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Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Practices and the Entrepreneurial Mindset

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

WIP It! Faculty Development Style!

Tagged Division

Faculty Development Division

Page Count

7

DOI

10.18260/1-2--34860

Permanent URL

https://peer.asee.org/34860

Download Count

97

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Paper Authors

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Heather Dillon University of Portland Orcid 16x16 orcid.org/0000-0002-4467-2306

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Dr. Heather Dillon is an Associate Professor in Mechanical Engineering at the University of Portland. She recently served as the Fulbright Canada Research Chair in STEM Education. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining the university, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior research engineer.

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Lindy Hamilton Mayled Arizona State University

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Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineering at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology from Grand Canyon University. Her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback.

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Mark L. Nagurka Marquette University

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MARK NAGURKA, Ph.D. is an Associate Professor Emeritus of Mechanical and Biomedical Engineering at Marquette University. He received his B.S. and M.S. in Mechanical Engineering and Applied Mechanics from the U.of Pennsylvania and a Ph.D. in Mechanical Engineering from M.I.T. He taught at Carnegie Mellon before joining Marquette University. His professional interests are in the design of mechanical and electromechanical systems and in engineering education. He is a Professional Engineer, a Fellow of ASME, and a former Fulbright Scholar.

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Maria-Isabel Carnasciali University of New Haven Orcid 16x16 orcid.org/0000-0001-5887-0744

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Maria-Isabel Carnasciali is Chair of the Engineering and Applied Science Education Department at the Tagliatela College of Engineering, University of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the Department of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech. She received her Bachelors of Engineering from MIT. Her research focuses on the nontraditional engineering student – understanding their motivations, identity development, and impact of prior engineering-related experiences. Her work dwells into learning in informal settings such as summer camps, military experiences, and extra-curricular activities. Other research interests involve validation of CFD models for aerospace and industrial applications, as well as optimizing efficiency of thermal-fluid systems.

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Douglas E. Melton Kern Entrepreneurial Engineering Network Orcid 16x16 orcid.org/0000-0002-4203-4415

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Dr. Douglas Melton is a program director for the Kern Family Foundation and works with the Kern Entrepreneurial Engineering Network (KEEN) which has partner institutions who are developing educational experiences to foster an entrepreneurial mindset in their undergraduate engineering students. Doug Melton served as a faculty member for seventeen years within the department of Electrical & Computer Engineering at Kettering University in Flint, Michigan. There, he also served as the program director for Entrepreneurship Across the University. Prior, Doug was the Director of Research & Development for Digisonix Incorporated. His disciplinary specializations include signal processing, acoustics, and wireless communications.

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Abstract

This work-in-progress (WIP) paper reports on intercollegiate faculty coaching experiences in a large-scale engineering professional development program funded through the Kern Family Foundation. Research demonstrates that adding coaching and one-on-one targeted discussions to the traditional workshop professional development model effectively supports faculty with integration of pedagogical approaches, conceptualization of strategy application in their classes and content, and persistence through later phases of Diffusion of Innovation models including confirmation and adoption. Despite increased interest and offerings of higher education faculty development programs in recent years, coaching in higher education settings, particularly in the engineering disciplines, remains relatively rare. If coaching does take place, it typically occurs on a small-scale or in single discipline programs. Rarely, if ever, does intercollegiate coaching occur. This study reports on the effectiveness of a large-scale coaching effort, with 73 faculty participants from 15 engineering disciplines at more than 30 universities across the country.

Beginning in the summer of 2019, a diverse group of engineering faculty participated in the Innovating Curriculum with Entrepreneurial Mindset (ICE) faculty development workshop. This intensive three-day workshop introduced faculty to the framework of entrepreneurially minded learning (EML) centered on curiosity, connections, and creating value. The workshops promoted evidence-based pedagogical best practices and participants experienced different active learning techniques that can be applied to instill the entrepreneurial mindset in students at their home institution. Following the workshops, faculty were provided with ongoing coaching and support comprised of two individual coaching sessions and two small-group Community of Practice coaching sessions. Coaching sessions included in this study were led by a four-member, intercollegiate coaching team comprised of experts in engineering education, EML classroom integration, and instructional effectiveness.

This WIP paper reports on the first half of this ongoing project, including the summer workshops and summer and fall coaching sessions. This paper reports and reflects on coaching session notes and discussions with participants. Evaluation includes trend analysis to identify themes raised during coaching sessions, and assessment of the effectiveness of the coaching meetings. Future survey data will be used to measure the effectiveness of coaching sessions for implementation and accountability of project goals.

Dillon, H., & Mayled, L. H., & Nagurka, M. L., & Carnasciali, M., & Melton, D. E. (2020, June), Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Practices and the Entrepreneurial Mindset Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34860

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