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

poor to excellent, as shown in Figure 1. 10 Very Poor Fair Good Very Excellent Poor Good My instructor’s contribution to this course My instructor’s contribution to my learningFigure 1: Example of current SET format and structure.However, an AOE question might be reformatted to be structured as in Figure 2, in which theresponse is only positive, negative, or neutral, but requires an explanation for the reason thecontribution is considered as such. This structure is fundamentally different from the approachcurrently used, which asks students to add general comments after

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

or dismantling that privilege. Specifically, wedescribe activities in a required User Centered Design course for first or second year students,and an Engineering and Social Justice course required for third year students in GeneralEngineering and open as an elective to other engineering majors. As engineering professors, wealso describe our own positionality as the instructors. We hope that these examples will behelpful to others interested in integrating such content into their courses.IntroductionEngineering is fundamentally a sociotechnical endeavor [1], but the way that the engineeringcurriculum is framed may be focused on issues that decontextualize engineering [1, 2].Moreover, engineering educators are often not prepared to have

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

with a student workshop modeland ongoing analysis of data collected in the workshops. At the University of Washington’sOffice for the Advancement of Engineering Teaching & Learning, our primary activity isinstructional consultation with faculty, but we also frequently guest-present a workshop forengineering students entitled “Teamwork for learning and project success.”The workshop’s immediate, practical objective is to help students begin group work on the rightfooting. The fundamental emphasis, however, is on seeing group projects (at least in school)primarily as a context and vehicle for learning. Our experience suggests that both students andfaculty tend to see efficient project completion, quality of work, and realistic preparation

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

?IntroductionGraduate student instructors (GSIs) are not only essential to the instructional team at manyresearch institutions, but their teaching appointments are often the only teaching experiencesthey have prior to becoming faculty. Moreover, GSIs have been found to play an important rolein improving student retention and inclusion in science, technology, engineering and math fields(STEM) [1]. Undergraduate instructional aids (IAs) have also been found to benefit studentlearning [2, 3, 4], and their training is fundamental to that success [4, 5]. As a result, calls havebeen made to develop and improve the professional development of student instructors [4, 6].Trainings at different institutions range from two-hour departmental orientations with no