittka, University of Kentucky; Larry Richards, University of Virginia

Tagged Divisions

Continuing Professional Development

covered topics.IntroductionThe workshop is a popular instructional model for professional development training activities.We have presented workshops on our particular instructional product, Engineering Teaching Kits(ETKs), to audiences of P-12 teachers and university faculty and students at various venues.However, the effectiveness of our model, based on the pedagogic philosophy of constructivism,has not been formally assessed until recently. We present a statistical analysis of the assessmentresults and discuss implications for future workshops in this paper.Our research thesis is that an instructional model structured as described above is an effectivemethod of delivering content and supporting learning. The research question investigated

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

Engineering Physics at Lewis-Clark State College. Dr. Utschig has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin – Madison. His technical expertise involves analysis of thermal systems for fusion reactor designs.J. P. Mohsen, University of Louisville Dr. J.P. Mohsen is Professor and Chair of the Civil and Environmental Engineering Department at the University of Louisville where he has taught since 1981. He also taught engineering

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

as traditional community partners needing atechnology centric consult. Student involvement comes in the form of projects, either episodicor continuous with both communities. Byrne2 finds that “Undergraduate student participation infaculty scholarship activities can result in significant contributions and advancement of bothfundamental knowledge and product development.” Keating et al.1, describes the present time asa time to “…extend university education beyond the imparting of knowledge to include thedevelopment of innate human potential for creativity, innovation, and leadership in engineering.”This is labeled as the scholarship of engineering. This definition applies the SOES-l to industryconsults by E&T faculty as a process of

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

New Engineering Educators

individualtalents of the instructor. What works superbly for one teacher may totally flop for another.Some veterans will admit they cannot define good teaching, but they know it when they see it.While there are an infinite number of ways to teach well, there are some consistent elements,activities and attributes that seem to be present with all good teachers.In a landmark study, Joseph Lowman2 used teaching award nominations from over 500 studentsand faculty members to quantify what makes a good teacher. The award nominations, in essence,constituted a statistical database of descriptions of exemplary teaching. The study assembledadjectives and descriptive phrases from the award recommendations, divided them into likecategories and tallied the results. The

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University; Walter Bradley, Baylor University

Tagged Divisions

New Engineering Educators

for five years as a MechanicalEngineering Program Chair. This past year the first author became a Department Chair at a newuniversity. As department chair he has responsibility to mentor new faculty, and as a newprofessor, he was also on the receiving end of an established mentoring program. The secondauthor moved to an endowed teaching chair after eight years of service as Program Chair andAcademic Director of multiple engineering programs at another university. The third author hasserved as a Department Head for a very large program. These new experiences of the first twoauthors will be integrated into the already developed activities to form an overall suggested plan

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

. Page 26.764.1 c American Society for Engineering Education, 2015 Faculty change in engineering education:A case study of teaching faculty about blended and online learning Page 26.764.2AbstractThis paper reports results from a case study of teaching development in engineering education atKTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question“what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in engineering education?” Earlyresults indicate that 1) faculty can assess the value of online and blended

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

preservice teacher professional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, computer science, and engineering teaching to frame his research on STEM teaching and learning. Nadelson brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning.Dr. Kimberly Kristine Hardy, Boise State University I am an assistant professor at Boise State University in the Psychology Department. My main areas of research involve personality development, romantic relationships, teaching and learning, and positive psychology.Dr. Dazhi Yang, Boise

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

Paper ID #11939A Pedagogy of Larger Concerns: Grounding Engineering Faculty Develop-ment in Research on Teaching ConceptionsDr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

Paper ID #12278Instructor Concerns and Use of Resources in the Development of Course Ma-terialsGrace Panther, Oregon State University Grace Panther is a PhD student conducting research in engineering education. More specially focusing on developing course materials based on previous research on common student misconceptions.Dr. Devlin Montfort, Oregon State UniversityDr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

to their peers, reflect on their teaching, and receive immediate feedback from theirpeers and a trained facilitator.For those engaged in faculty/TA development, “one-time events are not likely to suffice” if thegoal is to “provide in-depth professional development opportunities.11” Therefore, tocompliment this initial training, an ongoing professional development requirement was createdfor GSIs during the term. This additional training requirement provides new GSIs anotheropportunity to receive training to enhance their teaching abilities once they began their actualteaching responsibilities. These new instructors have the freedom to select one of the followingthree training options for their ongoing professional development: 1

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

Paper ID #12969Teaching as a Design Process: A Framework for Design-based Research inEngineering EducationDr. Margret Hjalmarson, George Mason University Margret Hjalmarson is an Associate Professor in the Graduate School of Education at George Mason University and currently a Program Officer in the Division of Research on Learning in Formal and Infor- mal Settings at the National Science Foundation. Her research interests include engineering education, mathematics education, faculty development and mathematics teacher leadership.Prof. Jill K Nelson, George Mason UniversityCraig Lorie, George Mason University

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thecycle of professional practice.The core issue of this vision for educators is the identification and resolution of problems. Theproblem solving process uses knowledge and also creates knowledge. Educators are part of theprocess of expanding the knowledge base for teaching. Fink and his colleagues also include adescription of the kind of knowledge that an educator would draw on in order to identify andsolve teaching problems, discuss implications for faculty development that seeks to helpeducators improve in this problem solving activity, and present case studies of two facultydevelopment centers focusing on the activities supporting the data on how learning has beenimpacted. This vision is highly linked to the notion of a reflective

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

] in discussing the ExCEEd teaching model state: “The ExCEEd modelrecognizes both the need for structure and organization as well as rapport with students and anenthusiastic, engaging presentation.” More “overlapping” adjectives are mentioned from one ofthe faculty development programs sponsored by ASCE. They have a list of the do’s and don’tsfor effective teaching and suggest that faculty members who follow the list are probably thosewho teach well.Gaonker [5] discusses a feedback model for new educators that includes the first four practicesof good teaching as described by Chickering and Gamson. He states that: “If teachingeffectiveness is to be evaluated or judged by learning, we should focus primarily in the feedbackpath.” His feedback

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Maher Murad, University of Pittsburgh-Johnstown; Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

Page 11.1126.9 Provided a great deal of guidance and encouragementAdvice for Engineering EducatorsThe survey suggests that a faculty member is likely to have significant short and long-termpositive influence on students and graduates by acquiring as many of those qualities listed inTables 2 and 3 as possible. An engineering educator aspiring to become an instructor who hasboth short and long-term positive influence on students can achieve that goal by recalling theirown experiences with excellent instructors and by working to develop the professional andpersonal qualities listed in Tables 2 and 3. The comments made by graduates about a specificexample of an excellent instructor also provide insight into what students recall most about

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University; Lori L. Bakken, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

provideprofessional development and leadership training. Officially managed out of the dean’s office,the program includes formal mentoring, which pairs women with senior mentors outside theirdepartment. Following best mentoring practices as suggested by research, the program hasincluded initial training of both mentors and mentees, monthly e-newsletters and listserv notices,formal recognition of outstanding mentors, as well as external assessment, all of which havecontributed to the program’s success. Opening the formal mentoring aspect to all tenure-trackfaculty has assisted in garnering widespread support for the program and in firmlyinstitutionalizing it. Monthly lunches for women faculty at the campus faculty club (supported bythe dean’s office) have

Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Amy Miller; Maher Murad; Robert Martinazzi; Andrew Rose

Session 1475 “The Spaghetti Factor” – A Peer Leadership Model for the “Sticking Together” of Untenured Faculty Prior to Their Tenure Decision Andrew T. Rose, Amy L. Miller, Maher Murad, Robert Martinazzi University of Pittsburgh at JohnstownAbstractNew faculty members join academia with great desire and hope to make higher educationtheir life long vocation. Upon entering the halls of ivy, they quickly realize the mutualrequirements of professional development, teaching excellence and community/universityservice. The pressures and challenges of meeting the various expectations can easilyleave new faculty overwhelmed with