Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (precourse and post-course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. Anecdotal evidence from instructors has suggested that students' attitudes toward the subjects they study influence their performance in those subjects. In his meta-analysis of research investigating relationships between attitude and achievement, Willson (1983) concluded that attitude had a modest effect on later achievement for college students. However, recent research has been equivocal with respect to the relationship between attitude and achievement in science courses. For example, Willson, Akerman, & Malave (2000) found no association between students' attitudes and their later achievement in a college physics course. Similarly, Nicoll & Francisco (2001) reported that students' attitudes about math ability and about a particular course did not predict achievement in college-level physical chemistry. In contrast, Freedman (1997) found that attitude was positively and moderately correlated with achievement for high school

Shared vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and constituents. Yet there are few empirical examinations of the process of building shared vision within academic departments. Using focus groups and participant observation, this study examines shared vision development within 13 large-scale change projects in engineering and computer science higher education. We find that teams of faculty, staff, administrators, and students built shared vision with stakeholders through co-orientation, formational communication, and recognition of stakeholder autonomy. Our results delineate practices for developing shared vision for academic change projects and demonstrate the benefits of inclusive stakeholder empowerment.

Cory is currently a NSF Graduate Research Fellow pursuing a Masters in Industrial and Systems Engineering and a Ph.D. in Engineering Education at Virginia Tech. He has worked to develop multiple entrepreneurial education efforts including an upper-level, interdisciplinary course on starting companies and a freshman engineering course on innovation and entrepreneurship. He has participated in trainings for and implemented both the Ice House Entrepreneurship and the Lean LaunchPad pedagogies. Cory has experience in professional engineering, higher education, and high school education. It is this combination of experience that led him to Virginia Tech to pursue a doctoral degree in Engineering Education. His professional and research interests include understanding engineering faculty members' decisions and behaviors, the institutional structures that influence both engineering education and entrepreneurship, and the interactions between educational pedagogy and entrepreneurship.

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

Despite the importance of professional development, for most graduate students as up-andcoming faculty members professional development is informal at best. Graduate programs often emphasize gaining technical knowledge, skills, and abilities through courses and research projects, but provide less opportunity for future faculty members to gain experience with teaching, service, communication, assessment, proposal writing, etc. To provide this experience, we developed the Rising Engineering Education Faculty Experience (REEFE). Founded on theoretical and practical models of graduate student development, REEFE is an innovative faculty apprenticeship program for engineering education graduate students that places students in visiting faculty member positions at host schools. This paper describes the foundations of REEFE and the program itself. We also offer lessons learned from the host school, sending school, and participants based on prior REEFE implementations. We hope our learnings prompt discussions regarding how to effectively prepare future engineering education faculty.

Diego. Her teaching and research interests include electronics, optoelectronics, materials science, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of

Ella L. Ingram is an Associate Professor of Biology and Director of the Center for the Practice and Scholarship of Education at Rose-Hulman Institute of Technology. Her educational research interests include promoting successful change practice of STEM faculty, effective evolution and ecology instruction, and facilitating undergraduate research experiences. Her teaching portfolio includes courses on: nutrition, introductory biology, ecology and environmental studies, evolution, evolutionary medicine, and research practices in science. Ella is the co-coordinator for the project Making Academic Change Happen, an initiative focused on helping faculty and administrators develop the knowledge, skills, and abilities necessary to become successful and satisfied change agents. Dr. Elizabeth Litzler, University of WashingtonElizabeth Litzler, Ph.D., is the director of the University of Washington Center for Workforce Development and an affiliate assistant professor of sociology. She directs research and evaluation projects from conceptualization, methodological design, and collection of data and analysis to dissemination of findings. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students in science and engineering, and gender and race stratification in education and the workforce. The launch of NSF's program "Revolutionizing Engineering and Computer Science Departments" (RED) provided an unparalleled opportunity to examine change in action from its inception. This program charges grantees to achieve "significant sustainable changes necessary to overcome longstanding issues in their undergraduate programs and educate inclusive communities of engineering and computer science students prepared to solve 21st-century challen ges" with the goal of creating "coherent professional and technical threads... to ensure that students develop deep knowledge in their discipline more effectively and meaningfully " (NSF Solicitation). To date, thirteen teams have commenced their projects, which range in scale and scope from re-visioning curriculum units to coordinated change across aggregated departments to experimental co-curricular opportunities. The faculty teams enacting this change represent intentionally interdisciplinary groups, with disciplinary experts working with social scientists and engineering education researchers. Their work is supported by our project -RED Participatory Action Research -in that we coordinate activities across awardees and also create cross-institution analyses to develop larger lessons to share with the engineering education community. The work described here explores the initial conceptions of RED team members with respect to readiness to enact change, captured via focus group interviews and informal discussions conducted within six months of their award being granted.We found that the teams reported significant negotiation at the onset of the project. First, teams reported the n...

Cory has experience as both a professional engineer and high school educator. His professional interests are understanding the interaction between engineering education pedagogy and entrepreneurship, faculty technology commercialization experiences, and institutional policies that influence both engineering education and entrepreneurship. In July 2018, Cory will begin a new faculty position at Colorado Christian University.