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The Process of Conceptualizing and Creating the Engineering Faculty Impact Collaborative to Support Faculty Development and Mentorship

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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 Lightning Talks

Tagged Division

Faculty Development Constituent Committee

Page Count

9

DOI

10.18260/1-2--33415

Permanent URL

https://peer.asee.org/33415

Download Count

74

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Paper Authors

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Mark Vincent Huerta Arizona State University, Polytechnic campus

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Mark Huerta is a third year PhD student in the Engineering Education Systems & Design (EESD) program at Arizona State University. Mark is also the Chairman and Director of Projects of a non-profit called 33 Buckets, which empowers rural communities in developing countries to develop solutions for their drinking water problems. Before enrolling in the EESD program, Mark obtained a BS and MS in Biomedical Engineering at ASU.

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Daniel M. Aukes Arizona State University

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Jennifer M. Bekki Arizona State University

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Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University. Her research interests include topics related to engineering student persistence, STEM graduate students (particularly women), online learning, educational data mining, and the modeling and analysis of manufacturing systems. She holds a bachelor’s degree in Bioengineering and graduate degrees in Industrial Engineering, all from Arizona State University.

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Samantha Ruth Brunhaver Arizona State University

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Dr. Samantha R. Brunhaver is an Assistant Professor within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford University. Prior to ASU, she worked as an engineer at A. W. Chesterton, Boston Scientific, and Procter & Gamble.

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Adam R. Carberry Arizona State University Orcid 16x16 orcid.org/0000-0003-0041-7060

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Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engineering Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment techniques, and identifying new ways to empirically understand how engineering students and educators learn. Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Education and Outreach.

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Julianne L. Holloway Arizona State University

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Gary Lichtenstein Arizona State University, Polytechnic campus

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Gary Lichtenstein, Ed.D., is Director of Program Effectiveness for the Entrepreneurial Mindset initiative at the Ira A. Fulton Schools of Engineering, and founder and principal of Quality Evaluation Designs, a firm specializing in research and evaluation of K-12 schools, universities, and government and non-profit organizations nationwide. He researches entrepreneurship education, and STEM retention.

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Ann F. McKenna Arizona State University, Polytechnic campus

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Ann F. McKenna is a Professor in the Ira A. Fulton Schools of Engineering and Director of The Polytechnic School at Arizona State University. Prior to joining ASU she served as a program director at the National Science Foundation in the Division of Undergraduate Education, and was on the faculty in the Department of Mechanical Engineering and Segal Design Institute at Northwestern University. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley.

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Abstract

This is a work in progress paper that describes an effort to support faculty development and mentorship. The current faculty development literature indicates that faculty members who receive adequate mentoring are more productive leading to greater overall objective career success. Despite these findings, minimal research in engineering education has investigated the impact of faculty development and mentoring programs. Evaluating faculty development and mentoring programs can elicit information that can help inform the development of an evidenced-based approach to designing such programs. The Engineering Faculty Impact Collaborative (EFIC) seeks to address this need by building a collaborative among institutions and faculty that will: (1) instigate broad interest in and awareness of entrepreneurial mindset (EM)-based engineering faculty mentorship and development, (2) contribute to the knowledge base around engineering faculty development or mentorship, and (3) connect engineering faculty members who wish to engage in EM-based faculty development. This paper shares the process of developing a strategic plan for EFIC and details from the resulting strategic plan that emerged. It is preferred that the WIP paper is presented in a technical session.

Huerta, M. V., & Aukes, D. M., & Bekki, J. M., & Brunhaver, S. R., & Carberry, A. R., & Holloway, J. L., & Lichtenstein, G., & McKenna, A. F. (2019, June), The Process of Conceptualizing and Creating the Engineering Faculty Impact Collaborative to Support Faculty Development and Mentorship Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33415

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