Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

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Amy B. Chan Hilton, University of Southern Indiana

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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 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

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Dick Apronti, Angelo State University

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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

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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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

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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 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

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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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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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

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

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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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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

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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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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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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, 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

Lessons Learned about Faculty Development!

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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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, 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 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

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Ke Liu, Arizona State University

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streamline them into their letter category:A-/A+ were categorized into the A group, etc. We followed this classification system for A, B,C, D, E, and W. [10] The cleaning process for this examination included removing any coursethat didn’t have an RTOP score associated with the pre and post, as well as courses that didn’tmatch those that were observed. Similarly, courses that had higher than 75% As in the pre wereremoved. We also removed any courses with fewer than 10 A-E grades. After all of theseclassifications, we ended with a sampling of 108 courses.Data Analysis ResultsThe original data analysis involved a two-step process. Initially, SPSS was used to find theaverage grade distribution for A,B, C, D, E, and W. Then, multiple linear mixed

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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the construction ofwind and solar generation all over the country. Large penetration of the new generation forms ischanging the landscape of the power industry and instructors need to incorporate new knowledgeto power system courses. To foster EML, a new module was added to the course to discussrevolutionary economic and market changes in the power industry caused by renewable energy.In the module, students were introduced to: (a) the shrinking revenue that utilities are facingbecause the renewable generation reduces their electricity sales; (b) the business innovations thatare emerging to take advantage of the new generation forms; and (c) cost-benefit analysis ofinvesting a renewable generation station. Moreover, a team project was tied to

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

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Paper ID #29649Faculty Development Mini-Modules on Evidence-Based Inclusive Teachingand Mentoring Practices in EngineeringDr. Sarah Ilkhanipour Rooney, University of Delaware Sarah I. Rooney is an Assistant Professor and Director of Undergraduate Studies in the Department of Biomedical Engineering at the University of Delaware. She seeks to bring evidence-based teaching prac- tices to the undergraduate curriculum. She received her B.S.E. and M.S.E. in Biomedical Engineering from the University of Michigan (Ann Arbor) and her Ph.D. in Bioengineering from the University of Pennsylvania (Philadelphia).Prof. Joshua A Enszer

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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proposed mentorshipmodel. Specifically, the questions were designed to gather insights into their perceptions ofmentorship in the research context. The survey was electronically administered via Qualtrics toeleven students enrolled in small private university in Texas. The students selected to participatein the study consisted of both present and past students that participated in research groupsmentored by the faculty advisor. In this regard, survey questions were generated based on recurrentconversations the faculty advisor had with his undergraduate students during research meetings,office hours, or arbitrary settings. The authors note the following limitations of the piloted study:(a) small sample size; (b) self-developed survey instrument; (c

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation

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College. American c Society for Engineering Education, 2020 WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes Dr. Lisa B. Bosman, Dr. Erin McCave, Dr. Molly Goldstein, and Dr. Kelli ChelbergIntroduction & BackgroundThis work-in-progress paper emerged from the shared experience of participation in a VirtualWriting Group (VWG) composed of early career engineering education researchers (EER) in avariety of positions at different institutions. In general, this particular group of EERs had limitedresources and access to a peer community at their respective institutions, therefore, the VWGwas formed with the intention to spur EER scholarly activity

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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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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. Ross et al., "Scaling and assessment of an evidence-based faculty development program for promoting active learning pedagogical strategies," in ASEE Annual Conference & Exposition, Tampa, Florida, 2019, doi: https://peer.asee.org/32240. [Online]. Available: https://peer.asee.org/32240[9] A. McKenna, A. M. Johnson, B. Yoder, R. C. Chavela Guerra, and R. Pimmel, "Evaluating virtual communities of practice for faculty development," The Journal of Faculty Development, vol. 30, no. 1, pp. 31-40, 2016.[10] S. S. Courter, C. Freitag, and M. McEniry, "Professional development online: Ways of knowing and ways of practice," in ASEE Annual Conference and Exposition, Washington, DC, 2004, doi: https

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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on what contextual factors and supports help faculty adapt to new realities related to theCOVID-19 pandemic and best address the needs of students from underrepresented andunderserved communities across a broader variety of contexts.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning” Educause Review, vol. 27, pp. 1-12, 2020.[2] F. Martin, K

Conference Session

WIP-ing Up Faculty Development!

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2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

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faculty development.References[1] L. McAlpine and R. Harris, “Lessons learned: Faculty developer and engineer working as faculty development colleagues,” Int. J. Acad. Dev., vol. 4, no. 1, pp. 11–17, May 1999, doi: 10.1080/1360144990040103.[2] D. Little, D. A. Green, and C. Hoption, “A lasting impression: the influence of prior disciplines on educational developers’ research,” Int. J. Acad. Dev., pp. 1–15, Apr. 2018, doi: 10.1080/1360144X.2018.1458617.[3] A. Repko and R. Szostak, Interdisciplinary research: Process and theory. Thousands Oaks, CA: Sage, 2017.[4] J. B. Holbrook, “What is interdisciplinary communication? Reflections on the very idea of disciplinary integration,” Synthese, vol. 190, no. 11, pp. 1865–1879, Jul. 2013

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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courses for Pass/Fail (PS/FL) without the course impactingtheir overall GPA. Credit was received for passing a PS or P course; however, a traditional Fresulted in 0 grade points which lowered the student’s GPA. For graduate students, a passing gradeis considered an A or B, and for undergraduate students an A, B, or C grade. As shown in Table3, no graduate student received an FL grade. Pass (P) and Satisfactory (S) grades are primarilyreserved for thesis and dissertation courses. Graduate students performed slightly better during theCOVID pandemic months.For undergraduate students, the percentage of students who passed each semester was relativelyconsistent; see Table 4. Perhaps due to uncertainty with the fully remote learning environment,many

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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(detailed below). The secondworkshop will repeat this model (specified below) in order to iterate upon ideas generated in thefirst workshop.Workshop 1: Part A: Inspiration (the Discovery Section) - A Human Centred Design Approach will be used for mind-mapping. In this mind-mapping exercise, the goal is to use divergent thinking framework, allowing the faculty to explore variety of issues they face or are aware of in context of engineering teaching. Further, we will use Cause-Effect Analysis, Stakeholder Mapping and Problem Statement Building that allows our key stakeholder participants (i.e. engineering faculty) to explore barriers for adopting best practices in teaching and learning. Part B: Ideation – Creative Thinking will be used

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

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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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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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Authors

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

Conference Session

Faculty Development Research

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2020 ASEE Virtual Annual Conference Content Access

Authors

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