Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Faculty Development Constituency Committee

Paper ID #23462Work in Progress: Collaborating with Faculty Development in Retention Im-provementDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests in- clude teaching and learning innovations, faculty and organizational development, environmental systems analysis, and applied optimization. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the Engineering

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

Tagged Topics

Faculty Development Constituency Committee

. Wigfield, A. and J.S. Eccles, Expectancy–value theory of achievement motivation. Contemporary educational psychology, 2000. 25(1): p. 68-81.28. Lewin, K., Force field analysis. The 1973 Annual Handbook for Group Facilitators, 1946: p. 111-13.29. Burnes, B. and B. Cooke, Kurt Lewin's Field Theory: A Review and Re‐evaluation. International journal of management reviews, 2013. 15(4): p. 408-425.30. Hirschman, A.O., Development projects observed. 2014: Brookings Institution Press.31. Sirkin, H.L., P. Keenan, and A. Jackson, The hard side of change management. Harvard business review, 2005. 83(10): p. 108.32. Waychal, P., et al., Towards a framework for innovations. International Journal of Business Excellence, 2011. 4(5

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Cadwell, Syracuse University; Michelle M. Blum, Syracuse University; Julie M. Hasenwinkel, Syracuse University; Carol Elizabeth Stokes-Cawley, Syracuse University

Tagged Topics

Faculty Development Constituency Committee

J. McGourty, "Engineering Faculty Development: A Multicoalition Perspective," in Annual Meeting of the American Society for Engineering Education, St. Louis, MO, 2000.[6] C. Bonwell and J. Eison, "Active Learning: Creating Excitement in the Classroom," ASHEERIC Higher Education Report No.1, Washington, DC, 1991.[7] B. Smith and J. MacGregor, "What is Collaborative Learning?," in Collaborative Learning: A Sourcebook for Higher Education, University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment, 1992, pp. 9-22.[8] B. Millis and J. P. Cottell, "Cooperative Learning for Higher Education Faculty," ORYX Press, 1998.[9] A. Kwan, "Problem Based Learning," in The Routledge International Handbook of

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice E. Grimes, Air Force Institute of Technology; Sharon Claxton Bommer, KBRWyle; Adedeji B. Badiru P.E., Air Force Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

Technology Sharon C. Bommer KBRwyle Adedeji B. Badiru Air Force Institute of TechnologyIntroductionThe Air Force Institute of Technology (AFIT) is located at Wright-Patterson Air Force Base nearDayton, Ohio. The Institute provides technical and professional continuing education for theUnited States Air Force and is also home to a fully accredited graduate program, the GraduateSchool of Engineering and Management. AFIT offers Master’s and Doctoral degrees in STEMareas in support of the mission of the US Air Force. AFIT is unique from most universities on anumber of aspects, including its two categories

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Jim L. Borgford-Parnell, University of Washington

Tagged Topics

Faculty Development Constituency Committee

easy for them to quickly identify and comprehend the most prominent themesin the feedback. As seen in Figure 2, several types of information are readily discerned from ourreports: (a) Issues that the entire class agreed upon; (b) the number of individual groups thatdiscussed particular issues; (c) the range of ways that student groups focused on particular issues;and (d) the general tone of students’ comments.Figure 2: Pages excerpted from a sample SGID report, as automatically produced by our database. Feedback items are grouped by theme and ordered by question (SGID I, II) and frequency. Full-class consensus items are presented in bold, with triangular bullets. Group consensus items are transcribed verbatim, grouped by theme, and presented

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Eileen Haase Ph.D., Johns Hopkins University; Ahmed Ibrahim, Johns Hopkins University; Jane Brock Greco; Kelly F. Clark, Johns Hopkins University

Tagged Topics

Diversity, Faculty Development Constituency Committee

, 2010.[4] S. Brownell and K. Tanner. “Barriers to faculty pedagogical change: Lack of training, time,incentives, and… tensions with professional identity?” CBE-Life Sciences Education, 11(4), 339-346, 2012.[5] D. Feldon, J. Peugh, B. Timmerman, M. Maher, M. Hurst, D. Strickland, J. Gilmore, C.Stiegelmeyer. “Graduate students’ teaching experiences improve their methodological researchskills.” Science, 333(6045), 1037-1039, 2011.[6] J. Supovitz and H. Turner. “The effects of professional development on science teachingpractices and classroom culture.” Journal of Research in Science Teaching, 37(9), 963-980,2000.[7] A. Austin. “Preparing the next generation of faculty: Graduate school as socialization to theacademic career.” The journal of higher

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

Paper ID #21323Affordances and Barriers to Creating Educational Change: A Case Study ofan Educational Innovation Implemented into a First-year Engineering De-sign CourseDr. Sarah E. Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Louis A. Martin-Vega, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Faculty Development Constituency Committee

received on aregular basis.Topics that participants most repeatedly suggested they would like to see offered, either again oras new information, focused on(a) funding, including proposal writing workshops, roundtable discussions with other faculty aswell as external researchers, continued access to funding agencies;(b) research development, including building a sustainable research program, training inmultidisciplinary research; developing a large scale research center; collaborative activities;(c) promotion and tenure/progression advancement, including guidance in navigating the processfrom current and past reappointment, promotion and tenure committee members and otherexperienced faculty; career development after tenure; mid-career specific

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

, there is littlediscussion on the engineering faculty experiences and perceptions on the use of observationprotocols, more specifically, the use of COPUS for teaching evaluation. In this study, wecontribute to the literature by providing insight into the engineering faculty observers’experiences and perceptions. For the purposes of this study, the research team chose to use theCOPUS for a pilot study about the evaluation of teaching in the college of engineering at aMidwestern tier-one research institution. The goals of the pilot study include (a) characterizefaculty observers’ experiences making classroom observations an providing peer feedback usingthe COPUS (b) describe instructors’ perspectives on being observed and receiving peer

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

Directions for Teaching and Learning 2004(97): 5-23.Felten, P., H.-D. L. Bauman, A. Kheriaty and E. Taylor (2013). "Transformative conversations a guide to mentoring communities among colleagues in higher education."Freeman, S., S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt and M. P. Wenderoth (2014). "Active learning increases student performance in science, engineering, and mathematics." Proc Natl Acad Sci U S A 111(23): 8410-8415.Hsieh, S.-J. (2016). Teaching Practices Inventory for Engineering Education. ASEE’s 123rd Annual Conference & Exposition. New Orleans, LA.Kern, B., G. Mettetal, M. Dixson and R. K. Morgan (2015). "The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

, Journal of Chemical Education, 88 (6), 703-707. 4. Wheeler, L. B., Maeng, J. L., Chiu, J. L. and Bell, R. L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching, 54: 463–492. 5. Wheeler, L. B., Clark, C. P., and Grisham, C. M. (2017). Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum. Journal of Chemical Education, 94 (8), 1019-1026. 6. Luft, J. A., Kurdziel, J. P., Roehrig, G. H., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Dominga Sanchez, Oregon State University

Tagged Topics

Faculty Development Constituency Committee

from 1924 to 1998. Journal of Personnel Evaluation in Education, 13(2), 153-166.Andersen, K., & Miller, E. D. (1997). Gender and student evaluations of teaching. PS: Political science & politics, 30(2), 216-220.Barner, M., Brown, S., Lutz, B., & Montfort, D. (2018, forthcoming). Engineering Faculty Interpretations of Pull-Oriented Innovation and Why Context Matters. The International journal of engineering education.Basow, S., Codos, S., & Martin, J. (2013). The effects of professors' race and gender on student evaluations and performance. College Student Journal, 47(2), 352-363.Boring, A., Ottoboni, K., & Stark, P. B. (2016). Student evaluations of teaching (mostly) do not measure

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

Tagged Topics

Faculty Development Constituency Committee

Paper ID #23704Work in Progress: Coaching as a Midcareer Faculty Development ApproachDr. Heidi M. Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Faculty Devel- opment and Leadership Specialist in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development ac- tivities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Jennifer Tygret, University of Colorado, Colorado Springs

Tagged Topics

Diversity, Faculty Development Constituency Committee

(17-4458). This award brings together an alliance of stakeholders investedin diversifying the engineering professoriate and bolstering the engagement of emeriti facultythrough mentorship, which will have far-reaching benefits to higher education institutions.IMPACT MENTORING PROGRAM 25 ReferencesAllen, T. D. (2007). Mentoring relationships from the perspective of the mentor. In B. R. Ragins & K. E. Kram (Eds). The handbook of mentoring at work: Theory, research and practice (pp. 123-147). Thousand Oaks, CA: Sage.Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University

Tagged Topics

Faculty Development Constituency Committee

, S., Baker, D., Carberry, A., Alford, T., T., Ankeny, C., Brooks, B.J., Koretsky, M., Waters, C.,Gibbons, B. “Effect of Implementation of JTF Engagement and Feedback Pedagogy On Faculty Beliefsand Practice and on Student Performance”. 2015 American Society for Engineering Education ConferenceProceedings, 2015.[3] Semerci, Ç., & Batdi, V. (2015). A meta-analysis of constructivist learning approach on learners'academic achievements, retention and attitudes. Journal of Education And Training Studies, 3(2), 171-180.[4] Rogers, E. M. Diffusion of innovations (2003). New York, NY: Free Press, 5th edition[5] Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change,Educational Researcher, 32(6), 3-12.[6] Wenger, E

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

solving engineering problems. Dr. Mejia’s primary research interests lie at the intersection of engineering education, literacy, and social justice. He is particularly interested in engineering critical literacies, Chicanx Cultural Studies frameworks and pedagogies in engineering education, and critical consciousness in engineering through social justice.Dr. Diana A. Chen, University of San Diego Dr. Diana A. Chen is an Assistant Professor of General Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. She earned her MS and

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Topics

Faculty Development Constituency Committee

PBL activity, participants mentioned some more frequently. Those were: a) the importance ofthe active learning and the collaborative learning in PBL, b) the importance of the autonomouswork of students and c) the importance of working on problems with real contexts. They alsomentioned: d) the importance of selecting the activity regarding the learning objectives and e) therecognition of the possibilities of working with active learning.Secondly, in the case of the “questions arising in the development of the activity” participantsreflected mostly on procedural questions. The most frequent were: a) the estimation of the timeneeded for the activity, b) determination of proper resources, c) how to create an interactive andadequate collaborative

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

Tagged Topics

Faculty Development Constituency Committee

collective).The faculty portfolio includes:a) Course card: Course cards are meso-curricular documents that allows the program to connectthe macro-curriculum (curricular matrix) with the micro-curriculum (course syllabi). The coursecard is the mechanism we have developed in order to maintain consistency between course goals(alignment between course and student outcomes) and terminal learning objectives, as well asteaching and learning strategies that will be used to create course syllabi [7].b) The syllabus of the proposed course is adjusted after a collaborative review carried out by thefaculty members within the curricular area. The course planner makes up part of the syllabusand includes, for each session: the objectives for the session, the

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University

Tagged Topics

Faculty Development Constituency Committee

being research risk takers – personal attributes and beliefs, and the structural and cultural issues within their academic unit, the university, and in their academic field. • Identified structural barriers to taking risk included a: (1) leadership model that was passive, (2) curriculum that was insular, (3) research model that was elitist, and (4) tenure and promotion policy that didn’t reward nor incentivize team-based science. In addition, cultural barriers to taking risk included a: (a) lack of shared values and cohesion among the participants, (b) lack of belonging among faculty participants from the ancillary academic units, and (3) sense of competition rather than collaboration between the

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

kinds of personalinteractions necessary to create the conditions for effective group work and learning well.References[1] Davis, D., Trevisan, M., Leiffer, P., McCormack, J., Beyerlein, S., Kahn, M. J., and Brackin, P. (2013). Reflection and metacognition in engineering practice. in M. Kaplan, N. Silver, D. Lavaque-Manty and D. Meizlish (Eds.) Using reflection and metacognition to improve student learning. (pp.78-103). Sterling, VA: Stylus.[2] Nilson, L. B. (2013). Creating self-regulated learners. Sterling, VA: Stylus.[3] Sousa, D. A. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Sage Publications.[4] Mestre, J. (2002). Transfer of Learning: Issues and research agenda. Retrieved 1/18/2018 from https://www.nsf.gov/pubs

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

7References 1. Worrall, L. (2007). Asking the Community: A Case Study of Community Partner Perspectives. Michigan Journal of Community Service Learning, 14(1), 5-17. 2. Hoffman-Johnson, G. (2007). Seamless transition in the twenty-first century: Partnering to survive and thrive. New Directions for Community Colleges, 2007: 17–27. 3. Gray, B. (1989). Collaborating: Finding common ground for multiparty problems. San Francisco, CA: Jossey-Bass Publishers. 4. Eddy, P. L. (2010). Partnerships and collaboration in higher education: AEHE. John Wiley & Sons. 5. Farrell, P. L., & Seifert, K. A. (2007). Lessons learned from a dual‐enrollment partnership. New Directions for Community Colleges

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio

Tagged Topics

Faculty Development Constituency Committee

also led to an increase in studentperformance. The BME/AIS course transformation showed student-centered learning in theworking, receiving, guiding, and presenting categories. The student receiving category alsodecreased as the instructors lectured less and engaged more in guiding students.Student pass rates and average gradesTable 2 shows the pass rates and average grade (AG) of each course. A passing grade is a lettergrade of C or higher. Though increasing the pass rate was the major objective of this project, theAGs were also used to provide insight into the extent of the success of each course. Course AGswere calculated on a traditional US grading scale: A=4pts, B=3pts, C=2pts, D=1pt, and F=0pts.Student achievement data for the transformed

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Topics

Faculty Development Constituency Committee

Paper ID #23458Moving Toward Student-centered Learning: Motivation and the Nature ofTeaching Changes Among Faculty in an Ongoing Teaching Development GroupProf. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical