Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective 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

Tagged Divisions

Faculty Development Division (FDD)

students on their writing, presenting and communicating skills, building the professional competencies required for leadership roleKelly Scarff, Virginia Polytechnic Institute and State University Virginia Tech, Collegiate Assistant Professor, Mechanical Engineering DepartmentAngelo Biviano, Virginia Polytechnic Institute and State UniversityMs. Christine Burgoyne, Virginia Polytechnic Institute and State UniversityCaroline Finlay Branscome, Virginia Polytechnic Institute and State UniversityKathleen Carper, Virginia Polytechnic Institute and State UniversityDr. Sara L Arena, Virginia Polytechnic Institute and State University Sara L. Arena received a B.S. in Engineering Science and Mechanics (2007), M.S. in Biomedical Engineering

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)

academic settings. Overall, this study seeks to answer the researchquestion: How do engineering faculty perceive student use of GAI assistance in undergraduatecourse completion?Preface on Grey LiteratureIn the study of new areas such as GAI in engineering education, non-peer-reviewed sources—think tank reports, white papers, and conference papers— are crucial in expanding ourunderstanding [17], especially when peer-reviewed articles are scarce [18], [19]. Peer-reviewedliterature remains the gold standard in academia for its rigor and reliability [20], [21]. However,including carefully selected grey literature is essential for a more thorough and nuancedunderstanding of the latest developments and perspectives in rapidly evolving fields, such

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)

by focusingon empathy and listening, exploring audience needs in a way that leads to sharply definedproblem statements. Through a process of divergent and convergent thinking, participants areasked to first generate lots of ideas and reflect on them with a group of peers, then narrow whatthey will write, say, or show, using quick sharing tools like storyboards or flow outlines andtesting both their messages and strategy. Then they give and receive critical feedback in realtime, allowing them to refine their approach and iterate through the process again until ready. Wefocus on practice for our trainees, emphasizing simple, memorable tools – the Elements – thatcan be applied at a variety of scales. A great illustration of this is a

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

group field trips, and preparing grant applications throughformal concept papers. In this Work-In-Progress paper, we explain the study design for the near term thatwill examine how faculty have been impacted in their participation in the form of in-depth individualinterviews and a survey. At the time of writing, no direct data has been collected as this data is forthcomingin summer and fall of 2024. Any faculty elsewhere who have struggles in areas of junior faculty mentoring,the balance between research and teaching, and growing interdisciplinary research at your institution maybenefit from the lessons we are learning.KEYWORDSinterdisciplinary; water research; faculty development; community connections; integrated research andeducation

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)

metacognitive reflection submissions to the learning management system,(6) Disseminate findings with a SoTL manuscript, and(7) Complete evaluations.Requirements for the SoTL manuscript were as follows: (1) fill in the manuscript template usingthe headings provided, (2) write a paper that includes a minimum of 4000 words and a minimumof 20 citations, and (3) include the phrase “entrepreneurial mindset” in the title, abstract,introduction, and literature review. Additional details can be found here:https://www.sotlaccelerator.com/ Figure 1. Example Schedule (Spring 2023) ParticipantsThe SoTL Accelerator professional development program was delivered virtually. As such, theparticipants included 30 engineering instructors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

ofAgriculture and Life Sciences (CALS).Returning TAs at UW-Madison attend a required training called ReTA, a much shorter programheld virtually for 1.5 hours to focus on lessons learned from prior experience. This focusempowers TAs to give each other advice rather than relying on facilitators as experts. NEO andReTA both have virtual courses through the University Learning Management System, Canvas,with quizzes, readings, and reflections that participants are expected to complete independentlybefore their synchronous sessions meet. They also maintain access to the resources after thetraining is completed for reference throughout the semester as needed.Both institutions have made peer feedback of presentations a priority, a useful skill for

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

Tagged Divisions

Faculty Development Division (FDD)

the programare represented in the dataset, with members from a mean of 12 teams (min=5; max=17)participating in each of the meetings, alongside the REDPAR leadership, and guest attendees.Seven out of the 31 meetings (23%) featured guest presenters.At the time of writing, two more cohorts have been funded by the RED program, for a total of 30teams. We expect the underlying structure of the community meetings and the types ofinteractions analyzed here to be similar in more recent CoT meetings.For the analysis, we transcribed and qualitatively analyzed the meetings using Dedoosequalitative data analysis software. Our codebook includes the variety of topics covered at eachmeeting (e.g., sustainability of change, building strategic partnerships

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)

different. Without showing these documents, we then asked faculty to work ingroups of three or four to write down answers to the following prompt: “Without reference tothose documents, what are the main things in your own professional code of conduct governingteaching and/advising?” We encouraged them to frame their own codes in positive terms, that is,what they would do, rather than what they would not do. They wrote these down on post-its forlater reference, and we collected these at the end of the session.Before reporting out on their own codes, we discussed faculty responsibilities as given in • The AAUP Statement on Professional Ethics (www.aaup.org/report/statement- professional-ethics), • Our own university’s 53 page Faculty

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)

highlighted where these dynamics have influenced mentoring in either apositive or negative manner. These include experiences related to transitions from being a studentto a peer, the mentee’s feeling of powerlessness vs. having agency, or the mentor’s limited abilityto assist the mentee. Grace shared an example: “We had been considering some ideas anyway, and this was a w- a way to formalize that. Um, and then I had to choose other people to be on the team, both from my institution and not in my institution at various stages of my career. And I thought very strategically about, like, "Who do I wanna include on this team that, you know, might write my tenure letter someday?" So, like, I wanna kinda be nice to, to

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

Tagged Divisions

Faculty Development Division (FDD)

andsensors. Emphasizing conceptual questions in assessments, Victor leverages smart classrooms forcollaborative learning and actively participates in peer observation programs for continuousimprovement.While implementing EBIPs, Victor encountered challenges specific to the Foundations ofEngineering Lab. Communication issues among students engaged in semester-long projects, likeconstructing a robot, resulted in significant hurdles, including a lack of commitment, latesubmissions, and teams falling apart. “We’re focused on a project, and we have first-year studentsthat have different skills… and commitments. Some students are more committed than others. Ihave senior students crying because they feel that the group is not responding as they want

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)

process, for example, by orienting them to the expectations of an engineering ethicsconference or journal.Our Present WorkAt the time of writing, we have only begun Step 1 of the ABCD approach. When surveyingfaculty assets, we consider faculty in our university instead of limiting them to the College ofEngineering because some engineering programs are offered in other colleges. We also recognizethat other colleges have faculty who carry out research or have experience relevant toengineering ethics from the perspectives of history, sociology, political science, law, data andinformation sciences, business, etc. In the long run, it would be desirable to recognize theirexpertise when mapping faculty assets in engineering ethics.Because our faculty