Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Paper ID #42901The ICE Faculty Development Program (Integrating Curriculum with EntrepreneurialMindset) – Then and NowDr. Andrew L Gerhart, Lawrence Technological University Andrew Gerhart, Ph.D. is a Professor of Mechanical Engineering at Lawrence Technological University. He is a Fellow of the Engineering Society of Detroit and is actively involved in ASEE and the American Society of Mechanical Engineers. He serves as Faculty Advisor for the American Institute of Aeronautics and Astronautics Student Chapter at LTU, director of IDEAS (Interdisciplinary Design and Entrepreneurial Applications Sequence), chair of the First

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

Tagged Divisions

Faculty Development Division (FDD)

foregone conclusion, faculty have responded with varying degrees of enthusiasm,resignation, and denial. And as with most issues of pedagogy, there is lively disagreement amonginstructors about whether and how to use LLMs with their students [1][2], with some prohibitingLLM use and others swiftly integrating them into their course assignments [3][4][5].Lagging behind an enthusiastic integration of LLM-based course tools by some in highereducation is a serious discussion of ethical concerns and questions about LLMs themselves; thisfailure may stem in part from a reluctance to voice concerns in the face of institutionalenthusiasm and pressure to “fully embrace” LLMs or risk being labeled a “dinosaur” [1][6].Regardless of cause, this lack of discourse

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

Paper ID #44150Board 127: Work in Progress: Strategizing the Integration of VR and AR inSTEM Education: Aligning Educational, Organizational, and TechnologicalStrategiesDr. Amirmasoud Momenipour, Rose-Hulman Institute of Technology Amir Momenipour, PhD in Industrial and Systems Engineering, is an Assistant Professor of Engineering Management at Rose-Hulman Institute of Technology with interests and expertise in teaching human factors, user experience, and work analysis and design. Dr. Momenipour is a member of the Institute of Industrial and Systems Engineers (IISE), and Human Factors and Ergonomics Society.Dr. Priyadarshini

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

. Two cohorts of EIF participantswere hosted at a HSI local to them, in the fall of 2022 and 2023. Upon application andacceptance to the program, these engineering instructional faculty were recognized as fellows ofthe project, awarded a stipend, and guided through scoping a project focused on educationalchange to work on throughout the rest of the program. This paper focuses explicitly on the groupcoaching model, with the framework for this institute outlined in prior work [10].The case study research and the subsequent curriculum design for the group coaching modelwere guided by theoretical frameworks of self-efficacy [11] and agency [12]. These frameworksprovide a foundation for understanding the influences on an individual's decision to

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43892Positive Leadership: An Intentional Approach to Faculty Leadership DevelopmentDr. Heidi M Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for 30 years. Currently, Heidi is the Director of Leadership Development in the College of Engineering at the University of Michigan. She provides one-on-one coaching for faculty in new executive leadership roles as well as for newly promoted faculty (Assistant to Associate).Valerie N Johnson, University of MichiganMs. Heather Wagenschutz, University of Michigan ©American Society for Engineering Education, 2024Positive

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Octavio Mattasoglio Neto, Instituto Mauá de Tecnologia; Gabriel Monesi Souza

Tagged Divisions

Faculty Development Division (FDD)

structure, developingtheir own models of PBL. Conversely, as instructors increasingly recognize Project-BasedLearning as a productive and promising strategy, they begin to employ it with greater enthusiasm,resulting in improved learning outcomes. The primary objective of this study is to provide insightsof the effectiveness of Project-Based Learning, show how instructors perceive the outcomes whenimplementing this strategy, and identify the challenges associated with its application. In thiscontext, "fertility" corresponds to one of the stages of the Conceptual Change Model (comprisingIntelligibility, Plausibility, and Fertility), which determines whether a concept is effectivelyassimilated by an individual. This study draws an parallel between the

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Faculty Development Division (FDD)

experience that may ormay not be informed by effective strategies. And in this ad-hoc model, when scientists-in-training seek help to be better communicators, in our experience it’s often too late in thedevelopment of their communication task to integrate best practices into the novel design of thespecific piece of communication. At best, specific flaws may be triaged. Rarely is sciencecommunication integrated into a curriculum that addresses specific needs of science trainees inreal time. And, to our knowledge, science communication training has not been delivereduniversally through all levels of an institution – faculty to postdocs to graduate andundergraduate students – therefore, there is no common approach within an organization. As aresult

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Torrie A. Cropps, The University of Texas at Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle; Canek Moises Luna Phillips, Rice University; Stephen P. Mattingly, The University of Texas at Arlington; Yvette E. Pearson P.E., The University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

DEI-related construct) versus the ability toimplement inclusive teaching strategies (qualification with DEI-related construct) in theircourses. We did not ask respondents to describe where in the application package they wouldexpect to see information to inform their evaluation of these constructs; however, we expect theywould be evident to varying degrees in many common application documents, most notably theteaching statement and cover letter, and perhaps, in the curriculum vitae with evidence ofprofessional development in the area of inclusive teaching and/or awards received (e.g., teachingassistants who receive teaching awards).Quantitative data cleaning and statistical analysis were carried out using Jamovi (2021), an open-source

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

for educators [7]-[10]. Concurrently, academicinstitutions are grappling with ethical implications, such as the lack of equitable access to AI, andacademic integrity issues, such as tensions around cheating, that GAI technologies might bring[11]-[13].This work-in-progress paper provides an initial exploration of engineering faculty perspectiveson students' use of AI assistance in homework completion. The research draws upon role identitytheory [14], [15] and activity theory [16] as guiding frameworks. By doing so, the full researchwill uncover the multi-dimensional views of faculty regarding student use of AI, investigatingthe similarities or differences across engineering disciplines and between proponents andopponents of AI assistance in

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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Diversity

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Faculty Development Division (FDD)

, including theestablishment of personal relationships with students, the effective organization of course contentand class activities, strategies for motivating students, and the integration of course content withreal-world applications. During the lightning talk, we will share a comprehensive overview ofthe study's research findings as well as the importance of student-centered teaching practices inengineering education.Background and MotivationThe contemporary education of engineers remains a challenging domain, and a key area needingmore focus on identifying effective teaching practices, particularly in middle and upper-levelengineering classes. This lessons-learned paper, which emerged from an NSF-funded project(masked for review), explores

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

candid look at how much students learn and why they should be learning More-New Edition. Princeton University Press.Carlson, E. D., Engebretson, J., & Chamberlain, R. M. (2006). Photovoice as a Social Process of Critical Consciousness. Qualitative Health Research, 16(6), 836–852. https://doi.org/10.1177/1049732306287525Castaneda, D. I. (2019). Exploring Critical Consciousness in Engineering Curriculum Through an Ill-Structured Problem. 2019 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE43999.2019.9028370Crenshaw, K. (1991). Women of color at the center: Selections from the third national conference on women of color and the law: Mapping the margins: Intersectionality

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Grace Panther, University of Nebraska, Lincoln Dr. Grace Panther is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Nebraska – Lincoln where she conducts discipline-based education research. Her research interests include faculty change, 3D spatial visualization, gender inclusive teamwork, and studying authentic engineering practice. Dr. Panther was awarded an NSF CAREER

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

convictions regardingSTEM are more inclined to implement a variety of assessment methods, coupled withconstructive evaluation principles, to bolster student learning outcomes. Furthermore,the study reveals that the STEM literacy of rural teachers serves as an intermediarybetween their teaching beliefs and evaluation approaches. In addition, the academiccourse subject instructed by these educators acts as a moderator in the relationship,underscoring the integration of humanities with STEM disciplines to achieve abalanced and comprehensive education. Highlighting the urgency of refiningassessment practices and enhancing STEM literacy among rural educators, this studycalls for future scholarly inquiries into the incorporation of liberal arts with

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

of Engineeringat Penn State University has an endowment having the goal of developing faculty competenciesto integrate ethics into the engineering curriculum and assess student learning of ethics. Since theuniversity and the College of Engineering are considerably large, comprised of many units withstakeholders in engineering ethics— including various departments, institutes, centers, andprograms—getting to know our faculty, surveying their existing efforts, and identifying interestgroups are foundational to the success of our faculty development programs. In the process, wereferenced the asset-based community development (ABCD) approach [1, 2] and adapted it toour mission of faculty development. This paper discusses the opportunities

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University

Tagged Divisions

Faculty Development Division (FDD)

2004 and Spring of 2023, respectively.Dr. Krystal Corbett Cruse, Louisiana Tech University Dr. Krystal Corbett is the First-Year Engineering Programs Coordinator and Assistant Professor in the Mechanical Engineering Department at Louisiana Tech University. She is also the Co-Director of the Office for Women in Science and Engineering at Louisiana Tech.Dr. Kelly B Crittenden, Louisiana Tech University Dr Kelly Crittenden is a member of Louisiana Tech University’s Integrated STEM Education Center (ISERC), and is the Harrelson Family Professor of engineering. He is also the Program Chair of Mechanical engineering and the coordinator for Tech’s PhD in Eng ©American Society for Engineering

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

that they needed to change how theyapproached, taught, and interacted with Latinx students.Over the past year:- School X embraced the PDSA cycle and integrated it into the classroom setting, specifically inBiology 180. This class consisted of 12 Latinx students. The primary goal was to incorporatescientific inquiry within the Latinx community. As part of the curriculum enhancement, TinyEarth, a program that inspires students to engage in scientific research, was introduced to addressanti-fungal resistance in crops. Each student experimented, and based on their findings, theywere offered an opportunity to join the science lab. To foster a sense of identity within the lab,Latinx students were informed about the significance of specific native

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

as fundamentally central to the problem-solving work of engineers (Matusovichet al., 2012; Poe et al., 2010; Wolfe, 2009). Second, when communication skills are disjointed fromtechnical content, there is often a void of context-specific communication discourse (Paretti et al.,2014), such as training mining engineering students to effectively communicate geotechnical riskswith the public (e.g., Conrad, 2009; Hadjigeorgiou, 2020; Noppé, 2014; Stewart & Lewis, 2017).In addition to these documented limitations of stand-alone technical communication courses, at leastthree major influences have contributed to an overall shift in engineering education towardembedding communication skills into core engineering curriculum. First, the ABET

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

pedagogical approaches to enhance teaching and learning outcomes. This sub-themeexists as many participants reported learning about strategies to implement methodology inmanners that do not come intuitively, to potentially surpass a lack of experience in the area.Example quotes are provided below: • “I learned what an implementation of "Arts" in an engineering technology setting can look like.” • “I learned how to frame the entrepreneurial mindset as a target in curriculum.” • “I have had limited experience in bioinspired design and STEAM, and was surprised at how well we were able to integrate the concepts into my course module.” Sub-Theme #2: Diversity of PerspectiveThe theme "Diversity of Perspective" refers to the

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

professional ethics to students. Weare happy to share our powerpoint deck and further references for others to use, and recommendat least an hour for each session. In fact, there could easily be a third interactive session devotedto other common problems that faculty face in their teaching roles.References[1] M. Davis, “Five Kinds of Ethics Across the Curriculum: An Introduction to Four Experiments with One Kind,” Teaching Ethics, vol. 4, no. 2, pp. 1-14, 2004.[2] D. Lyken-Segosehe, Braxton, J.M., Hutchinson, M.K., Harris, E., “Codes of conduct for undergraduate teaching in four types of universities,” Innovative Higher Education, vol. 43, pp. 289-302, 2018.[3] R. C. Campbell, Yasuhara, K. Wilson, D., "Care ethics in

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

education departments: • Learning design and technology • Environmental economics • Engineering technology • Journalism • Science and mathematics • Educational psychology • Curriculum and instruction • Rhetoric, composition, and literacy studies • Education, leadership, and policy studies • Heritage studies, and history languages, cultures, and literature among others.Future studies are needed to understand the impacts that these inter- and multidisciplinarydepartments have on both research and teaching practices in these departments.Finally, it was important to note an observation and perhaps an emerging trend. In thisexploratory study, it was found that the highest number of non-tenure track faculty across

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Divisions

Faculty Development Division (FDD)

is an IEEE Fellow (2005). He received the Distinguished Teaching Award at UC San Diego in 2019. He served as Associate Editor for IEEE Transaction on Signal Processing, Signal Processing Letters, IEEE Transaction on Circuits & Systems, and IEEE Transaction on Image Processing. See his research publication at Google Scholar. Prof. Nguyen is passionate about teaching and mentorship, creating initiatives that prepare students for career success. During his term as ECE department chair, with the help of faculty and students, he spearheaded the Hands-on curriculum, Summer Research Internship Program (SRIP), and the Summer Internship Prep Program (SIPP). He also co-created the Project-in-a-Box (PIB) student

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

structuredthe methodology as follows: a. Narrative Collection: Each co-author, representing a distinct national background, shares their personal narrative. These narratives encompass their experiences, challenges, and successes in navigating U.S. academia as an international faculty. This process includes documenting instances of cultural adjustment, professional development and encounters with institutional barriers [16]. We presented each narrative based on themes like transitional experiences, our experiences as graduate students, then transitioning into our first professional roles (postdoc, junior faculty etc), and then finally moving towards post- tenure experiences. b. Integration of Insights: Finally, the

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

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Faculty Development Division (FDD)

Paper ID #43699WIP: A Knowledge Graph to Share and Discover High-Impact Practices andSupport Decision-MakingDr. Natalia Villanueva Rosales, The University of Texas at El Paso Natalia Villanueva Rosales is an Associate Professor of Computer Science at The University of Texas at El Paso. Her work aims to improve the efficiency and effectiveness of the discovery, integration, and trust of data and models. Her approaches link human and machine knowledge to address societal-relevant problems in areas that require interdisciplinary research and collaborations across borders, such as sustainability of water resources and Smart

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

complement each other, whether research or curriculum activities where we can learn. Keep digging into that, so that we’re not waiting until there is an in- depth paper at the end of the project.This excerpt indicates team members’ desire for additional time dedicated to in-depth learningacross teams. The expertise of other teams in the network is recognized as an important resourcethat could strengthen their own approaches. This speaker specifically mentions the benefit ofsharing insights while the transformations were still actively in progress, as opposed to waitingto share polished final products. In these ways, the CoT serves as an incubator and supportivespace for the workshopping of changemaking efforts. This theme resonates with

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University

Tagged Divisions

Faculty Development Division (FDD)

mentor would be doing the, the same things. So general supportiveness, but also coupled with a, with a spirit of transparency.”Integral Mentorship: Mentees emphasized the importance of “whole person” mentoring, whichaddresses personal and human aspects alongside professional relations. This holistic approach tomentorship extends beyond just professional knowledge; it encompasses individual development,well-being, and advancing of mentoring culture. Dawn shared an experience about beingproactive in creating a comfortable environment. “I think if you're being proactive, as you're asking questions, how they're doing? You're asking about, you know, teaching research service, if you're asking about the social parts, then I