Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Topics

Faculty Development Constituency Committee

Paper ID #23458Moving Toward Student-centered Learning: Motivation and the Nature ofTeaching Changes Among Faculty in an Ongoing Teaching Development GroupProf. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Eileen Haase Ph.D., Johns Hopkins University; Ahmed Ibrahim, Johns Hopkins University; Jane Brock Greco; Kelly F. Clark, Johns Hopkins University

Tagged Topics

Diversity, Faculty Development Constituency Committee

c American Society for Engineering Education, 2018A Framework for Disciplinary Learning Communities: Professional Development in ActionIntroductionSeveral major research universities are collaborating on a new framework for establishingdisciplinary learning communities (DLCs) at engineering schools and other science, technology,engineering, and mathematics (STEM) disciplines across the country. The DLCs will be anopportunity for beginning and future faculty to engage in learning about and critiquingdiscipline-based education research through formal workshops facilitated by faculty in thediscipline. The framework will provide curricular resources to help faculty facilitate theseprograms, thus, lowering barriers to

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

faculty anddepartments with the change process. Oftentimes, educational initiatives are instigated by just afew members of a department, which leads to challenges for wider adoption by other departmentalfaculty. Faculty developers can work with the department to identify practices that could lead togreater adoption of the innovation beyond just the project initiators. Faculty developers workingin these centers can be change agents (Patrick & Fletcher, 1998), by guiding projects to align with 2research on transformation. For example, if a department is interested in curricular reform, facultydevelopers can work with the department head and

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

Accountability, 24(1), 5-24.Babchuk, W.A., Guetterman, T.C., & Garrett, A.L. (2017). A horse of a different color:Establishing validity and reliability in qualitative research. Proceedings of the 36st AnnualResearch-to-Practice Conference in Adult and Higher Education. University of CentralOklahoma. Memphis, Tennessee.Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design andimplementation for novice researchers. The Qualitative Report, 13(4): 544–559.Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitativeanalysis (2nd ed.). London: Sage.Creswell, J.W., & Miller, D.L. (2000). Determining validity in qualitative research. Theory IntoPractice, 39, 124-130.Creswell, J. W., & Poth, C.N

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

structured than FLCs, our TLC is committedto grounding our work in the scholarly literature and using “evidence-informed approaches”(Vajoczki, Savage et al. 2011) to produce peer-reviewed publications/ presentations. Our TLCalso differs from FLCs and teaching circles as our TLC resides in one department, CivilEngineering.Our TLC is an outgrowth of curriculum reform where we recognized that without changes inhow we teach, we were likely to not make the curricular changes we were envisioning. The goalof the group is to establish a robust culture of SoTL in the department. The specific objectivesare to 1) identify active learning teaching practices of interest to the group through collectivereading and discussion of books like “Small Teaching” (Lang

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Dominga Sanchez, Oregon State University

Tagged Topics

Faculty Development Constituency Committee

data that can both aid in bothinstitutional and pedagogical decision making. IntroductionFaculty evaluation of teaching plays a critical role in engineering education, and while datacollected through evaluation and assessment processes are ostensibly designed to offer feedbackto faculty regarding their effectiveness as instructors, they most often play central roles indiscussions of promotion and tenure. Further, despite nearly a century of research surroundingthe validity, reliability, efficacy, etc. of evaluations of teaching (Andersen & Miller, 1997; Marsh& Roche, 1997; Pounder, 2007; Spooren, Brockx, & Mortelmans, 2013; Uttl, White, &Gonzalez, 2017), higher education remains

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

two decadesbefore she was born, and is still navigating the process of a post-colonial existence and identity.She has lived through an attempted coup in her country that was fueled in part, by the inequitiesof wealth, which disproportionately affects the Black populous. Her migration to the UnitedStates occurred for the purpose of attending university, which she did, initially at a HistoricallyBlack College and University (HBCU). This experience helped to shape her understanding of thehistorical and ongoing challenges faced by African Americans in the U.S., which in many waysis different than those faced by immigrant Blacks in the U.S. Her current research focuses onaddressing education inequality in STEM at the K-12 level. Teaching the User

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Jennifer Tygret, University of Colorado, Colorado Springs

Tagged Topics

Diversity, Faculty Development Constituency Committee

will be a contribution.Because the IMPACT program connected emeriti faculty mentors with URM faculty across theUnited States, the mentors had an influence beyond their local institutions. By investing inyounger faculty at a variety of universities, they ensured their role in promoting the nextgeneration and in developing new leaders throughout the country. Discussion The opportunity to mentor early- and mid-career faculty provided emeriti professors withseveral benefits in their retirement. They were given the opportunity to continue to contribute totheir field by investing in younger URM faculty through sharing their experiences, connections,and expertise. All emeriti faculty shared an

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University

Tagged Topics

Faculty Development Constituency Committee

courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.Mrs. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where she has served as a high school science teacher, Instructional and Curriculum Coach, and Assistant Principal. Her research and areas of interest are in improving STEM educational outcomes for Low-SES students through the integration of active learning and technology-enabled frequent feedback. She currently works as the Project Manager for the NSF faculty

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

Participatory Action Research (REDPAR)AbstractThis research paper investigates the formation of strategic partnerships, as experienced by teamsof change agents in academic engineering and computer science. In this qualitative study oftwelve teams making cultural, structural, and curricular change at their respective institutions, weexamine the process of forming strategic partnerships through three initial stages: identifyingpotential partners, making an intentional approach, and establishing governance. We find teamshave utilized a variety of strategies within each of these stages, such as establishing alignment ofgoals across the project team, the partner organization, and the home institution. These resultsdelineate practices for initiating