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

formatively, to reinforce theimportance of good group work by each member. Anecdotally, those professors have told us thatthe proactive norm-setting and use of the group-generated peer assessments has dramatically cutdown on the group work problems that vexed them in the past.We have conducted our workshop in over 40 engineering project-based and capstone courses,collecting characteristics lists from over 380 unique student groups. In the following sections, wewill discuss our initial analysis of some of that data, and our findings.MethodsWe limited our initial analysis to data collected in a selection of lower- and upper-divisionundergraduate engineering course offerings at the University of Washington. The courseofferings took place between 2015

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

agreed to the programrequirements. These requirements included: • Attend and actively participate in a mandatory introductory meeting and working session; • Attend and actively participate in a minimum of four of nine working sessions in June/July; • Attend and present the final products at a mandatory capstone program in September; • Complete any “homework” assigned during the program; • Prepare these final deliverables by August 1, 2017: o Revised gateway course learning and project outcomes; o An implementation plan that will help to meet the outcomes; o An assessment plan to determine if the desired outcomes have been met; • Implement and assess the course improvements in the next

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

framework for critique by our peers so that we can incorporate their feedback duringthe pilot. We also hope to raise awareness of this project to encourage additional colleges toadopt the framework in the future.We define research-based teaching practices as pedagogical strategies that have been tested usingeducational research methods and published in peer-reviewed literature. Future faculty aregraduate students and post-doctoral fellows who aspire to faculty positions that include teachingresponsibilities, however, current faculty will also be invited to participate in the DLCs.The motivation for this NSF-funded project is that research-based teaching practices have beenshown to improve student learning compared to traditional methods like

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

University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include faculty development, evaluating con- ceptual knowledge change, misconceptions, and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conduct- ing research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty be- liefs, classroom practice, and