Displaying all 8 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
students of low socio-economic status. It isnotable that the necessity for student readiness as well as faculty training or mentoring programsfor online teaching to facilitate teaching methods, learner support, and course delivery cannot beoveremphasized. As this pandemic continues, there is a need to identify development areas toenhance faculty competencies in the online environment.Prior to COVID-19, the landscape of higher education was changing rapidly, especially in termsof delivery format. Now, the growth in online education participation has astoundingly increased.All colleges and universities in the United States have now fully transitioned to online education,not driven by the primary purpose of transforming education, continuing
- Conference Session
- Faculty Development Lightning Talk Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez
- Tagged Divisions
- Faculty Development Division
. [Accessed: 1 Mar 2021].[2] "CDIO Syllabus 2.0 | Worldwide CDIO Initiative", Cdio.org, 2021. [Online]. Available: http://www.cdio.org/benefits-cdio/cdio-syllabus/cdio-syllabus-topical- form. [Accessed: 3 Mar 2021].[3] C. Araneda and amp, "CDIO Organization | Worldwide CDIO Initiative", Cdio.org, 2021. [Online]. Available: http://www.cdio.org/cdio-organization. [Accessed: 3 Mar 2021].[4] R. Bragós, " Las competencias del profesorado en el entorno CDIO," REDU. Revista de Docencia Universitaria, vol. 10(2), pp. 57-73, 2012. [Online]. Available: https://doi.org/10.4995/redu.2012.6097. [Accessed Dec, 2020][5] "Proceedings of the International CDIO Conference | Worldwide CDIO Initiative", Cdio.org, 2021
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
reviews ofteaching options that are required for promotion and tenure: 1.) Observation of classroomteaching; 2.) Review of syllabus and other course materials.We coordinated with the Michael V. Drake Institute for Teaching and Learning, which employsstaff trained in evidence-based faculty development, trainings on conducting evidence-basedobservations of classroom teaching, as well as using the forms we created to structure effectiveand useful conversations prior to and after the observation of teaching session occurred. We alsoconducted a second session on using the evidence from the observation of teaching report towrite effective letters of evaluation of teaching. Recently, we offered trainings on how toevaluate and review online courses, and
- 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
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 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students
- Conference Session
- Faculty Development Evidence-based Practices!
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Chris Migotsky, University of Illinois
- Tagged Divisions
- Faculty Development Division
and one trained volunteer. By having two observers, multiple perspectives are capturedand the post-observation discussion is more robust. During the pre-observation meeting, the newinstructor goes over the course syllabus, lesson plan for the day they are to be observed, andpresents an overview of student feedback collected so far. They also inform the observers whataspects of their teaching they most want feedback on to help guide the actual observation. Onceobserved, the two observers share notes and write up a one-page summary of their observation.The instructor completes a self-reflection sheet before the post-observation meeting is conducted.At the debriefing, the conversation always begins with the instructor’s self-reflection
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
or control [2],[44], [45], [46]. Table 6. Summary of themes identified from participants’ approaches to developing their students’ sense of Autonomy (i.e., sense that one has a choice and control of one’s learning). Themes Participant Approaches (Direct Quotes) Student involvement in program/course Feedback on different phases of project refinement Assessment on team dynamics Graduating seniors' input for future advising Input on syllabus Student to demand that
- 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
- Tagged Divisions
- Environmental Engineering, Faculty Development Division
major parts. Part 1was demographic information (4 questions). Part 2 was the main survey consisting of 33questions. Topics surveyed in the main survey included: efficacy and structure of department-level developmental programs, responsibilities for faculty development, developmental areas,developmental best practices, frequency of mentorship, time allocated to mentorship, juniorfaculty developmental goals, Academy-level knowledge repositories, mentorship in the fivefaculty domains, classroom observation, scholarship, course directorship, and academicpromotion. Parts 3 and 4 were two separate “follow-on” surveys that asked questions regardingfaculty recruitment, new faculty integration and training, and more specific questions concerningtopics