Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Faculty Development Division

practiceand application with weekly faculty cohort meetings, coaching, and reflection.Introduction and BackgroundThe importance of undergraduate research is well understood, as it increases student self-efficacy, introduces new career opportunities, and encourages persistence to degreecompletion [1, 2]. The merits of multi-year research experiences and the influence of mentorsare also well-documented [3, 4]. The benefit of research experiences for undergraduates(REUs) is so significant that the National Science Foundation (NSF) supports multipleannual summer REUs through annual grants. Students have the opportunities to apply toREUs nationwide and, if selected, have the opportunity to travel to another campus, workwith a faculty researcher, and learn

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

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Faculty Development Division

bachelor’s degree in aerospace engineering from MIT and a master’s degree in systems engineering from the University of Virginia. Alexandra comes to FIU af- ter completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

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Diversity

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Faculty Development Division

grounded by the mutual mentoring model (Yun et al., 2016) conceptualframework offered an in-depth understanding of the potential efficacy of goal-match mentoring.Deductive data analysis strategies established by Stake (1995) were utilized to examine theinterview data. Three themes emerged on the potential efficacy of goal-match mentoring: (1)Identifying a career goal prior to the beginning of the mentoring match requires deep reflectionon behalf of the mentee and promotes goal accountability; (2) The mentoring relationshipquickly blooms as the nature of the mentoring need is identified early in the process; and (3) Theexpertise of the mentor is swiftly leveraged for the maximum benefit of the mentee. Thesefindings reveal the value of mentoring

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

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Faculty Development Division

positions off the tenure track grew from around 47% to 61% [1]. This trend is notablebecause of the potential ramifications for higher education, some of which are related to workingconditions for faculty off the tenure track. For example, many non-tenure-track (NTT) facultyare hired on a per-course basis with little to no job security, low pay, and limited access toresources such as office space [1]. Yet, NTT faculty teach over 50% of the student credit hours at4-year institutions in the U.S. [1]. It is clear that NTT faculty play a significant role in fulfillingthe educational missions of U.S. institutions of higher education in spite of sometimes difficultworking conditions.In part because of these concerns, a growing number of universities have

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

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Diversity

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Faculty Development Division

engineering students are significantly less likely to seek help for a mentalhealth concern than are college students pursuing other majors. Faculty often become aware ofundergraduate students’ mental health concerns through teaching and advising. The purpose ofthis study was to better understand faculty experiences with and perceptions of undergraduateengineering students’ mental health. A survey was sent to faculty specializing in diverseengineering disciplines at private and public institutions. Of the 106 faculty who responded, 38were non-tenure track, 17 were tenure track, and 47 were tenured. Five respondents wereadministrators. Participants reported a range of experience (> 1 year to over 20 years) andstudent interaction (teaching less than

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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Faculty Development Division

learning was abrupt for many educatorsand administrators across all levels of education. Many schools in the K-12 and higher educationlandscape had a limited time frame to begin transitioning online and to ensure meeting programlearning outcomes [1]. Although there have been several avenues for digital learning for decades,this shift exposed the reality of modern U.S. educational systems: disparities in the resourcesstudents have at home [2] and the lack of instructor preparation for online instruction [3]. Inorder to better the experience of online instruction for both teachers and students, there is a needto understand the characteristics of the transition to online learning and how this adaptationcontinues. Ubiquitous stress due to a new

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

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Faculty Development Division

, theLeonhard Center coordinated a number of initiatives to help faculty move forward with their teaching.Our process was: Identify what worked during the emergency transition, listen to questions from facultyabout things that did not work, then provide faculty development support in targeted areas focusing on theFall 2020 semester. The overall timeline is displayed in Figure 1. May June July Look What Our College Accomplished!  Townhalls Summer Workshop Series Figure 1. Timeline of Center Pandemic InitiativesMay 2020: Look What Our College Accomplished! SeriesAs the Spring 2020 semester wrapped-up, the Leonhard

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

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Faculty Development Division

open toquestions. Our department chair is deeply integrated in our program’s teaching and led the chargeas we pivoted to emergency remote teaching (ERT) halfway through the Spring 2020 semester.In this paper, we reflect on how our department’s faculty successfully navigated the transition toERT and share lessons learned on how we continue to maintain high quality education whileonline. We have also reported elsewhere on our students' responses to the adjustments madeduring the COVID-19 pandemic using a compassionate flexibility model [1].Establishment of a Virtual Community of PracticeBefore the pandemic, our department of five faculty already had strong relationships and anetwork of support. When classes were cancelled for a week to prepare

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Faculty Development Division

a larger research study of faculty development,pedagogical practices, and student support. This includes three semi-structured interviews withthe manager of the makerspace (a university faculty member), 4 faculty member interviews, andartifacts including images, videos, and student projects that demonstrate the results of theinstructional and pedagogical shifts throughout the pandemic. See Figure 1 for a timeline of datacollection and important events.Figure 1: Timeline of Data CollectionLessons Learned Throughout the 2020 Spring and Fall Semester there were key moments that illustratedvarious shifts in the way the makerspace approached faculty development. After the pivot, themakerspace staff adopted a triage mentality. Student

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

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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

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

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Faculty Development Division

challenges that mathematics faculty and graduateteaching assistants (GTAs) faced when moving active and collaborative learning (ACL) incalculus courses from in-person to virtual instruction in Spring 2020. Understanding thesechallenges will help us create better support for GTAs and instructors moving to ACL in bothonline and face-to-face environments.The change efforts discussed in this paper are part of an NSF-supported project that aims tomake ACL the default method of instruction in highly enrolled gateway STEM courses across alarge public Research-1 university. Active learning has been shown to improve both retentionand understanding in STEM [1]. The theoretical framework for the project builds on existingwork of grassroots change in higher

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

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Diversity

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Faculty Development Division

duringthis time. Virtual community creation, size and scope of the VCPs, and surveys related to theimpact of this initiative are presented.Keywords: Faculty Development, Online Learning, Educational Technology, EducationalResearch, Active Learning, AssessmentIntroductionVirtual Communities of Practice have previously shown to be a proven technique for enhancingthe professional development of faculty. A community of practice is primarily a learningcommunity; a group with an identity focused on a learning goal [1]. The term “virtual” is criticalto the name, Virtual Community of Practice (VCP), as meetings are held via the Internet andvideo conferencing rather than in person. The effectiveness of VCPs for faculty development hasbeen reported over more

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

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Faculty Development Division

instruction.Online learning is not a novel phenomenon and has been a major component of higher educationfor many years across disciplines, including business, education, and criminal justice [1].However, the change that took place during Spring 2020 was not traditional online instructionbut rather an emergency transition to remote teaching. Emergency remote teaching (ERT) isdefined as “a temporary shift of instructional delivery to an alternate delivery mode due to crisiscircumstances” [2, p. 7]. Emergency remote teaching is distinct from traditional online teachingand learning, in which virtual experiences and online instruction have been planned from thebeginning [2, 3]. ERT, in comparison, is enacted in response to a crisis; it entails hastyadjustments

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Faculty Development Division

thedifference between online learning and rapid forced transition to remote online courses, pointingout online learning is carefully planned out, while the rapid response required by many facultyduring this pandemic makes it a challenging task for transitioning existing courses [1]. Thank-fully, the tools necessary to facilitate this change existed in the form of relatively accessible videoconferencing services made available by technology companies such as Zoom and Cisco partneredwith universities pre-pandemic.The task of training instructors to use these tools in their classrooms was at the forefront of manyeducational specialists’ minds. The main goal was ensuring that instructors would feel confidentin their abilities to continue their classes

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

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Faculty Development Division

development opportunities for faculty and staff at their institutions. Additionalinformation on metacognition and specific interventions can be found here: https://skillful-learning.org/ .Metacognition, knowing about and regulating our thinking processes, is a key skill for learningmore effectively and efficiently, in academia, as a professional, and throughout life [1]. It can bedeveloped with focused instruction, practice, and feedback [2]. Few engineering educators havetraining or expertise in pedagogy [3], let alone facilitating students’ metacognitive growth, i.e.,the development of their learning skills. However, understanding learning processes and helpingothers become more skillful learners require development of new knowledge and abilities

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

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Diversity

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Faculty Development Division

develop an EM by attendingworkshops and conferences sponsored by KEEN. As the development and integration of the e-learning modules matured, it became clear that a strong internal effort to develop an EM infaculty was needed to sustain the initiatives. A formal program consisting of developing EMchampions across different programs was launched in 2019, and an internal mini-grant programto incentivize faculty to develop entrepreneurially minded activities in select courses acrossdifferent programs was launched in 2020. This paper describes the outcomes of the variousfaculty development initiatives.It is often the case that individuals engage and promote practices in which they themselves weretrained [1]. Large-scale changes often require efforts

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

effective support and teaching of undergraduateand graduate students. Despite continued efforts to promote mentorship of faculty, studies showthat early career scholars may not be receiving the mentorship that they require (Morzinski &Fisher, 2002; Thomas, 2001; Van Noorden, 2018). Informed by Higgins and Kram’s (2001)framework of the antecedents and consequences of the mentoring (developmental) network, ourstudy applies multiple linear regression models to investigate the following two researchquestions regarding faculty mentorship and professional development: (1) Which factors are associated with the likelihood that a faculty member will reporthaving a formal or informal faculty mentor? (2) What are the associations between

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

developing knowledge and defining theory [1]. However, engineeringeducation researchers must reach a wide range of engineering domains and programs in order towholly succeed at improving engineering education. Thus, expanding the EER community is agrowing mission for academia and organizations such as the National Science Foundation.Although funding opportunities like the NSF’s Professional Formation of Engineers: ResearchInitiation in Engineering Formation (NSF PFE: RIEF) grant provide an opportunity for facultyinterested in conducting EER, overall awareness of EER remains limited thus restricts theexpansion of research and community [2].Recent research indicates that unfamiliarity with qualitative methods and theoretical frameworksare barriers of

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez

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Faculty Development Division

faculty competencies in the school of engineering. After that, ananalysis of the findings will be performed in order to propose a framework for the definition ofengineering faculty competencies (focusing on CDIO standards 9-10) that will serve as a guidefor faculty development and evaluation plans at the school level. This project is part of a largerone that endeavors to consider all CDIO standards (1-12) for the continuous improvement ofan academic program. The findings can potentially be utilized to guide continuousimprovement efforts at engineering schools with similar characteristics in Latin America oraround the world. Lightning talk. descriptionKeys words: Competencies, faculty development, CDIO standards 9-10IntroductionWithin Latin

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association

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Faculty Development Division

-granting, Title IV-eligible institutions for higher education, and they enroll approximately30 percent of all undergraduates in the United States [1]. However, in 2018, only 3 percent of allfederal obligations for science and engineering research and development provided to institutionsof higher education was distributed to MSIs. Two agencies that tend to provide most of theresearch funding, the National Institute for Health (NIH) and the National Science Foundation(NSF), awarded 2 percent and 6 percent of their research funding to MSIs in 2018 [2]. Federalfunding agencies, such as the NSF, have recognized the need to diversify their fundingportfolios to increase the engagement of under-participating institutions, including MSIs. Withthis in mind

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

performance as course instructors and researchers [1]–[9].However, this does not account for the full tenure review requirements, specifically overlookingthe service requirement. Previous work has quantified service as the most ambiguous reviewcategory [10]–[15]. In the experience of the authors, service activities are not often subject toformative feedback during annual review processes and there is not a clear guideline if the workis sufficient. Nonetheless, we have observed that our previous student leadership activities, © American Society for Engineering Education, 2021 2021 ASEE National Conferenceparticularly during graduate school, have allowed us to exceed supervisor expectations

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

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Diversity

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Faculty Development Division

American c Society for Engineering Education, 2021WIP: Increasing Faculty Participation in Pedagogical Diversity and Inclusion ActivitiesIntroductionUnder-represented minority (URM) (Black/African American, Hispanic, and AmericanIndian/Alaskan Native) and female students often face an unwelcoming and unsupportiveclimate in higher education [1][2][3]. This is especially true in engineering, where this hostileclimate can lead to an achievement gap. The achievement gap is the difference in academicperformance between minoritized student populations and their non-minority peers. If leftunchecked, this achievement gap can affect student persistence in engineering and eventuallyaffect

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach

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Faculty Development Division

andculture. Findings indicate concerns with the traditional barriers of time and workload. However,they also indicate that there is some expectation for Scrum to decrease elements of the facultyworkload and reduce time to complete tasks. These findings also build on the understanding ofhow faculty collaboration is perceived as both a barrier and affordance to departmental change.This paper is preferred to be presented in a lightning talk, round table discussion, or poster.IntroductionEngineering departments operate based on institutional policy and procedures as well as normsestablished through the lifetime of the department [1], [2]. When approaches an institutionalchange effort there are several factors that affect decision making. These factors

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Faculty Development Division

hopes to provide insights to engineering educators aboutclasses taught in a remote teaching mode as well as strategies to make in-person classes moreeffective. In this paper, we focused on the following research questions. 1. What is the impact of COVID-19 on student learning for engineering students at SJSU? 2. What are student perceptions towards emergency remote learning? 3. What aspects of remote learning worked best and least for students in engineering? 4. What can faculty do to improve both remote and face-to-face learning environments?Review of the LiteratureSince the move online because of COVID-19 in the United States, there have been many surveysof students to determine their attitudes towards this change. MindWires [1] is

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

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Diversity

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Faculty Development Division

instruction, can be a barrier to some of the faculty members.Generally, online learning comprises of a combination of synchronous (real-time) andasynchronous learning (on-demand). Most common pedagogies in online teaching includediscussion boards, audio and video submissions, text-based assessment, collaboration, emailsexchanges, text-based chat, audio and video conferencing, real-time polls, real-timecollaboration, and real-time assessment [1], [2]. These teaching modes can be classified as“surface structures” (pedagogies that transmit the information between the teacher and students),“deep structures” (pedagogies that encourage, higher order thinking and problem-solving) and“implicit structures” (pedagogies that develop a moral dimension in terms

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

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Faculty Development Division

Learned: College Student Surveys as a Professional Development ToolIntroductionThe development and adoption of student evaluation of teaching (SET) were first recorded in the1920s [1] [2]. Since then, many proponents have researched the practice and suggested ways ofimplementing SETs to improve instruction. Student evaluations of teaching have mostly beenstandardized and accepted as a regular practice of assessing teaching effectiveness in mostcolleges, including my university. SETs have standard features that are described by Sproule [3]. 1. The SET is a survey about course content and teaching effectiveness with open-ended and close-ended questions. 2. The closed-ended questions present a scale of possible values

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette

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Diversity

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Faculty Development Division

presented as translations of three course design considerationspertaining to 1) content and learning objectives [1], 2) constructive alignment [2] and 3)inclusive teaching [3]. Table 1 identifies the general course design considerations, the core ideabehind these considerations specific to this course development context, the way the designconsiderations were reframed given the open-ended nature of the course, and the strategy forimplementation for course design and instruction. By considering these translations, the specificlessons learned show how components are applied from course development through instructionleading to three implementable strategies: 1) journey mapping for holistic student experience 2)integrating course content, active

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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Diversity

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Faculty Development Division

solvers, and able to understand the societal contexts in which they are working to addressing the grand challenges of the 21st century.Prof. Sang M. Han, University of New Mexico Dr. Han is a Regents Professor in the Departments of Chemical & Biological Engineering and Electrical & Computer Engineering at the University of New Mexico. He earned his Ph.D. in chemical engineering from the University of California at Santa Barbara and his B.S. in chemical engineering with honors from the University of California at Berkeley. Dr. Han has over 25 years of experience in electronic and pho- tonic materials engineering and fabrication. His current research topics include (1) writable/rewritable quantum structures

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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Diversity

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Faculty Development Division

forms of knowledge and information regardinginternship/employment resources, departmental and research opportunities, curriculumalternatives, exposure to graduate school, and professional experiences that may result favorablein future career aspirations. A fundamental component to facilitating successful student careerpaths is correlated to an authentic form of mentorship, which exposes students to a plethora ofcareer opportunities and prepares them to navigate postgraduate experiences. The proposed model,which was implemented over a span of four years with a total of sixteen engineering studentsconducting undergraduate research, identifies four key elements in the transformative process: 1)develop student-faculty relationship; 2) faculty

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

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Faculty Development Division

classes for first year students, seniors, and everyone in between. His primary research interest is in rehabilitation engineering and assistive technology for people with disabilities. American c Society for Engineering Education, 2021 Work in progress: A faculty learning community that includes a strong support system to promote implementation of new teaching practicesIntroductionThe field of educational research constantly leads to new and effective ways to foster learningwith students. Implementing these new methods can require significant changes to classmaterials, course goals, and assessments [1, 2]. While engineering