Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

20-23 2010, pp. AC 2010-1802, 15.773.1, doi: DOI:10.18260/1-2--16732. [Online]. Available: https://peer.asee.org/16732[2] A. L. Welker, V. Smith, S. Shrestha, and K. M. Sample-Lord, "Including principles of sustainability in design by implementing the engineering for one planet framework," in ASEE Ann. Conf. Expo., Minneapolis, MN, June 26-29 2022, p. Paper ID #37048. [Online]. Available: https://peer.asee.org/40926. [Online].[3] Engineering For One Planet. "About EOP." https://engineeringforoneplanet.org/ (accessed February, 2023).[4] The Lemelson Foundation, "The Engineering for One Planet Framework: Essential Learning Outcomes for Engineering Education," online, (updated in 2022) 2020

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

, “On Change III: Taking Charge of Change: APrimer for Colleges and Universities,” An Occasional Paper Series of the ACE Project onLeadership and Institutional Transformation, American Council on Education Publications,1999, https://eric.ed.gov/?id=ED450621[4] M. Borrego, J.E. Froyd, and T.S. Hall, “Diffusion of engineering education innovations: asurvey of awareness and adoption rates in U.S. engineering departments,” Journal ofEngineering Education, 99(3), 185-207, 2010.[5] C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEMinstructional practices: An analytic review of the literature,” Journal of Research in ScienceTeaching, 48(8), 952-984, 2011.[6] J.M. Williams, E. Andrijcic, S. Mohan, C. Margherio, E

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

Tagged Divisions

Faculty Development Division (FDD)

EM, a training manual forresearch faculty in STEM disciplines [14]. This version of the seminar was replicated at anotherten research universities. A total of 22 sessions were conducted [15]. Between 2007 to 2011, theUWM faculty continued to work on adaptations of EM into nine discipline-specific mentor-training curricula. The Center for the Integration of Research, Teaching, and Learning at UWconducted field-test on all developed training materials before they were subsequently used totrain research mentors across the country [16]. A multidisciplinary team from the Clinical and Translational Science Award (CTSA) -funded institutions adapted EM to train mentors in clinical and translational research in 2010.The new curriculum was

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

as fundamentally central to the problem-solving work of engineers (Matusovichet al., 2012; Poe et al., 2010; Wolfe, 2009). Second, when communication skills are disjointed fromtechnical content, there is often a void of context-specific communication discourse (Paretti et al.,2014), such as training mining engineering students to effectively communicate geotechnical riskswith the public (e.g., Conrad, 2009; Hadjigeorgiou, 2020; Noppé, 2014; Stewart & Lewis, 2017).In addition to these documented limitations of stand-alone technical communication courses, at leastthree major influences have contributed to an overall shift in engineering education towardembedding communication skills into core engineering curriculum. First, the ABET