JTFD Research and Publications

Awards and Recognition

The JTFD project has been locally and nationally recognized for its research and analysis in active learning and student engagement. Here are links to some of the acclaim the project has garnered.

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• ASEE 2018 Materials Division Mike Ashby Outstanding Educator Award

• ASU Professor Modernizes Lectures with Formative Feedback

• 2018 2nd place best paper in the Two-Year College Division: The Effects of Professional Development and Coaching on Teaching Practices

• ASEE Best Paper Award for Continuing Professional Development division/Best Paper for the Professional Interest Council V: Is there a connection between classroom practices and attitudes towards student-centered learning in engineering?

• 2016 ASEE Best Paper, First Year Division: Connections Among University Faculty Engaged in the First Two Years of Engineering, and Their Impact on Faculty Attitudes and Practice

JTFD Research and Publications

​2016 Papers

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• Connections Among University Faculty Engaged in the First Two Years of Engineering, and Their Impact on Faculty Attitudes and Practice

• Faculty Characteristics that Influence Student Performance in the First Two Years of Engineering

• How do Male and Female Faculty Members View and Use Classroom Strategies?

• Pathways of Student Stayers, Movers, and Leavers in the First Two Years of Undergraduate Engineering

• Work in Progress: Measuring Dispositions Toward Teaching Strategies and Their Reported Use

2017 Papers

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• An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategies

• Examination of Implicit Gender Biases Among Engineering Faculty when Assigning Leadership, Research, and Service Roles

• Relationships Between Engineering Faculty Beliefs & Classroom Practices

• Assessing Relationships Between Faculty Beliefs and Instruction Practices in the Classroom

• Scaling a Faculty Professional Development Program to Multiple Disciplines through Disciplinary Communities of Practice Evolving from Evidence-Based Workshops

• Work in in Progress: The Impact of Faculty Development Workshops on Shifting Faculty Teaching Beliefs and Classroom Practice toward Student-Centeredness

• Measuring engineering faculty views about benefits and costs of using student-centered strategies

2018 Papers

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• Assessing Faculty and Organizational Change in a Professional Development Program with Workshops and Disciplinary Communities of Practice.

• Creating and Scaling an Evidence-based Faculty Development Program

• Facilitating Change in Instructional Practice in a Professional Development Program through Classroom Observations and Formative Feedback Coaching

• Scaling a Faculty Professional Development Program to Multiple Disciplines to Promote Active Learning Strategies in Classroom Instruction