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Displaying all 6 results

Learning from Experience: A Faculty-Led Collaborative Inquiry Exploring Evidence-Based Strategies for Embedding Communication Skills Across Engineering Curricula

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)
Paper ID #43908Learning from Experience: A Faculty-Led Collaborative Inquiry ExploringEvidence-Based Strategies for Embedding Communication Skills Across EngineeringCurriculaDr. Ashley R Taylor, Virginia Polytechnic Institute and State University Dr. Ashley Taylor (she/her) is a Collegiate Assistant Professor in the Department of Biomedical Engineering and Mechanics at Virginia Tech. Her teaching and research focus on mobilizing engineering students to solve pressing real-world challenges through community-based participatory approaches. Taylor has partnered alongside communities in rural Appalachia, Nigeria, Malawi, Tanzania
Relevance Score: 0.9531817

Are All ‘EBIPs’ Created Equal? An Exploration of Engineering Faculty Adoption of Nine Evidence-Based Instructional Practices

Conference Session
Faculty Development Division (FDD) Technical Session 12
Collection
2023 ASEE Annual Conference & Exposition
Authors
Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University
Tagged Divisions
Faculty Development Division (FDD)
performancewas particularly prevalent among collaborative and cooperative learning, with several referencesto group challenges with students ‘slacking off’ and being ‘free riders’ as well as ‘one studentdoing all the work’ and ‘dominating’ teams. In other words, faculty participants expressedchallenges with managing group dynamics and student relationships that consumed timeotherwise needed for coursework and inconsistent outcomes for students based on their roles intheir assigned groups. According to one participant describing challenges to collaborativelearning: “Group dynamics are always challenging, and a significant amount of time is spent with "relationship" work, and managing the collaboration, rather than with the assigned
Relevance Score: 0.47762644

Post-Pandemic Faculty Motivation: Causes for Burnout Offset by Motivation or Hygiene Factors

Conference Session
Faculty Development Division (FDD) Technical Session 7
Collection
2023 ASEE Annual Conference & Exposition
Authors
Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
identification of burnout as an occupational risk for educators [13] is not a newdiscovery, however. Recognizing the negative impact exhaustion, cynicism, and inefficacy couldhave on teachers as well as their students, Maslach and Leiter [14],[15] have researched itextensively for more than 20 years. Unlike college professors who are motivated and energizedby students [16], Maslach and Leiter [15] described individuals suffering from exhaustion asbeing characterized as depleted, fatigued, and lacking energy. Not surprisingly, studies havereported negative correlations between emotional exhaustion and job satisfaction [11], [17], [18].While the impact that burnout and low levels of job satisfaction have on faculty includes avariety of subpar performance
Relevance Score: 0.19848499

Rapid Change to Refined Teaching: Lessons Learned and Lasting Impacts the COVID-19 Pandemic Had on How We Teach Engineering

Conference Session
Faculty Development Division (FDD) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
creating inclusive learning environments that support all students success. Dr. Subi˜no Sullivan earned her Ph.D. in cultural anthropology from Indiana University in 2012 and had taught courses in anthropology, near peer mentoring and teaching and learning in higher education at multiple institutions in the US.Lance Matthew Crawford ©American Society for Engineering Education, 2023 Rapid Change to Refined Teaching: lessons learned and lasting impacts the COVID-19 pandemic had on how we teach engineering.Authors: Boni F. Yraguen, Lance M. Crawford, Carol Subiño Sullivan, Adam M. SteinbergAbstract This research paper will assess the impact the COVID-19 pandemic had on learningstrategies
Relevance Score: 0.15244977

Challenges and strategies of STEM instructors in adopting active learning: Insights from a hand-search of International Journal of STEM Education

Conference Session
Faculty Development and Change
Collection
2025 ASEE Annual Conference & Exposition
Authors
Xiaping Li, University of Michigan
Tagged Divisions
Faculty Development Division (FDD)
- and evidence-based reasoning,Robinson, S. Generation Physical Science and respondents. service teachers and collaborative problem-solving. Everyday Thinking (Next Gen PET) general education curriculum, a guided-inquiry students curriculumMcAlpin, J. D., 2022 To develop and validate the 296 STEM faculty Quantitative USA Biology, Chemistry, CACAO Model of Yes The study focuses broadly on evidence-Ziker, J. P., Cooperative Adoption Factors
Relevance Score: 0.05751925

A Measure of Engineering Instructors’ Adaptability Based on Cognitive, Behavioral, and Emotional Dimensions

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)
that utilize a WATPS are more competitive in the global workforce[3], [5], [6]. However, there is reluctance to adopt a WATPS due to a lack of class time, time toprepare, and incentives; student resistance; and the faculty researcher/teacher identity tension [7],[8], [9], [10].A forced change requires instructors to adapt their teaching practices. Forced changes comeabout as a result of pandemics and natural and humanitarian disasters as well as accreditationmodifications and department and university unilateral academic policy decisions. In all of theseexamples of forced change, the motivation for change is external and may be time sensitive. Oneexample of a forced change was the COVID-19 pandemic; it provided an external reason
Relevance Score: 0.048730504