Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity

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Faculty Development Division

-Dick [2]point out that feedback, when used properly as a teaching and learning tool, can lead to morethan just a dialog regarding content and learning; it can also help students begin to develop theirown techniques for reflecting on and self-assessing their own learning and increase their self-esteem and positivity regarding learning. This source also points out that instructors benefit fromtaking time to provide quality feedback to learners, as they can use that as an opportunity toidentify common gaps or misconceptions that may impact how they address topics and content infuture lessons [2]. Affecting deep, impactful change in students from feedback provided is notcommon to all forms of feedback. Best practices regarding feedback, such as

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

challenges arise: that of ensuring academic rigor and of anchoring andcapturing learning, especially given the additional cognitive load presented by being abroad.CREATE employs an evidence-based, international collaboration model - developed and improvedover the course of two previous study tours - to meet these challenges. The learning plan consists ofpre-travel online activities, knowledge capture and collaborative sharing during travel, and post-travel reflection. These activities combine to support educators in gathering and preservingknowledge gains and to facilitate collaborative knowledge-building that leverages the expertiseand skills of the participant cohort.While this paper presents the results of the CREATE professional development

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2020 Building communities of engineering faculty, staff, and students engaged in educational

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

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Diversity

Tagged Divisions

Faculty Development Division

receive a $1,000 research stipend.MethodsData collectionAn online survey was administered to all TTE REU mentors during the final week of thementoring experience. The questions were open-ended prompts, designed to allow mentors toshare their experiences from their own perspective rather than responding to pre-developedstatements in scaled items. The mentors were asked to reflect on how serving as a mentorencouraged their professional development in a variety of areas including how it impacted theircommunication skills, project management skills, and supervisory skills. An item also asked howthe experience serving as a mentor impacted their career goals. Mentors were given one week torespond to the survey and were encouraged to be candid in their

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jason R White, University of California, Davis

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Diversity

Tagged Divisions

Faculty Development Division

ininstructional technology and cognitive sciences [1]. This calls for engaging engineeringeducators in an educational reform that facilitates reflection of one’s own current teachingpractices, entwines current knowledge of best educational practices in engineering with mutuallycollaborative solutions, and focuses on building a culture of innovation and continuallearning [3].In the U.S., many universities have set up professional faculty development programs to prepareengineering educators to address the challenges in providing quality education. While theseprogram do a great job of training faculty, only a subset of faculty participation in theseprograms, possibly due to of lack of incentive, time, motivation, and / or awareness about theprogram

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and men faculty in academic science and engineering: Social- organizational indicators and implications,” American Behavioral Scientist, vol. 53, no. 7, pp. 997–101, 2010.[2] M. Sabharwal and E. A. Corley, "Faculty job satisfaction across gender and discipline," The Social Science Journal vol. 46, no. 3, pp. 539-556, September, 2009.[3] Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training-and- library/postsecondary-teachers.htm

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Therefore, this paper seeks to answer the following research question: Whateducational supports do engineering faculty at HSIs propose to embed in their curricula toincrease their students’ intrinsic motivation?To answer this question, thirty-six engineering educators from thirteen two- and four-year HSIsfrom across the continental United States were introduced to the SDT and approaches forsupporting students’ intrinsic motivation during a multi-institutional faculty developmentworkshop series. Participants were asked to reflect on and prototype learning experiences thatwould promote intrinsic motivation and fulfill students’ needs for competence, relatedness, andautonomy to learn engineering [1]. Data were collected through a series of reflection

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-profile with the advent of the spaceprogram starting in late 1950s. DBER combines expert knowledge of a science or engineeringdiscipline with the challenges of learning and teaching in that discipline, and the science oflearning and teaching generally to address discipline-specific problems and challenges. A widelyrecognized definition of DBER comes from the National Research Council [15], “DBER isgrounded in the science and engineering disciplines and addresses questions of teaching andlearning within those disciplines… DBER investigates learning and teaching in a discipline froma perspective that reflects the discipline’s priorities, worldview, knowledge, and practices. DBERis informed by and complementary to general [educational] research on

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity

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Faculty Development Division

researchers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2016753. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like to thank the participants for their insights and theadvisory board members Cynthia Finelli and James Pembridge for mentorship in guiding thisstudy.References[1] E.A. Walker, J.M. Pettit, and G.A. Hawkins, Goals of Engineering Educaiton: Final Report of the Goals Committee, in Engineering Education 1968. p. 367-446.[2] E. de Graaff, “Ten years in engineering education research: looking back ahead,” Taylor & Francis

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

manner, andencouraging faculty to use the document. The intent of the workshop was not to dictate to facultywhat exactly to do in their respective classrooms but rather to spur discussion and encourageself-reflection on class structure, logistics, and teaching philosophy.After introducing the concept of inclusive teaching through an interactive dialogue, the benefitsof an inclusive classroom were discussed. Following this, demographic information comparingthe percentage of women and URMs in the department to the COE as a whole was included.Whether or not the specific department had higher or lower than average female/URM studentenrollment, the importance of creating a welcoming climate in the department, and the role itplays in attracting and

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

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Diversity

Tagged Divisions

Faculty Development Division

discipline. These scores were generated from theclose-ended questions requiring students to choose from a scale of 1 to 5. A snapshot of somesummaries of the quantitative assessments using the 5-point rating is presented in Table 1.Table 1: SET assessment on a 5-point scale Parameter Average Standard Score Deviation Found ways to help students answer their questions 2.38 0.99 Helped students to interpret subject matter from diverse perspectives 2.00 0.94 (e.g., different cultures, religions, genders, political views) Encouraged students to reflect on and evaluate what they

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

Tagged Divisions

Faculty Development Division

each FLC meeting, there is also an opportunity for faculty to reflect, take notes,and consider assessment techniques when implementing these strategies.Faculty receive individual support through coaching and timely feedback from the FLCfacilitators. Twice a year, a facilitator meets one-on-one with each participant. The first session isat the start of the program, and it focuses on getting to know the faculty member and their goalsof the FLC. The second session is in the spring as they begin to plan their KEEN Card. Thefacilitator provides feedback during and outside of the FLC meetings, particularly for theirasynchronous work of these small implementations and their KEEN Card plans.Data Collection and Analysis

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

Tagged Divisions

Faculty Development Division

principles and adapts thepractices to the online environment [1].” In the summer 2020, DoIT continued to provide various forms of the training creatingPIVOT+. In this professional development, faculty are welcomed to participate eithersynchronous/asynchronous engaging in ten modules over 10 days. Participants “review contentand complete reflection activities asynchronously in a Blackboard course while preparing theircourse materials for online delivery [1].” Effective practices for using technology, teachingonline, and key essential tools are discussed. Additionally, experienced faculty were asked toserve, during the two weeks, as peer mentors. As a part of PIVOT+, the College of Engineering and Information Technology (COEIT)invested

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

Tagged Divisions

Faculty Development Division

department will continue to survey GTAs and instructors. Inaddition, we plan to collect feedback from GTAs about specific elements of the modifiedtraining, as well as ask continuing GTAs to reflect on how their training needs have evolved asthey have gained experience.References[1] S.E. DeChenne, L.G. Enochs, and M. Needham, “Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy,” Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 4, December 2012.[2] C. Deacon, A. Hajek & H. Schulz, “Graduate teaching assistants’ perceptions of teaching competencies required for work in undergraduate science labs,” International Journal of Science Education, Aug. 2017.[3] Y. Cho

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

, 2016.[6] S. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco, CA: Jossey- Bass, 2010.[7] L. Shulman, “Those who understand: Knowledge growth in teaching,” Educ. Res., vol. 15, no. 2, pp. 4–14, 1986.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1347675 (DUE). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Environmental Engineering, Faculty Development Division

55 70 57 45*Hours reflect time spent during the academic year. Much research is done over the summer withoutfunding or salary.Being a part of a large R1 university offers many resources such as additional training, software, andpotential grants, though most are housed at the main campus. Some training classes are brought to thebranch campus and even less are offered remotely (i.e. via conference call). Lab space and equipmentfor research is extremely limited, and any lab equipment is more for teaching purposes and notappropriate for research. Grants that are appropriate and practical for the teaching professor are verysmall and would not begin to cover a summer salary. While larger grants are possible through the

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln

Tagged Divisions

Faculty Development Division

-basedteaching methods applicable to Science, Technology, Engineering, and Mathematics (STEM). Inthe program, students complete a 3-credit STEM Teaching course that focuses on evidence-based course design and instructional practices, observe faculty teaching in the College,participate in guided discussions with engineering education experts, write teaching statementsand reflections on teaching, and attend 4 teaching-focused workshops. Upon completion of theprogram, participants are awarded a non-degree certificate of completion and named a Universityof Nebraska-Lincoln College of Engineering Graduate Student Teaching Fellow. Studentssimultaneously earn associate-level certification through the CIRTL@Nebraska program to benamed a CIRTL Associate. In this

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica Jean Hagen, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin-Madison

Tagged Divisions

Faculty Development Division

Students [4]. Then in Inclusive Classrooms, we presenthow individual unconscious biases can affect us and our classrooms as teachers and encourageTAs to self-reflect on their role as authority figures in some scenarios and confront their bias wherethey can.Lessons Learned NEO has been offered since 1997; the authors have been presenting NEO in its currentform since 2016. Each session we ask attendees for self-reported feedback (free response questionsand Likert scale 1 to 5 on knowledge gained, quality of content and presentation, and satisfactionwith workshop). Data collected are intended for program improvement and are not rigorous. Thelessons we have learned over the past several years will help to shape the future of NEO. TAs

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University

Tagged Divisions

Faculty Development Division

focused on faculty development and providing faculty with information, theselessons learned are more from our reflections as a Center. • “There is a thing as too many workshops” at least from the facilitator perspective. In addition to the Summer Workshop Series featured here, we also moved our New Faculty Workshop to Zoom in July and were facilitating multiple workshops per week. For our small Center (3 faculty members working on both this series as well as the New Faculty Workshop), the large number of workshops led to stress and burnout for our Center members. • Overall, the workshops were well received by the faculty; multiple faculty members reached out before the end of the summer or fall to

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Diversity

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Faculty Development Division

nationally representative surveyon postsecondary faculty, and thus results from our study reflect data from more contemporarycohorts of faculty. In addition, the ECDS has comprehensive data, including demographic andindividual-level factors, PhD institution and program characteristics, and measures regardinghow well PhD programs prepare students for their faculty position in terms of skill sets. Theseaforementioned variables are aligned with our adapted theoretical framework (Fig. 1). We restricted our analytical sample to individuals with a science, engineering, or socialscience PhD, and to those who hold a teaching position within the U.S. Thus, our sampleincludes tenure-track faculty, lecturers and other non-tenure track teaching personnel

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University

Tagged Topics

Diversity

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Faculty Development Division

“messiness” that, in some instances, blurs the lines betweenintellectual merit and broader impacts. We also note that the proposals that were part of the2017 cohort’s submissions were reviewed when the knowledge generation requirement wasstill new; neither program officers nor reviewers had become well-acquainted with what thisaspect of the proposals should reflect. All of these factors likely contribute to difficulties thereviewers showed in properly delineating strengths and weaknesses under the appropriatemerit review criteria. And although our findings point to the need for more research, thisstudy clearly indicates that more useful feedback for research teams would be helpful,particularly in the area of broader impacts. Specifically, the

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Joshua M. Hamel, Seattle University; Claire Strebinger, Seattle University; Gregory Mason, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Divisions

Faculty Development Division

doing engineering with engineers [1] - [7]. As part of this culture change, thedepartment implemented several major curricular changes beginning Fall 2019 [1] - [4]. Thesechanges were designed to give students hands-on engineering experiences and engage them withpracticing engineers. The department introduced a new required integrated design sequence forthe first, second, and third-year students [3], [4]. The new design sequence complements theexisting year-long, industry-sponsored senior design experience. The circuits andinstrumentation courses were replaced with a lab-focused, two-course sequence combiningcircuits and instrumentation curriculum [7]. Senior design was retooled to better reflect theexperiences of working engineers [3], [4]. In

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Portland; Lindy Hamilton Mayled, Arizona State University; Mark L. Nagurka, Marquette University; Maria-Isabel Carnasciali, University of New Haven; Douglas E. Melton, Kern Entrepreneurial Engineering Network

Tagged Divisions

Faculty Development Division

paper reports on the first half of this ongoing project, including the summer workshops and summer andfall coaching sessions. This paper reports and reflects on coaching session notes and discussions with participants.Evaluation includes trend analysis to identify themes raised during coaching sessions, and assessment of theeffectiveness of the coaching meetings. Future survey data will be used to measure the effectiveness of coachingsessions for implementation and accountability of project goals.IntroductionOver the last two decades, the Kern Entrepreneurial Engineering Network (KEEN) with support from the KernFamily Foundation has actively supported, developed, and promoted programs to create a change in engineeringeducation [1]. Specifically

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan

Tagged Divisions

Faculty Development Division

that one size doesn’t fit all. We learned that we wouldneed to be deliberate in offering different events at different times on different days in order tohit our target of saturation in this diverse population.Coaching and interviewing to reach individual lecturersIn order to reach out to individual lecturers, we conducted structured coaching sessions and alsointerviewed a small group of lecturers [9]. Specifically, we held coaching sessions to provideprofessional development, a practice that is offered to tenured and tenure-track faculty, withthree lecturers to provide support and guided reflection. Furthermore, we conducted 60-90minute interviews with thirteen lecturers (<15% of the total lecturers at the engineering college)to listen and

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore

Tagged Divisions

Environmental Engineering, Faculty Development Division

during each semester. Survey responses from faculty inCME and GENE reflect these differences in approaches. In CME, 10 of 11 responding faculty(both junior and senior faculty) indicated they were observed by another faculty member at leastonce during the previous semester. Of responding faculty in GENE, however, only 5 of 11responding faculty stated they were observed at least one time. Interestingly, of the 5 positiveresponses in GENE, none were junior faculty members. This result suggests that CME’s morestructured classroom observation program increases opportunities for feedback and ensures eachjunior faculty member is observed. While the efficacy of each classroom observation programwas not examined, anecdotal feedback from CME faculty

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

priority in their position, which could misrepresent how thegeneral population of engineering faculty feel about student mental health. Finally, this surveyfocused on faculty self-reported confidence levels about communicating with students aboutdifferent mental health concerns rather than quantifiable skill levels. Literature shows that evenwith trained therapists, there is little relationship between confidence and competence when itcomes to treatment efficacy. In fact, it has been found that therapists who have higher levels ofself-doubt can help facilitate better patient outcomes [25]. This is possibly due to positive self-reflections that result in improved therapeutic interventions. As a result, lack of confidence doesnot necessarily mean

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

skills,knowledge, and attitudes of a faculty can be a roadblock to training and determining facultyreadiness [13]. Teaching behaviors by faculty that reflect knowledge, skills, and attitudes must beidentified prior to a faculty training program, and training content must be developed to meet theirneeds at the appropriate level [14].Instructor and Learner’s InteractionBolliger & Halupa [15] stated the need to place a high value on communication between theinstructor and students, and the instructor’s timely responsiveness. Interaction facilitates dialogueand promotes active and collaborative learning. Unlike synchronous or face-to-facecommunication, online courses may lack interaction due to the physical separation of students andinstructor

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division

grant from the National Science Foundation # 2027471. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] J. Bourne, D. Harris, and F Mayadas, “Online engineering education: Learning anywhere, anytime,” Journal of Engineering Education, vol. 94, no. 1, pp. 131-146, 2005.[2] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning,” Educause Review, vol. 27, 2020, [Online]. Available:https://er.educause.edu/articles/2020/3/the-difference-between- emergency-remote-teaching-and-online-learning.[3] L

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

satisfaction among ECE faculty.This material is based upon work supported by the National Science Foundation (NSF) underaward EEC-1623125. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF. References[1] M. F. Fox, “Women and Men Faculty in Academic Science and Engineering: Social- Organizational Indicators and Implications,” American Behavioral Scientist, vol. 53, no. 7, 2010, pp. 997–1012.[2] E. A. Frickey and L. M. Larson, L. M. “A closer examination of Engineering Department culture: Identifying supports and barriers.” Poster session presented at the annual meeting of the American