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

Tagged Topics

Faculty Development Constituency Committee

transformations through anembedded expert model. The program pairs faculty and doctoral students from the College ofEducation and Human Development (COEHD) with faculty in the COE to transform coursedesigns and teaching practices to increase student engagement and success. This paper examinesthe impact of three specific course transformations within the program in terms of student andinstructor outcomes.Course transformation programThe goal of the course transformation program is to improve student learning by innovatingcourse designs and teacher practices. This program is based on the Carl Wieman ScienceEducation Initiative (CWSEI), which provides a framework for transforming courses by usingresearch-based educational strategies and data-driven

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

as ERP). During her studies in the United States she worked a research assistant at the Center for Innovation on Healthcare Logistics CIHL, her work for CIHL focused on assessing the impact of GS1 standards adoption in the healthcare supply chain. Her research interests are related to the modeling of technology adoption and in particular HIT. She also works in the adaptation of existing manufacturing and logistics models and structures to the healthcare supply chain with a specific focus on medical supplies. She is part of the IE Department at Universidad Icesi since 1998. She has over ten years experience as a teacher and served as Director of the Undergraduate Program in Industrial Engineering (2003-2007

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

feelings of usefulness (Bean et al., 2014;Dorfman, 2009; Haines & Popovich, 2014; Skeff et al., 2007). The Benefits of Being a Mentor conceptual framework (Ragins & Scandura, 1999)proved to be a useful tool for organizing and communicating ideas about the benefits mentorsshared on participating in the IMPACT program. The themes connected well with three of thefactors included in the conceptual framework: rewarding experience, improved job performance,and generativity. All of the mentors experienced the advantage of engaging in a rewardingexperience, which provided a sense of fulfillment in retirement, as well as an opportunity toinfluence the next generation of engineering professors. Improved job experience was capturedin the ways

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

with most of the department, including thoseparticipating in the TLC. Thus, we defined metrics to track our progress that include metrics thatwe expect to change in one to two years and metrics that may take longer to see effects of theTLC work. The shorter-term metrics chosen are the Teaching Practices Inventory (Wieman andGilbert 2014) and student evaluation scores. The longer-term metrics include student attitudesand student success. Student success for us will be defined by retention rates, diversity, andgraduation rates (van den Bogaard 2012). Only baseline information for the one shorter-termmetric is presented in this paper. In addition, we also track the number of faculty attending theTLC. Our attendance has ranged from 3 to 11 with a

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

this paper.Keywords: Teaching Evaluation, Active Learning, Faculty experiences, COPUS, Studentlearning, Faculty Development The Use of Peer-Observation Protocols in STEM EducationClassroom observation instruments provide a structure for peer-observation of teaching. Similarto end-of-term student course evaluations, peer observation data can play a critical role inproviding faculty with feedback on their teaching methods, communication, active learningtechniques, and student engagement. Furthermore, observation data can provide a basis forinformed critical self-reflection that may prompt positive changes not only at the instructor levelbut also at departmental, college and institutional levels (Smith, Jones, Gilbert, & Wieman(2013

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

]. ii. Methodological innovations are difficult to adopt by a large percentage of teachers [2], [6]. iii. An institutional training program needs a convergence of conditions to sustain effectiveness: institutional support, economic and human resources, collaborative culture, and basic agreements and decisions on the characteristics of the educational system to be achieved [7]. iv. Knowledge is situated in the day-to-day lived experiences of teachers and best understood through critical reflection with others who share the same experience [8]. v. Learning communities actively engage teachers in professional learning courses, increase their professional knowledge and enhance student learning [8], [9]. vi. Mastering teachers

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

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

Tagged Topics

Faculty Development Constituency Committee

feedback into a modifiedroadmap for faculty development. Against the backdrop of the college’s strategic plan, a groupof senior engineering faculty provided discipline specific insights to ensure programmaticdevelopment that will impact the success of engineering faculty at all ranks across the college.The incorporation of an evaluation model provided new mechanisms and paradigm-shiftingapproaches to meet the core principles articulated in the college of engineering’s strategic plan.1. Introduction1.1 A national perspectiveIn addition to strategic plans and future visions, colleges around the world are exceptionallyreliant on their faculty to promote excellence and pilot the university to new heights. Therefore,it’s crucial for the college to

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

Tagged Topics

Faculty Development Constituency Committee

often multiple times each quarter.We notice that those experienced students are generally more engaged in the consensusdiscussions and their feedback becomes increasingly more reasonable and articulate. At the endof each quarter, a segment of our clients ask us to come into their classes and conduct a last-classinterview (LCI). The LCI is a short full-class interview in which we ask students if theimprovements that resulted from their mid-quarter feedback was helpful. To date, 98% of over8,200 students in 269 engineering courses that we did LCIs in reported improvements in teachingthat they related to their SGID feedback.Impact on other stakeholdersWhile faculty and students are the focal beneficiaries of our SGID service, we close by

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

Paper ID #21662Forming Strategic Partnerships: New Results from the Revolutionizing Engi-neering and Computer Science Departments Participatory Action ResearchDr. Cara Margherio, University of Washington Cara Margherio is Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects focused on diversity, equity, and inclusion within STEM higher education. Her research interests include community cultural wealth, counterspaces, faculty development, peer mentoring, and institutional change.Kerice

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

Tagged Topics

Faculty Development Constituency Committee

last one hour. The majority of faculty members preferredto meet in their offices; however, the coach offered to meet in alternate locations and somefaculty chose to meet in the Faculty Commons or in the Coach’s office. The frequency of thesessions depended on the individual faculty member. One participant wanted to meet everyother week (most frequent) and another participant only met with the coach 3 times over theentire academic year. On average, the frequency of the meetings were approximately once permonth or about three sessions in the semester. When contracting with the faculty in the firstcohort, engagements were made through December (only one semester at a time). Since then,the minimum engagement is six months, with the opportunity for

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

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

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

members engage in their individual projects, the efforts will shift.Seeking Community FeedbackThis Work in Progress seeks feedback from the community on ways to strategically collaboratewith faculty, chairs, administrators, and other offices on improving student retention throughefforts that might include changes in instruction, curricula, and policy. Suggestions from thecommunity on examples of related efforts at other institutions are appreciated as well. Duringthe presentation (poster session), attendees will be invited to engage in the topic by developingan iceberg model (i.e., a systems thinking tool to help elucidate underlying structures and mentalmodels) [13] and comment on the iceberg models created by other attendees and the systemsmap

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

practices to analyze the historical,social, political, and economic impacts of engineering in marginalized communities. Studentsalso consider the contemporary contexts and impacts of the designs, systems, processes andproducts surrounding and involving engineering and engineers. Writing is a central theme of thiscourse and a vehicle through which students explore these topics, which also addresses theAdvanced Writing Competency (CADW) flag of the university-wide core curriculum. Some ofthe activities used to achieve the goals of the course include critical reflection essays on topics offeminism and microaggressions; an analysis of the intersecting axes of privilege, domination,and oppression; and a community engagement project analyzed through the

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 of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State Univer- sity. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for

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

students were able to transfer and/or apply theirlearning from one class to another. The following quote illustrates the need to understandlearning beyond time constraints of the course. 7 [Respondent]: Lots of time, I plant seeds. There are some students who are transformed by my classes and really develop better critical thinking skills. I wish I was better ... how do you evaluate critical thinking? These are kind of hard. These are the kind of things that I wanna get at. And then plant seeds around [my topic], and there are some students that just aren't ready to engage the topics in the way that I would hope they would engage. But they come

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

professional development. c American Society for Engineering Education, 2018 A Gateway Course Redesign Working Group ModelAbstractAs is described in this Evidence-Based Practice Paper, a grant-supported team in the College ofEngineering and Computer Science at Syracuse University provides professional developmentopportunities for our engineering and computer science faculty that focus on improving thequality of instruction. The team seeks to provide an engaging engineering educationalexperience for our undergraduates to improve both our retention and graduation rates, thuskeeping these students in the engineering pipeline. One of the major goals of the team is to helpfaculty implement best practices, in the

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

Tagged Topics

Faculty Development Constituency Committee

time unpacking what these values mean in terms of the decisions thatface the group. For example, if “inclusivity” is an important value, then what are the implicationsfor who you hire, how you accept students into the program, who you teach and mentor, and howyou allocate internships, etc. Similarly, if “impact” is a professional value, then what are theimplications for what kinds of research projects to take on and how to measure the researchers’contributions (changing a public policy around a critical issue perhaps is more valuable than apublication in a highly ranked journal).Lessons Learned and Next StepsA primary lesson learned is that values, when made explicit and embraced as a community ofpractitioners, breaks down the structural

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

ensure holistic development of students for employability,entrepreneurship, and higher education’. The statement can translate into projects on improvingthe number of students getting placed, going for higher studies, and establishing successfulenterprises. Each project can assess the current situation, in a quantitative way, and take target tochange that situation. As an example, the placement team may assess the current placementpercentage at 70% and may take a target to change it to 80%. The teams working on highereducation and entrepreneurship also may take similar targets. All these targets may map backinto the progress made towards fulfilling the vision statement. The following sections describe an iterative CCAARR framework (Figure