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

professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Ms. Allyson Jo Ironside, Oregon State University Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and

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

innovations within newteaching materials and the support provided by the Leonhard Center helped to facilitate andcatalyze the faculty. Led by the course chair and director of the design program, a proposal wassubmitted to develop a series of modules with the following goals in mind: • Strengthen relationship between the experience of a first-year engineering student and the vision of the college of engineering for graduating students • To provide a framework for students for the world-class engineer early in their education • Provide experience and vocabulary needed to make the World-Class Engineer an important part of engineering students’ identity • World-class Engineer attributes will be reinforced through

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

philosophy implored in the program is based on self-awareness, intention, andchoice. Observation and the natural skills and abilities that helped get the faculty members tothis point in their careers are emphasized in the coaching process. Meeting them “where they areat” is a common principle. Initially, there was no planned structure for each person; the coachallowed each individual faculty member to choose the agenda and topic to work on for thesession. The essence of the coaching perspective is that other people are full of potential. Theyare naturally talented, innately resourceful, and destined for greater things. They are also fullycapable of making their own decisions, solving their own problems, and seizing their ownopportunities and are

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