Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research ini- tiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Dr. Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

solved, and propose solutions to unresolved issues fromparticipants in the network.The creation of the initial pool of failure modes occurred over approximately a one hour roundtable discussion amongst the lead authors. The members of the round table discussion wereattendees of the EMERGE in person meeting and chose to participate in discussing this topicfrom 5 topics offered. The members of the initial table, the authors, were from DePaulUniversity, Earlham College, University of Ottawa, University of San Francisco, and StevensonUniversity. Characteristics of the authors’ institutions are provided in Table 1. Reflecting onpersonal experiences in program development and sharing stories, the activity generated about40 of the initial failure mode

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity

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Faculty Development Division (FDD)

Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

, which indicates the contribution of the incrementalinnovation training as a means for improving faculty approach to curricular or pedagogicalchanges and percolating faculty teaching culture change.The proposed rubric to evaluate faculty educational change proposals also helped target thetraining workshop to the needs of the faculty. In particular, faculty had considerable difficulty inplanning and articulating measurable student outcome changes as well as identifying andmonitoring indicators and scoreboard to evaluate their own progress. The results from theworkshop show that the AGGIES process together with specific training on measurable studentoutcomes is a key step towards a more reflective sharing and self-regulating teaching communityof

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

feel safe You review the course schedule and recognize that pushing the due date back to Sunday will not Behavioral impact the progress of the course You prioritize students learning material over Compassion assignment due dates You acknowledge the challenges of being an engineering student learning new and complex ideasThese examples are reflective of the way Meyers [29

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

pedagogical best practices. During Fall 2022 workshops includedinformation on critical thinking [9],[10], cognitive load [11],[12], Poll Everywhere, group work[13], [14], feedback [15], [16], and engagement strategies.The CITL facilitates Small Group Instructional Diagnostics (SGIDs) at the request of faculty togive students a chance to voice their suggestions and concerns at the mid-point of the semester.A SGID is a simple and straightforward evaluation process that uses structured small groupdiscussions among students in a class to provide confidential feedback to an instructor[17], [18].The survey asks students to share what supports or hinders their learning, suggestions to enhancetheir learning, and a self-reflection question for how students

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell

Tagged Topics

Diversity

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Faculty Development Division (FDD)

,” Journal of College Student Retention: Research,Theory & Practice, vol. 24, no. 2, pp. 316–336, 2022, doi: 10.1177/1521025120915576[28] Y. J. Wong, “The psychology of encouragement: Theory, research, and applications,” TheCounseling Psychologist, vol. 43, pp. 178–216, 2015, doi: 10.1177/0011000014545091.[29] R. Frey, J. Mutambuki, and D. Leonard, “Features of an effective future-faculty teachingdevelopment program,” Journal of College Science Teaching, vol. 49, no.4, pp. 58-65, 2020.[30] L. A. Wendling, “Valuing the engaged work of the professoriate: Reflections on ErnestBoyer’s Scholarship Reconsidered,” Journal of the Scholarship of Teaching and Learning, vol.20, no. 2, 2020), doi: 10.14434/josotl.v20i2.25679.[31] J. Zimmerman, The amateur

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University, West Lafayette; Tiantian Li, Purdue University, West Lafayette ; Kristin Bartlett; Wanju Huang, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette

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Faculty Development Division (FDD)

themodules when they are not subject matter experts, providing a cheat-sheet of FAQ studentquestions or connecting them with a content expert to offer external support could be beneficial.AcknowledgementThis work was made possible by a grant from The National Science Foundation (Grant no.1935683). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of The National ScienceFoundation.References[1] R. Panigrahi, P. R. Srivastava, and D. Sharma, “Online learning: Adoption, continuance, and learning outcome—A review of literature,” Int. J. Inf. Manag., vol. 43, pp. 1–14, Dec. 2018, doi: 10.1016/j.ijinfomgt.2018.05.005.[2] S. Appana, “A review of

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, provide feedback,and check-in on progress regarding their project. We asked them to respond to a simple monthly check-inform (i.e., short reflective prompts) available online in our Learning Management System.During summer 2022, thanks to funding from the grant, a Makerspace student staff was available to helpfaculty who wanted to come in during the summer months to practice using the equipment. No datacollection was conducted during that time.The second year of our study has been focused on implementation of the faculty project ideas, leveragingthe makerspace, into their courses. To check in on progress in the middle of the second year, one-on-onesemi-structured interviews were carried out by a trained graduate student research assistant in

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

be gleaned from their perspectives [5], [7]–[9]. Analysis ofdiscrepant cases that fall outside the norm is a critical strategy in qualitative research [7]–[9].The uncertainty and inconsistency involved in such outlier cases do not invalidate theparticipants’ stories but instead reflect the complexities in the phenomena under study [5], in thiscase, mentorship. Discrepant cases can provide clues to generating innovative hypotheses andunderstandings not readily apparent in more common responses [5], [8], [10], and, as such,require close examination to reveal their meaning [8].We leverage attachment theory as a psychological and developmental lens [11], [12] to guidethis study. Attachment theory has been extensively used to examine mentoring

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

example, the construction industry has been utilizing old laserscanning technology more recently than before. This does not reflect right away in thecurriculum because of how laser scans are employed in the industry and how they changed frombeing used as building layouts to developing point clouds of existing buildings. This motivatedthis paper to build a dedicated concentration on introducing BIM, developing foundational andadvanced courses on VDC, and implementing the knowledge base in the capstone course.ObjectivesThis paper aims to identify the potential for the faculty to perform externships during summersemesters to develop concentrations that are essential skills for the future construction industryworkforce. In this paper, the authors

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

anddocumenting progress is important. Reflecting on what is working and what is not as well asidentifying new trends that can be addressed will make the institutional support more effective.Reflecting on what was done has given a much clearer direction to achieve the larger goal ofusing technology to improve the learning experience for everyone on campus.ConclusionsIn this paper we documented an attempt to promote the adoption of an online grading tool at asmall teaching-focussed institution. The literature predicted a slow adoption process at the earlystages and was experienced in this case study as well. After an anamolous time with thepandemic, multi-tiered sets of trainings were designed to target early adopters to reinvigorate thediffusion of the

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] M. Welch-Devine, A. Shaw, J. Coffield, and N. Heynen, “Facilitating Interdisciplinary Graduate Education: Barriers, Solutions, and Needed Innovations,” Change: The Magazine of Higher Learning, vol. 50, no. 5, pp. 53–59, Sep. 2018, doi: 10.1080/00091383.2018.1510268.[2] D. Boden and M. Borrego, “Academic Departments and Related Organizational Barriers to Interdisciplinary Research,” Higher Education in Review, no. 8, pp. 41–64, 2011.[3] M. Borrego, D. Boden, and L. K. Newswander, “Sustained Change: Institutionalizing Interdisciplinary Graduate

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

protocol was organized into 3 parts: backgroundinformation; program experience; and DEI in practice (see Appendix A). Immediately after theinterviews, researchers created memos as a space for reflection and initial data analysis. Theresearch team completed two rounds of coding and refining the interview data [6]. During thefirst round of analysis, the first and second author individually coded each interview. The secondround of analysis consisted of the first and second author comparing and consolidating theircodes, which led to the creation of nine themes (Table 1). Table 1: Nine Themes What Mentorship Means to Program Goals

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

determine the impact of authoring POGIL activities has on teaching withPOGIL in the classroom.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantDUE-1626765. Any opinions, findings & conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] M. T. H. Chi and R. Wylie, “The ICAP framework: Linking cognitive engagement to active learning outcomes,” Educational Psychologist, vol. 49, no. 4, pp. 219–243, Oct. 2014, doi: 10.1080/00461520.2014.965823.[2] H. H. Hu, C. Kussmaul, B. Knaeble, C. Mayfield, and A. Yadav, “Results from a survey of faculty adoption of Process Oriented Guided Inquiry

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

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Faculty Development Division (FDD)

selecting items from the MCA that aligned with targeted five out of sixcompetencies and created additional items to reflect the content in the online module [17]. Asmentioned earlier, Young and Stormes (2020) discussed a unique mentor program at CSULB asa two-semester operation. In the first semester, faculty mentors attended a 10-week hybrid-training format with one in-person meeting and 8-week online sessions focusing on the learningobjectives of the EM curriculum. In the second semester, the mentors would practice their skillswith students in mentor-related projects. Based on the learning goals of the tailored EM trainingand the critical aspects of the mentor-mentee compacts from the projects, the researchers selectedand modified items in each

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Liu; Greg Evans P.Eng.; Milad Moghaddas; Tamara Kecman

Tagged Divisions

Faculty Development Division (FDD)

is also happening when the instructor discussesteaching practice with their peers, reads about effective teaching practice in literature or writesabout what they tried out in their course. Instructors are a community of reflective practitioners.Their self-initiated instructional development activities should not be ignored in facultydevelopment research.Further about instructors’ self-initiated instructional development, our data based on oneCanadian engineering school showed the differences among faculty members in pursuinginstructional supports: teaching-stream faculty and sessional instructors appear to be more likelyto access instructional development resources than tenure-stream faculty members. This can beexplained by their primary