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

Tagged Topics

Faculty Development Constituency Committee

Technology Sharon C. Bommer KBRwyle Adedeji B. Badiru Air Force Institute of TechnologyIntroductionThe Air Force Institute of Technology (AFIT) is located at Wright-Patterson Air Force Base nearDayton, Ohio. The Institute provides technical and professional continuing education for theUnited States Air Force and is also home to a fully accredited graduate program, the GraduateSchool of Engineering and Management. AFIT offers Master’s and Doctoral degrees in STEMareas in support of the mission of the US Air Force. AFIT is unique from most universities on anumber of aspects, including its two categories

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Faculty Development Constituency Committee

developed by the project team. The initial group systems map, as well as individual mapsfor each participant’s project, will be shared. The community also will have access to a sharedonline document that compiles resources related to student success and retention and thematerials generated during the session and provides a space for discussion. The web link will beprovided in the final paper.References[1] National Academies of Sciences, Engineering, and Medicine. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press, 2017. doi.org/10.17226/24697[2] Association of Public & Land Grant Universities. Revolutionizing the Role of the University

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

Tagged Topics

Faculty Development Constituency Committee

project groups, and each group develops a consensus list ofcharacteristics of exemplary and terrible group members. These characteristics become thecriteria they later use for peer assessment.Over the course of many workshops in several years, we have collected these lists from hundredsof groups and have begun analyzing them for common patterns. We discuss encouraging resultssuggesting that even lower-division undergraduates list characteristics that align well with theconditions that the group learning and project management literatures identify as contributing tosuccessful learning and project completion, respectively.We conjecture that much of the workshop’s value lies in two distinct outcomes: (1) helpingstudents articulate and place

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

. Thechanges made to the University Core both challenged us and provided the opportunity to trulyintegrate liberal arts into engineering courses to demonstrate engineering as a sociotechnicaldiscipline.The courses described below both have attained a DISJ University Core flag designation and, toour knowledge, are the only required engineering courses in the U.S. that satisfy a university-wide general education diversity, inclusion, and social justice requirement. The lower levelcourse, User-Centered Design, is a required introductory course for all engineering majors andmeets the university’s DISJ-1 requirement. The upper level course, Engineering and SocialJustice, is a required course in the new General Engineering program, though students from

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Faculty Development Constituency Committee

institutions is a big challenge, in general, and so is formost of the potential leaders. The framework provides opportunities to walk the above path torealize visions and missions and develops potential leaders. The leaders may have expertise andinterest in different areas such as industry interface, admissions, research, pedagogy. Theframework provides opportunities to potential leaders to work in their expertise and interestareas, which increases the chances of success in their chosen projects.Figure 1: Schematic of the CCAARR (Choosing, Conditioning, Assessing, Allocating, Realizing, Recognizing) FrameworkChoosing This phase refers to choosing potential faculty leaders, who can contribute to

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

Tagged Topics

Faculty Development Constituency Committee

agreed to the programrequirements. These requirements included: • Attend and actively participate in a mandatory introductory meeting and working session; • Attend and actively participate in a minimum of four of nine working sessions in June/July; • Attend and present the final products at a mandatory capstone program in September; • Complete any “homework” assigned during the program; • Prepare these final deliverables by August 1, 2017: o Revised gateway course learning and project outcomes; o An implementation plan that will help to meet the outcomes; o An assessment plan to determine if the desired outcomes have been met; • Implement and assess the course improvements in the next

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

students to “seeing the big picture” and systems thinking through lessons on life-cycle analysis, eco footprint, and systems diagrams. 3. Innovation Process: Focuses on creativity and innovation throughout the design process by engaging students in various techniques during concept generation, concept selection, and prototyping. 4. Professional Communication: Offers a range of communication tasks, from technical presentations and reports to those that explore personality types and design critiques. 5. Making: Highlights the maker culture, traditional manufacturing, and additive manufacturing, while allowing the students to explore each element through design tasks