More Like this

1. Supporting Students' Skillful Learning: Lessons Learned from a Faculty Development Workshop

   Tantum, S; SImmons, R.; Santillion, S.; Cunningham, P.; Matusovich, H.M.; Ellestad, R.M.; Carrico, C. (July 2021, 2021 ASEE Virtual Annual Conference)

   In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities. 

   more » « less
2. Supporting Students' Skillful Learning: Lessons Learned from a Faculty Development Workshop

   Cunningham, Patrick; Matusovich, Holly M.; Carrico, Cheryl; Ellestad, Rachel McCord; Tantum, Stacy; Santillan, Sophia T.; Simmons, Rebecca (July 2021, 2021 ASEE Virtual Annual Conference)

   In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities. 

   more » « less
3. Designing Inclusive Teaching Workshops with Non-Tenure-Track Faculty in Mind

   https://doi.org/10.18260/1-2--47144  

   Mejia, Kenya; Bowen, Corin; Thompson, Lizabeth; Feng, Yilin; Menezes, Gustavo (June 2024, ASEE Conferences)

   The research team at [anonymized for review], is implementing an ongoing NSF-funded research project aiming to change the paradigm of teaching and learning in STEM and its underlying mental models from a factory-like model to a more ecosystem-like model. One aspect of the project is developing Communities of Practice for faculty that help foster this shift in mindset. This paper specifically discusses a more workshop-like delivery of the existing [anonymized for review] Faculty Fellows’ Community of Practice, condensed into two days, as opposed to throughout a full academic year. This workshop model was developed for lecturers, or non-tenure track (NTT) faculty, who are given less resources and opportunities for professional development and have less flexibility in their schedules. Some lecturers work part-time on campus and may have full-time employment elsewhere. Lecturers responded enthusiastically and actively contributed to conversations about educational models in these sessions. They showed interest in more professional development opportunities like [anonymized for review], which they are often not afforded in their roles as lecturers. Lecturers also reiterated the lack of opportunities for community-building such as what they felt was provided by this workshop series. The research team’s Lecturers’ Community of Practice was overwhelmingly well-received by lecturers, despite its condensed nature. The focus of this paper is on the intentional decisions made by the research and facilitation team to provide professional development experience catered to non-tenure track faculty, some who are part-time instructors . In this paper, we also highlight what aspects of the workshop resonated with lecturers, particularly those designed with lecturers in mind, and those unexpectedly helpful for the participants. This paper adds to the conversation on providing more workshops on inclusive teaching for NTT Faculty, who play a critical role in making our programs successful. We include feedback from participants and implications for practice. 

   more » « less
4. Learning From Each Other: Faculty Peer Mentoring Circles at ADVANCE Institutions

   McCarthy, Maeve L; Herbers, Joan; Kunza, Lisa A; Long-Fox, Brooke L; Zhang, Robin Q (January 2025, The advance journal)

   Peer mentoring circles for women faculty are beneficial to the personal and professional development of the participants and can increase the retention of women in academia. Here, we discuss the history and evolution of faculty peer mentoring circles as part of ADVANCE at Ohio State University, Murray State University, and South Dakota School of Mines and Technology. The three institutions used the same framework, and adapted their peer-mentoring programs for their local circumstances. We describe a brief history of faculty peer mentoring programs and how each institution monitored outcomes. We summarize their successes and challenges based on participant feedback, surveys, and attendance. We share lessons learned across the three institutions, including the need to pay attention to power dynamics, how to structure cohorts, topics for discussion, and the role of facilitators. This article contributes to the peer mentoring literature by sharing the perspectives of three institutions that used the same general model but differed in details of local adaptation. 

   more » « less
5. The RED Teams Start-Up Session: Leveraging Research with Practice for Success in Academic Change

   https://doi.org/10.18260/1-2--35360  

   Williams, Julia; Mohan, Sriram; Andrijcic, Eva; Margherio, Cara; Litzler, Elizabeth; Doten-Snitker, Kerice (June 2020, 2020 ASEE Virtual Annual Conference Content Access)

   null (Ed.)

   At the start of their work for the National Science Foundation’s Revolutionizing Engineering Departments (RED) Program (IUSE/Professional Formation of Engineers, NSF 19-614), RED teams face a variety of challenges. Not only must they craft a shared vision for their projects and create strategic partnerships across their campuses to move the project forward, they must also form a new team and communicate effectively within the team. Our work with RED teams over the past 5 years has highlighted the common challenges these teams face at the start, and for that reason, we have developed the RED Start Up Session, a ½ day workshop that establishes best practices for RED teams’ work and allows for early successes in these five year projects. As the RED Participatory Action Research team (REDPAR)--comprised of individuals from Rose-Hulman Institute of Technology and the University of Washington--we have taken the research data collected as we work with RED teams and translated it into practical strategies that can benefit RED teams as they embark on their projects. This presentation will focus on the content and organization of the Start Up Session and how these lessons learned can contribute to the furthering of the goals of the RED program: to design “revolutionary new approaches to engineering education,” focusing on “organizational and cultural change within the departments, involving students, faculty, staff, and industry in rethinking what it means to provide an engineering program.” We see the Start Up Session as an important first step in the RED team establishing an identity as a team and learning how to work effectively together. We also encourage new RED teams to learn from the past, through a panel discussion with current RED team members who fill various roles on the teams: engineering education researcher, project manager, project PI, disciplinary faculty, social scientist, and others. By presenting our findings from the Start Up Session at ASEE, we believe we can contribute to the national conversation regarding change in engineering education as it is evidenced in the RED team’s work. 

   more » « less