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

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #25307Work in Progress: Can Faculty Assessment and Faculty Development be Ac-complished with the Same Instrument?Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Ma- terials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appro- priate Technology (ETHOS). She was director of

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

Tagged Divisions

Faculty Development Constituent Committee

across multiple course formats (e.g., face-to-face, online, and laboratory). An ad-hoc SETreview committee was formed in April 2017, consisting of faculty members across colleges andmembers from the faculty development, online learning, and institutional research offices. Thiscommittee embarked on a process that included discussions around many aspects of the SETsuch as implementation issues and use of the SET data from the faculty’s perspective. However,after one year, the ad-hoc committee had not conducted a systematic review of the existing SETquestions or drafted revisions. A more focused effort was needed, and thus a two-day workingmeeting of the committee convened in May 2018 with the goal of developing recommendationsfor revised SET

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

technologies and conversational user interfaces.Dr. Comas Lamar Haynes, Georgia Tech Research Institute Comas Lamar Haynes is a Principal Research Engineer / faculty member of the Georgia Tech Research In- stitute and Joint Faculty Appointee at the Oak Ridge National Laboratory. His research includes modeling steady state and transient behavior of advanced energy systems, inclusive of their thermal management, and the characterization and optimization of novel cycles. He has advised graduate and undergradu- ate research assistants and has received multi-agency funding for energy systems analysis and develop- ment. Sponsor examples include the National Science Foundation, Department of Energy and NASA. Dr. Haynes also

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

, Computer Graphics, Materials Science and laboratory courses. Since 2015 she has been actively involved in the University of Miami College of Engineering’s ”Redefining Engineering Education” strategic plan on educational innovation. As part of this plan, Dr. Basalo worked with 2 other faculty members to organize inaugural Senior Design Expo in May 2017, an exposition where over 200 senior students showcased their Capstone projects to the University of Miami community, alumni and industry leaders. Starting in 2016 and through her work with the University of Miami’s Engaged Faculty Fellowship program, Dr. Basalo incorporated an academic service component into the final project for a sophomore-level Measurements Lab course

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

that all functions, especially role modeling but also including collaborationand problem solving, contribute to the leadership development of the engineering faculty whoparticipated in this study based on anticipated results from field notes collected by the researcher. Along with role modeling, the author anticipates finding that observation will be a centraltheme among leaders. Most of the engineering faculty are trained as scientists and engineerswho practiced observation in their professional lives in the laboratory or in the field, allowingthem to lean into a skill they are familiar with in their leadership development. Observing othersand watching the environment around them – how others lead, respond, react in

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

Tagged Divisions

Faculty Development Constituent Committee

asintroducing index cards for students to write questions and concerns; others engaged in a full flipof their classroom. Also, many of the participants indicated that they are comfortable employinginteractive strategies in small, higher level courses or laboratories but continue to use primarilylecture when teaching large, entry-level courses. How can SIMPLE groups be adapted to addressthe challenge of translating these strategies to large courses? Would it be valuable to createSIMPLE groups that focus on this challenge, perhaps across disciplines?Many of the teaching development group participants had begun using interactive teachingstrategies recently (1-2 years) before joining the group. It is likely that because interactiveteaching was relatively

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

Tagged Divisions

Faculty Development Constituent Committee

Research Model," presented at the American Society for Engineering Education, New Orleans, LA, 2016.[35] C. Henderson and M. Dancy, "Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics," Physical Review Special Topics-Physics Education Research, vol. 3, p. 20102, 2007.[36] K. S. Yoon, T. Duncan, S. W.-Y. Lee, B. Scarloss, and K. L. Shapley, "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033," Regional Educational Laboratory Southwest (NJ1), 2007.[37] R. M. Felder, R. Brent, and M. J. Prince, "Engineering instructional development: Programs, best

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

Tagged Divisions

Faculty Development Constituent Committee

EngineeringIntroductionGraduate student instructors are essential to the teaching team at many research institutions.They often lead laboratories, discussion sessions, and/or hold office hours; and are the primaryliaison between students and faculty. As such, they not only influence student learning, but theycan also be agents of change and improve student retention [1]. Therefore, the training of studentinstructors is critical to enhancing the student experience as well as the classroom climate.Additionally, meaningful assessment of student instructor professional development is criticalfor ensuring quality of such training.To support their key role in the teaching-learning environment, the College of Engineering (CoE)at the University of Michigan requires training of