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

Paper ID #21196De-risking Transdisciplinary Research by Creating Shared ValuesDr. Donna C. Llewellyn, Boise State University Donna Crystal Llewellyn received her BA (major in Mathematics and minor in Economics) with High Honors from Swarthmore College in 1980. She went on to earn an MS in Operations Research from Stanford University in 1981 and a Ph.D. in Operations Research from Cornell University in 1984. After 30 years at Georgia Tech in a variety of roles, Donna became the Executive Director of the new Institute for STEM and Diversity Initiatives at Boise State University in January 2015. Donna’s current interests

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

Tagged Topics

Faculty Development Constituency Committee

Participatory Action Research (REDPAR)AbstractThis research paper investigates the formation of strategic partnerships, as experienced by teamsof change agents in academic engineering and computer science. In this qualitative study oftwelve teams making cultural, structural, and curricular change at their respective institutions, weexamine the process of forming strategic partnerships through three initial stages: identifyingpotential partners, making an intentional approach, and establishing governance. We find teamshave utilized a variety of strategies within each of these stages, such as establishing alignment ofgoals across the project team, the partner organization, and the home institution. These resultsdelineate practices for initiating

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

Paper ID #23458Moving Toward Student-centered Learning: Motivation and the Nature ofTeaching Changes Among Faculty in an Ongoing Teaching Development GroupProf. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical

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

of the issue, demonstrated how eventhough gender bias exists, there is no statistical means to control for it. Less work has exploredthe links between race or ethnicity and SET scores, but some initial research in this space (e.g.,(Basow et al., 2013; Merritt, 2008)) suggests that these interactions are equally complex andraise important questions about the ways SET is and should be used in higher education andengineering in particular.The literature thus points to two critical gaps. First, while faculty evaluation and SET inparticular were initially designed to provide feedback for faculty to improve their teaching, theyhave slowly moved away from that role and moved increasingly toward an indicator ofaccountability. Rather than providing

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

energy systems curricula for public and college courses and experimental laboratories. Additionally, he is the co-developer of the outreach initiative, Educators Lead- ing Energy Conservation and Training Researchers of Diverse Ethnicities (ELECTRoDE). He received his Bachelor of Science degree from Florida A&M University and his graduate degrees (culminating in a Ph.D.) from Georgia Tech; and all of the degrees are in the discipline of Mechanical Engineering.Dr. Rosario A. Gerhardt, Georgia Institute of Technology Dr. Rosario A. Gerhardt is Professor of Materials Science and Engineering at the Georgia Institute of Technology. In addition to her engineering research interests, she is also interested in improving

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

increasing need for solutions to improveengineering-specific professional development and advancement.In light of this, the purpose of the current research presented in this paper is twofold. Our firstobjective is to discover from the perspective of the engineering faculty which initiatives weremost beneficial in meeting their professional needs and expectations, what support they may bemissing, and what programs, events, and/or services, current or new, will address key challengesas they advance in their careers. Our second objective is to share experiential knowledge andlessons learned that will benefit the broader community of engineering faculty developmentleaders and advocates and their faculty in other colleges of engineering and to encourage

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

2016), 2) become familiar with thelarger scholarly literature for the practices identified, 3) develop class material incorporating theidentified practices with fidelity, 4) work with discipline-based educational researchers todevelop systematic research to test hypotheses about the teaching practices, and 5) present theresults of the research in peer-reviewed publications/ presentations.Metrics of Success for the TLCWe started our TLC in late April 2017. In this short time, we’ve had to quickly adapt to keep thegroup meaningful to the participants and have learned several lessons along the way. The firstwas that while we had initial support from our department chair, we would need to demonstrateour effectiveness if we were to have credibility

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

forteaching and learning, CTL) to collaborate with departments and colleges in these studentretention efforts. This process of developing and sustaining collaborations between the CTL,department chairs, faculty members, administration, and other units in efforts to improve studentretention in STEM courses is grounded in educational change strategies and motivation theory.Using as starting points the four types of change strategies (disseminating curriculum andpedagogy, enacting policy, developing reflective teachers, and developing a shared vision) [6-7]and expectancy-value theory of motivation [8], the Center for Excellence in Teaching andLearning (CETL) at USI is leveraging its networks and programs to intentionally initiate andfacilitate

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

funding dedicated to implementing instructional change to better enhance studentlearning. Funding agencies such as the National Science Foundation have invested substantialmonetary resources into changing engineering education to better meet global and societalchallenges. Abundant research has been conducted in the STEM education context supporting theefficacy of instructional practices such as active learning (e.g., Prince, 2003; Freeman et al., 2014).However, research has also shown that many engineering faculty members still teach in atraditional manner (i.e., Bender & Weimer, 2005; Borrego, Froyd, & Hall, 2010; Dancy &Henderson, 2008). In addition, many educational initiatives, funded or unfunded, often fail to belong-lasting or

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

Paper ID #21812Work in Progress: Promoting Group Work for Learning: Student Charac-terizations of Exemplary Project Group MembersDr. Jim L. Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Director and Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education

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

Paper ID #23704Work in Progress: Coaching as a Midcareer Faculty Development ApproachDr. Heidi M. Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Faculty Devel- opment and Leadership Specialist in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development ac- tivities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level

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

implement peer-supported, active, and research-based learning activities [14], as well as promote project-basedteaching, student collaboration, and continuous feedback and assessment [15]. Studies alsosuggest that such initiatives should take place in contexts that are familiar to students andsituated within the “real world” and the global challenges of society [16], which also reflects oneof the reasons why students select an engineering major, namely their desire to help advancesociety [17].Engineering students expect to be engaged by faculty [14], which is related to instructors’teaching philosophy as well as their ability to convey enthusiasm for the discipline and createopportunities for students to participate in active learning (e.g., labs

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

Paper ID #23779Work in Progress: Engineering Student Instructors, What Are Their Needsand How Can We Best Prepare Them?Dr. Tershia A. Pinder-Grover, University of Michigan Tershia Pinder-Grover is the Director of the Center for Research on Learning in Teaching in Engineering (CRLT-Engin) at the University of Michigan (U-M). She coordinates initiatives for engineering faculty, develops workshops and seminars, and consults with faculty and graduate student instructors (GSIs) on a variety of pedagogical topics. Prior to joining CRLT-Engin, she earned her B.S. degree in Fire Protection Engineering from the University of

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

two decadesbefore she was born, and is still navigating the process of a post-colonial existence and identity.She has lived through an attempted coup in her country that was fueled in part, by the inequitiesof wealth, which disproportionately affects the Black populous. Her migration to the UnitedStates occurred for the purpose of attending university, which she did, initially at a HistoricallyBlack College and University (HBCU). This experience helped to shape her understanding of thehistorical and ongoing challenges faced by African Americans in the U.S., which in many waysis different than those faced by immigrant Blacks in the U.S. Her current research focuses onaddressing education inequality in STEM at the K-12 level. Teaching the User

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

facultymembers were engrossed in their day-to-day teaching and research activities, and in tacklinginstitutional dynamics. We are hopeful that the college set 3 will maintain the initial momentum.A strong leader and a homogenous leadership team is critical for the success of institutionbuilding projects The college set 1 had a weak leader and a fragmented leadership team. One of thedepartmental chair mentioned that sometimes we feel that there was not one but three leadersdriving the college in three different directions. While the college leader was driving the programtowards success, the other two seniors appeared to exert efforts to slow down the progress. Incollege set 3, on the other hand, there is a very strong central leader, who was

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

Paper ID #22158A Gateway Course Redesign Working Group ModelDr. Katie Cadwell, Syracuse University Katie Cadwell is an Assistant Professor in the Department of Biomedical and Chemical Engineering at Syracuse University, where she has taught Chemical Engineering core courses since 2011. After receiving Chemical Engineering degrees from the Missouri University of Science and Technology (B.S.) and Uni- versity of Wisconsin-Madison (Ph.D.), she pursued a postdoctoral position in engineering education and outreach with the Interdisciplinary Education Group of the Materials Research Science and Engineering Center at UW-Madison

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

Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. c American

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

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