This ASEE special session is part of a National Science Foundation-sponsored collaborative conference grant to catalyze a scholarly community around research on engineering practice. One of the overarching goals of this grant has been to foster a diverse community of scholar-practitioners engaged and interested in the study of engineering practice, particularly at the early career level (e.g., graduate students, postdoctoral researchers, and early-career research scientists and faculty members). A selected panel of early-career scholars will present brief lightning talks introducing themselves an ... (continued)
This is a free ERM-sponsored event that brings together new and established ERMers for an interactive conversation. Come meet members of our division, learn about ERM events, and discuss current topics of interest to our community.
This is the annual business meeting of the Educational Research and Methods (ERM) Division. The meeting is an opportunity to hear reports, contribute to decisions by the ERM board, learn about future events of the division, and get involved in ERM activities.
Free ticketed event
The presenters will frame the session and set ground rules for inclusive interaction before guiding attendees through a role-playing activity, development of an intersectionality wheel, and the development of strategies for overcoming these power differentials in academia.
We will begin the special session with introductions, a discussion of the ground rules and the objectives for the session (30 minutes). In these introductions, we will have attendees share their name, preferred pronouns, and interest and expertise in the topics of this workshop.
Then we will move into a series of role playi ... (continued)
Interests include narratives, intersectionality, care of the self, and power.
Interests include identity, agency, creativity, teamwork, and design.
Interests include power, social justice, and pedagogies of liberation.
Interests include boundary work, epistemology, identity, and inclusivity.
Expertise around diversity and inclusion in STEM, teamwork, and identity.
Susannah C. Davis is a postdoctoral research associate in the School of Chemical, Biological and Environmental Engineering at Oregon State University. She received her Ph.D. and M.Ed. from the University of Washington, and her B.A. from Smith College. She is currently working on the NSF-funded REvolutionizing engineering and computer science Departments (RED) project at OSU. Her research focuses on organizational learning and change, particularly in higher education; learning in the workplace; curricular and pedagogical development; and the preparation of professionals for social justice goals.
Free ticketed event
Many faculty begin their careers with little or no formal education in teaching and learning. Yet teaching and learning is at the core of a university’s mission and business. To help faculty learn about the process of designing and delivering an effective course, we developed the Engineering Learning framework.
This interactive workshop will help new faculty (as well as experienced faculty who are interested in learning about course design) begin to design, or redesign, a course using the Engineering Learning framework. We will begin the session by brainstorming aspects of effective teaching. T ... (continued)
Sam Spiegel is the founding director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He served as chair of Disciplinary Literacy in Science and associate director of the Engineering Education Research Center at the University of Pittsburgh; director of research and development for a multimedia company; and founding director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory. His current efforts focus on innovation of teaching practices in STEM fields and systemic change within higher education.
Amy Hermundstad Nave is a faculty developer in the Trefny Innovative Instruction Center at the Colorado School of Mines. Her research has focused on conceptual understanding in core engineering courses, opportunities to support engineering students’ professional development, and efforts to support underrepresented students in engineering. Her current work in faculty development focuses on supporting faculty members in incorporating research-based practices into their own classrooms.
As members of a community of scholars, what we write about, and who we write about are artifacts of our culture; they reflect who we are collectively. The ways we collaborate on, review, and publish our work also reflect who we are. The engineering education community is unique: As students, educators, and researchers, we hail from other disciplinary backgrounds. We bring with us aspects of our “home” disciplinary cultures, including our expectations about sharing ideas, data, and authorship, our practices around building on and citing each other’s work, and the standards we set for our scholarsh ... (continued)
Lisa Benson is a professor of engineering and science education at Clemson University and the editor-in-chief of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem-solving skills, self-regulated learning practices, and epistemic beliefs. She is an American Society for Engineering Education (ASEE) Fellow, a member of the European Society for Engineering Education ... (continued)
Free ticketed event
Enjoy an evening meeting and reconnecting with your fellow ERM division members while celebrating the accomplishments of this year’s Apprentice Faculty Grant Recipients and Best Paper award winners.
For those interested in: New Members