Displaying all 7 results
- Conference Session
- Faculty Development Poster Session
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles
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- Diversity
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- Faculty Development Constituent Committee
faculty surveyed, tenure-track faculty showed a higher level of engagement (45%) thantheir tenured colleagues as well as the adjunct faculty, where about 32% of either group areengaged. While a number of factors affected the faculty’s perception towards engagement in theworkplace such as job security, workload and compensation, a major reason for the difference inthe engagement between tenure-track faculty and the others is the institution’s effort in mentoringand providing professional development. Clearly, the Inside Higher Ed Survey results indicatedsignificant needs for higher education institutions to take steps to increase faculty engagement.However, published research work in this area has been quite limited. In [3], Kathryn Q
- Conference Session
- Faculty Development Lightning Talks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Laura E. Sullivan-Green, San Jose State University; Patricia R. Backer, San Jose State University; Ravisha Mathur, San Jose State University
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specific course objectives 10:45- 12:00 ( SJSU eCampus programs and Resources ) 12:00-12:45 Lunch Planning Individual Space Activities - Draft a plan for pre- meeting 12:45-1:15 individual space activities for your lesson Planning the Group Space and Post Lesson Agenda - Draft a plan for the group space agenda for your lesson - Draft a plan for post 1:15-2:15 meeting individual space activities for your lesson 2:15-2:30 Break Student Motivation & Preparation - How do you get the students to 2:30-3:00 do the individual space work? Q&A with Flipped Out Faculty - What is the student
- Conference Session
- Faculty Development Round Table
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Katie Johanson; Kinnis Gosha, Morehouse College; Naja A. Mack, University of Florida; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology
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- Diversity
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- Faculty Development Constituent Committee
https://www.media.mit.edu/gnl/discint01/papers/nass.et.al.2000.pdfNational Action Council for Minorities in Engineering (2014, January). Trends in the U.S. population and engineering workforce. Research & Policy, 3(5). Retrieved from http://www.nacme.org/images/pdfs/research/Trends_US_Population_Engineering_Workf orce.pdfPatton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.Silverman, D. (1993). Interpreting qualitative data: Methods for analysing talk, text, and interactions. Thousand Oaks, CA: Sage.Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.Thomas, K. M., Willis, L. A., & Davis, J. (2007). Mentoring minority graduate
- Conference Session
- Faculty Development Technical Paper Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University
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- Diversity
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- Faculty Development Constituent Committee
- Conference Session
- Faculty Development Technical Paper Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville
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- Faculty Development Constituent Committee
. K. Brown, “Implementing Collaborative Learning across the Engineering Curriculum,” J. Scholarsh. Teach. Learn., vol. 17, no. 3, pp. 89– 108, 2017.[26] R. K. Yin, “Case study research design and methods third edition,” Appl. Soc. Res. methods Ser., vol. 5, 2003.[27] M. B. Miles and A. M. Huberman, “Qualitative data analysis. Beverly Hills.” Ca: Sage, 1984.[28] R. K. Yin, Case study research and applications: Design and methods. Sage publications, 2017.[29] M. Q. Patton, Qualitative research and methods: Integrating theory and practice. London: Sage, 2015.[30] M. K. Smith, F. H. M. Jones, S. L. Gilbert, and C. E. Wieman, “The Classroom Observation Protocol for Undergraduate STEM (COPUS): a
- Conference Session
- Faculty Development Round Table
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami
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- Faculty Development Constituent Committee
, vol. 9, C. Harteis, A. Rausch, and J. Seifried, Eds. Springer Science, 2014, pp. 189–210.[22] W. C. Newstetter, E. Behravesh, N. J. Nersessian, and B. B. Fasse, “Design Principles for Problem-Driven Learning Laboratories in Biomedical Engineering Education,” Ann. Biomed. Eng., vol. 38, no. 10, pp. 3257– 3267, 2010.[23] R. Razzouk and V. Shute, “What Is Design Thinking and Why Is It Important?,” Rev. Educ. Res., vol. 82, no. 3, pp. 330–348, Aug. 2012.[24] D. D. Pratt, J. B. Collins, and S. J. Selinger, “Development and Use of The Teaching Perspectives Inventory ( TPI ),” pp. 1–9, 2001.[25] D. D. Pratt, “Conceptions of Teaching,” Adult Educ. Q., vol. 42, no. 4, pp. 203–220, 1992.[26] G. Hall, S. Loucks, W
- Conference Session
- Faculty Development Medley
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln
- Tagged Divisions
- Faculty Development Constituent Committee
integratestudent-centered strategies into their instruction. Together, the TPI, COPUS, and instructor profiles offer a multidimensional method for assessing anddiscussing teaching effectiveness. Based on the shortcomings of teaching evaluations, the benefits ofimplementing evidenced-based practices in teaching, and the opportunity to use such teaching practices asa proxy for evaluating the effectiveness of teaching, we set out to test the feasibility and effectiveness ofthis method of evaluation in a College of Engineering at a large research-intensive Midwestern university. III. PUPROSE & RESEARCH Q UESTIONSA. Purpose The purpose of this project was to evaluate the implementation of new approach to the