Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Diversity

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Faculty Development Division (FDD)

offering MOOCs in the SWAYAM platform in the title of Student Assessment and Evaluation, Technology Enabled learning, and Life Long Learning, LMS through MOODLE. He has been offering a training programme for overseas professionals in the title of Design of Educational Applications using Web Technologies. He has been evaluating Ph.D thesis in the domain of Engineering Education and Computer Science and Engineering. ©American Society for Engineering Education, 2023 EMPOWERING FACULTY MEMBERS IN TECHNO-PEDAGOGY USING MOOCsAbstract:In the era of globalization driven by sustainability, technical teachers face a significantchallenge in developing graduates who meet the intended learning

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

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Faculty Development Division (FDD)

], [4], [5]. It is reported that educational productivityand success depends on the psychosocial aspect of the classroom, which is a combination ofpsychological factors and the social environment [6], [7], [8], [9], [10], [11], [12]. For this reason,faculty members are bestowed the responsibility of preparing and disseminating lecture contentwith clarity and technical structure such that it creates a climate that engages diverse learning stylesand stimulates academic development [2].Several communication models/strategies have been designed and implemented with the intentionof addressing the psychosocial aspect of the classroom [2], [3], [6], [7], [8], many of which haverendered immediate and long-term benefits. For instance, a model termed

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

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Faculty Development Division (FDD)

Paper ID #40088Work in Progress: Examining the Impact of a Faculty Development Programin Engineering Instructors’ Teaching Practices and Perceptions on ActiveLearning MethodologiesGianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile Gianina Morales is a Faculty at the Universidad de Valpara´ıso, Chile. She has an M. Ed degree and is currently a Fulbright Ph.D. student at the School of Education at the University of Pittsburgh. Her research focuses on disciplinary literacy in engineering and the improvement of instructional practices to foster persistence and equity in undergraduate engineering

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

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Diversity

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Faculty Development Division (FDD)

STEM [4]. So, although this research project applies to all UD faculty, engineering and relatedfaculty are disproportionately involved and impacted.UD has also been investing in improving departmental climates and diversity, equity, andinclusion on campus. As part of this work, in spring 2020, UD faculty participated in theCOACHE Faculty Job Satisfaction Survey. This survey, developed at the Harvard GraduateSchool of Education, measures faculty perceptions of various aspects of worklife. Despiteconducting the survey in spring 2020, a semester significantly disrupted by the COVID-19pandemic, UD’s survey response rate was 40%. COACHE determined that most responses werecollected before the disruption and performed a special analysis to determine

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University

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Diversity

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Faculty Development Division (FDD)

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India

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Faculty Development Division (FDD)

Conference of ISPA, US In India. She has organized Symposiums, Semi- nars and Conference. She was the Coordinator of the NITTTRc Golden Jubilee Celebrations. She served as Asst. Academic Editor of the Journal of Technical and Vocational Education, Newsletter Editor of IAAP, Editorial Board of Social Engineer, Asst. Editor of JIAAP, and Member of Staff Selection Com- mittees of Govt. Institutions. ©American Society for Engineering Education, 2023TRAINING FACULTY ON MENTORING STUDENTS IN HIGHER EDUCATION IN THE POST-PANDEMIC WORLDIntroductionImproving the competence of educators to support the future generation is a major challengefor faculty developers. Teachers are obligated to develop

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

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Diversity

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Faculty Development Division (FDD)

thinking about faculty mentorship and offers an approach to potentiallyremediate negative mentoring experiences.IntroductionAn activity often cited as critical for success in any field is mentorship. However, scholars fromeducation, management, and psychology have defined mentorship differently [1], oftenconflating such activities with other types of developmental functions or relationships such asrole modeling [2], teaching or coaching [3], and professional development training [4]. Thisvariation in how mentorship is perceived can lead to challenges clarifying mentorship as aphenomenon [5]. Therefore, it’s important to understand effective mentorship and how it mightvary from person to person to ensure such interactions benefit all involved.The

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

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Diversity

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Faculty Development Division (FDD)

Paper ID #39837What Is Intercultural Communication Competence and Why We Need toTalkAbout It: A Call for Awareness among STEM FacultyCamila Olivero-Araya, The Ohio State University Camila is a PhD student in Engineering Education at The Ohio State University. Her research focuses on the areas of faculty development and faculty well-being. Prior to this, Camila earned her B.S. and M.S. in Industrial Engineering from the Universidad Cat´olica de la Sant´ısima Concepci´on in Chile.Dr. Julie P. Martin, The Ohio State University Julie P. Martin is the Assistant Vice President for Research and Team Talent Development in the Office

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

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Faculty Development Division (FDD)

change are (a) a faculty development series focused oninnovation and data-driven change, and (b) the creation of faculty driven communities of practiceor "soft wired" teams that support each other and sustain incremental change across semesters asfaculty cycle in and out of courses. Ultimately, the goal of this project is to enhance adepartmental culture in Mechanical Engineering where faculty regularly discuss currentcurricular effectiveness and are empowered to develop pedagogical innovations that enable allstudents and faculty to thrive.For the first objective, our aim is to help faculty reduce effort and risk in implementingpedagogical changes. Faculty already have investigative and experimentation-driven processes inplace for research and a

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Faculty Development Division (FDD)

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.Dr. Ann F. McKenna, Arizona State University Ann F. McKenna is the Vice Dean of Strategic Advancement for the Ira A. Fulton Schools of Engineering at Arizona State University, and is a professor of engineering in the Polytechnic School, one of the seven Fulton Schools. Prior to joining ASU, she served as a program director at the National Science Founda- tion in the Division of Undergraduate Education, and was the director of education improvement in the McCormick School of Engineering at Northwestern

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

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Diversity

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Faculty Development Division (FDD)

accommodations and accessibility andembracing a strengths-based approach toward neurodiversity [9]. To create inclusive courses forneurodivergent students, instructors underwent professional development to adopt UniversalDesign for Learning (UDL) standards and facilitate opportunities in which students can identifyand use their strengths in an engineering context [8]. For this purpose, some of the UDL conceptswere adopted in the course evaluation process and provided in the report of the peer observationprocess. This study presents faculty perceptions of the process efficiency on improving theteaching quality and the effects on departmental culture around teaching.Departmental Policy for Teaching ObservationThe goals of the peer observation process were

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

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Diversity

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Faculty Development Division (FDD)

Paper ID #40202Lessons Learned: Designing an Empathy Workshop for Engineering Facultyto Promote Equity-Focused TeachingDr. Linjue Wang, University of Michigan Dr. Linjue (Jade) Wang is an instructional consultant at the Center of Research on Learning & Teaching in Engineering (CRLT-Engin) at the University of Michigan. She creates teaching & learning workshops, provides consultation, and leads programs to support faculty development for tenure track and lecturers in Michigan Engineering. She received a Ph.D. in Engineering Education and an M.S. in Industrial Systems Engineering from The Ohio State University. Her

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

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Diversity

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Faculty Development Division (FDD)

mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation

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

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Faculty Development Division (FDD)

once a year. The program is facilitated by Olin andUNC faculty and staff and has a basis of entrepreneurial-minded learning in its facilitation [1].The second annual in-person retreat will take place in summer 2023 with activities designed tohelp guide new institutions through the development stages of their programming. The schoolsparticipating in the EMERGE program range from those in the early planning stages for anengineering program to those that have launched programs recently to those that have moreestablished programs, including several who have received ABET accreditation. Recognizingthat starting, and then maintaining, a healthy, entrepreneurially minded engineering program is amulti-year process with numerous challenges, the EMERGE

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Diversity

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Faculty Development Division (FDD)

adapted and adopted by a diverse set of institutions, (b) developing and sharing strategic plan templates, (c) sharing examples of DEI assessments, and (d) providing research-based strategies for institutionalization based on organizational change/transformation literature.DEI encompasses a broad range of concepts, skills, qualities, and competencies. The extent towhich curricular and faculty-focused criteria, requirements, and activities garner a critical massof faculty who buy in will depend largely on how DEI is defined and operationalized. Definingand operationalizing DEI will be necessary to design, implement, and assess strategies. Across-institutional DEI Working Group or committee could collaborate to develop one or moremodel

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

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Diversity

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Faculty Development Division (FDD)

to start. The articulation of thedimensions could also be useful for an educator who wants to summarize their use of ungradingby providing a framework for describing. Moreover, faculty developers interested in supportingeducators with ungrading could use the dimensions of variation/choices to guide conversations.Finally, we think our work could be leveraged to provide additional guidance. For example,going forward, it is possible to assemble particular sets of choices into configurations such aslightweight ungrading (a small percentage of the grade, little intermediate support, and a modestactivity at the end) or full investment ungrading (the entire grade comes from the negotiationwith the student, there is weekly intermediate support, and

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

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Faculty Development Division (FDD)

ofa performance management system for teaching. Performance management systems serve toensure that a set of activities and outputs meets an organization’s goals in an effective and efficientmanner. The feedback afforded by these systems is used to facilitate employee development andinform personnel decisions. Using performance management as a lens for understanding SETs, auniversity-wide Blue Ribbon Committee (“Committee”) was formed to evaluate simultaneouslythe SET and the peer observation processes and policies and to make recommendations asappropriate. The authors of this paper served on the Committee. No deadline for the Committee’swork was set in advance, although it was hoped that recommendations could be forwarded to thefull faculty

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

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Faculty Development Division (FDD)

of Kerala, and Chief Technology Officer for Elegance Technologies, Inc.Dr. Patricia B. Campbell, Campbell-Kibler Associates Patricia B. Campbell, PhD, President of Campbell-Kibler Associates, Inc, has been involved in research and evaluation on science, technology, engineering and mathematics education and issues of race/ethnicity, gender and disability for over 30 years. He ©American Society for Engineering Education, 2023 The CS POGIL Activity Writing ProgramAbstractThis evidence-based practice paper describes the CS POGIL Activity Writing Program (AWP),a faculty development program to help computing faculty create classroom activities for ProcessOriented Guided Inquiry

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Vajih Khan, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Abdulhamid Zaidi; Suleiman M Obeidat, Sam Houston State University; Sumith Yesudasan, Sam Houston State University

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Faculty Development Division (FDD)

, we aim to provide our undergraduate students with a multi-disciplinary, hands-onlearning experience that equips them with the skills needed for the evolving demands of themanufacturing industry.The Robot and PLC Integration Training towards Industry 4.0Following the primary author's FANUC certification in 2018, the ETEC department at SHSU hasbeen officially recognized as a FANUC training site. Additionally, the author completed anextensive hands-on training at the Amatrol facility, focusing on various components of PLC inAllan-Bradley logic. The paper on these faculty development trainings was published in ASEE [6].However, with the advent of Industry 4.0, an integrated system where robots, PLCs, andmanufacturing equipment work together to

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

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Diversity

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Faculty Development Division (FDD)

levels.Intrinsic factors, or motivating factors, create satisfaction with one’s work and can be a strongforce for positive work attitudes and contentment with one’s job [25]. In other words, hygienefactors prevent dissatisfaction with work, but do not create satisfaction. Motivating factors createjob satisfaction, but their absence does not create dissatisfaction [26]. This theory of workplacemotivation has strong empirical and theoretical support for explaining workers’ motivation in avariety of contexts [27].MethodologyThe survey used in this research was designed to identify factors that motivate faculty in theirjobs and to assess the perception of the current conditions within an urban university. The surveywas developed and delivered using Qualtrics

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Megan Morin, ASHLIN Management Group; Vinayak Vijayan, University of Dayton; Timothy Reissman, University of Dayton

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Faculty Development Division (FDD)

interests are community-based learning, open-ended laboratory experi- ments, teamwork, collaborative and active learning, and Transport Phenomena computational modeling.Dr. Megan Morin, ASHLIN Management Group Megan Morin (she/her) graduated from the University of Dayton with a bachelor’s degree in Middle Childhood Education and completed her Master’s and Ph.D. at NC State in Engineering and Technology Education. Megan’s research interests in faculty development, pedagogies, assessment, and teaching developed because of her previous work with NC State Education and Workforce Programs and as a North Carolina middle school teacher. Dr. Morin will start as the Associate Director for Engineering Faculty Advancement in June

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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Diversity

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Faculty Development Division (FDD)

toaddress that question as it applies to university-level engineering courses.BackgroundThere is a significant delay between when a new evidence-based teaching practice is defined,developed, and studied and when it is widely adopted by university faculty. Education-basedinstitutions, like ASEE, commonly express dissatisfaction with the implementation and adoptionof evidence-based educational practices [10-13]; this implementation lag is the inspiration formultiple studies that have been conducted in search of a method to bridge this gap [14-16].Additionally, there have been studies regarding the motivations of faculty adopting new learningstrategies in their courses [17-20]. Some parameters have been identified as key motivators forfaculty

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research ini- tiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Mrs. Katie Mowat, University of Nebraska, Lincoln I am an engineer who loves to work with people, learn about new ideas and

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret Ruth Hammond, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

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Faculty Development Division (FDD)

advising capacity for over 12 years, Margaret is the current Director of Advising Innovation and Assessment in Penn State’s College of Engineering where she works to provide support and guidance on academic advising best practices for professional and faculty academic advisers, oversees assessment efforts, and the development and implementation of advising innovation.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity

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Faculty Development Division (FDD)

values, norms and practices. How might groups do that? Are there ways tosoftly go about the hard work of culture change? One such tool for promoting cultural changecould be “teaming.”Teaming is a form of group discussion that requires no preparation for the participants and startswith a simple prompt that can be answered by everyone present. In the first part of the teamingsession, each participant responds to the prompt, and then chooses the next person to respond. Inthe second part of teaming participants discuss what was said and trace what each participantshares. This form of group discussion was conceived by a team of faculty at Seattle University inautumn of 2021 as an experiment and was presented at the 2022 ASEE conference (Turns et al

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

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Diversity

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Faculty Development Division (FDD)

Paper ID #38536Work in Progress: How to Get Faculty to Use and Leverage Makerspaces inTheir Courses — A Peer-To-Peer Mentoring ModelDr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Assessment and Faculty Development at the Uni- versity of New Haven, CT. She is also a Professor of Mechanical Engineering in the Department of Mechanical and Industrial Engineering.Enakshie PrasadEric Marcus, University of New HavenDr. Stephanie M. Gillespie, University of New Haven Stephanie Gillespie is the Associate Dean of the Tagliatela College of Engineering at the University of

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

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Faculty Development Division (FDD)

recognition, all aimed at collaborative software mod- eling. He also is actively researching the use of games in teaching and faculty development, and is an avid tabletop gamer in his spare time.Nathaniel Bryan ©American Society for Engineering Education, 2023 WIP - Let’s Play - Improving our Teaching by Reversing Roles and being a Learner with Board GamesAbstractThe focus of this work-in-progress (WIP) paper is on the creation and evaluation of a facultydevelopment activity to improve teaching through reflection and empathy. Our intervention takesthe form of a Faculty Learning Community (FLC) where staff and faculty participants havefrequent opportunities to experience role reversal

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vicki V. May, P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College; Eugene Korsunskiy

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Faculty Development Division (FDD)

integration of formative feedback during a faculty member's earlycareer stages and tying in with our newly developed and evolving faculty mentoring program. In addition,we are designing a multi-pronged feedback system that will help instructors reflect on their teaching andreceive the support they need in order to improve their teaching continuously. Our new evaluation systemwill consist of three main parts: student impressions, self-reflections, and peer observations.In the summer of 2022, our school was awarded a grant through AAU to participate in their AAU STEMDepartment Project on Teaching Evaluation. A team from Thayer is participating in an AAU LearningCommunity around Teaching Evaluation (AAU, 2022).Goal and ObjectivesThe goal of our project

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Jennifer Ramsey, Brigham Young University; Richard Swan, Brigham Young University; Tina M. Taylor

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Faculty Development Division (FDD)

are working to find better ways to evaluation teaching. Peerevaluation of teaching is used by many institutions; however, these evaluations commonly lacksubstance. Teaching portfolios are also commonly used as a tool for teacher reflection leading toefforts of improvement. Yet concerns persist about the nature and effectiveness of teachingevaluation.Over the past five years, Brigham Young University has developed a process built on the conceptthat peer review can be an effective tool for the evaluation of teaching just like it is for theevaluation of scholarship. In this process, the faculty member is responsible to providesubstantive evidence of the effectiveness of their teaching efforts in a teaching portfolio. Peerreviewers then evaluate

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

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Faculty Development Division (FDD)

Paper ID #38783Using Faculty Learning Communities to Create a Sustainable Community ofPractice That Promotes Curricular and Instructional ChangeDr. Megan Morin, ASHLIN Management Group Megan Morin (she/her) graduated from the University of Dayton with a bachelor’s degree in Middle Childhood Education and completed her Master’s and Ph.D. degrees at North Carolina State University in Engineering and Technology Education. Megan’s research interests include assessment, program devel- opment, faculty development, and workforce development. These have developed based on her previous work experiences as the KEEN Program