Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

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 Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

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

Tagged Topics

Diversity

Tagged Divisions

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 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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, 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

Tagged Divisions

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

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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 Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Divisions

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

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, 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

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

Tagged Divisions

Faculty Development Division

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

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Environmental Engineering, Faculty Development Division

Paper ID #29242Working toward tenure in a teaching focused branch campusDr. Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown Dr. Shannon Parks is a registered Professional Engineer with 20 years of broad-based experience in the water resources and environmental engineering fields. She holds a Bachelor of Science Degree in Civil Engineering from the Pennsylvania State University and a Masters of Science and doctoral degree in Civil & Environmental Engineering from Carnegie Mellon University. She is currently teaching water resources and environmental engineering at University of Pittsburgh at

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

Paper ID #29123Extending Faculty Development through a Sustainable Community of Prac-ticeSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

Tagged Divisions

Faculty Development Division

Paper ID #28993ASME Early Career Leadership Intern Program to Serve Engineering(ECLIPSE): A Talent Pipeline Model for Developing Early CareerMechanical Engineers into Future LeadersDr. Khosro Shirvani, Farmingdale State College Khosro Shirvani, Ph.D. is an assistant professor in the Mechanical Engineering Technology at Farming- dale State College (FSC). His research areas include surface engineering and tribology, additive manu- facturing, fabrication and characterization of novel materials, and manufacturing processes. He joined FSC following a faculty position at Rowan University. He is active in the American Society of Mechan

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

Paper ID #28673Intercollegiate Coaching in a Faculty Professional Development Programthat Integrates Pedagogical Best Practices and the EntrepreneurialMindsetDr. Heather Dillon, University of Portland Dr. Heather Dillon is an Associate Professor in Mechanical Engineering at the University of Portland. She recently served as the Fulbright Canada Research Chair in STEM Education. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining the university, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

behavior: Its nature and antecedents," Journal of applied psychology, vol. 68, no. 4, p. 653, 1983.[5] P. M. Podsakoff, S. B. MacKenzie, J. B. Paine, and D. G. Bachrach, "Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research," Journal of management, vol. 26, no. 3, pp. 513-563, 2000.[6] T. M. Nielsen, G. A. Hrivnak, and M. Shaw, "Organizational citizenship behavior and performance: A meta-analysis of group-level research," Small Group Research, vol. 40, no. 5, pp. 555-577, 2009.[7] J. L. Buller, Change leadership in higher education: A practical guide to academic transformation. John Wiley & Sons, 2015.[8] American

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Junkun Ma, Sam Houston State University; Faruk Yildiz, Sam Houston State University

Tagged Divisions

Faculty Development Division

Machining, HVAC, Power and Green Energy Technology,Mining, Oil & Gas etc. Figure 1(b) shows a random PLC troubleshooting equipment at the trainingfacility. (a) (b) Figure 1: (a) First batch of students receiving FANUC training certification in Engineering Technology department at SHSU and (b) PLC troubleshooting station at Amatrol Training.CNC Training and Certification:According to the 2018 Deloitte [1] and The Manufacturing Institute skills gap and future of workstudy’, programming skills applied to industrial robots and automated manufacturing system suchas computer numerical control (CNC) machine are one of the five critical skills expected to beneeded to succeed in the future

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

be just goin there and repeat what I already know to the students, so mechanical. And the thing is thatafter I hear so many people - everybody’s issues - I feel that teaching itself is a lively thing. It’salive. Teaching is not just mechanics. It’s really dynamic. So, I think that’s the most - that is, Ithink, something influenced me most. And because of this change, this viewpoint change, I thinkmy way of approaching students is also different.We suggest our lessons learned paper be presented as a lightning talk in order to supportdiscussion with other participants who are also developing communities of practice.References[1] E. Wenger, B. Trayner, and M. de Laat, “Promoting and assessing value creation in communities and networks: a

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

Paper ID #28612Managing Dual Academic CareersDr. Yuting W. Chen, University of Illinois Urbana-Champaign Yuting W. Chen received the B.S. degree from the University of Illinois Urbana-Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engi- neering. She is currently a Teaching Assistant Professor with the Department of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign. Prior to joining ECE Illinois, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petra Bonfert-Taylor, Dartmouth College; Christopher Miller, Dartmouth College

Tagged Divisions

Faculty Development Division

, s=1where 1, there exists b ∈ S s.t. as,i = ab,ia Zs,i = 0, elseS is the set of all students, as,i indicates the response of student s to question i, and ia is the associatedquestion for restrictive question i.Isolation QuestionsIsolation questions allow users to prevent groups in which students with a specified majority responseoutnumber other students. For example, studies in STEM courses have shown that female students reporthigher self-confidence and are more likely to major in a course’s subject if placed in groups with a higherpercentage of women, and student outcomes for all students in a group improve as the percentage ofwomen in

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

(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

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Faculty Development Division

breakfast, and a lecturer appreciation event to express anddemonstrate support to lecturers.Conducting focus groups to collect dataOne of the first endeavors the Lecturer Advisory Committee oversaw was the organization ofcollege-wide focus groups to assess the needs of the lecturers. In the fall of 2017, we conductedfocus group sessions that allowed lecturers to voice their opinions around questions about whathas worked well and what are requests that they have. Each focus group session ended withrobust discussion periods of questions and answers with the participants and a review of the maintake-aways (see Appendix B).The main message we garnered from the data collection about what was best for communitybuilding and educational event efforts was

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

efforts, especially if they are untenured.References[1] M. Davis, “Engineering as profession: Some methodological problems in its study,” in Engineering identities, epistemologies, and values, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (Eds)., Springer, 2015, pp. 65–98.[2] J. R. Lohmann and J. E. Froyd, “Chronological and ontological development of engineering education as a field of scientific inquiry,” in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, (Eds). Cambridge, MA: Cambridge University Press, 2010, pp. 283–309.[3] S. M. Lord, E. J. Berger, N. N. Kellam, E. L. Ingram, D. M. Riley, D. T. Rover, N. Salzman, and J. D. Sweeney