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

benefits in working with senior faculty in formal mentor programs”. This program has three elements: a) An individual mentoring program where each new faculty member is paired with an experienced faculty member in his/her department; b) Two peer mentoring groups with each headed by a volunteer leader from the group; and c) A series of workshops on topics of relevance to new faculty including “Designing Courses for More Significant Learning,” Rethinking Engineering Presentations: The Assertion-Evidence Structure,” “Copyright Law: What You Need to Know,” and “Teaching Strategies for the Active Learning Classroom.”8. An evaluation tool was developed and embedded in each segment of the orientation to enable assessment of the

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

“flippedclassroom” activities. Also, this transformation resulted in the creation of a new course calledAcademic Inquiry and Scholarship (AIS) for students in Technology, Engineering, andMathematics majors.EE and BME/AISFor both EE and BME/AIS transformation projects, embedded experts integrated learner-centered approaches such as project-based learning to create more engaging and authenticlearning experiences [20], culturally relevant pedagogical practices to address the needs ofculturally and linguistically diverse student populations [21], and questioning techniques topromote higher-order thinking. All these strategies were implemented to engage students in thelearning process by making them active participants, providing more individualized

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

maintaining or dismantling that privilege. We hope that these examples willbe helpful to others interested in integrating such content into their courses.Institutional ContextThe history behind the creation of these courses stems from being at the forefront of institution-wide transformation, including the inauguration of a new university president, theimplementation of a new University Core curriculum, the award of an NSF RED grant, and thecreation of a new General Engineering department [11]. The University of San Diego is amajority undergraduate, private four-year [12], faith-based institution that embraces Catholicsocial teaching in its mission. Our new president has enacted a new strategic plan, TheUniversity has identified six pathways through

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

the roles that faculty development play ineducational reform to increase student retention in engineering programs and student success inSTEM courses. With improvements in student retention at the University of Southern Indiana (aregional comprehensive state institution) through student support programs, attention is shiftingto changes in the curriculum, instruction and academic policies as complementary efforts. Thisprovides opportunities for those in faculty development to collaborate with departments andcolleges in these student retention efforts. The project’s goal is to increase the participatingfaculty members' understanding of bottlenecks and factors impeding student progress at USI andknowledge about evidence-based student retention

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

industry- or client-sponsored project.History and Background—Why the Modules Were Designed and ImplementedBecause of the importance of the course EDSGN 100 as a cornerstone design course within theCollege of Engineering, the engineering design program continually innovates the curriculum inthis course. In the past, this has involved developing custom textbooks, new design projects, newmethods of teaching topics, and other changes. Faculty teaching the course at the largest campusmeet weekly to discuss the course as well as to share teaching innovations. Bi-annually, facultyteaching the course at all campuses meet during a larger meeting to provide updates on the courseand to share innovations. A need was identified to codify many of the

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

-Ended Survey Approach in Multiple Case Study Analysis. Paper presented at the American Society for Engineering Education Annual Conference, New Orleans, LA.MacNell, L., Driscoll, A., & Hunt, A. N. (2015). What’s in a name: exposing gender bias in student ratings of teaching. Innovative Higher Education, 40(4), 291-303.Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187.Merritt, D. J. (2008). Bias, the brain, and student evaluations of teaching. . John's L. Rev., 82, 235.Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A

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

Development Across STEM,” Proceedings of the 2016 ASEE AnnualConference, New Orleans, LA, June 2016.[7] S. Ambrose, M.W. Bridges, M, DiPietro, M.C. Lovett, and M.K. Norman, How LearningWorks: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass,2010.[8] S. Mahajan, “Teaching College-Level Science and Engineering.” MIT OpenCourseware,Spring 1999. http://ocw.mit.edu/courses/chemistry/5-95j-teaching-college-level-science-and-engineering-spring-2009/.[9] D. Laurillard, Teaching as a design science: Building pedagogical patterns for learning andtechnology. Routledge, 2012.[10] S.B. Merriam, Qualitative research and case study applications in education. Jossey-Bass,2001. 
[11] J. Saldana, The coding manual for qualitative

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

Tagged Topics

Faculty Development Constituency Committee

willdefine a plan to adjust the faculty continuous improvement process based on the results.Future workFuture work will focus on supporting collaborative reflection (strategy #2) efforts in eachacademic department and also in the development of a rubric for faculty portfolio review(strategy #3) as well as the development of professional development programs aligned withstandards 9 and 10 of the CDIO framework.References [1] A. Burbano, "Integrated Curriculum Design for an Industrial Engineering Program in Latin America," in American Society for Engineering Education ASEE, New Orleans, 2016.[2] H. Mantusovich, M. Paretti, L. D. McNair and C. Hixson, "Faculty motivation: A gateway to transforming engineering education.," Journal of Engineering

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

form of student-active pedagogies, in target 1st- and 2nd-year gateway courses, improving the classroom environment and student learning andpersistence.To this end the team created an intensive summer pilot program aimed at faculty who teachgateway engineering and computer science classes. Faculty were invited to participate in the2017 Summer Gateway Course Redesign Working Group, the purpose of which was to modifygateway classes to include and/or enhance students’ active learning and test the success of thesechanges in their classrooms in the 2017-2018 academic year.Those who participated in the Program received: peer and technical support, time and space towork on new ideas, a summer salary supplement and an additional supplement

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

Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar. c American Society for Engineering Education, 2018 Paper ID #23176Prof. Robert J. Culbertson, Arizona State University Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for

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