Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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Diversity

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Faculty Development Division

in the Southwest United States in the midst of an NSF-funded RevolutionizingEngineering Departments (RED) project that had been, in the four years prior, working to bettersupport diverse student success by collaboratively redesigning program curriculum andinstruction. This RED project aims to develop faculty’s capacity to identify and build on studentassets, create realistic design challenges in core courses, and integrate support for writing in thediscipline. The core strategies for this change initiative included implementing facultyprofessional development workshops, integrating a learning scientist and writing instructor intothe department, supporting faculty in conducting collaborative engineering education research,and developing a

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

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Diversity

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Continuing Professional Development

theimplementation and development of ECP curriculum with focus on home-based experiment. Priorto the training, ECP kits were shipped to the team and facilitators fully utilized the virtual platformto collaborate with team members. Overall, there was a great satisfaction and confidence with theparticipants designing three home-based experiments using the M1K and M2K analog devices.Introduction and BackgroundVirtual training has been regarded as a tool for engaging a large participating audience withoutany limitation to physical space. An effective virtual training for educational development will notonly utilize engaging live, virtual interactive classroom but also include the use of several activelearning materials such as interactive breakout sessions

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University

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Faculty Development Division

Paper ID #29715A Model for a Faculty Development Course Redesign Summer Working GroupDr. Michelle M Blum, Syracuse University Dr. Blum is interested in research in improving undergraduate engineering education; including develop- ment of inquiry based activities for first year engineering courses, improvement of student design projects, hands-on activities, professional skills development and inclusion and outreach activities. Dr. Blum also specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications.Dr. Katie D. Cadwell, Syracuse

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter, Seattle Pacific University; Steven Parsons, Seattle Pacific University; Brad Gjerding, Seattle Pacific University

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Continuing Professional Development

, these last two options, once morecommon, are now only rarely available for engineering students. To address the needs of the Page 13.1284.2remote engineering students, some universities have begun using web conferencing software1and the power of the internet to develop real-time interactive distance learning. Anecdotalevidence suggests that by utilizing such a tool to effectively deliver a classroom experiencewithout the typical commuting burden, more interested people would likely pursue thecompletion of their engineering degree.With regard to providing distance learning for undergraduate engineering, we looked at six otherinstitutions in our

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

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Continuing Professional Development

c American Society for Engineering Education, 2014 Educating Engineering Educators to Nurture 21st Century Indian EngineersAbstractAn educational institution is defined by its faculty; student intake and infrastructure are largelydependent on the faculty. Any educational system, therefore, has to focus on educating thefaculty on an ongoing basis. While ample research has been reported on the requirements of the21st century engineers, its deployment is not satisfactory, especially in the Indian engineeringeducation system. This has to be addressed as India is endowed with impressive demographicdividend, as compared to many developed economies and is poised to become a major workforcesupplier in

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

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Continuing Professional Development

third type of supportive strategies is a faculty learning community (FLC). FLCs are typicallyused to support faculty as they develop expertise in teaching. Unlike traditional seminars andworkshops, FLCs have a multipronged tactic of developing expertise, capacity for reflection, andsupportive community.16,17 This multipronged focus requires a significant time and energycommitment from members. In typical FLCs, faculty apply, rather than join informally, with aformal goal of refining a curriculum or a particular expertise. FLC leaders construct small,diverse cohorts with a mix of interests, needs, and expertise. Members are expected to attend off-site retreats, focus on community building within their cohort, develop portfolios, engage

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine

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Continuing Professional Development

Paper ID #10314Using Recorded Lectures and Low Stakes Online Quizzes to Improve Learn-ing Efficiency in Undergraduate Engineering CoursesDr. David J. Dimas, University of California, Irvine Dr. Dimas has over 25 years of experience which centers on consulting in simulation and design and developing and teaching a curriculum of related engineering analysis and product development courses in both commercial and academic settings. He served in a number of top-level management positions at both PDA Engineering and MSC Software including director of training services, customer support,educational sales and product

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Faculty Development Division

Paper ID #34316Faculty Motivations and Barriers for Engineering Education ResearchMs. Mia Ko, University of Illinois at Urbana - Champaign Mia is a 4th year undergraduate student studying Bioengineering with a minor in Material Science and Engineering at the University of Illinois at Urbana Champaign. On campus, she actively participates as an Engineering Ambassador: encouraging younger students’ interest in STEM related fields while changing the definition and conversation of what it means to be an engineer. Her research interests include motivation and STEM curriculum development and evaluation. She is very excited to

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

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Faculty Development Division

is a phenomenological case study that is explaining how a community college student experiences an undergraduate research experience and its influence on their motivation and values, including its influence on the completion of their engineering degree as they pursue and continue a career in engineering.Dr. Richard Goldberg, University of North Carolina at Chapel Hill Richard Goldberg is a Teaching Associate Professor and Director of Undergraduate Studies in the Depart- ment of Applied Physical Sciences at UNC Chapel Hill. He is developing a new integrated engineering minor and major at UNC. He is interested in integrating engineering with the liberal arts and an en- trepreneurial mindset. He teaches a variety of

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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Faculty Development Division

Paper ID #33143Assessment of Online Professional Development on Faculty TeachingVirtuallyDr. Jamie R. Gurganus, University of Maryland Baltimore County Dr. Jamie Gurganus is the undergraduate program coordinator and a faculty member in the Mechanical Engineering Department at UMBC, Director for the Center for the innovative, teaching, research and learning and she is the Associate Director of Engineering Education Initiatives at COEIT. Her research is focused on solving problems relating to educating and developing engineers, teachers, and the community at all levels (k12, undergraduate, graduate, post-graduate and

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Alison Olechowski, University of Toronto; Madeleine Santia

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Diversity

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Engineering Leadership Development

’ professionalidentity development processes involve a fusion of personal, professional and organizationalinfluences requiring individuals to grapple with and integrate seemingly incongruous elements oftheir professional practice. Based on these findings engineering professors can facilitate students’leadership learning processes by integrating social issues into the core technical curriculum;engineering leadership researchers can examine how specific engineers grapple with theirprofessional identities as they encounter organizational realities that contrast with theirexpectations; human resource professionals can observe the demographic make up of informalsocial groupings at their respective organizations to identify potential barriers to inclusion

Conference Session

Poster Session - Engineering Leadership Development Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas at El Paso; Diane Elisa Golding, University of Texas, El Paso; Melissa Stearns; Daniel Santiago Torres, University of Texas, El Paso; Alejandro Rodriguez, UTEP Academic Technologies; Fernando Monroy, The University of Texas at El Paso; Sabastian Moncayo

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Engineering Leadership Development

Paper ID #24049The UTEP Edge: A Student Success Initiative for Developing High-impactPracticesDr. Peter Golding, University of Texas, El Paso Professor and Undergraduate Program Director in the Department of Engineering and Leadership at UTEP; Director of the Center for Research in Engineering & Technology Education (CRE@TE); Provost Faculty Fellow in Residence in the Center for Faculty Leadership and Development at UTEP.Mr. Mike Thomas Pitcher, University of Texas, El Paso Mike Pitcher is the Director of Academic Technologies at the University of Texas at El Paso. He has had experience in learning in both a

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

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Continuing Professional Development

School of Engineering, Mr. Goss leads Global Engagement, ASU Engineering Online graduate degree programs, and Executive/Professional Development programs. His research areas include global workforce development learning models and the development and application of new technologies and distributed-media models for adult learning. Since 2010, Mr. Goss has been the Principal Investigator/Project Director for the Higher Engineering Education Alliance Program (HEEAP), focused on modernization and transformation of teaching and learning in undergraduate engineering programs in Vietnam. In this role he has worked in both Vietnam and the United States on faculty and curriculum development to advance Vietnam’s economic growth

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Northwestern State University of Louisiana

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Continuing Professional Development

Technology department worked with members of theirindustry advisory committee to develop a new certificate program on project management. Theteam researched similar programs available nationwide, studied the body of knowledge providedby the Project Management Institute, and reviewed the university documentation and cataloginformation (including course descriptions and dependencies, course syllabi, coursecompetencies, and course assignments). The team identified the knowledge areas required by aholder of the new certificate. The analysis revealed the need to add a new course on “TechnicalProject Management”. The department faculty then worked with the industry advisory group andthe institution curriculum review committee to establish the new course

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

Paper ID #28984Lessons Learned: Integrating Active Learning into UndergraduateEngineering CoursesDr. Emily Peterek Bonner Emily Bonner is an Associate Professor of Curriculum and Instruction specializing in mathematics edu- cation. Her research interests focus on professional development and equity in schools.Dr. Vittorio Marone, The University of Texas at San Antonio Vittorio Marone is an Associate Professor of Instructional Technology in the Department of Interdisci- plinary Learning and Teaching at The University of Texas at San Antonio. He earned his doctorate in Education in a dual-degree program between the

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

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Continuing Professional Development

variety of administrative and leadership roles at Rensselaer Polytechnic Institute involving distance learning, summer, continuing education, and academic outreach programs. Her primary responsibilities were campus-wide planning, quality assurance, program and curriculum de- velopment, new business development, customer relationship management, promotion, recruitment, and the provision of customized services for students, faculty, and corporate customers. Prior to working at Rensselaer, she worked for the New York State Science and Technology Foundation (now NYSTAR) providing oversight for research contracts with universities and scholarship programs for high school students. Scalzo has also served as a reviewer for

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

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Continuing Professional Development

disciplinary Page 22.1136.3 research? • Jennifer Turns and Cindy Atman, University of Washington: Linking educational research to curriculum design and educator professional development. Ideas to be explored will include the challenge of designing curricula that build on educational research while also adapting to local contexts (which require flexibility, adaptability and room for individual instructor’s preferences) and the implications for educator professional development when the goal is that educators be able to engage in research- informed practice. • Christopher Papadopoulos and Aidsa Santiago

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seema C. Shah-Fairbank, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona; Kenneth Lamb P.E., California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona

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Engineering Leadership Development

select course faculty and students as the necessary stakeholder to ensure projectsuccess. The project allows us to improve the curriculum, instruction, and student success withinour programs.The department’s “Teamwork” assessment faculty are responsible for the following:  develop assessment tools (i.e., peer and psychological safety survey) for leadership and teamwork;  develop a reflection assignment;  evaluate artifacts of student learning; and   work with course faculty and College of Engineering Leadership faculty to develop strategies to improve student performance.The faculty teaching courses aligned to SO 5 are responsible for the following:  assign students into teams/groups;  assign and collect assessment

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

Learned” paper is to investigate how former graduate studentleaders can employ their experiences to achieve and excel in service requirements as juniortenure-track faculty members. Research skills, and increasingly teaching ability, have been coreto the graduate student curriculum, and match the majority of faculty tenure requirements.However, preparation for the service requirement is often overlooked at both the graduatestudent and faculty level. While a small part of the overall tenure package, there is an unspokenpresumption that faculty members will be able to serve effectively and efficiently. In STEMcurricula, the development of interpersonal skills is often overlooked. While this may not be animpediment in research communications, faculty

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

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Diversity

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Continuing Professional Development

to teaching, 2) broadening opportunities for teachers, 3) mirroring/modelinginstructional methods for the teachers to use with their students, 4) encouraging teachers to formlearning communities with other STEM teachers, 5) developing leadership among teachers, 6)teaching or linking across the curriculum, and 7) continually assessing the PD process.ASEE 2021 2. Design Thinking FrameworkDesign thinking is the technique which is useful in the development of a new product, in thiscase, a micro-credential used for PD. This is a human-centered approach to implementation andhas six stages (see Figure 1) including empathize, define, ideate, prototype, test, and implement(Goldman & Kabayadondo, 2017; Kelley & Kelley, 2013). Figure 1

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angie Moussa, University of Massachusetts Lowell ; Yanfen Li, University of Massachusetts Lowell

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Engineering Leadership Development

Champaign. Her current research is in engineering education with a focus on curriculum development and retention of female and minority students in engineering. American c Society for Engineering Education, 2021Development of Leadership and Communication Skills in an Experiential Learning Project Management CourseAbstract Engineering students are equipped with technical knowledge and skills in order to solvereal-world problems. However, it has become increasingly clear that engineering students alsorequire training in non-technical skills beyond the technical knowledge and analytical skillstraditionally taught in engineering undergraduate

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Seth Claberon Sullivan, Texas A&M University; Beth Koufteros, Texas A&M University

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Diversity

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Engineering Leadership Development

throughout the five semesters, we were interestedin understanding the graduating seniors’ perceptions of the overall impact of the program. Wewere also interested in learning which activities or experiences they found most meaningful. Ourgoals in this analysis were to inform our own curriculum for future cohorts in our program and toshare lessons learned with faculty and staff involved in leadership development programs forengineering students at other universities.Program BackgroundThe Zachry Leadership Program is a joint effort between the Texas A&M University College ofEngineering and Zachry Group. The purpose of this program is to empower engineering studentsto become future leaders who are well versed in our free enterprise system

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dena Lang, Pennsylvania State University; Travis Gehr; Meg Handley, Pennsylvania State University; John Jongho Park, Pennsylvania State University; Andrew Michael Erdman, Pennsylvania State University

Tagged Divisions

Engineering Leadership Development

, President’s Club, Nittany Lion Club. He hasbeen honored with a LMC Leadership Award, GE Phillippe Award, PSEAS Outstanding service award,Jaycee International Senatorship, and an ESM Centennial Fellowship. c American Society for Engineering Education, 2020 An Evaluation of an Engineering Leadership Development Program Based on Alumni Job Placement & Career ProgressionAbstractThis is a ‘work-in-progress’ paper and is appropriate for the ‘Inform’ topic area. Leadershipdevelopment programs have become an integral part of the engineering curriculum in order tomeet the professional development needs of our graduates as well

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lupanow, Harvey Mudd College; Donald S. Remer PhD, PE, Harvey Mudd College

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Engineering Leadership Development

sessions or professional development workshops for team leaders.While there are other departments at Harvey Mudd and other institutions that have clinicprograms, only the engineering clinic teams were surveyed. Because the program uses a non-explicit approach to leadership, evaluations must be performed by way of assessment tools, suchas surveys and interviews. See Appendix A for previous assessments of the clinic program. Thisstudy seeks to evaluate team leaders’ self-awareness in the engineering clinic program bycomparing their perception of their leadership styles to how they are perceived by their teammembers. In this way, the college may examine potential areas for improvement with respect tocreating more self-aware leaders.Introduction to

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Jeffery M. Plumblee II, The Citadel; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development

curriculum. The four initiatives include: 1. How to assist university administrators and faculty to understand the significant value of this new field in academia and practice 2. How to resource Engineering Leadership Education (ELE) programs, such as funds, facilities, and capable faculty and staff 3. How to effectively integrate within the curriculum, teach, and assess leadership development in engineering students from undergraduate to graduate to practicing engineers. 4. How to develop a framework/model that describes the diverse Engineering Leadership needs of companies across industriesAs members of the LEAD division, the authors sought to focus on strategic initiative numberfour. In an effort to begin

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development

’ Professional Skills,” Journal of Professional Issues in Engineering Education and Practice 135(3):102-108, 2009.12. Frank, K., “New program combines engineering and business to meet industry needs.” https://engineering.osu.edu/news/2014/01/new-program-combines-engine, accessed January 28, 2018.13. Rosales, A., Leland, A., Notoros, O., Toftness, R., Siller, T., De Miranda, M., Cook, A., Reese, M., Bryne, Z., Weston, J., Maciejewski, A., “Preliminary Work on Weaving Professionalism Throughout the Engineering Curriculum”, Proceedings of the 123rd Annual ASEE Conference, New Orleans, LA, Paper 16532, 2016.14. Jassawalla, A. and Sashittal, H. “Cross-functional Dynamics in New Product Development,” Journal of Research-Technology

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide

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Diversity

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Faculty Development Division

. Norman is a 2018-2019 Fulbright Scholar who actively volunteers as a NASA Solar System Am- bassador. She is also a US Army Veteran who has enjoyed contributing to and learning from a variety of organizations. Dr. Norman is active in helping faculty establish successful research portfolios. Her research interests include fundamental aeronautics; Hypersonics; Theoretical Physics; Planetary Entry, Descent and Landing (EDL) system design and analysis; Dewar and Cryostat design and cryogenic mate- rial testing; Advances in STEM Education and Curriculum development;Dr. Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide Yuetong Lin received the Ph.D. degree in Systems and Industrial Engineering from the University of

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gonca Altuger-Genc, University of Massachusetts, Lowell

Tagged Divisions

Continuing Professional Development

protecting privacy. Even though it is not a part ofthe curriculum, a discussion session to ease students into the application can be implemented.Also based on the student feedback, the implementation process itself can be modified to providemore flexibility and freedom to the students. As an example, in addition to the self-directedlearning modules provided by the instructor; in the future students can be asked to share a link toa material they think is relevant to the course content and they think that will benefit theirclassmates in their careers. This would provide students an understanding of how the instructorselects and shares the links, how they can differentiate between the relevant and irrelevantinformation, and develop questions to assess

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

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Diversity

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Faculty Development Division

curriculum design. A leader on peer review of teaching, preparing future faculty, scholarship of teaching and learning, course and curriculum design, and assessing academic support units, he co-edited Teaching & Learning in the College Classroom, 3rd Ed. (2010), and Mapping the Range of Graduate Student Professional Development. (2012). Studies in Graduate and Professional Student De- velopment 14. and has been PI or Co-PI on many grants, including U.S. Department of Education Fund for Improvement of Post-Secondary Education and Ohio Board of Regents.Dr. Melinda Rhodes-DiSalvo, Ohio State University Melinda Rhodes-DiSalvo, Ph.D., is associate director for strategic partnership and operations at the Drake Institute for

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

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Engineering Leadership Development

engineering degree programs offered at the University of St. Thomas -Minnesota. The survey of alumni from 13 years of the courses’ history assessed keyinstructional processes and intended leadership learning outcomes for experienced engineers: thedevelopment, deployment and professional and personal outcomes of core leadership processes;how the alumni have used this learning; the perceived long-term career and personal value ofthat leadership education experience; and aspects of the curriculum they perceived as mostvaluable. The key question: has the study of leadership development been of value to thegraduates in the years after completing a course, and if so, how? The paper also describeshow the leadership course has evolved in response to changing