The goal for this session will be to demonstrate a faculty development opportunity to help engineering faculty reflect on one aspect of their teaching practice related to enhancing equity and inclusion – student academic belonging. Participants will be provided with time to individually reflect on current practices and generate ideas for moving forward with their fellow participants.

This work-in-progress paper will discuss the evolving response by an engineering education center to proposed changes in the ABET general criteria for accrediting engineering programs relating to diversity, equity, and inclusion (DEI). ABET is a "nonprofit, ISO 9001 certified organization that accredits programs in applied and natural science, computing, engineering and engineering technology." The paper will discuss the plan of the Leonhard Center for the Enhancement of Engineering Education located in the College of Engineering at Pennsylvania State University to help faculty and departments meet the proposed changes in ABET criteria relating to diversity, equity, and inclusion. In addition, the College’s strategic plan calls for the integration of DEI into the curriculum, leading to a changing emphasis in the work being done in the Center. This paper would likely be of interest to engineering educators and other faculty developers who will have to demonstrate that their engineering programs meet ABET accreditation requirements or have similar strategic goals. In addition, the paper will describe current and evolving efforts to date as well as discuss the challenges that occurred during the development of the DEI curricular integration and training plan.

This special session highlights the Entrepreneurial Mindset for Innovative Teaching (EMIT) initiative at Penn State where faculty are challenged to use entrepreneurial principles to improve and innovate with their teaching. The EMIT academy uses an adaptation of the Business Canvas Model, titled the Entrepreneurial Teaching Module to help guide faculty through this process. Upon completing the model, faculty participate in a “Shark Tank” like experience, which will be recreated as part of this special session.

This workshop invites discussion about peer review of journal manuscripts in the field of engineering education. The aim is to generate advice for reviewers on how to make effective reviews, which can help editors make appropriate decisions and support authors in improving their manuscripts. The workshop is facilitated by editors of three leading engineering education journals.

The purpose of this document is to describe a special session to be presented at the 2020 Frontiers in Education Conference. This special session will feature a workshop that was created as part of a larger a faculty development initiative within the College of Engineering at Pennsylvania State University. The faculty development initiative, called Entrepreneurial Mindset for Innovative Teaching (EMIT), was funded as part of the Engineering Faculty Impact Collaborative (EFIC) being led by Arizona State University and the Kern Family Foundation. The EMIT project builds on the idea that the practices and mindset associated with quality teaching mirror practices of entrepreneurship and the entrepreneurial mindset. The special session will feature the introductory workshop developed as part of the overarching EMIT program. The session will be interactive and will allow participants to consider how the processes of teaching and entrepreneurship can be similar. Activities included in the session will be reflections, pair-and-share, case studies, and small- and large-group discussions.

The purpose of this paper is to describe a special session intended to help instructors better understand the difference between fixed versus growth mindset and how instructional approaches can implicitly or explicitly promote one or the other. Originating with Carol Dweck, individuals with a fixed mindset believe that a specific ability or intelligence is innate and fixed. In contrast, individuals with a growth mindset believe that ability or intelligence can be improved with training and practice. Through implicit and explicit messages to their students, instructors may inadvertently trigger students to approach tasks with a fixed mindset. The interactive session will focus on common messages and strategies that will help students to approach tasks in a class with a growth mindset.

As we all come together at FIE to explore advancements in engineering education, many attendees may ask themselves, “How could I use this in my classroom?” At Penn State, the Leonhard Center for the Enhancement of Engineering Education has been working with faculty for the last 25 years to help answer that exact question. This special session will offer FIE participants the opportunity to bring their new ideas together to collaborate with other participants, and members of the Leonhard Center, to develop specific strategies for how they can take that new idea (innovation) and turn it into classroom practice. The structure of this session will mimic a t-ball game to help exemplify the Leonhard Center's core values of exuberance and fun through learning while allowing participants to think about classroom practices from a different perspective.

When new faculty arrive for a new position at a college or university, they are typically flooded with information on all the "things to know and do" before the start of their first semester. They often participate in orientation sessions that give them snapshots on human resources, research protocol, departmental requirements, getting a computer account, using the library, using the course management system, ordering textbooks, getting a parking permit and, if time permits, participating in a teaching and learning workshop. This paper will discuss how an instructional support specialist with expertise in faculty development created a semester-long program for new faculty based upon requests from department heads and new faculty hires. The paper will also discuss how this program evolved into a regular component of new faculty development, forming a community of practice among the participants. This paper will describe the New Faculty Development Tips Program, how and why it was established, the topics of the sessions, and the assessment data collected from the cohorts.

The purpose of this paper is to describe the methodology and preliminary results used in a National Science Foundation (NSF) funded project whose purpose is to conduct a self-assessment of the instructional practices used in the College of Engineering at Pennsylvania State University. The project was funded in the fall of 2012 by the NSF WIDER (Widening Implementation and Demonstration of Evidence-based Reforms). The overall goals of the study are to 1) characterize the use of evidence-based practices in engineering undergraduate programs, 2) understand the major barriers that faculty and administrators see to wider use of evidence-based practices, and 3) identify faculty who are making exemplary use of evidence-based practices so that these practices can be celebrated and used to encourage others to adopt them. The multi-faceted study used a combination of quantitative and qualitative measures to answer research questions relating to the above project goals. This paper discusses the methodology used during each of four study stages (syllabi analysis, student survey, faculty survey, and interviews with faculty and administrators), provides preliminary results, and discusses next steps. Suggestions for others conducting similar studies at their institutions are provided, in terms of both methodology and study administration.

The purpose of this research paper is to examine the relationship between self-concepts relating to two attributes necessary for successful engineers in today's society: creativity and global readiness. Some previous studies have shown a positive relationship exists between multicultural exposure and later creative performance. However, no studies were found that examine the relationship between students' self-concepts of these attributes. This paper seeks to examine several hypotheses: 1) Students who have traveled internationally will have stronger global readiness and perceive global readiness as being more valuable. 2) Students who have had more international experiences will have higher creative self-efficacy, stronger creative identity, and perceive creativity as being more valuable to them. 3) Students who believe they are more globally ready will have higher creative self-efficacy and stronger creative identity. 4) Students who value global readiness will also value creativity. The results show that international experiences influence students' perceived value of global readiness and other measures of global readiness. Measures of creative self-concepts are impacted if students spend a significant length of time in an international setting.

This work will present preliminary results from a study of entrepreneurship programs serving undergraduate engineering students. The purpose of the study is to examine questions relating to students' perceptions and understanding of entrepreneurship education. In addition, the study addresses faculty members' perceptions of entrepreneurship education including the critical skills and concepts that should be taught. To address these questions, we developed a study to better understand the faculty and students who are engaged in engineering entrepreneurship teaching and learning. Entrepreneurship program directors were asked to identify program faculty who were teaching in spring 2012. Faculty completed a comprehensive questionnaire about their beliefs and practices regarding entrepreneurship education, focusing on a specific course they were teaching in the spring 2012 semester. They were also asked to invite their students in this course to complete a questionnaire that asked students about their prior entrepreneurship experiences, familiarity with technology entrepreneurship concepts, and attitudes towards entrepreneurship. In addition, students were asked to indicate entrepreneurship resources they had used on their campuses. This study will provide systematic data from a variety of institutions about faculty who teach entrepreneurship and the students they teach. We expect that this knowledge will provide an important baseline against which future improvements in the field can be identified and assessed.