Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

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Faculty Development Division

Paper ID #34457Work in Progress: Using Systems Thinking to Advance Faculty Development:A Student Success in Engineering ExampleDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI serves as the Director of the Center for Excellence in Teaching and Learning and is a Professor of Engineering at the University of Southern Indiana. Her work focuses on motivating and supporting faculty in instruction transformation to improve student outcomes, devel- oping frameworks and systematic strategies to cultivate faculty and administrative buy-in for change, and increasing the understanding of

Conference Session

Faculty Development Evidence-based Practices!

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2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M Blum, Syracuse University; Katie D. Cadwell, Syracuse University; Julie M. Hasenwinkel, Syracuse University

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Faculty Development Division

J.E., The Future of Engineering Education I: AVision for a New Century, Chem. Engr. Education, 34(1), 16–25 (2000).[3] Felder R.M., Woods D.R., Stice J.E., Rugarcia A., The Future of Engineering Education II:Teaching Methods that Work, Chem. Engr. Education, 34(1), 26–39 (2000).[4] Prince M., Does Active Learning Work? A Review of the Research, Journals of EngineeringEducation, Volume 93, Issue 3 Pages 223–231 (2004).[5] Bonwell, C.C., and J. A. Eison, “Active Learning: Creating Ex-citement in the Classroom,”ASHEERIC Higher Education Report No.1, George Washington University, Washington, DC ,1991.[6] Smith, B., and J. MacGregor, “What is Collaborative Learning?,”in Goodsell, A., M. Mahler,V. Tinto, B.L.Smith, and J. MacGreger,(Eds

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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. Cindy is an associate editor for environmental chemistry for Environmental Toxicology and Chemistry.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

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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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Paper ID #34135Faculty Mentorship and Research Productivity, Salary, and Job SatisfactionDr. Li Tan, Purdue University, West Lafayette Li Tan is currently a postdoctoral researcher in the School of Engineering Education at Purdue University.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

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Faculty Development Division

class performance, as well as critiques from students. I identified severalteaching workshops to gain some instructional training and discussed attending them with mydepartment chair. Finally, I showed how attending the conferences has culminated in improvingmy teaching effectiveness.In my quest to be a student-centered instructor, I believe the SET is an essential data source thatcan be used to assess teaching effectiveness. Other data points exist that can complement SETs.For instance, discussions with other faculty members showed that they also found SETs helpful,but they did not use them in isolation. Peer evaluation of instruction was an additionalconsideration in assessing teaching effectiveness.References[1] B. Algozzine, J. Beattie, M

Conference Session

Faculty Development Medley!

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2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; Allison Godwin, Purdue University at West Lafayette (COE)

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reconsidered: Priorities of the professoriate. Princeton University Press, 3175 Princeton Pike, Lawrenceville, NJ, 1990.9. P. J. Fensham, Defining an identity: The evolution of science education as a field of research, Vol. 20, Springer Science & Business Media, 2004.10. Thorsten Bell, Detlef Urhahne, Sascha Schanze, and Rolf Ploetzner, “Collaborative Inquiry Learning: Models, Tools, and Challenges,” International Journal of Science Education, 32 (03), pp.349-377, 2010.11. B. Morgan, “Research impact: Income for outcome,” Nature, 511(7510), pp. S72–S75, 2014.12. G. Cohen, J. Schroeder, R. Newson, L. King, L. Rychetnik, and A. J. Milat, “Does health intervention research have real world policy and practice impacts: Testing a new

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

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Diversity

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Faculty Development Division

success in STEM through psychological stress, inter- rupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Black, Indigenous, and Latinx doctoral students.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education

Conference Session

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

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Through University web pages: Implications for a more inclusive communityAbstractThis qualitative study investigates web pages documenting COVID-19 responses from 28universities across the United States. Using grounded theory methodology, we inductivelydeveloped a model of universities' response to the pandemic. Four types of strategies wereidentified from the data and a theoretical model was developed describing (a) causal conditionsthat underlie the strategies for response to the pandemic, (b) the context that influenced thestrategies adopted by the universities, (c) intervening conditions due to the pandemic thatinfluenced strategy development, and (d) potential recommendations to make

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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Distant Education Resources, 2020. [2] T. Hammond, K. Watson, K. Brumbelow, S. Fields, K. Shryock, J.-F. Chamberland, L. Barosso, M. de Miranda, M. Johnson, G. Alexander, M. D. Childs, S. Ray, L. White, J. Cherian, A. Dunn, and B. Herbert, “A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social isolation, equity, resilience, and learning content during the covid-19 pandemic,” Texas A&M University, Tech. Rep., 2020. [Online]. Available: http://hdl.handle.net/1969.1/187835 [3] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qualitative sociology, vol. 13, no. 1, pp. 3–21, 1990. [4] B. G. Glaser, Basics of

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University - Worldwide; Narcrisha Norman, Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide

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, C. (2018). Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2018/10/12/about-three-quarters-all-faculty- positions-are-tenure-track-according-new-aaup[3] Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2019, January). Enrollment and Employees in Postsecondary Institutions, Fall 2017 and Financial Statistics and Academic Libraries, Fiscal Year 2017. Retrieved February 1, 2020, from https://nces.ed.gov/pubs2019/2019021REV.pdf[4] Rogers, C. B., McIntyre, M., & Jazzar, M. (2010). Mentoring adjunct faculty using the cornerstones of effective communication and practice. Mentoring & Tutoring: Partnership in Learning, 18(1), 53–59.[5] Smith, C. (2003). Working systemically

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haroon Malik, Marshall University; Wael A. Zatar, Marshall University

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Faculty Development Division

and rubric, collected in course evaluations, is perhaps the most useful for theindividual instructor’s professional development. The main objective of the work-in-progress(WIP) is to develop a methodology to: (a) automatically extract assertions of perceived quality ofteaching using machine learning techniques. (b) provide a mechanism to compare instructors basedon the extracted assertion/qualities. The contributions of the paper are (a) methodology to mineteaching evaluation and (b) an open-source tool to facilitate educational establishments executeempirical studies and students perform exploratory analytics on the teaching evaluations. The toolsupports a wide variety of data formats, does not require any domain knowledge for its

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

Paper ID #32998Goal-match Mentoring: A New Strategy for Faculty of Color in EngineeringAcademiaDr. Sylvia L. Mendez, University of Colorado at Colorado Springs Dr. Sylvia Mendez is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on effective faculty mentoring practices, broadening

Conference Session

Research in Faculty Development

Collection

2020 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; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs

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Faculty Development Division

Paper ID #29698To Be, or Not to Be, a Professor: Views of Engineering PostdoctoralScholarsDr. Sylvia L. Mendez, University of Colorado at Colorado Springs Dr. Sylvia Mendez is an Associate Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez’s research centers on the educational attainment and schooling experiences

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

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classes listed in Course Book is 270 per semester(average for Fall 2020 and Spring of 2021) in the school of engineering and computer science.Analysis of this figure is presented below, based on the faculty’s response to Questions 3 of thesurvey. Fig. 1, Faculty Selection for the Fall of 2020 and Spring of 2021 in the School of Engineering and Computer Science Table 2, Survey Questions 1. A statement by the Institution Review Board (IRB) is provided and faculty are asked to exit the survey or click "I Agree" to begin. 2. Which teaching modality did you choose? a. Traditional b. Hybrid c. Flexible d. Remote/Virtual e. Online 3. Why

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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funded by the National Science Foundation REU site grants: AdvancingCalifornia Community College Students through Engineering Research (NSF Award 1461157)and Propelling California Community College Students through Engineering Research andSustained Online Mentoring (NSF Award 1757690). The Transfer-to-Excellence Program ishosted and supported by the Center for Energy Efficient Electronics Science, a National ScienceFoundation Science and Technology Center (NSF Award 0939514).References[1] F. Linnehan, “The relation of a work-based mentoring program to the academic performanceand behavior of African American students,” Journal of Vocational Behavior, vol. 59, no. 3, pp.310-325, Dec. 2001.[2] J. Foertsch, B. B, Alexander, and D. Penberthy, “Summer

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

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who would be using the system to improve their teaching. This included faculty of different roles and ranks, including: a. Tenure Track Faculty b. Clinical Track Faculty (also known as professors of practice) c. Lecturers (also known as Associated Faculty at our institution) 2. Stakeholders who need to evaluate the teaching of faculty. This included: a. Departmental Supervisors of Lecturers b. Department Chairs/Heads c. College Leadership: Deans and Curricular Associate Deans 3. Stakeholders invested in the quality of teaching, including: a. ABET and other institutions involved in accreditation of educational programs b. Industry professionals, alumni, and other

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

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Diversity

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Faculty Development Division

research team collectivelyand consensually developed the features of the workshop to include: (a) the topics to address; (b)how to most effectively sequence the topics; (c) what pedagogical approaches to employ toactively and meaningfully engage the participants. We also identified that a useful end productfor participants in the workshop would be a self-customized guide for their desired next steps ineducational research, where the workshop experiences would facilitate and support informeddevelopment of this customized guide. The results of this effort in terms of workshop design arepresented below.RecruitmentStaff from the University’s center for faculty development advertised the workshop on theirwebsite as well as by emailing faculty and

Conference Session

Lessons Learned about Faculty Development!

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2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

explicitly encouraged.NEO presents the holistic benefits of the skills TAs are learning, not just for their role as a TA,and use this as a framing for the whole training program. We approach the design of NEO withthe perspective that if we can help TAs develop skills to succeed in their own goals that they willhave more capacity to help their students succeed. More than simply training and onboarding, wepresent new TAs with these perspectives so they have the tools to mindfully approach their workas instructors, graduate students, members of the engineering and scientific communities, andabove all, as human beings. Further study is required to determine effectiveness of the training.Sources[1] Meyers, Chet, and Thomas B. Jones. Promoting Active

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

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Faculty Development Division

Evidence-based Teaching and Learning Practices into the Core Engineering Curriculum," Proceedings of the 2019 ASEE Annual Conference & Exposition, 2019.[17] A. P. Samaras, M. Hjalmarson, L. C. Bland, J. K. Nelson, and E. K. Christopher, "Self- Study as a Method for Engaging STEM Faculty in Transformative Change to Improve Teaching," International Journal of Teaching and Learning in Higher Education, vol. 31, no. 2, pp. 195-213, 2019.[18] L. A. Baker et al., "Cottrell scholars collaborative new faculty workshop: Professional development for new chemistry faculty and initial assessment of its efficacy," Journal of Chemical Education, vol. 91, no. 11, pp. 1874-1881, 2014.[19] A. F. McKenna, B. Yalvac, and

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

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Diversity

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Faculty Development Division

pooledparameter estimate and standard error parameter for both steps can be seen in Table 2. In stepone, teaching support and chair support were entered into the regression equation. In step 2,teaching self-efficacy was entered into the regression equation such that the equation consistedof teaching support, chair support, and teaching self-efficacy. Step 1 of each analysis provided ananswer to question (1) above while step 2 provided an answer to question (2).Step one of the analysis indicated that teaching support significantly and positively predictedteaching satisfaction (b = .42, t = 3.80, p < .001), while chair support was not a significantpredictor of teaching satisfaction (b = .11, t = .93, p > .05). Combined, the two predictorsaccounted

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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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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, E. Gong-Guy, and T. Fong, "Suicide prevention on college campuses: What works and what are the existing gaps? A systematic review and meta-analysis," Journal of American College Health, vol. 68, no. 4, pp. 419- 429, 2020/05/18 2020, doi: 10.1080/07448481.2019.1577861.[22] B. A. Kitchener and A. F. Jorm, "Mental health first aid training for the public: evaluation of effects on knowledge, attitudes and helping behavior," BMC Psychiatry, vol. 2, no. 1, p. 10, 2002/10/01 2002, doi: 10.1186/1471-244X-2-10.[23] G. Hadlaczky, S. Hökby, A. Mkrtchian, V. Carli, and D. Wasserman, "Mental Health First Aid is an effective public health intervention for improving knowledge, attitudes, and behaviour: A meta

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

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Faculty Development Division

actually get to talk to them a whole lot more regularly. I think it is more fun. (P1909) Confidence Participant describes more At the very least I am more confident of myself, confidence in teaching after knowing myself, knowing my role in what I can offer implementing their redesigned for the students. I think that is legitimately, a) what course. makes me want to be better and b) that the students can see I want to be a better educator, that is an

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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: Reflective Practice from ‘the Other Side of the Mirror’,” Int. J. Scholarsh. Teach. Learn., vol. 1, no. 2, Jul. 2007, doi: 10.20429/ijsotl.2007.010221.[7] F. W. Ngunjiri, Hernandez, Kathy-Ann C., and Chang, Heewon, “Living Autoethnography: Connecting Life and Research,” J. Res. Pract., vol. 6, no. 1, 2010.[8] B. Hempel, K. Kiehlbaugh, and P. Blowers, “Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success,” Educ. Chem. Eng., vol. 33, pp. 45–65, Oct. 2020, doi: 10.1016/j.ece.2020.07.004.[9] F. Hsiao, S. Zeiser, D. Nuss, and K. Hatschek, “Developing effective academic accommodations in higher education: A collaborative decision-making process,” Int. J

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

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curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Ad- vancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.Anita H. KomlodiDr. Neha B. Raikar, University of Maryland Baltimore CountyDr. Maria C. Sanchez, University of Maryland Baltimore County Dr. Maria C. Sanchez is currently serving as the Director of Education and Outreach for the College of Engineering and Information

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

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Faculty Development Division

, D. W. Jacobson, S. McKilligan, and A. Khokhar, “Riding the Wave of Change in Electrical and Computer Engineering,” Proc. 2017 ASEE Annual Conference & Exposition, Columbus, OH, June 2017.[11] J. E. Froyd, S. M. Lord, M. W. Ohland, K. Prahallad, E. D. Lindsay, B. Dicht, “Scenario planning to envision potential futures for engineering education,” IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-6, October, 2014.[12] E. Alpay and R. Verschoor, "The teaching researcher: Faculty attitudes towards the teaching and research roles," European Journal of Engineering Education, vol. 39, (4), pp. 365-376, 2014.[13] A. J. Stewart, D. LaVaque-Manty, and J. E. Malley, “Recruiting female faculty

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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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 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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in Engineering Education,” Journal of Engineering Education, vol. 98, no. 1, pp. 53–66, 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[36] J. P. Martin and C. Garza, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research,” Studies in Engineering Education, vol. 1, no. 1, p. 1, May 2020, doi: 10.21061/see.1.[37] A. Q. Gates, P. J. Teller, A. Bernat, N. Delgado, and C. K. Della-Piana, “Expanding Participation in Undergraduate Research Using the Affinity Group Model*,” Journal of Engineering Education, vol. 88, no. 4, pp. 409–414, 1999, doi: https://doi.org/10.1002/j.2168-9830.1999.tb00467.x.[38] B. F. Skinner, Science And Human Behavior

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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Paper ID #32676Supporting Students’ Skillful Learning: Lessons Learned from a FacultyDevelopment WorkshopDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote Reflection in Engineering Education (CPREE). He is also a

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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Paper ID #32659Lessons Learned: Adapting to Aid Faculty for Teaching in a PandemicDr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interests include faculty development, the peer review process, the

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Walters, Oakland University; Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University

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Paper ID #29135WIP: Mentoring Early-career Engineering Faculty - A Faculty DevelopmentCoordinator ModelDr. Julie Walters, Oakland University Julie Walters, J.D., Ph.D. Is an associate professor in the Department of Political Science at Oakland University, Rochester, Michigan. Her research and teaching address issues of law and public policy in the United States, particularly in the context of institutional and cultural dynamics. Recent work focuses on legal and normative issues surrounding the employment environment of women in STEM.Miss Leanne DeVreugd, Oakland University Leanne DeVreugd is the Program Coordinator for the