Free ticketed event
Funding agencies such as the National Science Foundation are increasingly emphasizing accountability for monies granted to ensure that investments extend beyond the length of the funding period. Calls for educational innovations in STEM such as the NSF RED (Revolutionizing engineering and computer science departments) program include institutional commitment and potential for sustainability as elements in the proposal review criteria. An additional large-scale initiative with institutionalization as a goal is NSF ADVANCE. The purpose of this workshop is to provide attendees with the skills to better design educational initiatives, beginning with the initial project planning phase, that have the potential to increase the likelihood of sustaining the initiative.
Workshop presenters will discuss data collected as part of the Increase the Impact project, a four-year NSF-sponsored project focused on developing resources designed to help project investigators propagate and sustain their educational initiatives. Results from a survey of PIs and co-PIs of NSF STEP (STEM Talent Expansion Program) funded projects will be presented to help identify a set of project elements and processes that have facilitated the continuation of projects after formal grant funding periods have ended. This data will be used as an introductory basis for which attendees will identify and develop strategies that will enable them to build project plans with sustainability in mind.
This workshop will likely be of interest to individuals who are starting new educational initiatives and would like to build these with project continuation in mind as well as individuals with already started educational initiatives who would like to consider how to gain institutional support for project continuation.
Mr. Austin Ryland
Dr. Austin Ryland is a Senior Research Associate in ASEE’s Office of Assessment, Evaluation, and Institutional Research. He obtained a doctorate in higher education administration from the University of Alabama, Tuscaloosa. His research tracks emphasized women in STEM fields, graduate education, college teaching methods, as well as impact and institutionalization of STEP (STEM Talent Expansion Programs) programs. He has been trained in qualitative and quantitative research with a focus on institutional research and secondary data analysis. His work experience includes clinical medical research settings, non-profits, and university assessment and research roles using a social science approach. He can be reached at firstname.lastname@example.org.
Dr. Jeffrey E. Froyd is a Professor in the new Engineering Education program at the Ohio State University. Prior to joining Ohio State he was a TEES Research Professor in the Office of Engineering Academic and Student Affairs at Texas A&M University, College Station. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director at National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education. He can be reached at email@example.com.
Dr. Sarah E Zappe
Dr. Sarah Zappe is Senior Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctorate in educational psychology with an emphasis on applied testing and assessment. In her role in the Leonhard Center, Sarah works with faculty on improving their teaching, leads assessment efforts on projects relating to educational innovations, and conducts research in engineering education. She has led many workshops for faculty at Penn State and beyond and often works with College of Engineering faculty on research projects and scholarship of teaching activities. She can be reached at firstname.lastname@example.org or 814-865-4016.
Dr. Daria A Kotys-Schwartz
Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Programs and a Senior Instructor in the Department of Mechanical Engineering. She received B.S. and M.S degrees in mechanical engineering from The Ohio State University and a Ph.D. in mechanical engineering from the University of Colorado Boulder. Kotys-Schwartz has focused her research in engineering student learning, retention, and student identity development within the context of engineering design. She is currently investigating the impact of cultural norms in an engineering classroom context, performing comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education.