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

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2019 ASEE Annual Conference & Exposition


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

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Paper Authors


Amy B Chan Hilton University of Southern Indiana

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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.

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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

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