Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

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Diversity

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Faculty Development Division (FDD)

role, she assists the organization with research, program evaluation, and data analytics.Ms. Esther Gonzalez Esther Gonz´alez is a PhD candidate in the Price School of Public Policy at the University of Southern California (USC). Her research domains are organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy, management, political science, and sociology. Upon completion of her Bachelors of Arts degree in International Development Studies at UCLA, she began a successful career in banking and finance at Bank of America, Merrill Lynch. She has completed various post baccalaureate certifications through UCLA Anderson and the Harvard Business

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

Paper ID #43234From Graduate Student to Academic Change Maker: Analyzing the Impactof the ’Making Academic Change Happen’ Curriculum on Early Career Facultyand Academic StaffDr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. She is the author of Making Changes in STEM Education: The Change Maker’s Toolkit (Routledge 2023). Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff.Dr. Eva Andrijcic, Rose-Hulman Institute of Technology Eva

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

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Diversity

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Faculty Development Division (FDD)

inhospitable to transitions and career paths that fall outside the dominant narrative ofthat story.This research explores the professional transitions experienced by an engineering facultymember across role types, discipline affiliations, and institution types. Though personal andfamilial transitions were also occurring, the scope of the research is major professionaltransitions initiated by an engineering faculty member (e.g., change in institution, change indepartment, change in role title or type), rather than those related to tenure and promotion,administration, and retirement. Existing studies of faculty transitions tend to focus on careerprogression for tenure-track faculty members, transitions into the academy, transitions into thediscipline of

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42502WIP: Piloting a Comprehensive Needs Assessment to Enhance EngineeringFaculty DevelopmentDr. Megan Patberg Morin, North Carolina State University Dr. Megan Morin (she/her) is the Associate Director for Engineering Faculty Advancement within the College of Engineering at North Carolina State University. Megan’s career path includes previous roles as a Senior Project Specialist at ASHLIN Management Group, a KEEN Program Coordinator at UNC-Chapel Hill, an Education Coordinator/Graduate Assistant for the FREEDM System Center and PowerAmerica Institute at NC State University, and a middle school teacher within

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo

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Diversity

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Faculty Development Division (FDD)

) development of a facultysuccess dashboard, ii) research alliance, iii) mentoring, and iv) engagement with the NSF EddieBernice Johnson INCLUDES Aspire Alliance. These initiatives have led to increased inter-university connections and collaborations, particularly through periodic speed mentoring sessionsthat provide a platform for discussing topics such as academic leadership, navigating tenure,proposal writing, overcoming biases and microaggressions, and balancing career and family. Thecollaborative effort has led to deep explorations of equity and transparency concerns facilitated bythe shared institutional context and governance. The paper aims to provide a comprehensiveaccount of these activities and the positive outcomes facilitated by these

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

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Diversity

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Faculty Development Division (FDD)

areexpected to take on responsibilities on many aspects of teaching, research, service, mentoring,advising, and globalization in U.S. institutions. Despite their success in teaching, research,service expectations, and contribution toward globalization, many international faculty membersstruggle with mental health, imposter syndrome, isolation, invisibility to the system and yetbeing used as a token, then immigration challenges, and they are also torn between two worlds(their home countries and the US) compared to the U.S.-born faculty. They also lack structural,navigational, and mentorship support throughout their career. Our own experiences of navigatingUS higher academia without much support have been our primary motivation to explore thistopic

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

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Faculty Development Division (FDD)

Ohio State University (OSU). He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. He recently joined OSU after having served as an Associate Professor in The Polytechnic School within Arizona State University’s Fulton Schools of Engineering (FSE) where he was the Graduate Program Chair for the Engineering Education Systems & Design (EESD) Ph.D. Program. He is currently a Deputy Editor for the Journal of Engineering Education and co-maintains the Engineering Education Community Resource wiki. Additional career highlights include serving as Chair of the Research in

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

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Faculty Development Division (FDD)

strengthen the connection between scientific collaborators, innovators and entrepreneurs, and the public they serve.Dr. Nathan Jacobs, University of Oregon Nathan is the Director of Research Training and Career Acceleration for the Knight Campus for Accelerating Scientific Impact at the University of Oregon, where he helped launch UO’s first ever engineering program. Nathan received his PhD in Mechanical Engineering and Applied Mechanics from the University of Pennsylvania and a BS in Biomedical Engineering at the University of Utah. ©American Society for Engineering Education, 2024 WIP Toward a Common Science Communication StrategyThe success of scientists and engineers, and their societal

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University

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Faculty Development Division (FDD)

State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Exploring Perceived Efficacy and Support of Faculty Mentors of Undergraduate Students in Engineering AbstractThis full research paper explores the role of faculty mentors in supporting student mentees.Faculty mentors of undergraduate students have the ability to make an academic, professional,and/or personal impact on their students. For example, mentors may provide assistance withcourse planning, share career goal

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Diversity

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Faculty Development Division (FDD)

2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial experiential learning. Kristen is a first-generation student and holds a Doctor of Education degree in Leadership and Innovation from ASU. Her research interests include faculty professional development, faculty-student interactions, first-generation college students, and retaining students in STEM fields.Dr. Medha Dalal, Arizona State University Medha Dalal’s career as an engineering education researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. She is an assistant research professor and associate director of

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University

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Diversity

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Faculty Development Division (FDD)

), Software development, 90% teaching, 2 years engineering leadership, 25 years Jamie Professor, Mission assurance US Air Force, 90% teaching, 13 years 3 years Ruth Assistant Professor, Geotechnical engineering, 75% teaching, 8 years 6 yearsSteve: After a 25-year career in industry, I transitioned into higher education at a small, privateuniversity. While the 2 years I spent there “learning the ropes” was invaluable, it did not fullyprepare me for the transition ahead. On arriving at Purdue, I began to realize more clearly howmy role would be different from previous work

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica Rosenberg; Marco Brizzolara, George Mason University

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Faculty Development Division (FDD)

research infrastructure. Dr. Nelson’s research and leadership efforts focus on improving STEM education with particular emphasis on faculty development. She is a recipient of the NSF CAREER Award (2010) and the inaugural (2017) recipient of the George Mason University John Toups Medal for Excellence in Teaching.Jessica Rosenberg Jessica Rosenberg is an Associate Professor of Physics and Astronomy and the Director of Education for the Quantum Science and Engineering Center at George Mason University. She is as an astrophysicist focusing on what we can learn about galaxy evolution from the gas and star formation properties of galaxies. She is also working to improve STEM education with a focus on the education and

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

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Faculty Development Division (FDD)

respective contexts, faculty describedchallenges with sharing communication SME with colleagues and students. Finally, many challengesdescribed in our reflections related to “pedagogy”—fundamentally how we teach communicationskills situated within diverse learning environments. Based on our reflections, we concluded thatoutreach and relevance, SME, and pedagogy must work together to help students actualize thecommunication skills needed for their engineering careers. Table 2 provides a cross-case analysis toidentify themes that emerged with challenges across our cases. 5 Table 2. Cross-Case Analysis for Emergent Themes in Challenges Described by Faculty Outreach & Relevance: Subject

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

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Faculty Development Division (FDD)

popular textbook, Wavelets & Filter Banks, Wellesley-Cambridge Press, 1997, and the author of several matlab-based toolboxes on image compression, electrocardiogram compression and filter bank design. He also holds a patent on an efficient design method for wavelets and filter banks and several patents on wavelet applications including compression and signal analysis. He received the Institute of Electrical and Electronics Engineers (IEEE) Transaction in Signal Processing Paper Award (Image and Multidimensional Processing area) for the paper he co-wrote with Prof. P. P. Vaidyanathan on linear-phase perfect-reconstruction filter banks (1992). He received the National Science Foundation Career Award in 1995 and

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

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Faculty Development Division (FDD)

, therefore, recognizes the value and existingcontributions of engineering instructional faculty and seeks to provide the support structures thatacknowledge their desire to build their leadership capacity towards educational change.Drawing upon prior work exploring EIFs [5], [6], [7], our EIF case study research [8], [9], andexisting educational development scholarship, a professional development program wasdesigned, which included a group coaching component. The AMPLIFY Institute encompassed atwo-day, on-site “kick-off” workshop, virtual coaching sessions, and a virtual celebratory event.These activities brought together thirty-six EIF participants from thirteen HSIs across the UnitedStates, from different disciplines, and levels of their careers

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Faculty Development Division (FDD)

and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.Dr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State Universit ©American Society for Engineering Education

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

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Faculty Development Division (FDD)

Paper ID #41317Board 126: Work in Progress: Investigating Faculty Development Experiencesin the Context of a Teaching-focused Book ClubMarcus Melo de Lyra, The Ohio State University Marcus is a second-year Ph.D. student in the Engineering Education Department (EED) at The Ohio State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EESD program, Marcus earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande in Brazil.Dr

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

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Diversity

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Faculty Development Division (FDD)

Paper ID #42619TA Training at Two R1 Institutions: A Comparative AnalysisMs. Haley Briel, University of Wisconsin, Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr. Deesha

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

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Diversity

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Faculty Development Division (FDD)

social and personality psychology from the University of Wisconsin–Madison in 2007. Prior to his career in psychology, he spent six years as a teacher, coach, and social worker. Chris is a second generation educator whose grandparents were tenant farmers in Iowa and Nebraska. He tries to emulate their hard work and persistence in the pursuit of social justice. One of his favorite childhood memories is eating his paternal grandmother’s homemade fruit pies with plenty of ice cream.Dr. Dustin B. Thoman, San Diego State University Dr. Dustin Thoman is a Professor in the Department of Psychology and the Center for Research in Mathematics and Science Education at San Diego State University. He also serves as California

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

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Faculty Development Division (FDD)

to train faculty on using the canvas.References[1] D. Hall, H. Hegab, and J. Nelson, “Living WITH the Lab – A Freshman Curriculum to Boost Hands-on Learning, Student Confidence and Innovation,” in 38th ASEE/IEEE Frontiers in Education Conference, IEEE, 2008.[2] R. R. Ulseth, J. E. Froyd, T. A. Litzinger, D. Ewert, and B. M. Johnson, “A New Model of Project Based Learning,” in ASEE Conference, 2011.[3] H. Wang, S. C. Davis, E. Selvi, and L. C. Atkins, “Work In Progress: The Impact of Project-Based Service Learning on Students’ Professional Identities and Career Readiness,” in ASEE Conference, 2017.[4] K. S. Corbett, H. Tims, G. E. Turner III, and J. D. Nelson, “Utilizing the Engineering Design Process to

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

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Diversity

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Faculty Development Division (FDD)

Paper ID #42838A Cross-Institutional Study of Engineering Education Faculty ProfilesMr. Gadhaun Aslam, University of Florida Gadhaun Aslam is currently advancing his academic and research career as a Ph.D. student in the Transforming Workforce by Interconnecting Structures of Training, Education, and Research (TWISTER) Lab within the Department of Engineering Education at University of Florida (UF). His research interests include conducting systematic literature reviews by extracting data from institutional websites, using multi-modal tools (e.g., eye tracking and physiological electrodermal sensors) and integrating

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)

theirviews on GAI and their personal roles in education. The work of [35] informed the key interviewquestions, listed below: • What do you think or know of generative AI in coursework? • Should students be allowed or banned from using AI in coursework? o Why or why not? o Do you think there should be a difference in requirements in entry-level courses compared to advanced courses? • What do you see as your role as an instructor? o How does your role impact your willingness to allow or disallow students from using GAI in coursework? • What effects do you see from GAI coursework assistance on society as a whole? • Have you used GAI in your professional career? If so, how

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

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Diversity

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Faculty Development Division (FDD)

of Applied Research in Higher Education, 2019.[5] R. Korte, S. Brunhaver, and S. M. Zehr, "The socialization of STEM professionals into STEM careers: A study of newly hired engineers," Advances in Developing Human Resources, vol. 21, no. 1, pp. 92-113, 2019.[6] C. J. Finelli and J. E. Froyd, "Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment," Advances in Engineering Education, 2019.[7] N. T. Buswell, "The Purpose of a PhD in Engineering: Where Does Teaching Fit In?," Studies in Engineering, 2021, doi: 10.21061/see.8.[8] N. M. Hewitt and E. Seymour, "A long, discouraging climb," ASEE Prism, vol. 1, no. 6, pp. 24

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)

Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of T´achira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech. ©American

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

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Faculty Development Division (FDD)

committee members - Adriana Kezar, Christine Alvarado, and SheriShepherd for their feedback and suggestions to our project.References[1] M. D. Sorcinelli, Principles of Good Practice: Supporting Early-Career Faculty. Guidance for Deans, Department Chairs, and Other Academic Leaders. Washington, DC: Association of Higher Education, Jan. 2000.[2] A. M. Perez, J. McShannon, and P. Hynes, “Community College Faculty Development Program and Student Achievement,” Community College Journal of Research and Practice, vol. 36, no. 5, pp. 379–385, Feb. 2012, doi: https://doi.org/10.1080/10668920902813469.[3] R. Ambrosino and J. Peel, “Faculty Development Programs: Assessing the Impact on Instructional Practices, and

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

Tagged Divisions

Faculty Development Division (FDD)

(Figure 2). The phase of "preparation” involves understanding the assignment and scope,meeting key stakeholders, and defining terms. “Entry” involves making first contact with directreports and others, and establishing credibility. “Delivery” can be split into post-entry, maindelivery, and pre-exit, with all involving the core functions of the job. “Exit” includes knowledgetransfer, ensuring legacy (potentially), and setup for the next career step for the interim leader. Figure 2: Framework for Interim Leaders (Woods et al. [4])Finally, Woods et al. [4] give four factors influential to success of an interim leader:(1) personality traits (with conscientiousness highlighted based on calls to pertinent literature),(2) leadership

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

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Faculty Development Division (FDD)

appreciated professional development not just for self-improvement, butalso to find new ways to help their students be more successful. When we surveyed ourparticipants about previous involvement in professional development of their teaching at ourinstitution, all 10 who responded had previously participated in other professional developmentopportunities, pointing to the reality that NTT faculty value and want these opportunities.Safe SpaceFinally, one unique topic that came up was the appreciation of the “safe space” created uniquelyfor NTT faculty. Although the research team’s focus was on creating an inclusive space forparticipants, we were surprised to see how much this space was truly needed. One research teammember started her career in

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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Faculty Development Division (FDD)

Journals (n = 2) Journal of Adolescent & Adult Literacy Journal of American Indian Education Higher Education Journals (n = 2) Journal of Diversity in Higher Education Studies in Higher Education Latinx Special Focus Journals (n = 3) Journal of Hispanic Higher Education (2) Tapuya: Latin American Science, Technology & Society Other (n = 7) Journal of Counseling Psychology (3) Journal of Career Development Journal of Vocational Behavior (2) Mind, Culture & ActivityFinding 2: Implications for Faculty and AdministratorsThrough the analysis of 37

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division (FDD)

, one faculty said, "I think there is a very talented groupof people currently involved in EIP, but moving forward, the community needs to recruit newpeople and ideas to make sure innovation continues." This is also a valuable opportunity fornew faculty members who begin their careers in a new institution because joining an EIP teamenables them to meet with a group of senior faculty members and receive mentoring fromthem. Another faculty member wrote, “Include new faculty participation, submit papers toconferences to disseminate what we do here, become a reference as internal grants forengineering education."2. Integration with Existing ResponsibilitiesSome faculty members express the need to integrate teaching innovation into their

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

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Faculty Development Division (FDD)

Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award inAturika Bhatnagar, New Jersey Institute of Technology Aturika Bhatnagar is currently pursuing her doctoral studies in Industrial Engineering at the New Jersey Institute of Technology. She holds a Bachelor of Engineering degree in Electronics and Communication, as well as a Master of Engineering degree in Industrial Engineering and Management. Her research is in the area of engineering education and focuses on the development of instruments and advancements in