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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Diversity

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Faculty Development Division

EECS Department. His current research activities include nanomagnetics/spintronics, graphene electron- ics, nanophotonics, and nano-electromechanical systems. c American Society for Engineering Education, 2020 Career Development Impacts of a Research Program on Graduate Student and Postdoc MentorsAbstract—This evidence-based practice paper explores how graduate students and postdocsbenefit from serving as mentors to undergraduate research interns. Utilizing three years ofqualitative data from 38 mentors, our findings indicate that mentors feel better prepared forfuture faculty careers as they gain skills in project management, supervision, andcommunication. This paper

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

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Faculty Development Division

- signed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.Ke Liu, Arizona State University c American Society for Engineering Education, 2020 Extending Faculty Development through a Sustainable Community of PracticeAbstractResearch has shown that creating communities of practice can help solidify

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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Faculty Development Division

graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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Faculty Development Division

been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is a Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society

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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, implementation of a revised general education program, and institutional accreditation. He also oversees the Graduate Interdisciplinary Specialization in University Teaching and chairs the Student Evaluation of Instruction Oversight Committee. Previously, he directed the University Center for the Advancement of Teaching at Ohio State for 18 years, as well as founding the Center for Teaching and Learning at California State University, Sacramento, and servicing as associate director of Teaching Resources Center, Indiana University, Bloomington, where he earned his Ph.D. in English. His research includes transitions from graduate school to faculty life, teaching and learning in higher ed- ucation, and course and

Conference Session

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

Collection

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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Faculty Development Division

. 1, no. 2, 2021.[12] Morgan, D. L. (2020). Pragmatism as the basis for grounded theory. The Qualitative Report, 25 (1), 64-73.[13] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures, canons, and evaluative criteria,” Qual. Sociol., vol. 13, no. 1, pp. 3–21, 1990.[14] J. W. Creswell, Qualitative inquiry and research design. SAGE Publications, 2013.[15] “Best Engineering Schools Ranked in 2022 - US News Rankings.” https://www.usnews.com/best-graduate-schools/top-engineering-schools/eng-rankings (accessed Apr. 19, 2021).[16] E. R. Babbie, The basics of social research, International Student Edition. USA: Thomas Wadworth, 2008.[17] S. Bhaduri and T. Roy, “A word-space visualization approach to study college of

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Faculty Development Division

leverages valuable information towards career opportunities.Open-ended ResponsesThe survey distributed in the study included a short answer section for students to share thoughtsand reflections about their experiences collaborating with the faculty advisor. Based on the resultsgathered from the data, the authors highlight a total of four student responses - from both currentand former students - that offers a unique insight at the impact of the mentorship model enactedby the faculty advisor.The following statements are from current students who are participating in research efforts: “I have received some guidance during my time researching. Although I will not be pursuing graduate school, Dr. Z provided helpful information on the prospects and

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Faculty Development Division

, Atlanta, GA, USA in 1997. He is an Associate Professor in the Mechanical and Industrial Engineering Department at the University of New Haven. Previously, he was an Associate Professor at the State University of New York, Maritime College. He has practiced engineering in the petroleum, aerospace, integrated circuit fabrication and fiber-optics industries. Dr. Levert is a member of STLE, and ASME, and was awarded the best paper award by the ASME Tribology Division in October 2000 (as co-author) for ”Interfacial Fluid Mechanics and Pressure Prediction in Chemical Mechanical Polishing”.Dr. Junhui Zhao, University of New Haven American c Society for Engineering

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

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Faculty Development Division

. An additional year ortwo of student ratings data, combined with three categories (graduates, participants, non-participants) would help confirm these initial findings. Similarly, if the data were slicedaccording to course variables like class size and required nature of the course, it would beinteresting to see the resulting outcomes.References[1] J. G. Gaff and R. D. Simpson, “Faculty development in the United States.” Innovative Higher Education 18, 167–176, 1994.[2] L. A. Braskamp and J. C. Ory, Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass, 1994.[3] W. Buskit, E. Ismail, and J. Groccia, “A practical model for conducting helpful peer review of teaching,” in Peer

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

Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center

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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Diversity

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Faculty Development Division

, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental

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

extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative as- sessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching profes- sional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr

Conference Session

Faculty Development Research

Collection

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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Diversity

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Faculty Development Division

for engineering, and fall shortof identifying the differences across student academic maturity and engineering discipline. Giventhe potential for strong impact on engineering students’ experiences, and faculty resourcelimitations, we sought to elucidate if some behaviors have a higher potential for impact thanothers, and if so, which faculty behaviors may best contribute to building faculty-student rapport.With these insights, engineering faculty can be trained to selectively focus on those which areexpected to have the greatest return on investment. To support the primary aim, students frommultiple disciplines in an engineering college were surveyed and asked to rank their perceptionsof faculty behaviors that best establish rapport with

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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Faculty Development Division

Paper ID #32781A Review of the Teaching Modalities Chosen by Faculty During the GlobalPandemicProf. Dani Fadda P.E., University of Texas at Dallas Dr. Fadda is Associate Professor of Practice in Mechanical Engineering. His background includes two decades of engineering practice in the energy industry where he has held numerous positions. Dr. Fadda has worked in product research and developed patented products for chemical, petrochemical, and nuclear applications. He is an ASME Fellow and a Professional Engineer.Dr. Oziel Rios, University of Texas at Dallas Dr. Oziel Rios earned his Ph.D. in mechanical engineering from

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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Diversity

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Faculty Development Division

, STEM education, and ABET accreditation.Dr. Steve U. Efe, Morgan State University Dr. Steve Efe is an Assistant Professor and the Assistant Director of the Center for Advanced Transporta- tion and Infrastructure Engineering Research. He obtained his Doctor of Engineering in Civil Engineering with a major in Structural Engineering and minor in Construction from Morgan State University. He has more than 15 years of outstanding experience in practicing, teaching, and research in civil and transporta- tion engineering. He is experienced in project management, inspection and construction supervision, adaptive materials and construction techniques, high performance material testing and simulations, mate- rial modeling and

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity

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Faculty Development Division

Paper ID #29680Exploring Literature on how Instructor Feedback Impacts STEM StudentMotivationCassie Wallwey, The Ohio State University Cassie Wallwey is currently a Ph.D. student in Ohio State University’s Department of Engineering Educa- tion. She is a Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering classrooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017

Conference Session

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

Engineering Education Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum. American c Society for Engineering

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

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Faculty Development Division

Paper ID #30904International Faculty Professional Development: Utilizing HybridEnvironments to Deepen Learning and Grow CommunityDr. Mary Slowinski, College of the Canyons Mary Slowinski is an educator/consultant specializing in educator-industry partnerships and collaborative learning research and design. She received her PhD in Learning Science from the University of Washing- ton with a dissertation on communities of practice for educators. Mary is PI and co-PI on National Science Foundation research and special project grants focused on industry/education partnerships. In addition, she has worked with several NSF

Conference Session

Faculty Development 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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Diversity

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Faculty Development Division

to building a sense ofbelonging within the engineering community and help increase diversity in the workforce.Nonetheless, it is important to specify that future research should consider multiple institutionalcontexts, as this study focused on faculty at HSIs. With that in mind, we hope to continueencouraging broader dialogue to better serve students through inclusive practices and targetedfaculty development that yields long-lasting educational impacts for students of all backgrounds.Future work should also address approaches to improving the intrinsic motivation of facultymembers themselves. A similar exercise could be implemented with engineering educators as theprimary stakeholder. Finally, future research should also explore the

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Faculty Development Division

and improvise their teaching,” American Educational Research Association Annual Meeting, 2020.[6] B. J. Fishman, W. Penuel, A. Allen, B. Haugan Cheng, and N. Sabelli, “Design-based implementation research: An emerging model for transforming the relationship of research and practice,” National Society for the Study of Education, vol. 112, no. 2, pp. 136–156, 2013. https://doi.org/http://www.rowmaneducation.com/journals/ATE/[7] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19,” Education Sciences, vol. 10, no. 11, p. 304

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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Diversity

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Faculty Development Division

engineering postdoctoral appointments influence postdoctoral scholars’ view of the professoriate? 2. How does the view of the professoriate influence postdoctoral scholars’ career decision-making process?Literature ReviewA postdoctoral appointment is evolving into an important stepping stone to entering theengineering professoriate because it affords doctoral graduates with advanced preparation toassume the research, teaching, and service responsibilities of a tenure-track faculty member(Andalib et al., 2018; Main & Wang, 2019). Research has demonstrated that postdoctoralappointments are exceptionally advantageous for URMs and women, as their enhanced trainingleads them to be more competitive in the professoriate job

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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Faculty Development Division

Maryland Baltimore County Dr. Castellanos is a full-time Senior Lecturer in Chemical, Biochemical and Environmental Engineering at the University of Maryland at Baltimore County. She has taught core and elective courses across the curriculum, from Chemical Engineering Problem Solving and Experimental Design Lab and Thermody- namics to Biochemical Engineering and Process Engineering Economics and Design II (capstone) and graduate courses. Her research interests include metacognition for independent learning and team-based learning, and in-class collaborations between student cohorts in engineering courses. American c Society for Engineering Education, 2021

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

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Faculty Development Division

of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

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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Diversity

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Faculty Development Division

Sciences Education as a postdoctoral scholar.Dr. Claire Fletcher Honeycutt, Arizona State UniversityKe Liu, Arizona State University c American Society for Engineering Education, 2020Analyzing Student Achievement to Measure the Effectiveness of Professional Development for Active Learning Strategies in the Engineering ClassroomAbstractThis Evidence-Based Practice Paper examines how integration of active learning affects studentachievement. There is a significant body of research that has illustrated the positive impact ofactive learning on student achievement and engagement, and this paper delves into the process ofhow student achievement can indicate the success of active learning as a best practice

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

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Faculty Development Division

Learning from the student experience: Impact of the shelter-in- place on the learning experiences of engineering students at San José State UniversityAbstractThis is a research paper based on an in-depth study of the impact of COVID-19 on students andfaculty in the San José State University (SJSU) College of Engineering completed in Spring andSummer 2020. In this paper, we report on the interviews we did with 40 students from theCollege. In March 2020, SJSU moved all of its classes to remote learning for the remainder ofthe Spring term. The students included freshmen (3 students), sophomores (2 students), juniors(7 students), seniors (11 students) and graduate students (17 students). During the interviews

Conference Session

Innovative Development for Various Faculty Lines

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Andrew Ross Pfluger, U.S. Military Academy; Kathryn K Pegues, United States Military Academy; Thomas Bazemore

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Environmental Engineering, Faculty Development Division

, which can be considered professional faculty) (~55%). Within the “blend of excellence”,senior faculty are charged with providing military and academic leadership and mentorship to thejunior faculty. Meanwhile, rotating junior faculty provide fresh perspectives and valuableinsights from recent military experiences.To better understand the “Blend of Excellence” model in practice, we initiated a survey in spring2019 to all West Point faculty (n=720) asking for thoughts and perspectives on junior civilian(i.e., instructors or assistant professors) and junior rotating military faculty development. Areasqueried included developmental approaches and best practices, developmental areas (e.g.,research, teaching), and defined developmental outcomes. The

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)

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Faculty Development Division

for Engineering Education, 2020 The Five I’s: A Framework for Supporting Early Career FacultyEngineering Education Research (EER) has developed into a field of expertise and a careerpathway over the past three decades [1-3]. In response to numerous reports in the 1990s andearly 2000s [4-7], multiple EER graduate programs were established in the mid-2000s and agrowing number continue to emerge to educate and train the next generation of EER faculty andpolicy makers. Historically, many came to EER as individuals trained in other disciplines, butwith an interest in improving teaching and learning [8]. This approach created aninterdisciplinary space where many could learn the norms, practices, and language of EER asthey became scholars

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Diversity

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Faculty Development Division

teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way.Dr. John Heywood, Trinity College Dublin John Heywood is professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. he is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers Ireland. He has special interest in education for the professions and the role of professions in society, and the work of ASEE’s TELPhE division from whom he has received a best paper and meritorious service awards. He is author of Engineering Education

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

the University of Queensland (Australia) and University of Los Andes (Venezuela). He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and Engineering Education (PhD). Homero is the leader of the Engineering Competencies, Learn- ing, and Inclusive Practices for Success (ECLIPS) Lab. His research focuses on contemporary and inclu- sive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of Latinx and Native Americans in engineering from an asset-based perspective. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

contained four faculty staffgroups from different regions who had not met for several years. Participants found the connectionvaluable, feeling empowered to face new challenges during the pandemic [10].Lipscomb and Tate developed a program by the name “Fast Track to Teaching Online” at the Uni-versity of Arkansas at Little Rock where an effort was made to “engage faculty to think intention-ally about expanding their online teaching practice beyond initial COVID-based remote deliveryto fundamental research-based course design and delivery quality standards” [11]. In their effort, acourse was developed to work on improving the quality of online course offerings dubbed “STaROnline Course Design Quality Assurance Standards” to aid faculty in their