Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Abul Azad, Northern Illinois University; Osman Tokhi, University of Sheffield, UK.

Tagged Divisions

New Engineering Educators

Engineering Educators Division), June 24-27, Honolulu, Hawaii, USA. Course implementation: Unlike in the US, a course is owned by the institute not byan individual faculty. Each course should have a standardized course outline withprescribed assessment methods and mark distribution for each method. There is no needfor an individual faculty to develop their own course outline/syllabus. Apart from certaincourses (such as Senior Design Project), all courses should have a standard mid-term andcourse final (comprehensive). All the course finals have to be administrated on pre-determined dates, usually as a part of mass examinations, and these examinations carryaround 40% of the total marks for a course. The mid-term and

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Yevgeniya Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

four intentions to the two teaching strategies(faculty-centered and student-centered): ≠ Information transmission, ≠ Concept acquisition, ≠ Conceptual development, ≠ Conceptual change.Trigwell et al.’s study, which focuses on chemistry and physics faculty, cites that slightly morethan 50% of faculty uses a faculty-centered strategy with the intention of transmittinginformation to students.8In another study by Van Driel et al. (1997), which specifically focuses on engineering education,only three categories of faculty conceptions of teaching are used: ≠ Teacher-centered, ≠ Student-directing, ≠ Student-centered.Cited most frequently, the ‘student-directing’ category describes a faculty member’s desire toencourage student

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

Paper ID #20572Time Management for Faculty: A Framework for Intentional Productivityand Well-BeingDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests in- clude teaching and learning innovations, faculty and organizational development, environmental systems analysis, and applied optimization. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

NSF Grantees Poster Session

Paper ID #30696An Additive Innovation-Based Faculty Development Program: Methods forCase Study ResearchHadi Ali, Arizona State University, Polytechnic campus Hadi Ali is a doctoral student in Engineering Education Systems and Design at Arizona State University.Rohini Abhyankar, Arizona State University Rohini Abhyankar is a fourth year graduate student at Arizona State University’s Engineering Education Systems and Design doctoral program. Rohini has a Master’s degree in Electrical Engineering from Syra- cuse University and Master’s and Bachelor’s degrees in Physics from University of Delhi, India. Rohini has over ten

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Divisions

Educational Research and Methods

CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Dr. 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. Anastasia P. Samaras, George Mason University ANASTASIA P. SAMARAS is Professor of Education in the College of Education and Human Develop

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Madison E. Andrews, University of Texas at Austin; Bobbie Bermudez, University of Oregon; Maura J. Borrego, University of Texas at Austin; Laura J. Carroll, University of Michigan; Nicholette Marie DeRosia, University of Oregon ; Matthew Charles Graham; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Educational Research and Methods Division of ASEE. She founded the Center for Research on Learning and Teaching in Engineering at U-M in 2003 and served as its Director for 12 years. Prior to joining U-M, Dr. Finelli was the Richard L. Terrell Professor of Excellence in Teaching, founding director of the Center for Excellence in Teaching and Learning, and Associate Professor of Electrical Engineering at Kettering University. Dr. Finelli’s current research interests include student resistance to active learning, faculty adoption of evidence-based teaching practices, and the use of technology and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Lilianny Virguez, University of Florida; Michelle Soledad, Minnesota State University, Mankato; Debarati Basu

roles in industry and academia, having worked as a software engineer, project lead and manager for Accenture before serving as Assistant Professor and Department Chair for Electrical Engineering at the Ateneo de Davao University. She has also served in administrative and teaching faculty roles at Virginia Tech and The Ohio State University.Debarati Basu (Assistant Professor)Sreyoshi Bhaduri Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. As part of Global Talent Management Science at Amazon, she employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University of Science and Technology; Rocio Chavela Guerra, Rowan University; Stephanie Farrell, Rowan University

Paper ID #37324An Analysis of LGBTQ+ Courses: Recommendations forDeveloping Content for LGBTQ+ Individuals and Allies inAcademiaSecil Akinci-ceylan Secil Akinci-Ceylan is a PhD student in the School of Education at Iowa State University.Rocio Chavela Guerra Dr. Rocío Chavela Guerra is a Visiting Research Professor in the department of Experiential Engineering Education at Rowan University. She is passionate about bringing together professional communities and promoting student and faculty development. In her prior role, she served as Director of Education and Career Development at the American Society for

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #29924What is valued and who is valued for promotion? Enacting and sustaininga policy that rewards multiple forms of scholarshipDr. Chrysanthe Demetry, Worcester Polytechnic Institute Dr. Chrysanthe Demetry is Professor of Mechanical Engineering and director of the Morgan Teaching and Learning Center at Worcester Polytechnic Institute. Her scholarship focuses on faculty development, ma- terials science education, K-12 engineering outreach, and intercultural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Demetry coordinates programs and services fostering excellence

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen, Unaffiliated; Jeffrey A Nason, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

an undergraduate he studied hardware, software, and chemical engineering. He ultimately received his Ph.D. from Oregon State University in Chemical Engineering. He is currently interested in the development of technology to study and promote STEM learning.Dr. Debra May Gilbuena, Unaffiliated Debra Gilbuena has an M.BA, an M.S, and four years of industrial experience including a position in sensor development. Sensor development is also an area in which she holds a patent. She has engineering education research focused on student learning in virtual laboratories and the diffusion of educational interventions and practices.Dr. Jeffrey A Nason, Oregon State University Jeff Nason is an associate professor of

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Julie Jessop, University of Iowa

Tagged Divisions

Women in Engineering

are real, they arevastly different from the ones I face as a female professor with a husband who works outside thehome. I also thought that others could benefit from the networking we have developed at theUniversity of Iowa, where four female engineering professors in two departments have hadbabies all within a couple years of each other. Thus, this paper is from the perspective ofmarried, female engineering professors with child(ren), and I acknowledge that single, femaleprofessors with child(ren) have a whole different set of challenges. Secondly, this paper is not anexhaustive resource—I have chosen topics that the four of us have found most pressing. It is,however, meant to stimulate female faculty to share their experiences with one

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Garrick Louis, University of Virginia

Tagged Divisions

New Engineering Educators

renewable energy projects in Central Virginia, Brazil, Nepal, Zimbabwe, Guatemala, the Philippines, Morocco, and Trinidad & Tobago. Undergraduate and graduate students are essential partners in Garrick’s work. Garrick is the founding director of the non-profit organization, Design-in Alternatives (DiA) that provides technical support and coordination to grassroots organizations involved in delivering water and sanitation services to developing communities. He is the founding faculty advisor for Engineering Students without Borders, and the International Council on Systems Engineering (INCOSE) at the University of Virginia. His honors include the 2005 Best Paper Award from the American

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Joseph F. Mirabelli, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Allyson Jo Barlow, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

mentees and engineering education researchers to supportthe success of the NSF PFE: RIEF program. The community events will allow mentees toexpand their professional networks in the engineering education research community byengaging with other mentors and mentees; a potential benefit of this expanded and deepenednetwork is the promotion of future collaboration on engineering education projects that spaninstitutions.Project OverviewThis work is part of a larger project that seeks to understand best practices of mentor-menteerelationships between engineering education researchers and engineering faculty entering theEER field. Ultimately, the project seeks to develop a framework for building a dynamiccommunity for engineering faculty to develop in

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Tylesha D. Drayton, Ohio State University; Rachel Louis Kajfez, Ohio State University; Julia Armstrong, Ohio State University

Tagged Topics

NSF Grantees Poster Session

, these skills are typically not taughtin graduate school. While efforts have been made to support faculty in this type of disseminationthrough professional development, most faculty remain underprepared for such endeavors [2]This lack of preparation may cause faculty to minimize their scientific impact if they avoidpresenting in these types of settings as these settings are rich opportunities to share knowledgeand spark an interest in STEM in non-academics. Since there is a pressing need for both strongerpublic engagement with science and improved communication of science [3], we set out todevelop a collaborative program that connects and prepares researchers from divergent science,technology, engineering, arts, and mathematics (STEAM

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney June Faber, University of Tennessee at Knoxville; Walter C. Lee, Virginia Polytechnic Institute and State University; Alexandra Coso Strong, Florida International University; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Erin McCave, University of Houston

Tagged Topics

NSF Grantees Poster Session

engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech in Spring 2014. Prior to attending Georgia Tech, Alexandra received a bachelor’s degree in aerospace engineering from MIT (2007) and a master’s degree in systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Katie’s research interests center around experiential learning in higher education, with a particular focus on study abroad and social contexts that influence learning.Dr. Lisa R. Lattuca, University of Michigan Lisa Lattuca, Professor of Higher Education at the University of Michigan, studies curriculum, teaching, and learning, primarily in engineering programs in college and university settings. She examines pro- cesses of curriculum development and revision at the course, program, and institutional levels, including how faculty attitudes, beliefs, and cultures influence curricular and instructional practices and how these in affect student learning. c American Society for Engineering

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

, constructed wetland and stream restoration design, ecological stabilization, sustainable engineering in land development, water resources, water and wastewater treatment. He is also the faculty advisor for Duke Engineers for International Development and has led DukeEngage Page 26.48.1 experiences every year since the inception of the program. He has facilitated and/or led trips to Indonesia, Uganda, Kenya, Honduras, El Salvador, Bolivia, and Peru. Representative projects he has worked on include: building a 4800sf Infant and Maternal Health Clinic, constructing a 100ft long vehicular bridge

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, University of Michigan, Flint; Quamrul H. Mazumder, University of Michigan, Flint; Faruk Yildiz, Sam Houston State University; Kenan Baltaci, University of Wisconsin, Stout; Bedelbai Mamadiev, International Ataturk-Alatoo University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #13061Motivation and Learning Strategies of Students in KyrgyzstanDr. Ulan Dakeev, University of Michigan, Flint Dr. Ulan Dakeev is currently a faculty of mechanical engineering at the University of Michigan-Flint. His areas of research include renewable energy (wind energy), quality in higher education, motivation, and engagement of students.Dr. Quamrul H. Mazumder, University of Michigan, Flint Dr. Quamrul Mazumder is currently an associate professor of mechanical engineering at University of Michigan-Flint. His areas of research include computational fluid dynamics, multiphase flow, quality in higher

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

challenging them in new ways. It is important to note that calibrating exams sothat means are in the 60’s will not contribute to grade inflation. There would still be a largerange of scores, and most exams would not max out the top of the grading scale. Instructorscould achieve means in the 60’s by ensuring that half of their items were tied to specific courseconcepts while the other half could present students with new challenges.Of course, this survey was only of students at one institution. But it seems likely that studentselsewhere would feel similarly. What remains the biggest question about LOC grading isunderstanding why faculty engage in this practice and what it would take to persuade them tochange their assessments.AcknowledgementsThis

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

Paper ID #21635Understanding the Socializer Influence on Engineering Students’ Career Plan-ningRohini Abhyankar, Arizona State University Rohini Abhyankar is a second year graduate student at Arizona State University’s Engineering Education Systems and Design doctoral program. Rohini has a Master’s degree in Electrical Engineering from Syracuse University and Master’s and Bachelor’s degrees in Physics from University of Delhi, India. Rohini has over ten years each of industry and teaching experience.Dr. Cheryl Carrico P.E., Virginia Tech Cheryl Carrico is a part-time faculty Research Scientist for Virginia Tech and owner

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Frank T Fisher, Stevens Institute of Technology; Patricia J. Holahan, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Susan S. Metz, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #29281FOUNDATIONS – Integrating Evidence-based Teaching and Learning Prac-ticesinto the Core Engineering Curriculum: Student Perceptions of theInstructional PracticesDr. Gail P Baxter, Stevens Institute of Technology Gail P. Baxter is the Co-Director, Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. Baxter leads CIESE research and evaluation efforts and manages a program to support faculty adoption of evidence-based teaching practices in the core courses in the School of Engineering at Stevens. Before joining CIESE, Baxter was a Senior Survey Researcher at

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University

Tagged Topics

NSF Grantees Poster Session

the Materials Science Program in the Fulton School 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 and evaluating con- ceptual knowledge and strategies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for mate- rials science and chemistry classes. He is currently conducting research in two areas. One is studying how strategies of engagement and feedback and internet tool use affect conceptual change and impact on students’ attitude, achievement, and

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Topics

NSF Grantees Poster Session

Paper ID #31483Scrum as a Change StrategyDr. Timothy A Wilson P.E., Embry-Riddle Aeronautical University - Daytona Beach Tim Wilson is chair of the Department of Electrical Engineering and Computer Science at Embry-Riddle Aeronautical University in Daytona Beach, Florida.Dr. James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach James J. Pembridge is an Associate Professor in the Engineering Fundamentals department at Embry- Riddle Aeronautical University in Daytona Beach, FL. Pembridges’ research is primarily focused on the faculty instructional development and the use of evidence-based instruction in

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Timothy Hodges, Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

New Engineering Educators

. Therefore, the faculty members are expected to have a genuine and sustained commitment to excellence in teaching and are expected to develop and maintain a distinguished research program that supports his/her teaching endeavors…excellent research programs bring recognition to the School and University which in turn attracts outstanding undergraduate and graduate students and faculty”.2An obvious contrast in underlying principle seems to exist between the above LRUguidelines and the Teaching guidelines given by a specific STC: “At [name of school], teaching, developing and improving the educational process, and advising and counseling students are

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Findlay Edwards, University of Arkansas; Norman Dennis, University of Arkansas

Tagged Divisions

New Engineering Educators

, there are books available toassist faculty members in writing proposals.2Most universities require the faculty to include the funding source, years, and the Page 11.1021.5principal and co-principal investigators in their dossier. Typically, promotion and tenurecommittees want to see a faculty member who has developed his/her own area ofexpertise and who has the potential for continued success. A diversity of funding willmake your tenure dossier very appealing. Some schools place special emphasis onfederal dollars, particularly from nationally competitive funding sources. Writingproposals to competitive sources shows that the faculty member is trying to

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

educationalbackground is not specified. Since research is usually not as critical for ET faculty as teaching,many ET programs will hire faculty with only a Master’s degree. As a result, a broader pool ofapplicants and experiences may be available from which ET programs benefit. Sabbaticals aretypically provided and may be used for a variety of professional development activities includingcourse development, discipline specific research and professional education activities.Rising expectations for scholarship without a corresponding reduction in other requirementshave resulted in excellent teaching no longer being the sole requirement for tenure.6-7 Thus ETfaculty must have a plan for professional development that will meet the institution’sexpectations

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

asked tobe involved with assessment of overall program quality, both for institutional accountability andfor accreditation. Thus, it is important for freshman faculty to be familiar with a variety ofassessment techniques as they begin their careers in higher education.Student self-assessment is a technique that can be used together with other techniques tocomprise an assessment effort. Student self-assessment refers to a student rating his/her ownachievement of skills or knowledge. If new engineering educators encounter this technique aspart of a program assessment approach, or if they wish to use it to help evaluate students or theirclass effectiveness, then an understanding of what it is, how it is developed, and why it is usefulis

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady; Rebecca S Hartley, Clemson University Center for Workforce Development; Kapil Chalil Madathil, Clemson University; Hope Epps Rivers, South Carolina Technical College System; Elaine L. Craft, Florence-Darlington Technical College; Stephanie Denise Frazier, South Carolina Technical College System

Tagged Divisions

Two Year College Division

Paper ID #17284Connecting 2-Year Faculty Professional Development with Technology andStudent Learning Perceptions in Online EnvironmentsDr. Kristin Kelly Frady, Dr. Kris Frady is the Director of Operations for the Clemson University Center for Workforce Devel- opment. Additionally, she has earned experience in the corporate sector working with Blackbaud Inc., designing and delivering professional training seminars in online, blended, and live environments. She also has experience in the educational sector in both live and online environments as an adjunct instruc- tor in computer technology for Greenville Technical

Conference Session

Integrating Teaching Assistants, Tenure-track, and Non-tenure-track Faculty into a Cohesive Department

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Ally Kindel Martin, The Citadel; Robert J. Rabb P.E., The Citadel; Kevin C Bower PE, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

teaching research interests are in improving active learning environments and the development of classroom pedagogy to improve moral development in engineering students. c American Society for Engineering Education, 2017 Growing and Training Effective FacultyThe Citadel has a faculty development and training model (conference or workshop travelgrants, research grants, presentation travel grants) that not only provides effective mentoringof new faculty, but reinvigorates senior faculty. The model uses the ASCE ExCEEdTeaching Workshop to mentor and enhance teaching effectiveness while providing facultydevelopment funds to enhance external development opportunities, research, and

Conference Session

Academic Standards and Academic Issues

Collection

2003 Annual Conference

Authors

Walter Tucker; Bob Lahidji

online course. Furthermore, the important issue of who owns the online courses Page 8.570.1is also not clear. For example, in 2000 a New Jersey institution established a policy that facultyProceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Educationhave an ownership and receive pay to develop online courses6. Offering Internet courses,however, has a direct effect on faculty load and the cost of delivering instruction. Faculty load is amajor issue in all academic institutions and is especially critical in a collective bargainingenvironment