Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

Paper ID #30689Lessons learned in professional and identity development as part ofteaching assistant training programMs. Erica Jean Hagen, University of Wisconsin, Madison Erica J Hagen is an Instructional Technology Consultant in CEETE, serving the College of Engineering at the University of Wisconsin-Madison. Passionate about student success and inclusive teaching, she works to improve the student experience one faculty consultation at a time.Ms. Elizabeth C Harris, University of Wisconsin-Madison Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches

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

Tagged Divisions

Faculty Development Division

the extent to which these transformations impact a department’s cultureas a whole around teaching and teaching strategies. Recent findings showed that these coursetransformation projects did help in improving student achievement and faculty active teachingpractices [9]. We have also found that it has helped faculty, particularly new faculty members,develop their teaching as they transition from graduate school or industry jobs to academia.Students also found that the active learning approaches that the instructors integrated in theseredesigned courses were useful to their learning [9, 10]. Our team can share lessons learned fromour embedded experts model in undergraduate engineering education: • Collaboration between the embedded experts

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

encountermultiple barriers that prevent them from achieving their academic goals. Although they oftenhave good intentions to help students succeed, faculty often attribute the academic barriers to thestudents’ lack of preparation, motivation, or effort to learn. Research studies [1] showed that thisdeficit mindset of instructors negatively impacts the students’ self-efficacy and hinders theiracademic growth. A recent report from the National Academies [2] highlighted the need to createa learner-centered culture that “meets students where they are.” This raises an important yetchallenging question for faculty development: “What can be done to help transform facultyperception to achieve such cultural change?”As a Very High-enrolled Hispanic Serving

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haroon Malik, Marshall University; Wael A. Zatar, Marshall University

Tagged Divisions

Faculty Development Division

and rubric, collected in course evaluations, is perhaps the most useful for theindividual instructor’s professional development. The main objective of the work-in-progress(WIP) is to develop a methodology to: (a) automatically extract assertions of perceived quality ofteaching using machine learning techniques. (b) provide a mechanism to compare instructors basedon the extracted assertion/qualities. The contributions of the paper are (a) methodology to mineteaching evaluation and (b) an open-source tool to facilitate educational establishments executeempirical studies and students perform exploratory analytics on the teaching evaluations. The toolsupports a wide variety of data formats, does not require any domain knowledge for its

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

Tagged Topics

Diversity

Tagged Divisions

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

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Feedback Impacts Engineering Student MotivationAbstractThis theory paper submitted to the Faculty Development ASEE Division will organize and frameliterature around feedback and research related to the impact of feedback in engineering courses.Student learning is monitored, informed, and measured by instructors using a variety ofinstruments and methods that have been developed, iterated upon, and improved througheducational research. One classroom practice that has been shown to be beneficial to students isproviding appropriate feedback. This paper will explore what is known about the impact offeedback on student learning and how that research is being applied in an engineering educationsetting.This literature review

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University

Tagged Divisions

Faculty Development Division

Paper ID #29123Extending Faculty Development through a Sustainable Community of Prac-ticeSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

) in Mechanical Engineering from the University of Delaware, and her MS (2004) and PhD (2006) in Mechanical Engineering from the University of California, Berkeley, where she worked on computational and experimental methods in spinal biomechanics. Since 2006, her research efforts have focused on the development and mechanical evaluation of medical and rehabilitation devices, particularly orthopaedic, neurosurgical, and pediatric devices. She teaches courses in design, biomechanics, and mechanics at University of Delaware and is heavily involved in K12 engineering edu- cation efforts at the local, state, and national levels. c American Society for Engineering Education, 2020 Faculty

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Central New Mexico Community College where she manages the college-wide accreditation and strategic plan. c American Society for Engineering Education, 2020From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and PracticeAbstractThis research paper reports on the impact of professional development across four years of amajor change initiative. Research suggests students from groups underrepresented in engineeringare particularly vulnerable to poor teaching, drawing inaccurate conclusions about their fit andpotential. However, supporting faculty to make their teaching more inclusive and learner-centered can be challenging. Faculty may not have experienced such

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

differences in level of rapport across grade levels. To the best ofour knowledge, this work is the first in the field to specifically look at multiple engineeringprograms to identify the level of rapport across grade level, and to explicitly look at instructors’rapport building behaviors with an intention to develop a faculty training. We will broaden ourimpact by training engineering faculty on best practices that promote rapport between studentsand professors to tackle the difficulties of students’ professional formation of engineeringidentity, first at our local institution, and later through publication of key findings from thoseefforts. This paper presents the results of the investigation focused on the student-instructorrapport building

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

Paper ID #31599Organizational Citizenship Behavior and Faculty Mindset AmidstProfessional Development ActivitiesKristen Ferris, University of New Mexico Kristen Ferris is a student in the Organization, Information, and Learning Sciences program at the Uni- versity of New Mexico. Her research interests include faculty mindset change, change management, and organizational citizenship behavior. Much of her research is part of a National Science Foundation grant at UNM where the chemical and biological engineering department is redesigning curriculum to support diverse student retention and graduation. She intends to further

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

Tagged Divisions

Faculty Development Division

and Learning, and as a project manager for a large scale longitudi- nal research study in high school science classrooms. Prior to joining Mines Ariana was a Survey Team manager at GLG in Austin, TX.Dr. Amy Hermundstad Nave, Colorado School of Mines Amy Hermundstad Nave is a Faculty Developer in the Trefny Innovative Instruction Center at the Col- orado School of Mines. She earned a BS in Mechanical Engineering from Colorado State University before going on to earn her PhD in Engineering Education and MEng in Mechanical Engineering from Virginia Tech. Her research has focused on conceptual understanding in core engineering courses, op- portunities to support engineering students’ professional development, and

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Ashley Keller, Worcester Polytechnic Institute; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Beth Wilson, Worcester Polytechnic Institute; Kate Beverage, Worcester Polytechnic Institute; Rachel LeBlanc, Worcester PoIytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Jody Reis, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Paper ID #18128Piloting a Faculty Institute for Online TeachingCaitlin Ashley Keller, Worcester Polytechnic Institute Caitlin Keller is the Instructional Designer for Worcester Polytechnic Institute. Her primary role involves partnering with teaching faculty to create and develop courses in the online, blended, and face-to-face environments. Caitlin serves as the designer, facilitator, and instructional design consultant for the Faculty Institute for Online Teaching program. Caitlin holds a Master of Science degree in Learning Technologies and Instructional Design from Drexel University and a Bachelor of Science degree

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, 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

Continuing Professional Development

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.Dr. Casey Jane Ankeny, Arizona State University Casey J. Ankeny, Ph.D

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth Lamb P.E., California State Polytechnic University, Pomona; Werner Zorman, Harvey Mudd College; Alicia M. Kinoshita, San Diego State University; Natalie Mladenov, San Diego State University

Tagged Divisions

Engineering Leadership Development

used todescribe leadership. The results of the survey show students, faculty, and practitioners all seeleadership as something that is learned more than born into an individual. That said, faculty andindustry have a more nuanced view of leadership than do students as some of them felt that thetraits of a leader are very important while students rated ‘born traits’ at merely ‘somewhat’important. The open-ended responses also help inform the researchers that faculty and studentssee leadership as a self-development process or a process of learning how to engage others.Very few faculty and students identified leadership as a tool to lead a cause. A similarly smallnumber identified leadership with the ethical dimension. Faculty are already using

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

Paper ID #7744Teaching Journeys of Engineering Faculty: Stories of TransitionMs. Sandra Bird, University of Georgia Ms. Bird is an environmental engineer retired from the U.S. Environmental Protection Agency. She is currently pursuing a Ph.D. in engineering at the University of Georgia, College of Engineering.Dr. Nadia N. Kellam, University of Georgia Nadia Kellam is an Associate Professor in the College of Engineering at the University of Georgia where she is co-director of the interdisciplinary CLUSTER research group. Dr. Kellam is interested in under- standing how engineering students develop their professional

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Amy Gottfried, University of Michigan; Matthew Kaplan, University of Michigan; Vilma Mesa, University of Michigan; Christopher O'Neal, University of Michigan; Mary Piontek, University of Michigan

Tagged Divisions

Educational Research and Methods

is the Associate Director of CRLT at U-M where he focuses on external and university-wide initiatives. He has served on the executive board of the Professional and Organizational Development Network in Higher Education (POD) and has edited two volumes of the POD journal To Improve the Academy. He has written on issues of teaching evaluation, multiculturalism, and the use of interactive theatre for faculty development.Vilma Mesa, University of Michigan Dr. Vilma M. Mesa is Assistant Professor and Assistant Research Scientist of Mathematics Education at U-M’s School of Education. Her research interests include undergraduate mathematics teaching, curriculum theory and evaluation in mathematics

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

2006-637: PREPARING NEW FACULTY MEMBERS TO BE SUCCESSFUL: ANO-BRAINER AND YET A RADICAL CONCEPTRebecca Brent, Education Designs Inc. REBECCA BRENT, Ed.D. (rbrent@mindspring.com) is President of Education Designs, Inc., a consulting firm in Cary, North Carolina. Her interests include faculty development in the sciences and engineering, support programs for new faculty members, preparation of alternative licensure teachers, and applications of technology in the K-12 classroom. She was formerly an associate professor of education at East Carolina University. She is co-director of the ASEE National Effective Teaching Institute.Richard Felder, North Carolina State University RICHARD M

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Staffan Andersson, Uppsala University; Arnold Neville Pears, Uppsala University

Tagged Divisions

Educational Research and Methods

assessment instrumentsavailable. Furthermore related work by colleagues in Finland2 had already used the ATI fora similar evaluation exercise. Prosser and Trigwell developed the ATI to provide insight intohow University teaching staff view teaching and learning activities associated with their roleat the University.Our initial project developed and validated a Swedish language version of the ATI.3 The firststudy using our Swedish ATI survey was conducted in the Faculty of Technology and NaturalSciences at Uppsala University in 2009-2010. That study identified existing approaches andattitudes among the PhD students and academic staff.This paper reports on both studies with an emphasis on a comparison between the findingsfrom 2009 and a those of a

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

, gender issues in STEM. c American Society for Engineering Education, 2017 Professional development program on active learning for engineering faculty in Chile: First stageAbstractThere is a significant need for improvement in undergraduate science and engineeringeducation; accordingly, the same applies for effective professional development for teachersof engineering in Latin America. The need for a change from a teacher-centered to a student-centered education is becoming an urgent issue. In particular, Chile is investing in fundedprojects to improve the preparation of future engineers in the country. This work presentspreliminary results of an ongoing program of teacher preparation

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

effort, teachers are expected to deepen their TPACK,develop lesson plans by utilizing robotic kits for the standards aligned science and math curricula,and improve their students’ STEM interest and achievement through classroom enactments ofnewly developed and learned lessons. The PD was led by facilitators, consisting of engineeringand education faculty, researchers, and graduate students, using a collaborative co-teachingapproach to increase teachers’ knowledge about robotics and gain experience with robot-integratedscience and math lessons. The first week of the PD consisted of an introduction to the LEGOMindstorms EV3 robotics kit hardware and software and robotics-based hands-on learningactivities. On the first day, the teachers had time to

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

examining cases through their vantage points provides tools tosupport cultural adoption and adaptation and instructors’ continued progress towards mastery.Faculty members as novices in new culturesThe Dreyfus model of skill acquisition depicts mastery as the ability to independently navigate adomain’s complexity [5]. In the context of curricular cultures, a novice is someone who has yetto develop the ability to independently navigate the complexity of the culture that is new to them.While faculty members may be experts in their academic domain and their home curricularculture, learning to teach in a radically different way (going from lecture to studio, transitioningbetween institutions, etc.) involves becoming a novice in an unfamiliar type of

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

transforming the culture offaculty’s teaching have been a major objective [14, 15, 16, 17]. For this purpose, numerousprojects were set [6, 9, 12, 13, 18, 25, 26] An in-depth and longitudinal study conducted at an NSF funded Engineering ResearchCenter showed that university faculty are persistent to change their teaching approaches nomatter they had attended numerous professional development activities over couple years [11].Faculty who reported dramatic changes in their teaching approaches were the ones who workedin collaboration with the learning scientists and systematically designed their own evidencebased instruction in their own classrooms; collected data from their students with the help of thelearning scientists, and published their

Conference Session

Faculty Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Kirsten S Hochstedt, Pennsylvania State University, University Park ; Elizabeth C. Kisenwether, Pennsylvania State University, University Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2012-3049: FACULTY BELIEFS OF ENTREPRENEURSHIP AND DE-SIGN EDUCATION: AN EXPLORATORY STUDY COMPARING ENTREPRENEUR-SHIP AND DESIGN FACULTYDr. Sarah E. Zappe, Pennsylvania State University, University Park Sarah Zappe is the Director of Assessment and Instructional Support in the College of Engineering at Penn State University. In this role, she provides support to faculty in trying innovative ideas in the classroom. Her background is in educational psychology with an emphasis in applied testing and measurement. Her current research interests include integrating creativity into the engineering curriculum, development in- struments to measure the engineering professional skills, and using qualitative data to enhance

Conference Session

Faculty Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Robert E. Kleine III, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

training.This faculty training protocol can be administered with individual faculty members or even self-administered. However, the greatest value is extracted if the protocol is conducted with a groupof faculty, especially if the use of rubrics in assessment is a relatively new concept for some ofthe group. Conducting the protocol in a group setting creates the opportunity for discussion inwhich faculty can compare and contrast their ratings and experience with the task. Thesediscussions can be enlightening for all involved.The faculty training protocol requires these preparatory steps: Select a student learning outcome of interest; Select (or develop, if necessary) a rubric appropriate for the selected student learning outcome; Identify a

Conference Session

Faculty Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela M. Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Ricardo Leon Gomez, National Collegiate Inventors and Innovators Alliance (NCIIA); Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2012-4445: ANSWERING THE CALL FOR INNOVATION: THREEFACULTY DEVELOPMENT MODELS TO ENHANCE INNOVATION ANDENTREPRENEURSHIP EDUCATION IN ENGINEERINGDr. Angela M. Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA) Angela Shartrand oversees NCIIA’s internal and external research and evaluation initiatives as the Re- search and Evaluation Manager at the NCIIA. She leads research and evaluation projects in areas closely aligned with NCIIA’s mission, developing research collaborations with faculty instructors, researchers, and program directors who are actively engaged in technology entrepreneurship and innovation. She re- cently joined the Epicenter Research and Evaluation team and is in the process

Conference Session

Track: Faculty - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University

Tagged Topics

Diversity, Faculty

 Christine Newman and I am the Assistant Dean leading the Center for Educational Outreach at Johns Hopkins University Whiting School of Engineering. I’m here to share our successful practice of collaborating with engineering and science faculty to include K‐12 outreach in their broader impacts grant proposals to the National Science Foundation (NSF). 2The Center for Educational Outreach at Johns Hopkins University (an R1 University) has developed a successful process for collaborating with faculty who desire to do K‐12 outreach as part of their NSF grant proposal’s broader impacts section.  Our goal is to share what works so that others may do the same at

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Sara A. Atwood, Elizabethtown College; Robin McCann, Shippensburg University; Alice Armstrong, Shippensburg University; Bilita S. Mattes, Harrisburg University of Science and Technology

Tagged Topics

Diversity, Faculty

experiences, and criterion-based course structures.Dr. Robin McCann, Shippensburg UniversityDr. Alice Armstrong, Shippensburg UniversityDr. Bilita S. Mattes, STEM-UP Network at Harrisburg University of Science and Technology Dr. Mattes is the Executive Director (and founding member) of the STEM-UP Network, a social enterprise powered by Harrisburg University of Science and Technology. STEM-UP is a community that supports women in STEM to persist, thrive and advance. She also serves as the Provost and Chief Academic Officer at the Harrisburg University. She has 25 years of experience with leadership roles in higher education to include responsibilities such as program development, faculty development, and academic outreach and

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

c American global for enterprise. At Oregon Engineering State2018 Education, University, she was recruited to advise the Vice Provost on non-tenured staff development and advancement concerns. Currently, she serves as a member of the College of Engineering’s Change Team, with her focus on non-tenured staff Advancing the College of Engineering strategic goal of becoming a national model of inclusivity and collaborationAbstractThe Oregon State University College of Engineering has committed to becoming a communityof faculty

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Faculty

Paper ID #24997Exploring Faculty Perceptions of Students Characteristics at Hispanic Serv-ing InstitutionsDr. Meagan R. Kendall, University of Texas, El Paso An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop an identity as an engineer, methods for enhancing student motivation, and