Asee peer logo

Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process – A Student Evaluation of Teaching Example

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Faculty Development Poster Session

Tagged Division

Faculty Development Constituent Committee

Page Count

12

DOI

10.18260/1-2--32438

Permanent URL

https://peer.asee.org/32438

Download Count

105

Request a correction

Paper Authors

biography

Amy B Chan Hilton University of Southern Indiana

visit author page

Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests include faculty and organizational development, teaching and learning innovations, and systems thinking applied to educational contexts. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the Engineering Education and Centers (ENG/EEC) division and the Division of Undergraduate Education (EHR/DUE). She also served as Associate Chair and Associate Professor in the Department of Civil and Environmental Engineering at the Florida A&M University - Florida State University College of Engineering. She holds civil and environmental engineering degrees from MIT and the University of Virginia and is a licensed professional engineer.

visit author page

Download Paper |

Abstract

This lessons learned paper describes the facilitation process for reviewing the institution’s student evaluation of teaching (SET) instrument and highlights the challenges that occurred during the process and role of the faculty developer. Because the value and use of SET results can be perceived by faculty with some skepticism, as evidenced by the literature and published editorials, and past faculty experiences with SET results can be fraught with negative emotions, the project required more than a convening of content experts. Thus, this paper also describes the strategies intentionally selected by the faculty developer to address issues that initially hindered the ad-hoc committee’s progress. Many of these research-based strategies come from the faculty developer’s skillset to create inclusive environments, foster collaboration, and design outcomes-based activities. Ultimately, a positive working environment and systematic process were designed and implemented that resulted in task completion. The evidence-based facilitation strategies described in this paper can be adapted to other revision processes in engineering education, such as the ABET assessment process, promotion and tenure guidelines, or an engineering curriculum redesign or design.

Chan Hilton, A. B. (2019, June), Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process – A Student Evaluation of Teaching Example Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32438

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: © 2019 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