Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

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Faculty Development Constituent Committee

Paper ID #25699Coaching and Feedback in a Faculty Professional Development Program thatIntegrates the Entrepreneurial Mindset and Pedagogical Best Practices intoCapstone Design CoursesDr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology from Grand Canyon University. Her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana; John Ray Morelock, University of Georgia; Ella Lee Ingram, Rose-Hulman Institute of Technology; Tris Utschig, Kennesaw State University

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Faculty Development Constituent Committee

tenured Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig consults with faculty across the university about bringing scholarly teaching and learning innovations into their classroom and assessing their impact. He has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, instructional design, team-based learning, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin–Madison. c American Society for Engineering Education, 2019 Connecting Theory with Practice: Four Change Projects in Faculty

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia

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Faculty Development Constituent Committee

Paper ID #26415Academic Change from Theory to Practice: Examples from an EngineeringFaculty Development InstitutionDr. John Ray Morelock, University of Georgia Dr. John Morelock recently graduated from Engineering Education at Virginia Tech as a recipient of the NSF Graduate Research Fellowship. His dissertation studied the teaching practices of engineering in- structors during game-based learning activities, and how these practices affected student motivation. His research interests include engineering faculty development, student motivation, game-based teaching and learning, gamified classrooms, and engineering faculty

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

experiences and training.Dr. Stephanie Marie Kusano, University of Michigan Stephanie Kusano is an assessment specialist at the Center for Research on Learning and Teaching at University of Michigan. She has a Ph.D. in Engineering Education, M.S. in Biomedical Engineering, and B.S. in Mechanical Engineering, all from Virginia Tech. Her research interests include engaged learning and high impact practices, assessment, and learning analytics. Her teaching experience has primarily been with first-year engineering.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

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituent Committee

improve learningand retention in STEM with particular impact on underrepresented groups [1]. However, despiteadvances in classroom design for interactive teaching and pockets of enthusiastic adopters, thechallenge to bridge the gap from research results to common classroom practice remains.Workshops to introduce evidence-based teaching practices are prevalent, but one-time effortsrarely result in sustained change, and hence ongoing support is needed [2], [3].The study presented in this paper takes place in the context of the SIMPLE Design model forfaculty development, which was studied in implementation over a two-year period [4]. Asdescribed in more detail in the next section, the SIMPLE Design model employs ongoingdiscipline-based faculty

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark Vincent Huerta, Arizona State University, Polytechnic campus; Daniel M. Aukes, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University; Julianne L. Holloway, Arizona State University; Gary Lichtenstein, Arizona State University, Polytechnic campus; Ann F. McKenna, Arizona State University, Polytechnic campus

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Faculty Development Constituent Committee

have more collegial relationships [1, 10, 11, 12]. Facultywho do not receive adequate mentoring are more likely to become isolated, stressed, andexperience burnout that can decrease morale and increase turnover [13]. Most facultydevelopment orientations and workshops can provide faculty with general best practices withinteaching, research, work-life balance, and more. Mentorship offers the additional value ofspecific advice tailored to an individual’s current situation and psychosocial support. There is a clear consensus that faculty development and mentorship are important, but trendshave largely not impacted faculty mentorship offerings. The majority of higher educationinstitutions in the United States do not have formal programs [14

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

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Diversity

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Faculty Development Constituent Committee

capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering

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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Diversity

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Faculty Development Constituent Committee

systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Meagan R. Kendall, University of

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Kenya Crosson, University of Dayton; Aaron Altman, United States Air Force Research Laboratory; Elizabeth Hart, University of Dayton; Malle R Schilling, University of Dayton

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Faculty Development Constituent Committee

the (Engineers in Technical Humanitarian Opportunities of Service-Learning) for approximately ten years. She has incorporated service-learning projects into her classes and laboratories since she started teaching in 2000. Her research interests include community engaged learning and pedagogy, K-12 outreach, biomaterials and materials testing and analysis.Dr. Kenya Crosson, University of Dayton Dr. Kenya Crosson is an Associate Professor in the Department of Civil and Environmental Engineering and Engineering Mechanics at the University of Dayton. She teaches undergraduate and graduate courses in the areas of engineering design and innovation, engineering mechanics, hydraulics, and water and wastewater treatment

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

, some taught undergraduate and graduate engineering courses, andone held an administrative assignment in his Provost’s Office. All participants were White, male,and retired from the same doctoral-granting university with very high research activityrepresenting various engineering disciplines such as aerospace, biomedical, chemical, industrialsystems, and mechanical. All of the emeriti faculty had participated in the Increasing MinorityPresence within Academia through Continuous Training (IMPACT) mentoring program, whichpaired emeriti and URM early- and mid-career engineering faculty for career mentorship. TheIMPACT program is sponsored by a NSF INCLUDES Design and Developments Launch Pilotaward (17-4458).Chatbot responses were drawn from one-on

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

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Diversity

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Faculty Development Constituent Committee

Project-based learning (PBL), recognized as a high-impact practice [1, 2], is an increasingly commonfeature in US engineering programs, with implementations ranging from first-year experiences throughcapstone design projects. The Buck Institute of Education, whose work focuses mostly on K-12 education,has articulated a set of essential elements of “Gold Standard PBL” [3] that are readily applicable to thehigher education context: 1. Key Knowledge, Understanding, and Skills: Make clear the learning goals for PBL assignments. Often these are a combination of disciplinary knowledge and transferrable skills and abilities. 2. Challenging Problem or Question: Engage students with a driving problem or question with a suitable level of

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oksana Zhirosh, Innopolis University; Joseph Alexander Brown, Innopolis University; David Tickner, Faculty professional development consultant

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Diversity

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Faculty Development Constituent Committee

Summer school and Student clubs. IU Students Affairsoffice in Spring 2019 is launching ISW on a regular basis for the students involved in StudentsClubs and in short-term educational events, like e.g. Summer School, as junior instructors.ISW impact on instructional practices, as perceived by the instructors.To assess if there is any change in teaching philosophy and practice after participation in ISW,an ongoing survey is launched. For articulating the survey questions 6 semi-structured interviewswere conducted with ISW participants. The sample was: 1 IU Assistant Professor, 1 IU TA (aPhD student) teaching her first year, 1 IU experienced TA (a researcher), 1 IU Professor ofPractice, 1 non-IU CS instructor teaching adults, 1 non-IU business

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Cynthia Hampton, Virginia Tech; Stephanie G. Adams, Old Dominion University; Niyousha Hosseinichimeh

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Faculty Development Constituent Committee

, DC: National Academies Press, 2005.[4] L. R. Lattuca, "Influences on engineering faculty members’ decisions about educational innovations: A systems view of curricular and instructional change," in Proc. Forum Impact Diffusion Transform. Eng. Educ. Innov, 2011.[5] N. Ghaffarzadegan, R. Larson, and J. Hawley, "Education as a Complex System," Systems Research and Behavioral Science, 2016.[6] J. D. Sterman, Business dynamics: systems thinking and modeling for a complex world (no. HD30. 2 S7835 2000). 2000.[7] P. M. Senge, The fifth discipline: The art and practice of the learning organization. Crown Pub, 1990.[8] W. R. Scott and G. F. Davis, Organizations and organizing: Rational, natural and

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sherri Sklarwitz, Tisch College of Civic Life, Tufts University; Ethan E Danahy, Tufts University; Peter de Guzman, Jonathan M. Tisch College of Civic Life at Tufts University; Fredrik W. Lyford, The Fletcher School, Tufts University; Mindy Nierenberg; Nancy Thomas, Tufts University; Marian Woznica, Tisch College of Civic Life

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Faculty Development Constituent Committee

which even technological problems canhave negative impacts on society. These connections between design, technology, ethics, and thepublic are essential to the foundation of engineering education. Faculty in higher education arepoised to create opportunities for students to build an understanding of social issues through thedevelopment of skills in civic engagement (enabling engagement in moral, social, and politicalissues), in addition to the core skills of engineering practice, will allow students to create holisticsolutions to address systemic challenges.Civic engagement in society can take a variety of forms, with the most basic indicators beingrates of voting in political elections. The National Study of Learning, Voting, and Engagement

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

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Faculty Development Constituent Committee

Paper ID #25927Pedagogical Ninjas: Using an Additive Innovation Cycle for Faculty Devel-opment of Teaching-focused FacultyHadi Ali, Arizona State University, Polytechnic campus Hadi Ali is a doctoral student in Engineering Education Systems and Design at Arizona State University.Dr. Jennifer M. Bekki, Arizona State University Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University. Her research interests include topics related to engineering stu- dent persistence, STEM graduate students (particularly women), online learning, educational

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Marcus Herrmann, Arizona State University; Mark Vincent Huerta, Arizona State University, Polytechnic campus; Rong Pan, Arizona State University; Ram M. Pendyala, Arizona State University; Haolin Zhu, Arizona State University

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Faculty Development Constituent Committee

, whichasks the faculty to cite any challenges or barriers they perceive in reaching their goals. Once all of the interviews and focus groups are completed, a thorough thematic analysis will becompleted.Next Steps Several needs and ideas have emerged through the master mentor discussions andinterviews/focus groups with recently promoted faculty. These needs include (1) more clearexpectations for promotion to a principal lecturer or full-professor, (2) access to internal fundingand high-caliber graduate students to support pivoting to new lines of research, (3) resources thatprovide best practices for mentoring, and (4) resources to support changing research and serviceneeds (e.g. how to apply for larger grants, which committees to serve on

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

teamwork, communication, data analysis and problem solving [16].Additionally, a recent review of international literature identifying skills needed by graduate andfuture engineers found teamwork and communication skills to be among the top five mostemphasized skills [17]. Despite the body of evidence that should inspire engineering and other STEM faculty toincorporate collaborative activities in their courses, lasting changes in teaching practice havebeen slow to take place [2], [18]. Fairweather [2] noted that faculty perceive curricular changewill take valuable time away from research activities critical to promotion and tenure. This is notnecessarily the case, as barriers to change for STEM faculty have been researched and

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

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Faculty Development Constituent Committee

course, tenured or tenure-leading, and/ora professor of practice), reasons for conducting the research, and the procedures involved should they meetthe requirements of the program. The 11 instructors were affiliated with six academic departments in thecollege.B. Procedures Selected observers were invited to an informational orientation session. The session covered thepurpose of the study including a discussion on SETs, number of expected observations, required COPUStraining, and post-program commitments. Following the orientation, faculty and graduate student observersattended a 1.5-hour training on using the COPUS. The training included participant introductions, exerciserationale, protocol and code introductions. Several guided

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Kristi Glassmeyer, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University

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Faculty Development Constituent Committee

Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and