Collection

2020 ERC

Authors

Kelly Hochstetler

Practical Approaches to New Economic Espionage and Export Control Issues Kelly Hochstetler March 11, 20201. Why are we here?2. Sponsor Priorities3. Recent Investigations4. USG Activities5. COGR Framework6. Action Items7. Resources “Some of these foreign governments, corporations, and persons are hostile to the United States and may be seeking to project ‘soft power,’ steal sensitive and proprietary research and development data and other intellectual property, and spread propaganda.” Reed D. Rubinstein

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers. c American Society for Engineering Education, 2020 Implementation of a Spatial Skills Curriculum in Grade 7: Analysis of the Teachers’ Concerns (Evaluation)IntroductionDevelopment of spatial skills during K-12 education is one way to better prepare students forentering and persisting in engineering and other STEM fields. Research indicates spatial skills

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Reddy, Colorado School of Mines; Stephen Campbell Rea, Colorado School of Mines; Qin Zhu, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

controlled exposure Infusion Ongoing engagement as part of Introduction of a new technical coursework substance into an entire system High Dedicated course on ethics Large exposure often used for often used to focus students’ conditions resistant to lower attention only on ethical issues doses or with patients in especially poor conditionAs Riley et al. explain, the lowest doses of ethics might be called “micro-insertions” intoengineering coursework. They often complement technical coursework and

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

first institutions with a GCSP, and was the onlyschool to adopt the premise that all students would achieve the basic GCSP competencies simplyby completing the standard undergraduate curriculum. Since 2017, a new faculty GCSP directorhas embraced the opportunity to redesign Olin’s program to provide additional scaffolding forstudents to explicitly integrate the GCSP competencies, aspirations, and learning outcomesacross their educational experiences. Objectives of Olin’s GCSP redesign included helpingstudents articulate their personal and professional values, offering support for reflection on theirpast experiences with the intention of preparing for purpose-driven future work, and providingadditional opportunities to develop the multicultural

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

careers, as engineering educators we must also concern ourselves with how studentslearn to see themselves in a global context. Students increasingly seek out short-term globalexperiences, with a majority of U.S. students now participating in programs less than 8 weeks induration [10], a trend that has sparked a corresponding focus in the international educationliterature. A short-term study abroad experience linked to a global engineering course at our owninstitution has become the fastest-growing and largest faculty-led program. Research on theRising Sophomore Abroad Program (RSAP) has accelerated in the last three years and informedcourse redesign. Rapid growth and ongoing assessment research has created an opportunity whencombined with new

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

future faculty to learn more about the process and whatbeing a faculty entail. On the other hand, there is an opportunity for existing faculty thatparticipate with the program to listen and understand the concerns of future candidates. This is anopportunity to educate our junior and established faculty on issues that are important tounderrepresented faculty candidates. One of the major challenges for underrepresented faculty atuniversities is the lack of community or sense of belonging. Our hope is that as more facultyunderstand the barriers and concerns of future colleagues, more allies of underrepresentedfaculty will be established.Conclusion/Future WorkThis paper presents the implementation of our future faculty development program that has

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

Paper ID #31599Organizational Citizenship Behavior and Faculty Mindset AmidstProfessional Development ActivitiesKristen Ferris, University of New Mexico Kristen Ferris is a student in the Organization, Information, and Learning Sciences program at the Uni- versity of New Mexico. Her research interests include faculty mindset change, change management, and organizational citizenship behavior. Much of her research is part of a National Science Foundation grant at UNM where the chemical and biological engineering department is redesigning curriculum to support diverse student retention and graduation. She intends to further

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

,practical matters tied to the logistics of implementing a new activity in terms of material storageand equipment set-up, and deeper concerns about whether activities might come at a cost tocoverage. In the few times this did not occur, we note that there was no up-take of new practices.While not all workshops that included such time led to implementation, they still served as ameans to normalize the changes faculty were making.Case 3: Co-peersCo-peers, as we have defined, can include faculty and staff with a range of expertise and titles,such as faculty developers and learning scientists [12, 19] who offer teaching and learningexpertise and can provide demonstrations, troubleshoot alongside faculty, and guide a process ofcritical reflection. Our

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

].Transferring into engineering is particularly tricky for transfer students. There are different waysin which students can matriculate into their majors [12]. Also, the first-year experience can varyby institution and matriculation model [13] – adding further complications. Considering thatinformation flows between four-year institutions and community colleges can be lackluster [5],students might be caught in a compromising position where their earned credits are incompatiblewith a revised curriculum. Forecasting these issues can provide an opportunity for collaborativediscussions between community college partners and among faculty on how to best supportincoming transfer students. We contend a quantitative approach to measuring curricularcomplexity

Conference Session

Opening Up: Data, Open Access, and Open Educational Resources

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Leachman, Washington State University; Talea Anderson, Washington State University

Tagged Divisions

Engineering Libraries

departments, colleges, and theuniversity leadership to work towards a more open and equitable scholarly landscape. Whilesome larger institutions have spoken out about these issues this project focuses on theperspectives from a specific group of faculty at a public land-grant institution and will, thus,contribute to an understanding of the issues at play and possibilities for future advancement inPRT guidance.IntroductionResearchers have long expressed concerns about the impact promotion, rank, and tenure (PRT)guidelines have on the publishing practices of academics [1-4]. As a baseline, studies [1-4] haveshown that faculty members expect a strong research and publication record to be crucial foradvancement under PRT guidelines. Research also shows

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinlu Shen, Zhejiang University; Tuoyu Li, Zhejiang University

Tagged Divisions

Educational Research and Methods

research in Chinacurrently. We tried to explore the path of production-teaching integration andcurriculum system in engineering education by systematically analyzing theexisting research and practice projects in Chinese engineering education.Specifically, the following research questions guided the study:The main research question is: “what are the common key issues that Chineseengineering educators are most concerned about? “. The secondary researchquestions are: “What has been the construction of engineering educationmechanisms concerning about the new engineering in China?”, “Which aspects ofthe new engineering research and practice projects of top engineering universitygroup pay most attention to cultivate students' abilities?”, “Which

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

processes relevant to the administration, quality andsustainability of adjunct faculty in distance learning programs. It aims to identify andinvestigate, among key stakeholders, prevailing interests and concerns which are organized intofour dimensions- (1) Faculty Onboarding, (2) Course Assignments, (3) Faculty Performance and(4) College Communication. Results show that adjunct faculty would like more feedback, morecourse information available prior to the course becoming accessible in the learning managementsystem, increased lead time and frequency for the courses they teach, and more effectivecommunication with the academic units and its points of contact. Based on these findings and areview of the literature, a list of short-term and long-term

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

Paper ID #30689Lessons learned in professional and identity development as part ofteaching assistant training programMs. Erica Jean Hagen, University of Wisconsin, Madison Erica J Hagen is an Instructional Technology Consultant in CEETE, serving the College of Engineering at the University of Wisconsin-Madison. Passionate about student success and inclusive teaching, she works to improve the student experience one faculty consultation at a time.Ms. Elizabeth C Harris, University of Wisconsin-Madison Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Department Enhancement Program (DEP), originally called CollaborativeTransformation, was a key part of the NSF ADVANCE grant and has now been implemented in30 departments at the University. Fitting with ADVANCE’s bottom-up approach totransformation, the DEP allows departments to identify specific areas of concern to their facultyto develop strategies that address these issues, thereby improving satisfaction and retention offaculty. The goal is to “mirror back” to faculty aspects of their workplace that support or impedesatisfaction, productivity, and retention of faculty, particularly faculty from diverse backgrounds.The process begins with a 90-minute interview with the department chair, followed by similarinterviews with focus groups of

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

departments in the school of engineering. These interviews werequalitatively analyzed and coded using thematic analysis [6], [7]. The five lessons learnedpresented below represent preliminary findings of a larger analysis on the politics, processes, andpotential involved in institutional change.Lessons Learned(1) Not all faculty members consistently felt included, nor invited to the tableSome of the faculty members felt that they were already engaged in this type of work, but did notconsider themselves to be a part of this concentrated institutional change effort. These includedboth faculty who were already involved with individual initiatives that align with this changeeffort and also new faculty who were hired with this change initiative in mind

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

groups, their motivationfor participating, what they found most (and least) valuable about being part of the group, andif/how participation was impacting their teaching practice.Our guidance to group leaders was to identify people in their departments who were interested inlearning more about interactive teaching or who might already be using interactive teaching. So,rather than “converting the unconverted” we wanted department-based discussions of teaching tofirst begin with those most interested in working on their teaching and trying new things in theirclasses. We viewed this recruitment process as providing support for those most interested andhelping to coalesce groups together so faculty would feel less like they might be the only

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

findings.For a number of years, several members of the American Society for Engineering Education(ASEE) thought that ASEE should engage in the recognition of educational qualifications if itwas to be a truly professional society. It was felt that ASEE had a professional responsibility toencourage all new engineering educators to gain an initial teaching qualification, not to beconfused with subsequent faculty development. There were no courses equivalent to IGIP [9] butthere were a few well established and recognized courses that were regularly offered (e.g. NETI)[10]. The opportunity to pursue this issue came when Professor Arnold Pears invited one of usto join him in presenting a one-day workshop on evidence-based teaching for persons with littleor

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

seeking a position in industry indicated: I think the job itself [being a professor] seems really appealing. The fact that there are so few of them and they're so competitive makes it a little bit less appealing because it seems like I've got to do, well a lot more than what I've done, in order to get the type of a faculty position that I would really like . . . I've looked at some of the stats on that and seen that there is something like maybe 10 new faculty positions for every 200 PhDs, or something like that.Another participant, an Asian American male currently employed in a postdoctoral position whodesires to remain in academia, discussed his concerns with pursuing a professorship: I am

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

, WA.Slowinski, M, Walz, K.A., & Alfano, K. (2016). Renewable Energy Technician Education: The Impact of International Faculty Collaboration. Proceedings from ASEE Annual Conference and Exposition, Energy Conversion and Conservation Division. New Orleans, LA.Walz, K.A., Slowinski, M., & Alfano, K. (2016). International Approaches to Renewable Energy Education – A Faculty Professional Development Case Study and Recommended Practices for STEM Educators. American Journal of Engineering Education, 7(2), 97-115.Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.List of Tables with CaptionsTable 1. Pre-Travel Learning Activities and Intended PurposeTable 2. Learning Activities

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

research on the experiences of academics from working class and disadvantaged socialclass backgrounds [39]. Grimes and Morris [40] found that sociology faculty from working-classbackgrounds never truly felt they belonged in the academy. Shott [41] identified the U.S.academy’s tendency to ignore social class issues as a problem that results in a failure torecognize the “countless unearned advantages accruing to those with higher-earning and well-educated parents.” In a more recent study, Lee [42] found the academy fosters upper-middleclass norms and this heightens class-based stigma. There is a call to include social class originsin higher education academic staff diversity concerns. It would increase the overallunderstanding of the impact of

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-known Stages of TeamDevelopment [1]. Based on these findings, the we propose a high-level conceptual framework ofgroup development specific to the development of collaborative communities aimed to supportresearch goals within engineering education. To confirm preliminary results, we are solicitingfeedback on the proposed conceptual framework.The field of Engineering Education is a relatively new discipline that has been growing innumber of researchers and students in recent years [2, 3]. Despite the recent development ofdepartments and degree-programs, many engineering education researchers lack supportstructures to contribute to their success and are often seen as lone wolves in their departments.Moreover, a number of issues including a

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

practices will be used to inform all engineering faculty at ourown institution, so that they can strategically establish rapport in their classrooms. Establishingrapport in engineering classrooms will improve students’ attendance, learning, grades, intrinsicmotivation, and engagement. We expect this is especially important for our underrepresentedminority student groups. With the help of the training, we anticipate that establishing rapport willretain more minority students in engineering fields. Once the representation increases, it will beeasier than ever to find role models for engineering students from various backgrounds,positively influencing lack of belongingness issues. It will be a positive feedback cycle ofrapport creating student

Conference Session

International Accreditation and Credentials: International Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

Tagged Divisions

International

Paper ID #31773Achievements, Issues and Recommendations of Quality Assurance inEngineering Education within Colleges and Universities in Mainland Chinaunder the Background of Program AccreditationDr. Ming Li, Beijing Foreign Studies University Ming Li is an assistant professor at the Graduate School of Education, Beijing Foreign Studies Univer- sity, Beijing, China. He received B.A. in Qingdao Agricultural University, M.Ed. in Shandong Normal University, and Ph.D. in Beihang University. From March 2013 to June 2013, he studied in School of En- gineering Education at Purdue University as a visiting scholar. After obtaining

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; David Zhao; Alexandra Kulich; Madeline Polmear, University of Florida; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

2019 Best Zone & PIC Papers

“To improve safety and enjoyment of life.” Function/need related “To develop new, more efficient, and more functional methods of accommodating the needs of society at large.” Solve societal problems “To solve issues in our infrastructure and societal well-being…” Public health Safety “…keeping the safety of society is a paramount issue.” Make world better place “Make things better for society”Sustainability Environmental and/or sustainability impacts 0.478Technology Develop technology and/or make technology useful to life; 0.643 “Use my skills in math and design to make factories and machines

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; Elif Miskioglu, Bucknell University; Eliana Christou, University of North Carolina, Charlotte; Benjamin B. Wheatley, Bucknell University

Tagged Divisions

Civil Engineering

to satisfy certain requirements that may or may not prove to beimpediments.BackgroundFaculty in civil engineering, civil engineering technology, and construction programs haveexpressed concerns about meeting the vague and increasing expectations for tenure. Previousinvestigations showed that some impediments include lack of funding opportunities, highteaching expectation and teaching load, as well as lack of quality students to employ for researchand as teaching assistants [5, 6]. Comparison of perceptions of these impediments pre and posttenure among faculty has not been performed.Requirements for tenure vary between institutions, and even between academic units within thesame institution. In addition, guidelines for tenure are often

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences; Christopher Lombardo, Harvard School of Engineering and Applied Sciences

Tagged Divisions

Design in Engineering Education

Paper ID #29635A New Framework for Student-Led Cocurricular Design ProjectsMiss Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences Nicole Trenchard is an Engineering Sciences degree candidate at the Harvard School of Engineering and Applied Sciences. A member of the Harvard College Class of 2020, her professional focus has been on hardware engineering. In addition to her mechanical engineering coursework, Miss Trenchard has served as a student volunteer, project lead, and state representative with the Harvard SEAS Engineers Without Borders Chapter. In 2019 she started her three-year term as the

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie P. Martin, Ohio State University

Tagged Divisions

New Engineering Educators

] lead guest editor for a forthcoming special issue of EuropeanJournal of Engineering Education.” She described an NSF grant for which she was serving as PI,“investigating what and how engineering professors think about gender in engineering(education)” and the implications of that project. She linked the project to the proposed project,pointing out it “builds directly on [jer] prior activities.” Her long-term goals statement read: 1) lead the creation of a new area of scholarship focused on gendered socialization in engineering, and 2) increase studying up within engineering education research. Ultimately, these goals can facilitate greater equality in the socialization of newcomer engineers and decrease attrition

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt M. DeGoede, Elizabethtown College

Tagged Divisions

New Engineering Educators

will certainly find the quickest and easiest waythrough or around that obstacle. It is our job as engineering educators to ensure that Homeworkis not the goal, but a means to the end of mastering the skills required for the practice ofengineering. Access to Chegg® is not good or bad, but it is real. Faculty can hold onto our oldmodels and fight access to these resources under rules of ethics or other means, or they canaccept the existence of the new tools and build better educational models for the 21st century.Chegg® may have broken the old way of homework, but it could end up pushing faculty toward abetter system.ProblemThe following analysis is based on 2011, 2012, and 2016 engineering dynamics course offerings.In 2011/12, labeled the Pre

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Fenot Aklog, Columbia University; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, City College of New York; Ivonne Santiago P.E., University of Texas at El Paso; Jorge E. González, City College of New York; Jeff Sivils, El Paso Community College; Harry Meeuwsen, University of Texas at El Paso; Fred Moshary, City University of New York; Joseph Barba, City University of New York

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

(CE) Department at the University of Texas at El Paso (UTEP). Dr. Santiago has a combined experience of over 20 years in the areas of water quality, water treatment and wastewater treatment in Puerto Rico (PR), New Mexico and Texas. Dr. Santiago is passionate about providing experiential learning opportunities to both undergraduate and graduate students locally, regionally and internationally with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on fostering Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program and DoE’s Program YES SHE CAN. With support from the Center for Faculty Leadership and Development, she