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Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved (2009)

Chapter: Appendix B Biographical Sketches of Committee Members

« Previous: Appendix A Workshop Agenda and Attendees
Suggested Citation:"Appendix B Biographical Sketches of Committee Members." National Academy of Engineering. 2009. Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved. Washington, DC: The National Academies Press. doi: 10.17226/12636.
Page 41
Suggested Citation:"Appendix B Biographical Sketches of Committee Members." National Academy of Engineering. 2009. Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved. Washington, DC: The National Academies Press. doi: 10.17226/12636.
Page 42

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Appendix B Biographical Sketches of Committee Members C. Judson King (chair), is director of the Center for Studies in Higher Education and professor emeritus of chemical engineering. At the Center, his research focuses on systemic and institutional concerns as well as issues specific to engineering and technical disciplines. His chemical engineering research has centered upon separation processes, including spray drying, freeze drying, solvent extraction, and adsorption. Since joining the University of California in 1963, King has served in a variety of academic and administrative posts on the UC Berkeley campus and the system level. Most recently, he was Provost and Senior Vice President – Academic Affairs of the University of California system (1995-2004), and before that system- wide Vice Provost for Research. At UC Berkeley, King served as Provost – Professional Schools and Colleges, dean of the College of Chemistry, and chair of the Department of Chemical Engineering. He is a professor of Chemical Engineering and has written over 240 research publications and a widely used text book, Separation Processes. Professor King is a member of the National Academy of Engineering and has received major awards from the American Institute of Chemical Engineers, the American Chemical Society, the American Society for Engineering Education and the Council for Chemical Research. He has been active with the California Council on Science and Technology. Susan Ambrose is Associate Provost for Education, Director of the Eberly Center for Teaching Excellence, and Teaching Professor in the Department of History at Carnegie Mellon. She received her doctorate in American History (1986) from Carnegie Mellon and has been on the Eberly Center's staff since its inception. She has designed and conducted seminars and workshops for faculty and administrators throughout the United States and in India, Canada, Mexico, Taiwan, South Korea, Hong Kong and Chile. In 1998 and 2000 she was named a Visiting Scholar for the American Society of Engineering Education and the National Science Foundation, spending time with the engineering colleges at the University of Washington- Seattle, Rice University, and Tufts University. She was also awarded an American Council on Education fellowship for 1999-2000 and worked alongside the presidents of Connecticut College and the University of Rhode Island to learn more about leadership styles. She has received funding over the years from the National Science Foundation, the Alfred P. Sloan Foundation, the Fund for the Improvement of Postsecondary Education, the Lilly Endowment, the Carnegie Corporation of New York, and the Eden Hall Foundation to conduct research on women in engineering and science and create support programs for targeted groups such as first-year engineering faculty and women and minority faculty in science and engineering. She is co- author of The Woman’s Guide to Navigating the Ph.D. in Engineering and Science (2001) with Barbara Lazarus and Lisa Ritter; Journeys of Women in Engineering and Science: No Universal Constants (1997) with Kristin Dunkle, Barbara Lazarus, Indira Nair and Deborah Harkus; The New Professor’s Handbook: A Guide to Teaching and Research in Engineering and Science (1994) with Cliff Davidson; and numerous chapters and journal articles. She also teaches courses on immigration and ethnicity in the Department of History at Carnegie Mellon. 41

Raoul A. Arreola received his Ph.D. degree in Educational Psychology, specializing in measurement and evaluation, in 1969 from Arizona State University. Teacher, author, trainer and consultant to nearly 300 of colleges nationally and internationally, Dr. Arreola has published in the areas of distance education, academic leadership, and faculty evaluation and development. His best-selling book Developing a Comprehensive Faculty Evaluation System now in its second edition, is widely used in colleges and universities in designing faculty evaluation programs. Dr. Arreola is on the faculty of The University of Tennessee Health Science Center where he has also held several administrative positions including Chairman of the Department of Education and Director of Institutional Research, Assessment and Planning. In addition Dr. Arreola has served on the staff of the University of Tennessee Institute for Leadership Effectiveness as one of only 15 faculty selected from throughout the University’s 5-campus system to serve as a facilitator in the leadership training of over 300 academic administrators. For the last 17 years Dr. Arreola has conducted national workshops on faculty evaluation for thousands of faculty and administrators from over 500 colleges throughout the world. He has been invited to make numerous keynote addresses on the topics of assessing faculty performance, evaluating and enhancing teaching, the use of technology in teaching, and identifying, measuring, and developing he skill set components of teaching excellence. For the last two years Dr. Arreola has been a featured presenter on faculty evaluation in Magna Publication’s Audio Conference series. In 2004 Dr. Arreola received the McKeachie Career Achievement Award from the American Educational Research Association’s Special Interest Group on Faculty Teaching, Evaluation, and Development. In addition, in 2005 his work on defining the professoriate as a ‘meta-profession’ and identifying the subordinate skill sets of faculty work was recognized by the American Educational Research Association which awarded him its prestigious Relating Research to Practice Award. Karan L. Watson, Ph.D., P.E. is interim Vice President and Associate Provost for Diversity at Texas A&M University. From February 2002 through November 2008, she served as Dean of Faculties and Associate Provost since February 1, 2002. She joined the faculty of Texas A&M University in 1983 in the Electrical Engineering Department, where she is currently a Regents Professor. Dr. Watson is a registered professional engineer and has been named a fellow of the Institute of Electrical and Electronic Engineers (IEEE) and the American Society for Engineering Education (ASEE). She received the US President’s Award for Mentoring Minorities and Women in Science and Technology, the American Association for the Advancement of Science (AAAS) mentoring award, the IEEE International Undergraduate Teaching Award, the TAMU Association of Former Students University Award for Student relationships, the TAMU Provost’s Award for Diversity, the TAMU Women’s Week Award for Administrators, the College of Engineering Crawford Teaching Award, and was named a TAMU Regents Professor. She has chaired the doctoral committees of 32 students and over 60 master degree students. In 2003-2004 she served as a Senior Fellow of the National Academy of Engineers’ Center for the Advancement of Scholarship in Engineering Education, and since 1991 she has served as an accreditation evaluator and commissioner for engineering programs for ABET, both in the US and internationally. In November 2005 she was named as the Interim Vice President and Associate Provost of Diversity. 42

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Faculty in all disciplines must continually prioritize their time to reflect the many demands of their faculty obligations, but they must also prioritize their efforts in ways that will improve the prospects of career advancement. The current perception is that research contributions are the most important measure with respect to faculty promotion and tenure decisions, and that teaching effectiveness is less valued--regardless of the stated weighting of research, teaching and service. In addition, methods for assessing research accomplishments are well established, even though imperfect, whereas metrics for assessing teaching, learning, and instructional effectiveness are not as well defined or well established.

Developing Metrics for Assessing Engineering Instruction provides a concise description of a process to develop and institute a valid and acceptable means of measuring teaching effectiveness in order to foster greater acceptance and rewards for faculty efforts to improve their performance of the teaching role that makes up a part of their faculty responsibility. Although the focus of this book is in the area of engineering, the concepts and approaches are applicable to all fields in higher education.


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