Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn
Paper ID #47450Enhancing Leadership Capabilities of Engineering Instructional Faculty Throughan ICVF-Based Reflection ActivityDr. Meagan R. Kendall, University of Texas at El Paso An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering
Paper ID #45554Cycles of Implementation and Improvement: How Reflection and FeedbackDrive EBIP UseStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental
Paper ID #43568Examining the Implementation and Impact of Reflective Practices in EngineeringCourses: Insights from Faculty and Teaching AssistantsDr. Logan Andrew Perry, University of Nebraska, Lincoln Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska-Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr. Perry’s current work centers on understandinMrs. Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln Ibukunoluwa Eunice Salami is a PhD Student in Engineering Education
Paper ID #47952Y(Our) story: A collaborative autoethnographic reflection of a faculty communityof practice to promote equity-oriented engineering educationDr. Jay Mann, University of Illinois at Urbana - Champaign Jay Mann is Director of the Academy for Excellence in Engineering Education (AE3) in the Grainger College of Engineering at the University of Illinois Urbana-Champaign. Dr. Mann is a twenty-five-year veteran educator with previous experience as a high school classroom teacher, school administrator, and teacher educator. He is a three-time graduate of the University of Illinois (A.B. in History; M.Ed. in
and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective and
integration of formative feedback during a faculty member's earlycareer stages and tying in with our newly developed and evolving faculty mentoring program. In addition,we are designing a multi-pronged feedback system that will help instructors reflect on their teaching andreceive the support they need in order to improve their teaching continuously. Our new evaluation systemwill consist of three main parts: student impressions, self-reflections, and peer observations.In the summer of 2022, our school was awarded a grant through AAU to participate in their AAU STEMDepartment Project on Teaching Evaluation. A team from Thayer is participating in an AAU LearningCommunity around Teaching Evaluation (AAU, 2022).Goal and ObjectivesThe goal of our project
assess and reconstruct their professional practices that influence their mindset andreform engineering education.Introduction Critical consciousness is an advanced educational pedagogy to liberate the masses fromsystemic inequity maintained and perpetuated by interdependent systems and institutions (Freire,1970; Jemal, 2017). It is often situated in the context of analyzing oppressive systemic forcesusing the cyclic process of critical reflection, critical motivation, and critical action. Critical reflection is defined as the process of individuals analyzing their reality andsocial inequities (e.g., economic, racial/ethnic, and gender inequities) that constrain well-beingand human agency. Authors argue that individuals who are
doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop
finding that retention rates in earlycomputing courses at participating institutions were inequitable across demographic groups. Theultimate goal of the Broadening Participation in Computing Alliance for Socially ResponsibleComputing is to improve the retention rates of LatinX students by increasing their sense ofbelonging to the field of computer science[1] through deliberate and intentional connections ofcurriculum to real-world problems and social issues. For this paper, we focused on the facultyexperiences of our most recent summer workshop and our reflection on the FLC implementationprocess. We present our faculty survey data from June 2024 and introduce reflective focus groupfindings [2], providing conjectures about the effectiveness of our
institutions.In response to these challenges, the “Seed to Flower” (hereafter, S2F) framework was developedto guide STEM educators on how to centralize their students in STEM education and workforceinitiatives. Rooted in six principles—consciousness, asset-based approaches, boundarybrokering, student-centeredness, data-powered insights, and reflexivity—the framework fostersopportunities to introduce, reflect upon, and act on these principles within the implementation ofexperiential learning projects. By bridging academic theory and actionable practice, Seed toFlower framework provides educators, grant leaders, and industry professionals a pathway tocollaborate and improve STEM initiatives by listening to student voices and ensuring studentexperiences are
take action(and which action) toward educational goals that matter to them. In particular, the agencyframework posits that professional capital (such as that can be developed in a group coachingsetting) can broaden an individual's awareness of possible actions to reach their goals [13].Consequently, a group coaching model was implemented to equip EIFs with the necessary toolsto lead educational change at their HSI. Coaching, often misinterpreted as other forms ofprofessional development such as mentoring or consultation, is a unique practice that avoidsadvice-giving strategies and encourages a client to seek solutions within themselves [14], [15].This coaching model was designed to encourage reflective practice, broaden their community(thereby
” than tenured faculty [10].Another common difference is the higher rate of women and faculty of color that are in NTTfaculty positions compared to those in Tenure-Track positions [13]. This reality points tosystemic inequities, given that Tenure-Track Faculty are, on average, paid significantly morethan NTT faculty. Given the project’s overarching goal of creating more inclusive environmentsand helping those in the ecosystem “thrive” and “meet them where they are,” it was an organicstep to create this space specifically for NTT faculty, given the tremendous contribution theymake to the ecosystem, and their unique needs.Data and ParticipantsThe data for this paper includes both participant and facilitator reflections in the form of“minute-papers
Leadership: An intentional approach to faculty leadership developmentPositive Leadership: An intentional approach to faculty leadership developmentAbstractAs Michigan Engineering (the University of Michigan College of Engineering) moved forwardafter the tumultuous pandemic years, College leaders recognized the need for concertedprofessional development in positive leadership. This evidenced-based practice paper discussesa year-long positive leadership development program for engineering faculty and staff members,which was grounded in research from the University of Michigan Center for PositiveOrganizations and a “learn-experiment-reflect” framework. The program was delivered throughsix in-person cohort sessions, self-paced learning via
, and service butoften fail to adequately recognize and reward faculty contributions that directly advance specificinstitutional priorities. This paper aims at bridging this gap by introducing a new framework thatincludes the concept of worth as an additional measure. The paper explores the implementation ofthis integrated approach for engineering and science faculty at a private university, utilizingbibliometrics, strategic contributions, and analyses of faculty perceptions across factors likegender, age, rank, and field. The findings underscore the need to balance merit and worth, offeringa more comprehensive reflection of faculty contributions within institutional contexts.This Work in Progress (WIP) Paper will be presented as a poster.1
Science at Seattle University. She holds a B.S. in Architectural Engineering from Yonsei University, South Korea, and an M.S. and Ph.D. in Computer Science from the University of Denver. Her research interests include spatial and spatio-temporal data mining, health informatics, mobile computing, big data analytics, and GIS.Dr. Julie Homchick Crowe, Seattle University Julie Homchick Crowe is an Assistant Professor in the Communication and Media Department at Seattle University who specializes in rhetorical studies, critical media studies, and science and technology studies. Her research focuses on the ways in which health and science discourse reflect political ideologies, particularly in the areas of infectious disease
students. This facet of communicationwithin teaching is significant as it can avoid any conflicts, provide clarity, reflect empathy andfoster a positive learning and workplace environment.RITA Mentoring Hub, funded by the National Science Foundation (NSF) (NSF 2217477), is aninitiative to holistically and professionally develop instructional faculty members (mentors) fromthree distinct types of higher education institutions. These institutions include the University ofFlorida, Virginia Tech University, and Morehouse College. Researchers in this mentoring huborganize multiple group and one-to-one sessions by offering mentoring support, which istraditionally unavailable for instructional faculty, as previous research showed in our study thatthis
near-peer and more seniorfaculty members who engage with early-career colleagues. Engagement events can be designedas gateways into meaningful mentorship and institutional service for faculty members who wererecently promoted, essentially providing an experiential learning environment in academiccitizenship. The article reflects on strengthening academic culture in an era where quantitativemetrics, online training, and electronic communications often act as a curtain that isolates facultymembers from human interactions. Altogether, this article explores mechanisms for elevatingfaculty success through scaffolding and the strategic use of near peers in faculty developmentworkshops and communities concerned with all dimensions of faculty
activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows
, andholding oneself accountable for results [3] They often emphasizes reflection and dialoguethrough sharing experiences and engaging in intellectual discussion. While these activities arecrucial for professional growth, at this university they often fall short of inspiring action ormeaningful change in teaching practices, student engagement, or broader institutional practices.As faculty engage in reflective discussions, they may recognize areas for improvement, butwithout a clear mechanism for translating knowledge into action, their reflections remaintheoretical.There is an increasing call for an action-oriented approach, where the expectation is that facultywill not only share and learn from one another, but also translate those discussions into
inclusive pedagogy.Dr. 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 Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering
are“intentionally designed with organic elements” [10, p. 854]. Through articulating and embodyinga philosophy, and through forming a web of relationships, a CoT supports its members to engagein critical reflection and develop a plan of action to change systems in their institutional contexts.In this paper, we analyze our case study as an example of a community of transformation andwill use this term when referring specifically to this community. However, since CoTs aresituated within the scholarly lineage of CoPs and share many important features, we also drawupon literature about CoPs more broadly to understand the structures and interactions in thisCoT.Structure, Agency, and TransformationWhy have efforts to create pervasive changes in
insights from a semester-long collaborativeclassroom ethnography that embedded in three engineering faculty classrooms and allowed forexploration of what worked to help them learn. The study draws on a broader project with multiple data sources including an embeddedclassroom ethnography, student survey responses, faculty weekly reflective meetings, andfaculty pre-post interviews; we used the project as an intervention to guide engineering faculty intransforming their pedagogy and creating racially-equitable learning environments.Theoretically, we draw on a few conceptual frameworks, including good pedagogy (e.g.,Ladson-Billing's 1995 "good teaching"), learner-oriented pedagogies, equity pedagogy, andpragmatism. Our three faculty
caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic
engagement, and cultivating a culture of inclusion addresses disparities in undergraduateSTEM degree completion.PDS participants consistently highlighted the program’s role in increasing awareness ofminoritized student experiences and encouraged reflective teaching practices. One participantnoted in response to the question to what extent, if any, do you take into consideration thebackgrounds and experiences of students in your classroom, as part of your teaching practice?“…[B]eing part of the [PDS] brought that to the forefront. [I]f I’m being perfectly honest it's notsomething that I, myself, even considered, the backgrounds of certain students, before starting thePDS. I think my approach was always, I am going to be accessible, a resource for you
involve shared responsibility andaccountability among colleagues, last for at least one full semester, and are focused and concrete[13]. Many faculty development approaches utilize frameworks that focus on reflectiveteaching, aimed at encouraging individual faculty members to reflect on their teaching andimprove their instruction [14]. By focusing on individual development, faculty members havemore autonomy in decision making for their classrooms, empowered to use new pedagogicalapproaches and contribute to larger institutional change [11]. Common reflective teachingapproaches include educating faculty members about various instructional possibilities,encouraging them to collect experimental data within their own classrooms, and enabling
mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation
processing between meetings, (2) group discussion and processing of ourexperiences at our bi-weekly meetings, and (3) at the conclusion of the term, an iterative processof individual and collaborative review of our reflections and notes to identify and thematicallyorganize key observations and results.Our Stories (In Brief)Each of us came to Purdue University in the Fall of 2023 from private, teaching-intensiveinstitutions with enrollments between 2,500 and 3,500 students. We differed in our depth ofteaching and industry experience, which is summarized in Table 1.Table 1. Prior Teaching and Industry Experience of the Authors Author Teaching Experience Industry Experience Steve Assistant Professor (NTT
recognition, all aimed at collaborative software mod- eling. He also is actively researching the use of games in teaching and faculty development, and is an avid tabletop gamer in his spare time.Nathaniel Bryan ©American Society for Engineering Education, 2023 WIP - Let’s Play - Improving our Teaching by Reversing Roles and being a Learner with Board GamesAbstractThe focus of this work-in-progress (WIP) paper is on the creation and evaluation of a facultydevelopment activity to improve teaching through reflection and empathy. Our intervention takesthe form of a Faculty Learning Community (FLC) where staff and faculty participants havefrequent opportunities to experience role reversal
a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that