Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Rebecca Bates

reference section, especially the recent proceedings of amentoring workshop held in 2004.6Various authors have reported that women in academia benefit from having networking types ofmentoring relationships.7,8,9,10 This has certainly been the author’s experience, partly because nosingle mentor can provide guidance for every issue that arises. It simultaneously reduces theresponsibility of any single mentor and reduces the expectation that a single mentor will be ableto advise, guide or support a mentee in every situation. In an evaluation of mentor/menteerelationships, Marino & Yost summarized that mentees need to seek out mentors and develop therelationship while mentors “must become more aware of the needs of new faculty and thebenefits of

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

institutionalsupport. A total of 69 full-time faculty members were invited to participate in the survey, and 42of them (61%) completed the survey. The primary results were: (1) Assistant and associateprofessors think that their actual teaching load is heavier than their ideal teaching load. (2) Fullprofessors feel that they maintain a good balance between their teaching and scholarly activitiesand incorporate their research into teaching. (3) The faculty perceive different levels ofperformance expectations from the university, college and departments. (4) The faculty perceivethat the reward system for excellent teaching is vague and insufficient in contrast to the rewardsystem for scholarly activities. These results can be used to develop appropriate

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

study and analysis ofstudent evaluations coupled with appropriate professional development and mentoring. Page 22.1163.23 Student ExpectationsStudent expectations vary greatly from campus to campus, and their respective teachingassessments may also vary. At large institutions, it is often common for students to have littlepersonal interaction with faculty members. Questions of course content are handled by teachingassistants either during office hours or in recitation sessions. A faculty member who has onlybeen exposed to this environment would then be very out of place at a school which does nothave teaching assistants and has small class sizes.Student expectations also vary between classes. Freshmen coming out of high school

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

have to spend great amounts of time discussing thecommunicating that they do. But knowing that professors experience the same kinds of problemsthat students do would open up the dialogue to a better awareness of communication skills. Studentswould learn from and with their professors about the ways that communication develops. By talkingabout the individual ways that each creates text, all could benefit and learn. This is not a one-waystreet. Professors, too, could gain from the experience. Questions directed to them about particularcommunication problems might also enlighten the faculty into problems that they might be having.This in itself would promote the purposes of communication. Communication would become forstudents something that

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahesh Aggarwal, Gannon University; Karinna M Vernaza, Gannon University

Tagged Divisions

New Engineering Educators

the tenure process at a teaching-based institution can use this article as aguide to create a portfolio/development plan that will contain the relevant information to satisfythe rank and tenure requirements at their institution. It is advised that the new faculty memberreviews in a yearly basis the contents of his/hers development plan with the department chair toobtain feedback and ensure a continuous progress towards advancement. By compiling thisinformation in a yearly basis, the new faculty member will be able to prepare his/hers tenure andrank application in a painless and smooth manner.2 Rank and Tenure Requirements before year 2000General requirements for rank and tenure at Gannon University consist of satisfying a set ofcategories

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa G. Bullard, North Carolina State University; Penny M. Knoll, Montana State University; Ann Saterbak, Rice University

Tagged Divisions

Women in Engineering

professionallives have developed in both expected and unexpected ways. With the benefit of thatperspective, the authors share how their professional roles have developed over a decade, howthey are regarded within the department, and their satisfaction with the work and life balance thattheir roles provide. This is an important area of discussion because studies show thatapproximately 65 percent of all new faculty appointments in academia are now non-tenure track,with part-time non-tenure-track faculty appointments making up the bulk of that percentage. Theauthors share insight into the benefits of the non-tenure-track role and how that role may changeover time.IntroductionIn the last decade universities increasingly have come to depend on non-tenured

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

tend to be mixed, suggesting that there may be variation in the impactof same gender mentorship by department and context18-20.This study examines trends in engineering doctoral student’s perspectives and experiencesregarding faculty advising to identify correlates with graduation probability and academic careertrajectory. Particular attention is given to differences in advising experiences between studentsworking with female faculty and students working with male faculty. Research findings willhelp higher education institutions develop programs and policies to improve the experiences ofdoctoral students and to address the gender disparity in engineering.The research questions are as follows:  Are female doctoral students more likely to

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah Miraglia, Syracuse University ; Sharon W. Alestalo, Syracuse University; Shobha K. Bhatia, Syracuse University

Tagged Divisions

Women in Engineering

include: o A CV/Resume Development workshop led by career service professionals representing both academia and industry o A CV/Resume Roundtable Review that brings together industry leaders from the local community and WiSE-FPP Associates seeking careers in industry. The 2011/2012 CV/Resume Roundtable also included a WiSE Faculty Leader who reviewed the CV’s of those students who indicated their interest in pursuing an academic career path o A Job Interview Skills workshop, led by WiSE Faculty leaders, as well as industry representatives o A Strengthening References workshop, led by professionals in academia and industryWhile the information offered at these workshops is content that is largely relevant to male

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Frinzi, Southern Polytechnic State University; Rebecca Hudson Rutherfoord, Southern Polytechnic State University

Tagged Divisions

Women in Engineering

introduce our female faculty to the skills and criterianecessary to become a leader.This paper will focus on content development, participant selection, and the topical informationto be included in the program. The program was developed by the faculty that attended thecertificate program. Participants were selected based on how the program could potentiallybenefit them as seeking leadership positions on campus. For our first offering of the program,we are focusing on six major topics. 1. Personal Branding – helping female faculty determine their personal brand and making it work for them. 2. Life Balance – how female faculty can balance the workload of their job while also being wife, mother, daughter, sister, etc. 3

Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Justin Davis

Strategic Planning for New Faculty: From What to How Justin S. Davis Mississippi State UniversityAbstractThis paper describes methods of implementing advice given to new faculty members.Every new faculty member is (or should be) given advice through mentoring, new facultytraining, and development programs. Many times new faculty are told what they need todo to succeed, but not how to do it.1. Introduction Broad advice targets a broad audience, but specific advice is more difficult to givebecause every faculty member’s situation has different priorities. Therefore, theimplementation of the broad advice is left to the creativity of the faculty member

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University-Pueblo

Tagged Divisions

Entrepreneurship & Engineering Innovation

, and nanotechnology education and research. He is a member of ASEE, IEEE, SME, and MRS. Page 22.1268.1 c American Society for Engineering Education, 2011 S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing CourseAbstract Developing an ability to innovate in an undergraduate engineering program has beenaddressed through the theory of inventive problem solving (TRIZ). In particular, an exerciseusing S-force analysis is developed for a computer-integrated manufacturing course. Theexercise deals with an electro-mechanical pneumatic

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

boundaries and the importance of administrativesupport.IntroductionOne of the keys to developing a successful entrepreneurially-minded engineer and engineeringprogram is faculty acceptance of this subject and its integration into the engineering curriculum.Only then will students be exposed to these topics in a methodical, sequential nature. Only thenwill students see the importance of these topics in their future employment. Most faculty,however, have not had exposure to many of these topics in their educational or professionalbackground. This is especially true of academics who have never worked in industry.In the last two years, Baylor University’s School of Engineering & Computer Science hasdesigned, developed, and implemented the Kern

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Allen, Bucknell University; Steven B. Shooter, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

the Innovation Ecosystem. 2. Identify university stakeholders and administrative support for innovation activities. 3. Establish a strategic plan for uniting the University Innovation Ecosystem that capitalizes on our uniqueness of liberal arts and professional programs.. This includes desired outcomes and identified resources needed to achieve them. 4. Develop an interdisciplinary course offering for Spring 2011 called “Impact! Exploring Innovation across Disciplines”.The workshop has resulted in the engagement of faculty, students and administratorsfrom domains of understanding across engineering, management, arts, humanities,sciences and social sciences through the formation of BIG (Bucknell Innovation Group).The

Collection

1999 Annual Conference

Authors

Claudia House

Session 3586 Faculty Internships in Industry* Claudia House Nashville State Technical Institute/SEATECFaculty internships in business and industrial settings serve both the academic and thebusiness communities. The Tennessee Exemplary Faculty for Advanced TechnologicalEducation (TEFATE) project, funded by the National Science Foundation, utilizedfaculty internships as a fundamental component in two of its focus areas: (1) facultydevelopment and (2) instructional product/case study development. The mission of theTEFATE internship program is to assist in the development of faculty who

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Gemma Henderson, University of Miami

Paper ID #37760WIP: Faculty Developer’s perceptions of EngineeringInstructional Faculty engagement in instructionalprofessional development at HSIsValerie Vanessa Bracho Perez (Graduate Research Assistant) Valerie Vanessa Bracho Perez is an upcoming mechanical engineering Ph.D student at Florida International University. She also holds a Bachelor’s and Master's degree in Mechanical Engineering from FIU. Her research interest includes integrating LAs into engineering courses, and examining teaching practices in engineering courses.Meagan R. Kendall (Associate Professor) Dr. Meagan R. Kendall is an Associate Professor

Conference Session

Issues for ET Administrators

Collection

2002 Annual Conference

Authors

H. Oner Yurtseven

Effective Use of Development Plan for Promotion and Tenure of Engineering Technology Faculty H. Öner Yurtseven Indiana University Purdue University IndianapolisAbstractThis paper reports the results of using faculty development plans by engineeringtechnology administrators in mentoring and guiding newly hired engineering technologyfaculty through the promotion and tenure process. There is also an attempt to delineatethe intensely debated topics of the roles of engineering technology faculty as compared totheir closest colleagues, engineering and science faculty, when it comes to definingteaching, research and service in order to measure the performance of

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Allen Estes, California Polytechnic State University; Carol Considine, Old Dominion University

Tagged Divisions

Civil Engineering

Department Heads Council Executive Committee (DHCEC)have indicated that the American Society of Civil Engineers (ASCE) ExCEEd TeachingWorkshop is a must have tool for developing new faculty. So why do we thrust a syllabus intothe hands of adjunct faculty and wish them well – while it appears that some type of orientationtraining is warranted for all full-time faculty? This paper examines the topics that should becovered in such training. The results are based on a survey of existing civil engineeringdepartment heads and an examination of the training already available through universities andprofessional societies.I. IntroductionAlmost every civil engineering program will need part-time or adjunct faculty at some time tomeet the constantly changing

Collection

1998 Annual Conference

Authors

Stephen B. Affleck; Marvin C. Gabert; Hahns J. Kuhr; Donald J. Parks

to address these issues and to develop a useful formulato access the workload of individual faculty members in the department. The Construction Management and Engineering Department consisted of ten facultymembers teaching the courses in a well-established 2 to 3-year Engineering Transfer programand a Construction Management Bachelors Degree program. Since 1993-94 the Engineeringofferings at Boise State University have grown. We now offer full 4-year B.S. Degrees in Civil,Mechanical and Electrical Engineering. The 25 current faculty are divided by degree programinto 4 separate departments under a new College of Engineering Dean. Faculty workloadpriorities have changed somewhat. There are indications that faculty members may be asked

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

play only during the project. But within the project there are still some ABET directassessment measures. I have found that with some guidance students often come up with morerigorous and creative ways to demonstrate that they have met the learning objectives. The onlydrawback for the instructor is developing a meta-assessement tool that can be used for all of theindividual student assessments. In reality, it is easier for the faculty member because the studentsare doing the vast majority of the assessment themselves.Do not mistake the above as implying that students learn whatever it is that strikes their fancy.Rather the faculty member takes a more active role in explaining the bounds of the learning. Inthe process, students understand in

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Libanos Redda, SPEED; Fabian Reichl, SPEED (Student Platform for Engineering Education Development); Agustin Ferrario, National Technological University, Resistencia Faculty, Argentina; Rohit Kandakatla, SPEED; Dhinesh Balaji Radhakrishnan, Student Platform for Engineering Education Development

Tagged Topics

Diversity, International Forum

Technological University of Argentina in the Resistencia Faculty and and Exchange Student in the Technical University of Dresden during the Winter Semester 15/16. Current Vice President for Latin America in SPEED and former International Co-chair for the 11th GSF in Florence ItalyMr. Rohit Kandakatla, SPEED Rohit Kandakatla has completed his B.Tech in Electronics and Communication Engineering from Manipal University, India and is completed his masters in Embedded Systems from Jawaharlal Nehru Technologi- cal University, India. He has been closely associated with the Student Platform for Engineering Education Development (SPEED) since 2012 and is currently serving as the President of the organisation. His work with SPEED

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Educational Research and Methods

and change for intro- ductory materials science and chemistry classes. He is currently conducting research on an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop dis- ciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively im- pact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the best paper award in the Journal of Engineering Education in 2013.Prof. James

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darby Riley, Rowan University; Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Kaitlin Mallouk, Rowan University

; BackgroundThere exists a great variety of research communities which aim to improve engineeringeducation through innovative, evidence-based practice. While many of these researchcommunities work to develop new educational strategies with great success, there appears to be amissing link: that between the dissemination of evidence-based educational strategies and theiruse in an actual educational environment. Although new pedagogical methods continue to bedeveloped, tested, and published, instructors can often struggle to fit them into their classrooms[1]-[3]. This gap is influenced by a few factors: resources available to faculty members [4]-[6], afaculty member’s willingness to make changes to their pedagogy [7]-[8], and the social networks(or lack

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deniz Nikkhah, University of California, Irvine; David Copp, University of California, Irvine; Kameryn Denaro; Natascha Buswell, University of California, Irvine; Gregory Diggs-Yang, University of California, Irvine; Hye Rin Lee; Lorenzo Valdevit; Anna-Lena Dicke, University of California, Irvine

their mentor-mentee interactions; (2) how diversity and equity factorsinfluenced their mentor-mentee interactions; (3) what strategies they used to become successfulmentors; and (4) what personal and professional outcomes the S-STEM mentors obtained fromtheir mentoring interactions. Through qualitative coding and thematic analysis of these interviewresponses, we identified important characteristics and approaches mentors used to build effectivementor-mentee relationships, and benefits and skills that faculty mentors developed throughthese interactions. Our findings show that, while the motivation for becoming a mentor varied,all mentors strived to ensure that their students would feel like they belonged in their program.Our findings align with

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering; Roger Frankowski, Milwaukee School of Engineering; Cory Prust, Milwaukee School of Engineering; Steven Reyer, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

, highlighting their successes.The Senior Faculty believes the faculty member should “continually (over the contract period)consider how your activities will benefit the students, yourself and the University.” This ispartly a reaction to having performed 200 reviews, noting that those people who keep these ideasin mind not only have the best reviews, but also grow over the appointment period.The Early Faculty member believes the faculty member should “document important items,” “beable to explain … teaching methods,” and “be responsive to students’ suggestions.”The New Faculty member states that the faculty member must “understand what is expected,”“develop skills,” and develop the “ability to analyze student feedback.” “Other practical ways …include

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

Paper ID #9682From Faculty to Change Agent: Lessons Learned in the Development andImplementation of a Change WorkshopDr. Ella Lee Ingram, Rose-Hulman Institute of Technology Ella L. Ingram is an Associate Professor of Applied Biology and Biomedical Engineering and Director of the Center for the Practice and Scholarship of Education at Rose-Hulman Institute of Technology. Her educational research interests include promoting successful change practice of STEM faculty, effective evolution and ecology instruction, and facilitating undergraduate research experiences. Her teaching port- folio includes courses on: nutrition

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Sloan, U.S. Air Force Academy; Scott R Hamilton P.E., York College of Pennsylvania; Norb Delatte, Oklahoma State University; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Audra N. Morse P.E., Michigan Technological University; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

., University of the Pacific Camilla Saviz is Professor and Chair of Civil Engineering at the University of the Pacific. She holds B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an M.B.A. from the New York Institute of Technology, and a Ph.D. in Civil and Environmental Engineering from the University of California, Davis. She is a registered engineer in California. ©American Society for Engineering Education, 2025 Faculty perspectives on effective supportive department leadershipAbstractFaculty must develop new skill sets as academic leaders, over and beyond what made themsuccessful as faculty members. The purpose of this paper is to identify the characteristics, skills

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University

Tagged Divisions

Continuing Professional Development

Paper ID #21995Facilitating Change in Instructional Practice in a Faculty Development Pro-gram through Classroom Observations and Formative Feedback CoachingKara L. Hjelmstad, Arizona State University Kara Hjelmstad is a faculty associate in Mary Lou Fulton Teachers College at Arizona State University.Dr. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

Paper ID #22002Assessing Faculty and Organizational Change in a Professional DevelopmentProgram with Workshops and Disciplinary Communities of PracticeProf. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton Schools of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include faculty development, evaluating con- ceptual knowledge change, misconceptions, and technologies to promote conceptual change. He has co-developed a Materials

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Easton, Kansas State University

Tagged Divisions

Continuing Professional Development

facultymember’s teaching, future teacher training sessions should offer free lunch or other benefits toincrease attendance.Key Words: Teacher Training, Voluntary Attendance, Workshop Structure1. Introduction The responsibilities of a college or university faculty member are incredibly diverse. Mostfaculty have responsibilities to teach, perform research, develop courses and curriculum, reviewpapers, recruit students and serve on various committees. The amount of skills that a facultyneeds to be successful in many of these endeavors is immense. Over the course of a career, most faculty spend an enormous amount of time teaching. Evenfaculty at universities focusing on research with a 2/1 load (two classes one semester and oneclass the other semester

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Casey Jane Ankeny, Northwestern University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kristi Glassmeyer, Arizona State University; James A. Middleton, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

Project Manager for the NSF faculty development program based on evidence-based teaching practices.Mrs. Kristi Glassmeyer, Arizona State University Kristi is a first-year Ph.D student in Educational Policy and Evaluation at Arizona State University.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State Univer- sity. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of