Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

fits into the broader picture of the heterogeneous nature ofengineering work (Reed Stevens, Johri, & O'Connor, 2014), and the role leadership plays in theformation of an engineering identity. In fact, to date, there is little empirical work in theengineering education body of knowledge that illustrates the role leadership concepts play in theformation of an engineering identity. This project seeks to address that gap through a sequential,mixed-methods study. The overall goal of the project is to construct a grounded theory ofengineering leadership as a component of the professional formation of undergraduate engineers,offering implications for the incorporation of leadership development throughout theundergraduate curriculum. This paper

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Cynthia Hampton, Virginia Tech; Stephanie G. Adams, Old Dominion University; Niyousha Hosseinichimeh

Tagged Divisions

Faculty Development Constituent Committee

Century, G. C. Weaver, Ed. West Lafayette, UNITED STATES: Purdue University Press, 2015.[47] P. C. Abrami, C. Poulsen, and B. Chambers, "Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning," Educational Psychology, vol. 24, no. 2, pp. 201-216, 2004/04/01 2004.[48] L. R. Lattuca and J. S. Stark, Shaping the college curriculum: Academic plans in context. John Wiley & Sons, 2011.[49] J. W. Dearing, "Applying diffusion of innovation theory to intervention development," Research on social work practice, 2009.[50] J. W. Forrester, "System dynamics and the lessons of 35 years," in A systems-based approach to policymaking: Springer

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten S. Hochstedt, Penn State University ; Andrew Michael Erdman, Pennsylvania State University; Richard John Schuhmann, Gordon–MIT Engineering Leadership Program

Tagged Divisions

Engineering Leadership Development Division

increased knowledge and awareness. This may affectthe relative scoring of these two parameters and therefore must place them in perspective.Developing a curriculum to target these objectives is more straightforward than that ofcurriculum targeted at developing for example, “confidence.” Additionally, assessment questionstargeted at skills and abilities perhaps elicited greater self-perceived changes.Conclusions 1. Students enrolled in the leadership principles class frequently provided responses related to confidence, communication ability, and trust in team members when asked what three leadership attributes they would like to develop. These attributes were developed implicitly within the course structure. 2. The students fourth

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division (FDD)

strategies availablefor its implementation [7], resulting in sporadic use across the field.Scholars emphasize the importance of structured reflection practices in the engineeringclassroom. Schön [8] contends that reflective practice is crucial for professionals to develop thecapacity to solve complex, real-world problems. Moon [9] suggests that reflective learningshould be integrated into the curriculum to enable students to make connections betweentheoretical knowledge and practical applications. Dewey's [10] work on reflective thinkingsupports this approach, highlighting the need for active and persistent consideration of one'sexperiences for meaningful learning.Reflection is operationalized within the engineering classroom using various

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Divisions

Faculty Development Division (FDD)

the last decade, she has dedicated her education efforts towards developing new experiential learning curriculum, creating preparation programs to address opportunity gaps, and enhancing involvement of student organizations in engineering education. Her academic research interest includes include sensing, sensors, soft materials, wearable sensors, and remote health monitoring/devices, where she has spent the last seven years developing thin-film optical pressure sensors and infant feeding dysfunction diagnostic devices.Prof. Truong Nguyen, University of California, San Diego Truong Q. Nguyen received the B.S., M.S., and Ph.D. degrees in electrical engineering from the California Institute of Technology, Pasadena

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

f ©American Society for Engineering Education, 2024 How Communities of Transformation Support Change AgencyIntroductionDespite repeated calls and ample funding allotted to transform STEM higher education,initiatives targeted at the course and curriculum levels have not led to pervasive changes in howwe educate undergraduate engineering students. In this research paper, we shift the focus fromwhat or how faculty teach, to address how faculty themselves learn to become change agents indriving and sustaining change efforts in engineering education. Existing literature notes thatcommunities of practices (CoP), including faculty learning communities and communities oftransformation, are a helpful model for

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Faculty Development Division (FDD)

classroom, the scope and breadth of techniques can be confusing (oroverwhelming) for the beginner. Questions such as “where do I begin,” “how deep is the studentlearning,” or “how much prep-time is necessary” are common. A mind map has shown to beuseful in categorizing and sorting through the plethora of techniques. The mind map has beenused in scores of faculty development workshops and presented to more than 1000 facultymembers who are focusing on the implementation of active (and student-centered) learning. Thehierarchical mind map breaks down collaborative and non-collaborative classroom techniqueswith the collaborative techniques divided into four “levels” of preparation and studentengagement. This paper can be presented as either a lightning

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

M Cynthia Hipwell, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; Arun R Srinivasa, Texas A&M University; Guillermo Aguilar, Texas A&M University; Karan Watson P.E., Texas A&M University; Mindy Bergman; Rujun Gao, Texas A&M University; David Christopher Seets, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

she has developed new classes on innovation and technology development as part of her leadership of the INVENT (INnoVation tools and Entrepreneurial New Technology) Lab. She is Co-PI on a National Science Foundation engineering education grant to develop a culture of and tools for iterative experimentation and continuous improvement in curriculum development.Mr. Luis Angel Rodriguez, Texas A&M UniversityDr. Astrid Layton, Texas A&M University Astrid Layton is an assistant professor at Texas A&M University in the Mechanical Engineering depart- ment and received her Ph.D. from Georgia Institute of Technology in Atlanta, Georgia. She is interested in bio-inspired system design problems and is curreProf

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

, the paper identifies biographicalinformation common to those who appear to be most engaged in the topic and compares it toexisting national faculty profiles. These findings are augmented through national survey ofengineering faculty. The survey investigated faculty perceptions on the importance ofengineering leadership development and the manner faculty think these materials should beincorporated in engineering curricula. These perceptions are investigated with respect toparticipant’s backgrounds and experiences outside the academy. This work will be of interest toboth faculty building commitment for and materials supporting integration of engineeringleadership in the curriculum and the engineering leadership profession.IntroductionMany of

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

academic settings. Overall, this study seeks to answer the researchquestion: How do engineering faculty perceive student use of GAI assistance in undergraduatecourse completion?Preface on Grey LiteratureIn the study of new areas such as GAI in engineering education, non-peer-reviewed sources—think tank reports, white papers, and conference papers— are crucial in expanding ourunderstanding [17], especially when peer-reviewed articles are scarce [18], [19]. Peer-reviewedliterature remains the gold standard in academia for its rigor and reliability [20], [21]. However,including carefully selected grey literature is essential for a more thorough and nuancedunderstanding of the latest developments and perspectives in rapidly evolving fields, such

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

of Engineeringat Penn State University has an endowment having the goal of developing faculty competenciesto integrate ethics into the engineering curriculum and assess student learning of ethics. Since theuniversity and the College of Engineering are considerably large, comprised of many units withstakeholders in engineering ethics— including various departments, institutes, centers, andprograms—getting to know our faculty, surveying their existing efforts, and identifying interestgroups are foundational to the success of our faculty development programs. In the process, wereferenced the asset-based community development (ABCD) approach [1, 2] and adapted it toour mission of faculty development. This paper discusses the opportunities

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

University. ©American Society for Engineering Education, 2024 Sessions on Faculty EthicsRationale for sessions on faculty ethicsAs engineering educators, we want our students to become ethical engineers when they graduate,and we devote time in the curriculum to preparing them. One aspect of being a professional inany field is having a shared set of guiding principles, and professional engineering societies allhave codes of ethics. These codes, as well as many other resources about ethical frameworks andsteps in decision making, are available for classroom discussions, and there are databases of casestudies (e.g. https://onlineethics.org/). Faculty are members of engineering professions as

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #37697Learning in Transition: Developing and Employing Pedagogical Supports toEnhance Student Learning in Engineering EducationDr. Eleazar Marquez, The University of Texas, Rio Grande Valley Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

, REU, RIEF, etc.).Mrs. Samantha Michele Shields, Texas A&M University Samantha Shields is an Instructional Consultant at the Texas A&M University’s Center for Teaching Excellence. She is currently working on her doctorate in Curriculum and Instruction at Texas A&M Uni- versity, where she is concentrating on Teacher Education and Technology. Mrs. Shields taught an adjunct lecturer in the College of Education’s Teaching, Learning, and Culture department before transitioning to serving as a graduate assistant in the Center for Teaching Excellence, where she helps to develop curricu- lum.Dr. Luciana Barroso, Texas A&M University Luciana R. Barroso, Ph.D., is an Associate Professor of Structural

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #25415Faculty Embrace Collaborative Learning Techniques: Sustaining Pedagogi-cal ChangeMrs. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a Curriculum and Instruction PhD student and Graduate Research Assistant at the Univer- sity of Louisville. Her research interests include interdisciplinary faculty development, STEM identity, and retention of engineering students through career.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. Her re- search interests focus on higher education equity and access, particularly within STEM.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in 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

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

Tagged Divisions

Engineering Leadership Development Division

population, utilized in counseling, educational settings,and business and professional life.”2 In engineering education, MBTI has been applied as alearning style model to improve teaching and learning in the classroom, interactions betweenprofessors and students, and leadership and teaming skills in both the academic and professionalsettings. Felder and Brent applied MBTI as one of the four learning style models to promote‘teaching around the cycle’ to better meet the learning needs of the diverse group ofstudents/learners in a class. They suggest professors can benefit by apply a learning style model,like MBTI, to ‘designing a course or curriculum, developing instructional software, forming

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Leadership Development Division

, designed and revised curriculum across several interdisciplinary courses, and per-formed outreach to allied groups on campus and within the broader community. All of the facili-tators have such direct experience creating change at Rose-Hulman.Our initial work included a review of current literature on change, including work by Henderson,et al. on the subject of facilitating change in undergraduate STEM education5. Henderson’s anal-ysis developed a four-part typology of change strategies based on the intended outcomes (prede- Page 24.630.4termined or emergent) and the focus of the change effort (the environment or individuals). Afterreviewing

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Robyn Paul, University of Calgary; Stephanie Hladik, University of Calgary; Marcela P Rodriguez, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

Paper ID #17141Impact of an Extracurricular Activity Funding Program in Engineering Ed-ucationMs. Emily Ann Marasco, University of Calgary Emily Marasco is a Ph.D. student at the University of Calgary. Her research focuses on creativity and cross-disciplinary curriculum development for engineering students as well as for K-12 and community outreach programs.Robyn Paul, University of Calgary Robyn is a Master’s student researching engineering leadership education at the University of Calgary. She graduated from Manufacturing Engineering in 2011 and worked in industry for a few years before returning to school.Ms

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

faculty engagement and to build an inclusive facultycommunity. In the College’s 2015-2020 strategic plan, a key strategic area is to “nurture acommunity of deeply engaged faculty and staff committed to enable student success throughquality curriculum, responsive teaching and active learning”. Launched in Summer 2015, theECST Teaching & Learning Academy was originally focused on professional development of newfaculty members, but quickly evolved to be a platform for open communication, socialization, andshared learning for faculty across all disciplines in the college. In the past three years, we haveseen the growth of participation of faculty, both tenured/tenure-track and adjunct faculty fromdifferent departments in the College. This rest of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Divisions

Faculty Development Division (FDD)

of underrepresented and under resourced students and engineering pedagogy. Her work spans the areas of curriculum instruction and design, program design and evaluation, and the first-year college experience. Dr Li’s research group aims to further the development of a diverse workforce in engineering and STEM. She is the PI of a NSF Scholarship in STEM grant aimed at supporting high achieving, low-income students to complete their bachelor’s degrees and continue on to graduate school. She has received several teaching awards including the UMass Lowell Award for Excellence in Innovative Teaching in 2021 and the Biomedical Engineering Teaching Award from the American Society for Engineering Education in 2021

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42030Board 124: Work in Progress: A Framework to Develop Project-based Platformsto Support Engineering and Technology Education: Project DevelopmentCanvasMr. Casey Daniel Kidd, Louisiana Tech University Casey Kidd is a Project-Based Learning Professional who assists in the design and development of projects for multiple undergraduate engineering courses in the College of Engineering and Science at Louisiana Tech University. He is also a PhD candidate focusing on research in project-based learning. He earned a bachelor’s and master’s degree in mechanical engineering from Louisiana Tech University in the Spring of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43897Board 128: Work in Progress: Toward a Common Sci Comm StrategyMr. Mark Blaine, University of Oregon Mark Blaine is a professor of practice who works at the intersection of storytelling and science, producing stories, developing experiential courses, and training scientists with audience analysis, strategic communication, and storytelling tools. He also works with media researchers to translate their work to best practices in science communication for journalists and strategic communications teams. At the Knight Campus, he has designed a novel, holistic approach to training scientists that seeks to

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

? What have been the biggest successes of the program?Note that the protocol was not originally designed using Lattuca and Pollard’s framework;instead, the protocol was designed to broadly capture participants' perceptions and experienceswith the program. Participant responses and reviews of the literature around faculty choicesrelated to curriculum development led us to identify Lattuca and Pollard’s work as a meaningfulframe for data analysis.Data AnalysisOnce the audio-recorded interviews were transcribed by a professional transcription service,researchers analyze the data via content analysis [14] and a priori coding scheme based on theinfluences described in the Lattuca and Pollard model (i.e., individual, internal, external) toanalyze the

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

indicated that having to work on common curriculumelements, such as common foundational courses in the first and second year of new programs,with multiple departments or colleges created issues with program development. Beyondfocusing on buy-in from other science, technology, engineering, and mathematics (STEM)departments in the process, strategies for forming closer connections with other units in order todevelop shared goals and common instructional and assessment methods were discussed. Theseincluded large-scale decisions, such as choosing to merge an engineering college with the collegeof science at the institution to better support the collaborative curriculum initiatives that wereneeded.Planning for the future, allocation of resourcesItems 6

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development Division

Paper ID #18730First Impressions: Evaluating Student Performance in Demonstrating Engi-neering LeadershipDr. Meg Handley, Pennsylvania State University, University Park Dr. Handley is currently the Associate Director of Engineering Leadership Outreach in the School of Engineering Design, Technology, and Professional Programs at Penn State University. Meg received her PhD from Penn State University in Workforce Education where she studied interpersonal behaviors associated with engineering leadership. At Penn State, Meg teaches in the undergraduate Engineering Leadership Development Minor and the Engineering Leadership

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Engineering Leadership Development Division

approaches to incorporating leadership development in engineeringeducation curriculum, describe the hands-on activities incorporated in this course, and analyzethe student survey data.BackgroundWhat constitutes authentic leadership has been debated by scholars for decades. Based upon anextensive search of the literature Walumbwa et al. [1] developed a framework for leadershipincluding several components: self-awareness, relational transparency, balanced processing, andinternalized moral perspective. This framework is based upon the idea that leaders are aware oftheir own strengths and weaknesses and their own goals, that they can present their true self toothers they have relationships with, that they can objectively analyze data and present

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #26182Assessing Inclusive Teaching Training of Graduate Student Instructors in En-gineeringDr. Grenmarie Agresar, University of Michigan Grenmarie Agresar is an instructional consultant at the Center for Research on Learning in Teaching in Engineering at the University of Michigan (U-M). She earned a Ph.D. in Biomedical Engineering and Scientific Computation, a M.S. in Bioengineering, a M.A. in Education, and a B.S. in Aerospace Engineering, all from U-M. She is an experienced instructor (over 7 years to multiple age groups), and her interests include improving curriculum, and assessing student-instructor

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

learning of a particularsubject [5], combine curriculum and instructional practices [6], and are intensive and sustained[7]–[9]. However, adopting new teaching practices can be difficult [10], faculty developmentactivities do not always result in improved pedagogy [11], and many faculty who claim to useevidence-based approaches actually omit key components [12].2.1. Process Oriented Guided Inquiry Learning (POGIL)POGIL is an evidence-based approach in which student teams work on specifically designedclassroom activities [13]–[15]. Initially developed for chemistry courses (e.g., [16]–[19]),POGIL activities have been developed for many other disciplines, including material scienceand engineering [20], [21], computer science [22]–[26], and