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

ABET assessment cycle is beginning.The contribution of this paper is twofold. First, it discusses the strategies designed by the Schoolof Engineering at Universidad Icesi to effectively engage faculty members in the implementationof a sustainable and continuous improvement process. Second, it presents early results obtainedfrom the implementation of these strategies, including the perceptions of faculty members aboutthese changes.Background and supporting literatureThis paper presents a work in progress related to the consolidation of a continuous improvementprocess at the School of Engineering at Universidad Icesi. As presented in [1], the continuousimprovement process of an academic program can be explained as a PDCA (Plan–Do–Check-Act

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

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Faculty Development Constituency Committee

feedback into a modifiedroadmap for faculty development. Against the backdrop of the college’s strategic plan, a groupof senior engineering faculty provided discipline specific insights to ensure programmaticdevelopment that will impact the success of engineering faculty at all ranks across the college.The incorporation of an evaluation model provided new mechanisms and paradigm-shiftingapproaches to meet the core principles articulated in the college of engineering’s strategic plan.1. Introduction1.1 A national perspectiveIn addition to strategic plans and future visions, colleges around the world are exceptionallyreliant on their faculty to promote excellence and pilot the university to new heights. Therefore,it’s crucial for the college to

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

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Faculty Development Constituency Committee

Department of Mechanical Engineering (n=2),Department of Civil Engineering (n=2), Department of Chemical and Biomolecular Engineering(n=1, and Department of Electrical and Computer Engineering (n=1). Of these, three wereassociate professors and three were full professors. Four were males and two were females andall had served in their present positons for over ten years. None had prior experience using theCOPUS tool. The instructors who were observed were affiliated with the departments of CivilEngineering, Electrical Engineering, Mechanical and Materials Engineering, and Chemical andBiomolecular Engineering.After peer observers and instructors were recruited, this study’s team planned two separatemeetings. The first meeting included members of the

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

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Faculty Development Constituency Committee

their teaching. Faculty noted 1) theimportance of soliciting additional student feedback beyond traditional student evaluations at theend of the semester; 2) the need for more data regarding student retention and transfer ofconcepts learning in class; and 3) the potential for soliciting additional peer feedback fromcolleagues and educational researchers. At the same time, some faculty were satisfied withcurrent approaches to teaching evaluation and did not perceive anything to be missing. Findingspoint to the opportunity to collect more in-depth, qualitative feedback regarding faculty teachingeffectiveness. In particular, expert consultation and creating more spaces to solicit writtencomments from students might help faculty obtain evaluation

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

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Faculty Development Constituency Committee

bachelor degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathe- matics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-1) and has been a visiting researcher at Syracuse University, at UT-Austin and at Universidad Andres Bello. She teaches undergraduate courses in Mathematics, graduate courses in Education, and is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: models and modeling, use of technology to improve teaching and learning, gender issues in STEM education.Prof. Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile Mar´ıa

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

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Faculty Development Constituency Committee

strategic partnerships within higher education and encouragefaculty to build mutually beneficial strategic partnerships.IntroductionThere has been increasing interest in forming strategic partnerships in higher education due to avariety of motivations, such as pooling of resources, increasing accountability, and improvingthe professional development process for students [1]. This analysis of strategic partnershipsemerges from our participatory action research with university change agents activated throughthe NSF REvolutionizing engineering and computer science Departments (RED) Program.Through an NSF-funded collaboration between Rose-Hulman Institute of Technology (RHIT)and the University of Washington (UW), we facilitate a consortium of the RED

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

adoption.The overarching goals are to 1) encourage adoption of research-based teaching strategiesincluding those specific to the discipline and 2) develop a cross-institutional network of facultycommitted to improving STEM education. To support the second goal, the American Society ofEngineering Education (ASEE) joined the partnership to assist in facilitating cross-institutionalnetworking opportunities for DLC participants from various colleges and universities.A team of STEM faculty worked together to develop the instructional framework of the DLCs.This framework will be piloted in the 2018-19 academic year at three universities in five STEMdisciplines such as engineering and applied math. Our goal for this paper presentation is topresent the

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituency Committee

leaders inboth their key delivery functions and feeder functions, academic institutions / universities arelagging in that respect. Minter[1] points out that as universities (and engineering colleges) moveinto the 21st century, they will find more accountability placed upon them by the public, students,accreditation agencies, and employers. Further, the universities will have to justify the costs ofeducation and assure the quality of education being delivered. That would require a harmoniousrelationship between the delivery and feeder functions. In the context of Indian engineering institutions, this is critically required since theemployability of their graduates is abysmally low at 18% [2]. Moreover, engineering academicinstitutions are

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

will survey faculty to determine how likely theywould have worked on this project by themselves without the support and accountability that theRedesign Working Group provided. If the program proves successful we hope to continue tooffer it to faculty and share the model with other colleges and universities.IntroductionLearning styles and the limitations of a traditional, lecture-based, teaching style in engineeringeducation are well documented [1] [2] [3] [4]. Yet historically, faculty participation inprofessional development programs to train themselves in diverse teaching methods has not beenpart of the culture of engineering academic institutions. Beginning in the 1990s there was anational effort to develop ways to involve faculty in

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

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Faculty Development Constituency Committee

choosing whether or notto use evidence-based instructional practices in their classroom. The study showed that supportssuch as teaching and learning centers, collaborations with other faculty, financial incentives, andsupport from administrators such as department heads, can help to encourage faculty members toutilize evidence-based practices. Conversely, the results shows that barriers for implementationinclude low awareness, lack of resources, isolation, lack of collaborators, and lack of incentives.Litzinger and Lattuca (2004) discuss strategies that can be used to increase the likelihood thatinstructors will adopt different instructional practices. They state that adoption can be facilitatedthrough a variety of strategies: “1) align the

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

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Faculty Development Constituency Committee

will explore a successful faculty developmentprogram. For more effective teaching and learning in undergraduate engineering education,there is a strong need for evidence-based faculty professional development to shift frominstructor-centered teaching to student-centered, active learning, which is more effective [1].The NSF's Improving Undergraduate STEM Education (IUSE) program funded a large-scalefaculty development program at a large, public university which uses a train-the-trainerapproach, similar to Pimmel, et al., to engage faculty in a year-long modeling program with asemester of eight biweekly workshops, followed by a semester of six biweekly Community ofPractice innovation discussions. Here, we describe the creation, scaling

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

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Faculty Development Constituency Committee

Foundation [1], we embarked on a yearlong facultydevelopment journey with an interdisciplinary group of faculty at Boise State University, withthe explicit goal of helping them to create a cohesive and collaborative team. This paper firstgives the background on this particular group of faculty, the setting at Boise State, and the NSFgrant that funded this work. We then describe the professional development activities of the fullyear before diving into the details related to values. We close with lessons learned and what wehave done with this activity since the project began.BackgroundHuman Environment Systems (HES) is a new interdisciplinary research team at Boise State, withthe goal of working to understand and solve complex social and biophysical

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

PhD in Civil Engineering from Clemson University in South Carolina, and her BS in Engineering from Harvey Mudd College.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Assistant Professor in the Shiley Marcos School of Engineering at University of San Diego. She conducts research on tools and techniques that can be readily applied in real engineer- ing learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manip- ulations of artefacts; and 2

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

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Diversity, Faculty Development Constituency Committee

diversity at the K-12, undergraduate, graduate and faculty level. She has been primary organizer as well as a faculty mentor for several Future Faculty Workshops. She also worked in the Office of Institute Diversity at Georgia Tech on a part-time basis from 2011-2015. She was named Senior Goizueta Faculty Chair in 2015.Dr. Jennifer Tygret, University of Colorado, Colorado Springs c American Society for Engineering Education, 2018Running head: IMPACT MENTORING PROGRAM 1 The IMPACT Mentoring Program: Exploring the Benefits of Mentoring for Emeriti Faculty Sylvia L. Mendez, Valerie Martin Conley, and Jennifer Tygret

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

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Faculty Development Constituency Committee

dropout, withdrawal, and failure (DWF)rates, which prevents students from completing their degrees in a timely manner or persisting inthe engineering major [1, 2]. At the University of Texas at San Antonio (UTSA), the College ofEngineering (COE) has been engaged in an ongoing endeavor of improving student success in itsundergraduate programs. Many of the challenges observed by our faculty are similar to thoserecently faced in other undergraduate engineering programs, such as inadequate studentpreparation in mathematics and science [3], focus on teacher-centered instruction [4], and lack ofstudent engagement [2]. In response to these calls for improving student success, the COE hasimplemented a program that promotes undergraduate course

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

goal is student–educator partnerships around learning, where both partiestake conscious ownership over their respective capacities and responsibilities for successfullearning. Accordingly, we conduct SGIDs in a way that fosters responsive, reciprocal student–educator communication around teaching and learning.IntroductionSmall-Group Instructional Diagnosis (SGID) is a longstanding method for informing courseimprovements [1], [2] that is especially effective when integrated with instructional consultation[3]. We introduced a standard SGID formative assessment process to engineering faculty in2005. Up to that time, the only experience that the majority of faculty members had with courseor teaching assessments were the end-of-quarter course

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

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Faculty Development Constituency Committee

structured than FLCs, our TLC is committedto grounding our work in the scholarly literature and using “evidence-informed approaches”(Vajoczki, Savage et al. 2011) to produce peer-reviewed publications/ presentations. Our TLCalso differs from FLCs and teaching circles as our TLC resides in one department, CivilEngineering.Our TLC is an outgrowth of curriculum reform where we recognized that without changes inhow we teach, we were likely to not make the curricular changes we were envisioning. The goalof the group is to establish a robust culture of SoTL in the department. The specific objectivesare to 1) identify active learning teaching practices of interest to the group through collectivereading and discussion of books like “Small Teaching” (Lang

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

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Faculty Development Constituency Committee

, little or no prior teaching experience. Instruction in effectivecourse design and classroom instruction is, therefore, of particular importance for faculty that areselected largely for high level skills in their discipline and a promising agenda of research. Asnoted by Felder [1]: As everyone knows, skilled professionals routinely receive training before being certified to practice independently. Electricians, machinists and chefs get preliminary instruction and then serve for months or years as apprentices. Accountants, psychologists and physicists and physicians spend years earning degrees in their fields, and the physicians spend additional years in supervised internships and residencies. It would be unthinkable

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

courses,particularly for underrepresented groups in STEM [1]. Despite evidence of effectiveness, STEMinstructors can be hesitant to adopt research-supported practices for student-centered learning.Hence, identifying effective methods to bridge the gap between STEM education research resultsand classroom practice is a topic of significant interest. While a variety of workshops and similarone-time interventions have been developed to help STEM instructors adopt research-basedteaching practices, research in professional development suggests that ongoing teachingdevelopment is much more effective than one-time efforts [2], [3], [4].Building on the research results of the K-12 education community, we created a network offaculty learning communities [5

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

academic life-cycleand can serve as an exploratory time with less pressure than the earlier Assistant Professorperiod. However, this is a time of transition that can often lead to isolation, confusion, andambivalence [1] – a perfect time to increase support. The intention of the coaching programdescribed in this paper is to help newly tenured faculty to explore their opportunities and identifyresources they need to strive towards developing their leadership potential whether that be inresearch, in their academic discipline, as a policy maker, a change agent, or as an academicleader.Vague expectations, including less than explicit requirements for promotion to full professor canbe demotivating and lead to disengagement [2]. Baldwin, et. al. [3

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

duringthe session and that provides a space for discussion.IntroductionThis Work in Progress describes an exploration of the roles that faculty development play ineducational reform to increase student retention in engineering programs and support studentsuccess in STEM courses. Focus in recent years on the recruitment and retention of diversestudent populations in engineering and other STEM programs is evident in the number of reportsthat highlight its importance, declare calls to action and identify critical factors that impactstudent retention [1-2]. Additional motivation for institutions to address student retention hasbeen provided by funding opportunities (such as those from the National Science Foundation,Gates Foundation, Howard Hughes

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

?IntroductionGraduate student instructors (GSIs) are not only essential to the instructional team at manyresearch institutions, but their teaching appointments are often the only teaching experiencesthey have prior to becoming faculty. Moreover, GSIs have been found to play an important rolein improving student retention and inclusion in science, technology, engineering and math fields(STEM) [1]. Undergraduate instructional aids (IAs) have also been found to benefit studentlearning [2, 3, 4], and their training is fundamental to that success [4, 5]. As a result, calls havebeen made to develop and improve the professional development of student instructors [4, 6].Trainings at different institutions range from two-hour departmental orientations with no

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

project groups, and each group develops a consensus list ofcharacteristics of exemplary and terrible group members. These characteristics become thecriteria they later use for peer assessment.Over the course of many workshops in several years, we have collected these lists from hundredsof groups and have begun analyzing them for common patterns. We discuss encouraging resultssuggesting that even lower-division undergraduates list characteristics that align well with theconditions that the group learning and project management literatures identify as contributing tosuccessful learning and project completion, respectively.We conjecture that much of the workshop’s value lies in two distinct outcomes: (1) helpingstudents articulate and place