Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

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Faculty Development Constituency Committee

Education and Centers (ENG/EEC) division and the Division of Undergraduate Education (EHR/DUE). She also served as Associate Chair and Associate Professor in the Department of Civil and Environmental Engineering at the Florida A&M University - Florida State University College of Engineering. She holds civil and environmental engi- neering degrees from the Massachusetts Institute of Technology and the University of Virginia and is a licensed professional engineer. c American Society for Engineering Education, 2018 WIP: A Conversation on collaborating with faculty development in student retention improvement effortsAbstractThis Work in Progress describes an exploration of

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

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Faculty Development Constituency Committee

Paper ID #23096Lessons Learned: Collaborative Faculty Development in Civil Engineering—Movingfrom an Individual Practice of Teaching to a Community of Scholars of Teach-ing and LearningDr. Elizabeth G. Jones, University of Nebraska, Lincoln c American Society for Engineering Education, 2018 Lessons Learned: Collaborative Faculty Development in CivilEngineering – Moving from an Individual Practice of Teaching to a Community of Scholars of Teaching & LearningLessons Learned: Collaborative Faculty Development in Civil Engineering –Moving from an Individual Practice of Teaching to a Community of Scholars

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

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Faculty Development Constituency Committee

Paper ID #21323Affordances and Barriers to Creating Educational Change: A Case Study ofan Educational Innovation Implemented into a First-year Engineering De-sign CourseDr. Sarah E. Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituency Committee

, simulations, or discussions).This expectation brings attention to the need for the development of pedagogical competencesamong both engineering instructors and students in order to implement new learning andteaching strategies and provide relevant educational experiences to all learners [18].Recommended learner-centered strategies in engineering education include problem-basedlearning, hands-on activities, peer instruction, collaboration between teachers, and a multilayeredapproach to assessment [18]. With most engineering doctoral programs focusing on preparingthe next generation of researchers, there are few instances where future professors and instructorsare being adequately trained in engineering pedagogy. Further, engineering faculty may not

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

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Faculty Development Constituency Committee

the College of Engineering.Sample Selection Procedures and Participant Training The Dean collaborated with the department chairs to recruit six associate and full professors toserve as peer observers. These peer observers have extensive teaching experience, use activelearning strategies in their own classrooms, and are the recipient of teaching awards. They areknown in their departments for leading teaching and learning efforts, with some also involved inthe scholarship of teaching and learning in engineering education. Similarly, the Dean and thedepartment chairs recruited six-faculty instructors to be observed. Both observers and instructorsvolunteered to participate in the pilot study.The six peer observers were affiliated with the

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

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Faculty Development Constituency Committee

strategic partnerships within higher education and encouragefaculty to build mutually beneficial strategic partnerships.IntroductionThere has been increasing interest in forming strategic partnerships in higher education due to avariety of motivations, such as pooling of resources, increasing accountability, and improvingthe professional development process for students [1]. This analysis of strategic partnershipsemerges from our participatory action research with university change agents activated throughthe NSF REvolutionizing engineering and computer science Departments (RED) Program.Through an NSF-funded collaboration between Rose-Hulman Institute of Technology (RHIT)and the University of Washington (UW), we facilitate a consortium of the RED

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituency Committee

Paper ID #24025Faculty Development Program on Active Learning for Engineering Facultyin Chile: Sharing StepProf. Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, San-tiago, Chile Angeles Dominguez is a Professor of the Department of Mathematics within the School of Engineering, a researcher at the School of Education, and Associate Dean of Faculty Development at the School of Medicine and Health Sciences at the Tecnologico de Monterrey, Mexico. Also, she is currently collabo- rating with the School of Engineering at the University Andres Bello at Santiago, Chile. Angeles holds a

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Cadwell, Syracuse University; Michelle M. Blum, Syracuse University; Julie M. Hasenwinkel, Syracuse University; Carol Elizabeth Stokes-Cawley, Syracuse University

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Faculty Development Constituency Committee

J. McGourty, "Engineering Faculty Development: A Multicoalition Perspective," in Annual Meeting of the American Society for Engineering Education, St. Louis, MO, 2000.[6] C. Bonwell and J. Eison, "Active Learning: Creating Excitement in the Classroom," ASHEERIC Higher Education Report No.1, Washington, DC, 1991.[7] B. Smith and J. MacGregor, "What is Collaborative Learning?," in Collaborative Learning: A Sourcebook for Higher Education, University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment, 1992, pp. 9-22.[8] B. Millis and J. P. Cottell, "Cooperative Learning for Higher Education Faculty," ORYX Press, 1998.[9] A. Kwan, "Problem Based Learning," in The Routledge International Handbook of

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

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Louis A. Martin-Vega, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Faculty Development Constituency Committee

Careers in Higher Education (COACHE) in which our university participated between2006 and 2011. The Harvard-based Collaborative on Academic Careers in Higher Education,COACHE, is a consortium of institutional leaders focused on the identification of cost-effectivesteps to improve faculty outcomes. University leaders across the nation utilize the COACHEFaculty Job Satisfaction survey as a benchmarking instrument to evaluate job satisfaction andfaculty well-being.NC State administers the survey to faculty campus-wide on a triennial basis. The leadership,including the College of Engineering dean, employ it to explore measures of and changes infaculty satisfaction over time. Since the findings provide quantitative insights into facultysatisfaction by

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

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Faculty Development Constituency Committee

Paper ID #21457A Framework for Faculty DevelopmentDr. Pradeep Kashinath Waychal, Western Michigan University Dr Pradeep Waychal is a visiting professor at the CRICPE of Western Michigan University, a founder trustee of Guruji Education Foundation that provides holistic support to the higher education of under- privileged students, and an academic adviser to many Indian educational institutes. Earlier, Dr Waychal has worked at Patni Computer Systems for 20 years in various positions including the head of innovations, NMIMS as the director Shirpur campus, and at College of Engineering Pune (COEP) as the founder head of

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

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Faculty Development Constituency Committee

Paper ID #23704Work in Progress: Coaching as a Midcareer Faculty Development ApproachDr. Heidi M. Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Faculty Devel- opment and Leadership Specialist in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development ac- tivities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

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Faculty Development Constituency Committee

education. Collaborative reflection has also beenfound to be useful for improving teaching practices [3], and as such this paper presents an initialstep towards that direction. Currently, most reflection efforts at the School of Engineering aredone by individual faculty members in isolation, yet moving towards collaborative reflection is adirection we intend to move toward.The Accreditation Board for Engineering and Technology (ABET) states in criterion 5 foraccrediting engineering programs that faculty must ensure that the program devotes adequateattention and time to each curriculum component, which is consistent with the outcomes andobjectives of the program and the institution [4]. Evidence of student work must be presentedduring the visit, and

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

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Faculty Development Constituency Committee

, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University.[15] Smith, K. A. (2000). Going deeper: Formal small-group learning in large classes. New Directions for Teaching and Learning, 81, pp.25-46. San Francisco: Jossey-Bass.[16] Barkley, E., Cross, K. P., and Major, C. H. (2004). Collaborative learning techniques: A practical guide to promoting learning in groups. San Francisco: Jossey-Bass.[17] Smith, K. A., Sheppard. S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, January. pp. 1- 15.[18] Du, X., Graaff, E. D., & Kolmos, A. (2009). Research

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

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Faculty Development Constituency Committee

development program based on evidence-based teaching practices.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. She is a third year student in the Educational Policy and Evaluation program. Her research interests focus on higher education equity and access, particularly within STEM.Dr. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton Schools of Engineering at Arizona State

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Jim L. Borgford-Parnell, University of Washington

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Faculty Development Constituency Committee

Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. c American

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

Paper ID #21477Exploring Faculty Beliefs About Teaching Evaluations: What is Missing fromCurrent Measures?Dr. Benjamin David Lutz, Oregon State University Ben Lutz is a Postdoctoral Scholar in Engineering Education at Oregon State University. His research in- terests include innovative pedagogies in engineering design, conceptual change and development, school- to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learn- ing supports transfer of learning from school into

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University

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Faculty Development Constituency Committee

center around education issues in general, and in particular on increasing access and success of those traditionally under-represented and/or under-served in STEM higher education.Dr. William L. Hughes, Boise State University William L. Hughes is an Associate Professor of the Micron School of Materials Science & Engineering at Boise State University. He also serves as the cofounder and Associate Dean of the College of Innovation + Design, as well as the Head of the Vertically Integrated Projects program at Boise State. He received his B.S. and Ph.D. in Materials Science & Engineering from Virginia Tech and Georgia Tech. Prior to his current appointments, he was a National Academy of Engineering Postdoctoral Fellow

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice E. Grimes, Air Force Institute of Technology; Sharon Claxton Bommer, KBRWyle; Adedeji B. Badiru P.E., Air Force Institute of Technology

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Faculty Development Constituency Committee

focus is human performance and cognition.Dr. Adedeji B. Badiru P.E., Air Force Institute of Technology Prof. Badiru is Dean and senior academic officer for the Graduate School of Engineering and Management at the Air Force Institute of Technology (AFIT). He has oversight for planning, directing, and controlling operations related to granting doctoral and master’s degrees, professional continuing cyber education, and research and development programs. He was previously Professor and Head of Systems Engineering and Management at the AFIT, Professor and Department Head of Industrial & Information Engineering at the University of Tennessee in Knoxville, and Professor of Industrial Engineering and Dean of University

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

include engineering education, mathematics education, faculty development and mathematics teacher leadership. c American Society for Engineering Education, 2018 Moving toward student-centered learning: Motivation and the nature of teaching changes among faculty in an ongoing teaching development groupMotivation and BackgroundThis research paper describes a study of science, technology, engineering, and mathematics(STEM) faculty who are participating in ongoing teaching development communities. Theresearch literature provides a wealth of evidence that student-centered learning and practices thatencourage student engagement positively affect learning and retention in STEM

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

experiences of Mexican descent youth in the mid-20th century, higher education student success, and faculty mentoring programs.Dr. Valerie Martin Conley, University of Colorado, Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American Academy in a