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- Faculty Development 2: COVID-19 Impact on Faculty
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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pedagogy in Fall 2020. We have conducted afollow-up study at the end of Fall 2020 and the results of this additional study, as well as thecomparison with the analysis in this paper, will be presented in future publications.References[1] S. Eaton, B. Brown, M. Schroeder, J. Lock, and M. Jacobsen, “Signature pedagogies for e-learning in higher education and beyond.”[2] Z. Akyol and D. R. Garrison, “The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence.,” J. Asynchronous Learn. Networks, vol. 12, no. 2–3, pp. 3–23, 2008.[3] A. Gillis, and L.M. Krull, “COVID-19 remote learning transition in Spring 2020: Class
- Conference Session
- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Laura Ann Gelles, University of San Diego
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efforts, especially if they are untenured.References[1] M. Davis, “Engineering as profession: Some methodological problems in its study,” in Engineering identities, epistemologies, and values, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (Eds)., Springer, 2015, pp. 65–98.[2] J. R. Lohmann and J. E. Froyd, “Chronological and ontological development of engineering education as a field of scientific inquiry,” in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, (Eds). Cambridge, MA: Cambridge University Press, 2010, pp. 283–309.[3] S. M. Lord, E. J. Berger, N. N. Kellam, E. L. Ingram, D. M. Riley, D. T. Rover, N. Salzman, and J. D. Sweeney
- Conference Session
- Learnin' Lessons about Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles
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examples of faculty reflection making a difference in instruction because this self- reflection explicitly recognizes that the faculty are integral components of the system [6-8]. After spending some time writing down their experiences we asked the faculty to share with the small groups at their table. The conversation was animated and meaningful, and many participants came to realize how their own experiences shaped their expectation towards the students. b. Better Understand Our Students Using Yosso’s Model This activity started with a table conversation about the learning characteristics of our students. Not surprisingly, a majority of the discussions was focused on the lack of preparedness of the students
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher
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Paper ID #34287Work in Progress: The Challenges of Evaluating ADVANCE Initiative’sEffectiveness in the Progress of Women Faculty in EngineeringMatilde Luz Sanchez-Pena, University at Buffalo Matilde Sanchez-Pena is an Assistant Professor in engineering education at University at Buffalo - SUNY. Her current research areas include (a) advancing institutional diversity, (b) cultures of health in engineer- ing education, and (c) data analysis skills of engineers. She aims to promote a more equitable engineering field in which students of all backgrounds can acquire the knowledge and skills to achieve their goals. She
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- Faculty Development Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University
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that, withinthe science and engineering disciplines, there may exist differences in the perception ofinstructor behaviors that influence rapport depending on a) program of study, b) year of study,and c) gender. Therefore, the specific goals of this research project are to answer the followingresearch questions: 1) What are the top quartile behaviors that establish positive rapport betweenengineering professors and engineering students; 2) Are there preferential differences for facultybehaviors between a) different engineering programs, b) the different years of studentprogression, or c) male and female students?Existing studies in the engineering classroom noted the importance of faculty interactions but fallshort of identifying if there are
- Conference Session
- Faculty Development Lighting Talk Session 1: COVID-19 Focus
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University
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Practice: Learning, Meaning, and Identity. New York, NY:Cambridge University Press, 2000.[4] C. Wieman, Improving How Universities Teach Science: Lessons from the Science EducationInitiative. Cambridge, MA: Harvard University Press, 2017.[5] J. Saldaña, The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage,2015.[6] M.T. Hora and A.-B. Hunter, “Exploring the dynamics of organizational learning: Identifyingthe decision chains science and math faculty use to plan and teach undergraduate courses,”International Journal of STEM Education, vol. 1, pp. 1-21, Nov. 2014.[7] S.E. Shadle, Y. Liu, J.E. Lewis, and V. Minderhout, “Building a Community ofTransformation and a Social Network Analysis of the POGIL Project,” Innovative
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- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Chris Migotsky, University of Illinois
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, thenobservers share their thoughts and summary report. During the post-observation discussion,observers also attempt to make connections to the weekly seminars and the excellent teachervisits. The observation form and self-reflection sheet used are available in Appendix B andAppendix C respectively.Collection of Early Student FeedbackProgram participants collect informal early feedback from their students as a way to improvetheir instruction before the semester is over. The early feedback is reviewed with program staffduring the observation process. New faculty are not provided a single form to utilize for earlyfeedback, but the rationale and example feedback forms are covered in one of the weeklyseminars. Faculty then create their own form based on
- Conference Session
- Lessons Learned about Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio
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. R. Raman, “Why they leave: Understanding student attrition from engineering majors,” International Journal of Engineering Education, vol. 29, no. 4, p. 914, 2013. [3] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement, and migration in engineering programs,” Journal of Engineering Education, vol. 97, no. 3, pp. 259–278, 2008. [4] G. Zhang, T. J. Anderson, M. W. Ohland, and B. R. Thorndyke, “Identifying factors influencing engineering student graduation: A longitudinal and cross-institutional study,” Journal of Engineering education, vol. 93, no. 4, pp. 313–320, 2004. [5] M. McVey, C. Bennett, and A. F. Greenhoot, “Impact of an embedded expert model on
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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- Diversity
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Paper ID #34383Increasing Faculty Participation in Pedagogical Diversity and InclusionActivitiesDr. Adithya Jayakumar, Ohio State University Dr. Adithya Jayakumar is currently a Senior Lecturer in the Department of Engineering Education at The Ohio State University (OSU). He received his Master’s and PhD in Electrical and Computer Engineering from OSU. His engineering education research focusses on improving the climate for women and other minoritised students in engineering.Dr. Lisa Abrams, Ohio State University Dr. Lisa Abrams is currently the Associate Chair for the Department of Engineering Education at The Ohio
- Conference Session
- Faculty Development Evidence-based Practices!
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- 2020 ASEE Virtual Annual Conference Content Access
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- John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
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-practice effort in engineering education through multiple theoretical lenses of systems and change. Paper presented at the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT.Singleton, R., & Straits, B. C. (2010). Approaches to social research: Oxford University Press.Streveler, R. A., Borrego, M., & Smith, K. A. (2007). 9: Moving from the scholarship of teaching and learning to educational research: An example from engineering. 25(1), 139-149. doi:10.1002/j.2334-4822.2007.tb00479.xWankat, P. C., Felder, R. M., Smith, K. A., & Oreovicz, F. S. (2002). The scholarship of teaching and learning in engineering. In M. T. Huber & S. P. Morreale (Eds.), Disciplinary styles in the
- Conference Session
- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)
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engineering educator might be expected to possess. This has profoundimplications for the design of future courses for beginning teachers of engineering and alliedsubjects.(b) Findings related to becoming a professional engineering educatorOne of us (John) was much affected by the fact that much of the discussion seemed to focus onthe personal problems of the teacher, in particular the teaching versus research conflict. Itseemed there were no lines of accountability and that everything was governed by a strongmotivation to write papers to be published in internationally peer reviewed journals. He alsonoted a similarity with the problems faced by the beginning schoolteacher and considered thatthe workshop should have begun with a discussion of
- Conference Session
- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association
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% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez
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Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, June 12-16, 2016[8] G. D. G. Carvalho, R. O. Corrêa, H. G. Carvalho, A. M. D. P. Vieira, R. F. Stankowitz and J. L.G. Kolotelo, "Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University, "Ingeniería e Investigación, vol. 38(3), pp.33-41, 2018. [Online]. Available: https:// DOI: 10.15446/ing. investig.v38n3.70998 [ [Accessed Dic, 2020][9] B. Kim and J. Kim, "Development and Validation of Evaluation Indicators for Teaching Competency in STEAM Education in Korea," Eurasia Journal of Mathematics, Science and Technology Education, vol. 12(7), pp.1909-1924, 2016. [Online
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln
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in graduate teacher preparation for a faculty career,” Journal of Graduate Teaching Assistant Development, vol. 8, no. 3, pp. 97-105, 2001.[6] E. P. Bettinger, B. T. Long, and E. S. Taylor, “When inputs are outputs: The case of graduate student instructors,” Economics of Education Review, vol. 52, pp. 63-76, 2016.[7] S. Rivera, “A summer institute for STEM graduate teaching assistants,” Journal of College Science Teaching, vol. 48, no. 2, pp. 28-32, 2018.
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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b. benefit society or advance desired societal outcomes (Broader Impacts)? 2. To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts? 3. Is the plan for carrying out the proposed activities well-reasoned, well- organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success? 4. How well qualified is the individual, team, or organization to conduct the proposed activities? 5. Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed
- Conference Session
- Evidence-based Practices in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College
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Paper ID #30904International Faculty Professional Development: Utilizing HybridEnvironments to Deepen Learning and Grow CommunityDr. Mary Slowinski, College of the Canyons Mary Slowinski is an educator/consultant specializing in educator-industry partnerships and collaborative learning research and design. She received her PhD in Learning Science from the University of Washing- ton with a dissertation on communities of practice for educators. Mary is PI and co-PI on National Science Foundation research and special project grants focused on industry/education partnerships. In addition, she has worked with several NSF
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
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- Diversity
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remote teaching was made quickly in Spring 2020, this experience hasshown that teaching engineering classes online has benefits. The most crucial aspect toimplement in online teaching is student engagement and motivation [29]. It is time forengineering faculty to accept that online education is a viable alternative for in-class instruction.SJSU is a Hispanic serving institution. As an HSI located in one of the most ethnically diverselocations in the United States, it is important for us to redesign our teaching to improve theoutcomes for students from all backgrounds.References[1] MindWires (2020). Summary of student surveys on COVID. Retrieved from https://mindwires.com/summary-of-covid-surveys/[2] Means, B. & Neisler, J., with
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- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting
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of Excellence that ad- vances interdisciplinary education and research. She served on the Naval Research Advisory Committee (2016-2018) . Gates received the 2021 Alfredo G. de los Santos Jr. Distinguished Leadership Award, the 2015 Great Minds in STEM’s Education award, the CRA’s 2015 A. Nico Habermann Award, the 2010 Anita Borg Institute Social Impact Award, and the 2009 Richard A. Tapia Achievement Award for Sci- entific Scholarship, Civic Science, and Diversifying Computing. She was named to Hispanic Business magazine’s 100 Influential Hispanics in 2006 for her work on the Affinity Research Group model.Dr. Elsa Q. Villa, University of Texas at El Paso Elsa Q. Villa, Ph.D., is a research assistant
- Conference Session
- Innovative Development for Various Faculty Lines
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore
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- Environmental Engineering, Faculty Development Division
Paper ID #28887Examination of faculty development in the Departments of Civil &Mechanical Engineering and Geography & Environmental Engineering attheUnited States Military AcademyCapt. Jes Barron, U.S. Military Academy Jes Barron is an Instructor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree in Civil Engineering from West Point (2009), a Master of Business Administration from Oklahoma State University (2015), and a Master of Science degree in Underground Construction and Tunnel Engineering from Colorado School of
- Conference Session
- Faculty Development Medley!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University
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Paper ID #29680Exploring Literature on how Instructor Feedback Impacts STEM StudentMotivationCassie Wallwey, The Ohio State University Cassie Wallwey is currently a Ph.D. student in Ohio State University’s Department of Engineering Educa- tion. She is a Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering classrooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017
- Conference Session
- Faculty Development 1: Social Justice Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware
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Delaware Shawna Vican is an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican in- vestigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market in- equality. Her current research includes a qualitative study of corporate diversity management strategies and a series of mixed-methods projects on diversity in the academic workforce.Dr. Robin
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- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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Paper ID #34316Faculty Motivations and Barriers for Engineering Education ResearchMs. Mia Ko, University of Illinois at Urbana - Champaign Mia is a 4th year undergraduate student studying Bioengineering with a minor in Material Science and Engineering at the University of Illinois at Urbana Champaign. On campus, she actively participates as an Engineering Ambassador: encouraging younger students’ interest in STEM related fields while changing the definition and conversation of what it means to be an engineer. Her research interests include motivation and STEM curriculum development and evaluation. She is very excited to
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- Faculty Development Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University
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Paper ID #34499Design Systems Thinking for Innovation in an Engineering FacultyDevelopment ProgramDr. Douglas E. Melton, Kern Entrepreneurial Engineering Network Dr. Douglas Melton is a program director for the Kern Family Foundation and works with the Kern Entrepreneurial Engineering Network (KEEN) which has partner institutions who are developing educa- tional experiences to foster an entrepreneurial mindset in their undergraduate engineering students. Doug Melton served as a faculty member for seventeen years within the department of Electrical & Computer Engineering at Kettering University in Flint, Michigan
- Conference Session
- Faculty Development Lightning Talk Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Richard J. Aleong, Purdue University, West Lafayette
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Paper ID #34856Lessons Learned: Designing for Complexity and Ambiguity in Total CourseDevelopment from Conception to DeliveryMr. Richard J. Aleong, Purdue University, West Lafayette Richard J. Aleong is a Ph.D. candidate in the School of Engineering Education at Purdue University. He received his M.A.Sc. and B.Sc.E in Mechanical and Materials Engineering from Queen’s University, Kingston, Canada. His research interests are focused on integrative thinking and design, interdisciplinary collaboration, and educational development to support students’ personal and professional learning and growth
- Conference Session
- WIP-ing Up Faculty Development!
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network
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Paper ID #30642Thinking Entrepreneurially about Your CareerDr. Andrea L Welker, Villanova University Dr. Andrea L. Welker, PE, is the Associate Dean for Academic Affairs in the College of Engineering and a Professor in the department of Civil and Environmental Engineering at Villanova University. Her research focuses on effectiveness of stormwater control measures at both the site and watershed scale. She is the immediate past Chair of the Civil Engineering Division of ASEE.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is Chair of the Engineering and Applied Science Education Department at
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