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

successful strategic planning and execution of the faculty development program.Dr. Louis A. Martin-Vega, North Carolina State University Dr. Martin-Vega joined NC State University as its Dean of Engineering in 2006. He has also served as Dean of Engineering at USF in Tampa, Florida, as Chair of the Department of Industrial & Mfg Systems Engineering at Lehigh University, as the Lockheed Professor at Florida Institute of Technology, and as a tenured faculty member at the University of Florida and the University of Puerto Rico at Mayaguez. He has also held various positions at the National Science Foundation including Acting Head of its Engineer- ing Directorate. He is currently Immediate Past President of ASEE and his

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

Paper ID #22629Engaging Faculty in Continuous Improvement: The Context of an ABET Ac-creditation ProcessDr. Ang´elica Burbano, Universidad Icesi Angelica Burbano C.,holds a Ph.D. in Industrial Engineering from the University of Arkansas. She holds a MSOM from Universidad Icesi and a BS in industrial engineering from Pontificia Universidad Javeriana both in Cali, Colombia. She is a Fulbright Scholar 2007 and a fellow AOTS, Japan 2000. Angelica has previous experience (five years) in the food manufacturing industry (experience related to inventory management and production planning and control, also information systems such

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

focus is human performance and cognition.Dr. Adedeji B. Badiru P.E., Air Force Institute of Technology Prof. Badiru is Dean and senior academic officer for the Graduate School of Engineering and Management at the Air Force Institute of Technology (AFIT). He has oversight for planning, directing, and controlling operations related to granting doctoral and master’s degrees, professional continuing cyber education, and research and development programs. He was previously Professor and Head of Systems Engineering and Management at the AFIT, Professor and Department Head of Industrial & Information Engineering at the University of Tennessee in Knoxville, and Professor of Industrial Engineering and Dean of University

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

engineering education) in 2017.Dr. Om Prakash Jain, Independent Consultant c American Society for Engineering Education, 2018 A framework for nurturing a symbiotic relationship between faculty development and institution building in the Indian contextIntroduction Every reasonably large organization needs a core function of manufacturing or servicedelivery supported by various feeder functions such as strategic planning, sales and marketing,infrastructure management, and human resources. These functions are required to work inharmony so that the organization can build excellence in its core area of operation. Whilecorporate organizations have developed mature processes and programs for building

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

] to support instructors as they learned about and implementedresearch-based interactive teaching strategies. The structure of these learning communities isdescribed in more detail in the next section. A main element of the communities is thatparticipants were asked to select a research-supported interactive teaching strategy to implementin the course(s) they taught. The learning community served as a forum for gaining ideas ofpossible strategies, as well as for sharing plans and results and receiving informal feedback andsupport on both. Rather than adopting particular prescribed strategies, participating facultyidentified strategies that were of interest to them and/or addressed a challenge they were facingin their course(s). Hence, we 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

afterimplementing class changes and assessing the success of those changes. Participating facultyhad to commit to attend a kick-off meeting, a minimum of four 2-hour working sessions, and amandatory final presentation. In addition, faculty had to complete assigned homework, identifyspecific project outcomes and provide a plan to implement and assess the course learningoutcomes.Fourteen faculty participated in the summer 2017 program. During the working sessions, facultywith experience using specific techniques shared their knowledge, guest speakers presentedrelevant technologies, and faculty discussed adapting methods to various subjects, potentialpitfalls, and best practices. 100% of the workshop participants met all of the initial programrequirements

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

orientations are similar in both content and structure [11].However, the events are held separately to better address the diverse needs of the participants[12]. The inclusive teaching session has evolved since its inception in response to theuniversity’s strategic plan for diversity, equity, and inclusion in 2016 [13], and it varies due toCRLT Players’ schedule constraints. However, the goals are the same regardless of the format.After attending the inclusive teaching session, participants should be able to: ● increase their awareness of the impact of diversity, equity, and inclusion in engineering, ● examine a range of scenarios highlighting problematic classroom environments, ● reflect on the impact of student and instructor social identities

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 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

conversations around student retention with different groups. Faculty developmentoften is engaged in disseminating pedagogy through workshops, programs, and consultationswith the CTL. How else might the CTL be involved through additional change strategies and bepart of the process and conversation?This work in progress describes the approach the CETL at USI is taking to be part of theconversations and working groups that contribute to retention and academic success of ourengineering students. A systematic plan has been developed to proactively involve CETL inprocesses with faculty and academic units to gain deeper understanding of student successchallenges, develop buy-in, articulate retention goals, and help faculty identify the need andopportunities

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

feedback. Changes in theseconstructs were measured using paired samples t-tests. Additionally, the same statisticaltechnique was applied to measure the change in current and planned future use of each of thethree strategies, which was reported as a single item question on a four-point Likert scale fromthe participants. These changes were then calculated as percentage changes for ease ofinterpretation. As shown in Figure 5, there were statistically significant increases in expectancy(or faculty expectations of successful implementation) and value with respect to implementingreal-world applications in the classroom as well as statistically significant decrease in the costrelated when comparing responses prior to and after faculty development

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

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

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

velocity and underwater morphology 8 Construction engineering Classification, protocols, and responsibilities in construction accidents 9 Civil engineering Connectivity between two populations 10 Informatics engineering Small business strategic plan design 11 Mining engineering Support of underground excavations at great depth 12 Engineering School, Physics Gasoline sensor by flotation 13 Geology Watershed morphology and reservoir of hydrocarbon 14 Industrial engineering Determination of the optimal location of

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

change projects in order that the changes might betranslated and adopted at other institutions. In service of this, NSF planned that awardees wouldwork in a consortium that would provide internal support and external amplification of theirprojects.The REDPAR team was tasked by NSF to facilitate the consortium and support its memberteams by uniting the strengths of the RHIT members and the UW members. The RHIT memberslead REDCON training on academic change through monthly REDCON calls, consultation, andannual in-person consortium professional development workshops. The UW members leadREDPAR research on the process of creating change, concentrating on describing andsynthesizing across participant teams’ change-making experiences

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

practice with important needs of intended users, 2)begin planning for transfer to widespread practice from the very start of the development process,3) engage the intended users as early as possible…, 4) incorporate research approaches that willdetermine why the practice is effective, and 5) plan for the fact that many users will want to adaptthe practice to match their needs and work environment.” (p. 389). Similarly, Furco and Moely(2012) state that securing faculty buy-in into a project necessitates clear communication regardingthe goals of the innovation, opportunities to gain expertise with the innovation, perceptions ofinstitutional commitment, and rewards.Teaching and learning centers and faculty developers have the potential to help

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

, establishing agreed-upon professional values creates an accountability structurefor the team. As soon as everyone commits to a common set of professional values, the entireteam is empowered to uphold them. This shared responsibility levels the power dynamics withina team by providing clear guidance on how values inform how the team works. In the case ofHES, these shared professional values were then used to write their strategic plan and their newpromotion and tenure guidelines. By formalizing these shared values into these policy guidelines,it ensures an alignment between the structure of rewards and the activities which the researchersvalue. This then de-risks the pursuit of these activities.Over the course of the last two years, we have extracted

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

the facultymember formulate a plan for responding to the feedback. At minimum, we encourage them toacknowledge and appreciate the feedback (i.e., to close the loop with students). Almost withoutexception, there are changes the faculty member can make right away to try to improve studentlearning, as well as changes that can inform future offerings of the course. There are also caseswhere it makes the most sense to ask students to make a change—e.g., prepare a notes page touse in an exam, instead of an open-book exam. In either case, the feedback data is never the onlybasis for making changes, and the instructional consultant’s expertise is obviously critical ininforming teaching decisions. It is by no means a given that SGIDs result in more

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

maintaining or dismantling that privilege. We hope that these examples willbe helpful to others interested in integrating such content into their courses.Institutional ContextThe history behind the creation of these courses stems from being at the forefront of institution-wide transformation, including the inauguration of a new university president, theimplementation of a new University Core curriculum, the award of an NSF RED grant, and thecreation of a new General Engineering department [11]. The University of San Diego is amajority undergraduate, private four-year [12], faith-based institution that embraces Catholicsocial teaching in its mission. Our new president has enacted a new strategic plan, TheUniversity has identified six pathways through

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

members. The guiding assumption is that project outcomes are a reasonableproxy measure of individual learning. That may or may not be the case, but what seems to be anunfortunate result of that approach is that students efforts become fixed on project success ratherthan learning success.Accepting that an important outcome of an engineering education is to prepare students forprofessional group work, should not compromise the quality of the education that each individualstudent receives. The assumption that project success equates to learning success iscommunicated so often to engineering students through group role-playing schemes, projectprocess charts, task assignments, and grading plans, that students themselves will undercut theirown learning

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

student explained: “They are always willing to answer any questionsthat we might have and give us ideas on how to solve problems. They sit down with us and reallycontribute to our discussion and planning.” Another student noted: “They are engineers like us,and so it helps when we don’t know the answer to something.” BME/AIS: Peer-Assisted Learning (N=35) 40% 35% 30% 25% 20% 15% 10% 5% 0% Very useful Useful Somewhat Not useful UsefulFigure 2. BME/AIS student survey: Peer-Assisted Learning.Peer mentors. The majority of students (68%) found peer mentors to be convenient,knowledgeable, and useful for learning BME/AIS material (Fig. 3). According to one BME/AISstudent