Asee peer logo

Benefits of Codesigning with Educators as Faculty Development

Download Paper |

Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Faculty Development Lightning Talk Session 2

Tagged Division

Faculty Development Division

Page Count

16

DOI

10.18260/1-2--36740

Permanent URL

https://peer.asee.org/36740

Download Count

25

Request a correction

Paper Authors

biography

Kenya Z. Mejia University of Washington

visit author page

Kenya Z. Mejia is a third year PhD student at the University of Washington in the Human Centered Design & Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.

visit author page

biography

Jennifer A. Turns University of Washington

visit author page

Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.

visit author page

author page

Yuliana Flores

biography

Hadas Ritz Cornell University Orcid 16x16 orcid.org/0000-0002-5396-2962

visit author page

Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Since then she has taught required and elective courses covering a wide range of topics in the undergraduate Mechanical Engineering curriculum. In her work with MTEI she co-leads teaching workshops for new faculty and assists with other teaching excellence initiatives. Her main teaching interests include solid mechanics and engineering mathematics. Among other teaching awards, she received the 2021 ASEE National Outstanding Teaching Award.

visit author page

biography

Jiehong Liao Florida Gulf Coast University

visit author page

Dr. Jiehong Liao is an Assistant Professor in the Department of Bioengineering at Florida Gulf Coast University (FGCU). She earned a B.S. in Biomedical Engineering from Rensselaer Polytechnic Institute (RPI) in 2004 with the Rensselaer Medal award and as a member of the inaugural class of Gates Millennium Scholars. In 2011, she earned a Ph.D. in Bioengineering from Rice University. Before joining FGCU in 2015, she was a visiting Assistant Professor of Biotechnology in the Division of Science and Technology at the United International College (UIC) in Zhuhai China. She has been exploring and applying evidence-based strategies for instruction since her training with ASCE's Excellence in Civil Engineering Education (ExCEEd) initiative in 2016. In addition to the scholarship of teaching and learning, her research interests and collaborations are in the areas of biomaterials, cellular mechanotransduction, tissue engineering, and regenerative medicine.

visit author page

biography

John Chen California Polytechnic State University, San Luis Obispo

visit author page

John Chen is a professor of mechanical engineering. His interests in engineering education include conceptual learning, conceptual change, student autonomy and motivation, lifelong learning skills and behaviors, and non-cognitive factors that lead to student success.

visit author page

biography

Boni Frances Yraguen Georgia Institute of Technology Orcid 16x16 orcid.org/0000-0001-9806-0041

visit author page

Boni Yraguen is a PhD student at Georgia Tech. Her dissertation work is in the field of combustion/thermodynamics/fluids. She studies a novel diesel injection strategy: Ducted Fuel Injection (DFI), which is used to drastically decrease soot emissions during diesel combustion. Boni is an NSF GRFP, and a recipient of the ASME Graduate Teaching Fellowship. She has served as instructor of record for Fluid Mechanics at GT and has significant interest in implementing and studying the impact of authentic learning strategies in her courses.

visit author page

Download Paper |

Abstract

In this lessons learned paper, we present findings from four co-design sessions with six engineering educators looking to create exam wrappers designed with specific learning outcomes in mind. While acknowledging the time it takes to create new teaching practices and embracing the history of design-based research in the learning sciences, we document the process of researchers and educators co-designing teaching and learning experiences. The collaboration process involved educators working together to ideate, provide feedback, and find inspiration from each other's exam wrapper activities, while learning from the research team’s experience with designing reflection activities. Here we explore the following question: In what ways does co-designing of specific reflective practices for teaching function as a faculty development opportunity? The data for this work comes from participant responses to post-session reflection questions. Participants thematically clustered the responses thematically and then produced the findings from analyzing the responses organized by themes. Here, we report on hidden efficiencies found in co-designing of teaching practices, as a way of providing not only faculty development, but also community building opportunities with other educators with shared interests, and intentional development of course materials. By focusing on the themes of diverse perspectives and usage of time in these co-design sessions, we add to the conversation about what it means to collaborate on and exchange novel teaching practices across engineering to support teaching. We will present this as a lightning talk.

Mejia, K. Z., & Turns, J. A., & Flores, Y., & Ritz, H., & Liao, J., & Chen, J., & Yraguen, B. F. (2021, July), Benefits of Codesigning with Educators as Faculty Development Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36740

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015