Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

barrier in cultural perspectives of inequality.While Title IX as written attends to gendered discrimination it is important to carry forward thisequality afforded to gender towards all ways our programming may be invisibly discriminatory.Constraints such as learning new systems have not found to be a substantial need, although notedfor some programs (Item 17), however this training may not be evenly distributed. One suchexample of distribution of training can be addressed with Item 28 - Faculty do not receive thetraining required to properly address issues in Mental Health. Common discussions regarding“As we want engineers to be gritty, how do we balance mental health and resilience?” took placewithout resolution. This may be a common challenge

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

institutionsseeking to meaningfully embed DEI into their institutional DNA (e.g., Kezar, 2015; Kezar, 2021;Watson et al., 2023).Lastly, garnering faculty buy-in, which emerged as a challenge two times more often than thenext most-cited challenge, is a pervasive and understandable concern. In addition to resistancefrom those whose values incline them away from DEI, there are those who may be inclined tosupport DEI but who are overwhelmed with continuing pressures and institutional restructuringdue to budget cuts and COVID, not to mention other new initiatives to which faculty areexpected to respond. For many faculty, DEI is only one more new thing that will require morecourse changes, more grading, and fewer resources before it gets eclipsed by the next

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37897Integrating Technical and Social Issues in Engineering Education: AJustice Oriented MindsetDr. Anne M. McAlister, The State University of New York, Buffalo Anne M. McAlister is a Postdoctoral Associate in the Department of Engineering Education at the Uni- versity at Buffalo. Her research focuses on engineering identity, social justice, and equity with the goal of broadening ideas about who engineers are and what they do in order to empower students to tackle the big issues in today’s world through engineering. Dr. McAlister has a PhD in Education and a MS in Systems Engineering from the University of

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

conversation about whether it was more important to have the appropriateresults or to have “good” writing, with one participant stating that the results do not have anymeaning without the appropriate context that can only be provided in written reports. Without the writing, the results have no meaning and no context. So the results by themselves just presented in data tables and graphs and charts and equations I think are insufficient because without context and conclusions drawn from the data the meaning is not successfully communicated.The new faculty stated that they assigned lab reports because they were expected to. They alsounanimously expressed concerns about grading the written portion of the reports because theyhave no

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso; Song An, University of Texas at El Paso; Carlos Paez, Navajo Technical University; Alice Carron, Blue Marble Institute of Space Science

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

equip minority-serving middle schools with new innovative scientific and mathematicalreasoning instruction by providing middle school students’ families with access and training onhow to use basic and accessible health data collection and analysis devices. The project offers aninnovative instructional pathway for increasing underrepresented minority participation in STEMdisciplines. Additionally, the project has the potential to significantly advance knowledge inculturally-responsive STEM technologies learning interventions by addressing the unique publichealth concerns that are challenging Hispanic individuals across America’s minority landscape. This project leverages a multi-tiered interdisciplinary approach that involves health

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Divisions

New Engineering Educators Division (NEE)

applaudedduring the classes and were encouraged to keep up with the good work in the courses. Thebenefits and challenges that new faculty experienced participating in this program are presentedwith the intention of guiding new faculty members who may be interested in implementingsimilar programs. 1. Introduction Engineering graduates remain in demand in the United States workforce and institutes ofhigher education continue to strive to improve educational practice and experience forengineering students. Issues related to student retention, persistence and academic successremain important topics of discussion and research within engineering education communities.Prioritization of diversity, equity and inclusion also prompts us to pay special

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

James W. Giancaspro, University of Miami; Diana Arboleda, University of Miami; Aaron Heller, University of Miami; Ali Ghahremaninezhad, University of Miami

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

]. Despite this support, the path to formally engage in EER on a substantial level isnot trivial. In this paper, the authors present challenges and lessons learned based on their ownexperiences, as well as specific recommendations for prospective engineering educationresearchers. Three of the authors are civil engineering faculty new to EER, while one author isan established social science researcher and mentor to the engineering faculty.2. Research contextIn the sections that follows, the experiences associated with initiating and undertaking EER arediscussed in the context of the authors' recent grant funding in Table 1. Two of the projects arestill gaining traction in Year 1, while one project has entered Year 2.Table 1. Summary of the authors

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sanjeev Adhikari, Kennesaw State University; Kathryn Bedette, Kennesaw State University; Giovanni Loreto, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering Division (ARCHE)

concern for pressing issues that have the potential to impact our environment in a Need to start teaching this in positive manner. Highschool and Continued education Locally: A LEED certification course here in after graduation the ARCH & Construct. Mgt. Program We need way more concern shown to the topic of Sustainability in the future, and having an Keeping up to date with new products, organization or mandates made to ensure that new processes, and enhanced benefits the topic is addressed would be suitable, or of the use of Sustainable Design and maybe a course that goes over

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Himani Sharma, Arizona State University; Amanda Singer Nault, The Ohio State University; Mayra S. Artiles, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

thischallenge, establishing appropriate work expectations is a critical component for the long-termsuccess of the advising relationship [29, 48, 49] in particular for engineers due to the sciencemodel of advising [50]. By proactively managing expectations and establishing mutualagreements, faculty and students can anticipate and address the challenges inherent in navigatingdifferences in perspectives and goals, thereby mitigating early departures [30, 47].Our preliminary findings also shed light on the issue of self-doubt and delineating boundarieswith respect to problems outside of the advising relationship, demonstrating faculty awareness ofgraduate student mental health concerns. Extensive research in recent years has highlighted theprevalence of

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles

Tagged Divisions

Educational Research and Methods Division (ERM)

Education, 31(6), 651–660. https://doi.org/10.1080/03043790600911712AppendixA. Qualtrics Survey Instrument Questions 1. Please indicate how much you agree with the following statements (Likert-scale from strongly disagree to strongly agree) a. Aerospace engineering is a “technical” space where “social” or “political” issues such as inequality are irrelevant to engineers’ work. b. It is easy to be an ethical engineer in the aerospace industry. c. Ethical issues do not pertain to new aerospace technologies or systems. d. Technology can’t be good or bad in itself. What matters is how people choose to use the technology. e. I know of aerospace companies that I

Conference Session

Engineering Libraries Division (ELD) Technical Session 4: Outreach & Collaboration

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Rowley, University at Buffalo, The State University of New York

Tagged Divisions

Engineering Libraries Division (ELD)

materials and resources was an equity issue with students locatedaround the globe. “I use [Blackboard], and so I keep all [additional course readings] there, too, soit’s really easy for students to access,” the faculty member stated.An issue both business and engineering faculty touched on was when UB did not have access tospecific resources or items that were needed, especially journal and news articles. As one facultymember stated: “I do know that sometimes with articles, and maybe this was more when I would be looking for something to post, but even sometimes with students, they might provide a link to, let's say The Washington Post or The New York Times, UB might not [have access]. And I understand that. They need to

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, journalism, etc., do not communicate, although theywill need to work together in the future to create viable new paths forward. A hurdle tocurriculum change is that faculty have not been trained in sustainability concepts and typicallydo not teach across colleges. They are also unsure of how to address DEI, not wanting to get itwrong and cause harm as they experiment in the classroom. Some programs have therefore takena “train the trainer” approach, holding faculty workshops [1, 2]. The effectiveness of suchworkshops is not altogether clear; for example, instructors’ confidence in identifying effectiveways to include sustainability into their courses may not increase. We focused squarely onequipping faculty by providing demos and boosting

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

, participants discussed class duration often in conjunction with concern aboutsacrificing time to implement EBIPs at the cost of covering enough material. This concernappeared among most of the EBIPs but was especially prevalent among responses discussingactive learning. For example, one assistant professor respondent highlighted the perceived riskaround not fulfilling material coverage expected of them: “Preparing active learning activitiestakes a lot of time and it's often not clear how much class time they will take up, or if they will beeffective. As a new faculty member, I am somewhat hesitant to use active learning strategiesbecause I need to make sure I cover the required material, and it feels risky to try new things.”This concern highlights

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

Tagged Divisions

Student Division (STDT)

Paper ID #37913Reflections on the Process of Growing into Faculty: A CollaborativeExperience in Being ApprenticesMr. Duncan H. Mullins, State University of New York, BuffaloAraOluwa Adaramola, Purdue University, West Lafayette AraOluwa Adaramola is a graduate student in the Chemical Engineering PhD Program at Purdue Univer- sity. ©American Society for Engineering Education, 2023 Reflections on the Process of Growing into Faculty: A collaborative experience in being apprentices By: Duncan Mullins a

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

1,161engineering faculty. Out of these 1,161 survey respondents, there were 26 Black Facultymembers and 51 Hispanic faculty members that responded. In these survey responses, the teamanalyzes the survey data, additionally coding the open-ended questions. The demographicinformation included 21 Black men, 5 Black women, 35 Hispanic men, and 16 Hispanic women. To supplement the survey data, the team reached out to the respondents to conduct thephenomenological longitudinal two-interview series. In the first round of interviews, the teamconducted 14 interviews. The second interview included nine participants a year later. The teamhad three participants that did not complete the second interview. To make up for the attrition,there was a push for new

Conference Session

Session 1 - Track 4: What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Topics

CoNECD Paper Sessions, Diversity

tothese roles after working in industry [26], [25].In addition, EIF at HSIs play critical and multifaceted roles in supporting engineering studentsand implementing educational change. HSIs are defined as two- or four-year nonprofitinstitutions that enroll 25% or more full-time students who identify as having Latin Americanheritage or origins [27]. While few HSIs were specifically established to educate students withLatin American heritage or origins, HSIs are uniquely equipped to enrich the outcomes ofsystematically and historically marginalized students through recruitment and retentioninitiatives and students-centered pedagogy and programs [33], [28]. Faculty are at the center ofthese and similar initiatives, with many engaging in new

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

to academia without unduly jeopardizing their careers constituted a new challenge for Black women who aim to be intellectuals within academia [13, p. 16].Patricia Hill Collins wrote the above excerpt from Black Feminist Thought over thirty years ago(2001, original published in 1990). In 2018, the estimated WOC faculty in engineeringdisciplines in ASEE institutions was 5.6%, “up” from 2.8% in 2005 [21]. African American andBlack women made up 0.5% in 2018 [21].Given this concerning and continued underrepresentation, mentorships in which a Black womansupervises a white woman may be limited and/or new. White mentees must recognize the powerthat comes with cultural capital and historical privilege to challenge the academic

Conference Session

Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Audrey Rorrer, University of North Carolina, Charlotte; David K. Pugalee, University of North Carolina, Charlotte; Praveen Ramaprabhu; Mesbah Uddin, University of North Carolina, Charlotte; Terry Xu, University of North Carolina, Charlotte; H. P. Cherukuri, University of North Carolina, Charlotte

Tagged Divisions

Graduate Studies Division (GSD)

processes to extractinformation and compare evidence [14], [15]. This approach is appropriate given the smallsample size (n=4). Representative quotes are included to provide a rich description ofperspectives.Lessons LearnedThe lessons learned across the leadership team revealed the following themes. There wereperceived barriers among faculty and students. Operational obstacles were another theme.Additionally, institutional challenges were noted. These lessons learned are described by thesethemes.Perceived Barriers. When initially presented to faculty, whether in departmental or individualmeetings, initial concerns stemmed from the misperception that the PAtENT pathway wouldrequire additional time for doctoral students to complete their degrees. The

Conference Session

Construction Engineering Division (CONST) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University; Claudio Martani, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

theinclusion of this type of content into their construction courses or programs.IntroductionPrevious research argued that engineering students have a 'culture of disengagement' aboutsocietal issues [1]. Furthermore, recent work on engineering and technology students'perceptions of using new technology suggests an over-focus on technical aspects within thoseprograms, to the detriment of social implications [2].Considering the societal impact of the built environment on the population, this lag seemsunjustified and concerning. Furthermore, history has several examples that indicate the effect ofpoorly functioning construction and infrastructure on the deployment of unsatisfactory servicelevels, high operation and maintenance costs, and unjustified

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

Tables 2 and 3 below. Theseexamples are based on data collected as part of a study of engineering student perceptions ofempathic concern expressed by engineering faculty [28].Scenario 1:As faculty, you notice that a student in your senior engineering design course seems off. Whilethey were previously active and engaged with their group, they missed several team meetingsand seemed distracted and distant. In general, they look rather distraught. You take time tocheck in with them after class, and the student becomes flustered and emotional. As part of yourconversation, you uncover that the student is dealing with several personal issues outside theircoursework.Here is how the framework for empathy could be applied in this scenario:Table 2

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

, stating, “So, there are two challenges, one is how can I mergesecurity with privacy and how can I explain this to students even before they enroll in thiscourse. That's probably the most challenging part.” (Professor H). In this quote, the participantdescribes his frustration in deciding how his new course should present new content and satisfystudents’ expectations. This challenge can be related to their lack of experience designinglearning experiences for engineering students.Teaching challenges – implementing/using new technology or teaching methodsWhen faculty were asked about their experiences in the classroom, most described issues usingthe university’s learning management system, managing technology in hybrid settings, or usingteaching

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

ofinternational students is perceived as too high [32], [33]. This has led to efforts to keepinternational student numbers low enough to maintain a perceived balance that would be moreacceptable to domestic students. Such attitudes indicate that some faculty members in hardsciences may be less sympathetic to the unique challenges faced by international students.While these attitudes may not be universal, they highlight the need for increased awareness andsupport for international students in these fields [32], [33].International students face unique challenges related to language proficiency and culturaldifferences. Faculty report that issues with international students' understanding and use ofEnglish is a major concern because these issues lead to

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

motivated our decision to go remote. High on thelist of concerns were the presence of faculty involved in the program on multiple campuses andpandemic-related travel issues. While the community-building efforts may have suffered somefrom online meetings, we were able to bring in a much broader collection of speakers once travelwas not a factor.After providing a modest token of appreciation for our guest speakers, the lack of spending ontravel allowed us to be more creative with the award. We invested in education research booksfor participants for reference as they advance in the field. Finally, we were able to randomlyaward ten memberships to the American Society for Engineering Education for members andparticipants.Featured Community EventsThe

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

Scholarship of Teaching and Learning,” International Society for the Scholarship of Teaching and Learning (ISSOTL), 2022. https://issotl.com/ (accessed Dec. 09, 2022).[6] P. Young, “Generic or discipline‐specific? An exploration of the significance of discipline‐specific issues in researching and developing teaching and learning in higher education,” Innov. Educ. Teach. Int., vol. 47, no. 1, pp. 115–124, Feb. 2010, doi: https://doi.org/10.1080/14703290903525887.[7] A. Jenkins, “Discipline‐based educational development,” Int. J. Acad. Dev., vol. 1, no. 1, pp. 50–62, 1996, doi: 10.1080/1360144960010106.[8] S. V. Chasteen and R. Chattergoon, “Insights from the Physics and Astronomy New Faculty Workshop: How do new physics

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

Tagged Divisions

Faculty Development Division (FDD)

with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time program for third, fourth and fifth graders to introduce them to renewable energy. ©American Society for Engineering Education, 2023 Redesigning the Course & Teacher Ratings: Method, Outcomes, and Lessons LearnedLess than one year into the COVID-19 pandemic, the provost and faculty union leadership atHofstra University, a midsized private university in Hempstead, New York, agreed that the timewas right for a reevaluation of the student evaluation of teaching (SET) process and policy, whichincluded a Course and Teacher Ratings (CTR) system and Peer Observation of Teaching

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

. doi: 10.17226/10999[6] National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington, DC, USA: The National Academies Press, 2005. doi: 10.17226/11338[7] S. E. Brownell and K. D. Tanner, “Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity?,” CBE—Life Sci. Educ., vol. 11, no. 4, pp. 339-346, 2012. doi: 10.1187/cbe.12-09-0163[8] M. Borrego, J. E Froyd, and T. S. Hall, “Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments,” J. Eng. Educ., vol. 99, no. 3, 185–207, 2010. doi: 10.1002/j.2168-9830.2010

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Active, Blended, Collaborative Legend: Enduring Outcome Activities Workshop Topics/Related Concepts Participants/Existing Frameworks Figure 1. Concept Map of Curricular Priorities for the Faculty Development Workshop 4Philosophy of Engagement and Curricular PrioritiesThe enduring outcomes of the workshop concerned an internalization of various active, blended,collaborative pedagogies of engagement that are particularly effective for teaching engineeringstudents. Participants of the workshop also demonstrated through their reflections and

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Jennifer Ramsey, Brigham Young University; Richard Swan, Brigham Young University; Tina M. Taylor

Tagged Divisions

Faculty Development Division (FDD)

are working to find better ways to evaluation teaching. Peerevaluation of teaching is used by many institutions; however, these evaluations commonly lacksubstance. Teaching portfolios are also commonly used as a tool for teacher reflection leading toefforts of improvement. Yet concerns persist about the nature and effectiveness of teachingevaluation.Over the past five years, Brigham Young University has developed a process built on the conceptthat peer review can be an effective tool for the evaluation of teaching just like it is for theevaluation of scholarship. In this process, the faculty member is responsible to providesubstantive evidence of the effectiveness of their teaching efforts in a teaching portfolio. Peerreviewers then evaluate

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

experience in remote learning, most faculty and students still prefer traditional face-to-face teaching [1], but the experience of the remote classroom has undoubtedly changed the waywe engage in traditional face-to-face courses today and moving forward. Various studies havebeen conducted regarding the issues and outcomes of the COVID-19 pandemic [2-9]. The impacton university students [2, 4], university centers for teaching and learning (CTLs) [6, 7], and publicK-12 school systems [5, 8] have been initially documented, but further studies regarding the lastingimpacts of the pandemic are sure to come. A question that remains is: in what ways have we seenpositive change to our higher-educational courses as a result of the pandemic? This study aims

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

team of faculty to address the current state of instructional practices college-wide. TheCoE had undergone a change in leadership with a new Dean in 2019 and an Associate Dean ofAcademic Affairs in 2021. Building on what the faculty and departments had reported in theirABET Self-Studies during their 2020 accreditation visits, the new administration leaders soughtto first understand the existing culture regarding engineering education within this college.Prior InitiativesIn Fall of 2014, prior college leadership sponsored a six-month internal study conducted by asmall team of engineering faculty and administrators. The team performance was guided by thetraining received in the team alchemy[1] system. Using a process of stakeholder discovery