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Displaying all 6 results

Pedagogical Ninjas: Using an Additive Innovation Cycle for Faculty Development of Teaching-focused Faculty

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
Tagged Divisions
Faculty Development Constituent Committee
data mining, and the modeling and analysis of manufacturing systems. She holds a bachelor’s degree in Bioengineering and graduate degrees in Industrial Engineering, all from Arizona State University.Dr. Samantha Ruth Brunhaver, Arizona State University Dr. Samantha R. Brunhaver is an Assistant Professor within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset
Relevance Score: 0.99478155

The Use of Chatbots in Future Faculty Mentoring: A Case of the Engineering Professoriate

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
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Constituent Committee
teaching, research, and service? 2. Is the balance of teaching, research, and service complicated by race/ethnicity or gender? 3. What components are needed in a successful mentoring relationship? 4. Are there personal qualities an individual should possess to be successful in an academic career? 5. Are there personal qualities that inhibit individuals from being successful in an academic career?Figure 2. Twitter and text message chatbot examples.Participants. Two focus groups comprised of five URM doctoral engineering students wereconducted to explore the efficacy of the chatbots in future faculty mentoring. Students werepursuing their engineering doctoral degrees from either Georgia Institute of
Relevance Score: 0.7597977

Board 80: Preparing Engineering Faculty for Inclusion of Civic Engagement in Curriculum

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
Tagged Divisions
Faculty Development Constituent Committee
with the intention of empowering faculty to do this with their ownstudents. This exercise aimed to recognize from the outset that people arrive with different livedexperiences and values, and there can be a space created for people with different perspectives toshare ideas and have conversation on social and political topics. There was recognition thatfostering discussion and facilitating personal reflection with engineering students poses a greaterchallenge than other disciplines where students are regularly expected to engage in thesepractices. Therefore, the establishment of ground rules would be especially important in order toachieve buy-in from class members and create a space where all voices would be welcomed. Forthe purposes of the
Relevance Score: 0.70966864

The Process of Conceptualizing and Creating the Engineering Faculty Impact Collaborative to Support Faculty Development and Mentorship

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
Tagged Divisions
Faculty Development Constituent Committee
within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford University. Prior to ASU, she worked as an engineer at A. W. Chesterton, Boston Scientific, and Procter & Gamble.Dr. Adam R. Carberry, Arizona State University Dr
Relevance Score: 0.6845023

Developmental Relationships in Engineering

Conference Session
Faculty Development Technical Paper Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Heidi M Sherick, University of Michigan
Tagged Divisions
Faculty Development Constituent Committee
WIP: Developmental Relationships in EngineeringAbstractThis work in progress paper discusses a study exploring informal faculty development ofengineering faculty leaders. Specifically, the purpose of this study is to better understand howmentoring relationships help promote faculty career advancement. Higher education rarelydevelops the capacity of its leaders in an intentional way: “colleges and universities, unlike manysimilarly sized corporations, do not view talent development as a strategic priority” [4]. Thecomplexity of higher education, as well as the increased demands and challenges, require betterprepared leaders. Despite this need, there is little research on informal one-on-one leadershipdevelopment tactics in higher education. To
Relevance Score: 0.681287

Coaching and Feedback in a Faculty Professional Development Program that Integrates the Entrepreneurial Mindset and Pedagogical Best Practices into Capstone Design Courses

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
Tagged Divisions
Faculty Development Constituent Committee
frequent feedback. Prior to her role and Director of Instructional Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University.nHer re- search interests focus on higher education equity and access, particularly within STEM.Dr. James Collofello, Arizona State University Associate Dean of Academic and Student Affairs Professor of Computer Science and Engineering School of Computing Informatics and Decision Systems
Relevance Score: 0.59301233