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

\bibitem{asee_peer_32438}
  Chan Hilton, A. B. (2019, June), \emph{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

Amy B Chan Hilton.  "Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process –  A Student Evaluation of Teaching Example".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32438 Internet.  22 Mar, 2025

\bibitem{asee_peer_32438}
  Amy B Chan Hilton.
  "Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process –  A Student Evaluation of Teaching Example".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32438 Internet.  22 Mar, 2025

@INPROCEEDINGS{asee_peer_32438
author = "Amy B Chan Hilton"
title = "Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process –  A Student Evaluation of Teaching Example"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32438}
number = {10.18260/1-2--32438}
}

TY  - CPAPER
AB  - 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. 
AU  - Amy B Chan Hilton
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process –  A Student Evaluation of Teaching Example
UR  - https://peer.asee.org/32438
DO  - 10.18260/1-2--32438
ER  -