Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

appreciation of informal lunch periods embedded within the session.Although the team questioned the time spent on lunch during the session, our participants felt ithelped them to discuss the content and build community. Participants also reported in both thein-person CoP and online SLG that they were more likely to make changes to their pedagogybecause we asked them to frame each session’s content within one course and to not consider alltheir courses, which could lead to being overwhelmed and reduce chances of pedagogicalchange. As we plan for our next iteration of programming, these lessons learned will reinforceelements that went well.We learned lessons from challenges the team encountered. Lessons learned regarding ourdisciplinary perspectives and

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

Tagged Divisions

Faculty Development Division (FDD)

focus on planning and administration. Itidentifies and lays out common considerations one must make when delivering an MCI course,including maintaining equity across cohorts, contextual differences across cohorts, contentdelivery and student activity planning, communication, IT resources, human resources (teacher’sassistant, TA), and scheduling. Preferred presentation style: Traditional lecture1 IntroductionMulti-campus instruction (MCI), also known as distributed learning or cross-campus instruction,is an instructional format that involves a single, main instructor in a classroom at one location(the “local” cohort) synchronously teaching “local” and “remote” cohorts of students that aresituated at other campuses. Students in the “remote

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)

©American Society for Engineering Education, 2024 Apoyando y Modificando el Currículo: Supporting our Next Generation Latinx STEM StudentsAbstract Work in Progress(WIP) Paper: To address inequity within higher education, the NSFINCLUDES ALRISE Alliance (NSF#2120021) has empowered faculty to modify theircurriculum, tackle inequity issues within Hispanic Serving Institutions (HSIs), and aim forsystems change benefiting Latinx/e students in STEM. Inequity manifests in various formswithin the classroom, by adjusting the curriculum, faculty can establish an equitable learningenvironment. The Plan-Do-Study-Act (PDSA) approach within the ALRISE Alliance equipsSTEM Team faculty with the tools to identify problems

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)

Institutes of Health, and the Paso del Norte Health Foundation have funded his research on older adults. The US Army Research Laboratory has funded Dr. Pennathur’s research on workload assessment. Dr. Pennathur has also been recently awarded two grants from the National Science Foundation in Engineering Education. In one of the grants, he is modeling how engineering faculty plan for their instruction. In a second grant, he is developing a model for institutional transformation in engineering which balances access and excellence. Dr. Pennathur is the author/co-author of over 100 publications in industrial engineering and human factors engineering. He is on the editorial board of the International Journal of Industrial

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)

presented by the ABCD approach for facultydevelopment. Even though we are still in the planning stage of faculty program development andonly begun an initial step, we found that the ABCD approach’s focus on faculty assets andcommunity development provides lessons learned for our initial plan to advance engineeringethics education. While our experience of faculty development is situated in engineering ethicsand future work remains to be done to assess the impact of our projects, we suggest the ABCDapproach may be applicable to other types of faculty development programs where knowledge,skills, experience, or professional interests play an important role.BackgroundThis lessons-learned paper presents an ongoing initiative to create faculty development

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)

. These strategies are in response to challenges faced in achieving Paretti et al.(2014) vision of context-specific and generalizable practices. Our inquiry is therefore guided by tworesearch questions (RQ): RQ1: What challenges do faculty experience when embedding communication skills into engineering curricula? RQ2: What solutions do faculty forward to better embed communication skills into engineering curricula across a range of engineering departments?To explore these questions, we leverage a collaborative inquiry approach as a planned process toenable reflection-on-practice and collective sense-making amongst a community of eight facultymembers tasked with integrating communication skills into engineering curricula across

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

Tagged Divisions

Faculty Development Division (FDD)

department, so I’m keeping those tools and resources in my back pocket right now.” In the second stage of our project, we plan to follow up with Participant A in order tounderstand if they have moved the MACH tools from a “back pocket” to the forefront in theacademic change work they are pursuing now. For Participant B, the challenge they experienced before the MACH workshop focusedon working as a graduate assistant for a course that had inherent problems, primarily withgrading. In their interview, Participant B reflected that while they could see that grading in thecourse was “not good,” their position as a GA meant that they didn’t have adequate authority tomake the changes that they saw as necessary: “I don’t feel as if I’m in a

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) 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)

dissemination can be simplified as a list that we useto check our work in all that we develop. 1. Develop motivation to practice better communication by connecting this science communication work to student, faculty, and institutional success. 2. Have a simple set of tools that everyone has training in and is committed to use both in their communication and in their feedback to others about how that communication has worked. 3. Plan for continuous engagement with repeated touch points that start with a mix of mandatory sessions and opt-in opportunities and build toward a common acceptance of the value of this work. 4. Reinforce a

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Divisions

Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2024 Lessons Learned: “I Can’t Build It, Because They Won’t Come:” Faculty Survey Response Rates in Engineering Education ResearchObtaining faculty perspectives to enhance higher education teaching practices is an essential stepin assessing and planning professional development and training. However, procuring this crucialfeedback can often feel like an insurmountable challenge. In a recent research study aimed atgathering faculty feedback through an anonymous online survey, a notable revelation emerged –faculty members exhibit reluctance to participate in surveys. The question that arises is, how canwe gain an understanding of the collective faculty

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)

. This section is still in development. This section aims to provide anassessment method that looks at the project's impact, developed through the PDC, on the students'understanding of the pre-defined course outcomes. Some measures being considered forassessment are course-specific student learning objectives and/or ABET student learningoutcomes.Future WorkThe PDC will continue to be developed and assessed for its effectiveness. Specifically, assessingthe impact of the PDC in reducing perceived barriers to implementing projects in courses byfaculty. Additionally, plans for evaluating the PDC’s effectiveness in helping to develop projectsare planned. To disseminate the PDC process to the larger STEM education community,workshops will be developed

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)

board, he or she will need a well-maintained shipon voyage, not a dry-docked program. In our interim roles at separate institutions we bothemployed an interim version of preliminary strategic planning (idea generation and seeking,organization, and beginning consensus building) toward a much-needed new strategic plan.However, we each ultimately left these efforts in draft form as we transitioned out of the interimrole. This built momentum and energy under interim leadership and gifted the incoming Deanfreedom to chart the next course with the benefit of the clarifying thinking already performed. Tosummarize, a main interim goal is to set the stage for your successor (which could end up beingyou – more on this below).The Role (delivery stage

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

Tagged Divisions

Faculty Development Division (FDD)

grouped into cohorts based on theirdiscipline or sub-discipline (e.g., first-year engineering design, solid mechanics, electronics,etc.). The faculty in each cohort worked together during the workshops (brainstorming andbouncing ideas off each other) and also met regularly throughout the semesters to refine coursecontent and share successes. At the conclusion of the week-long workshop, each faculty memberreported on an idea for a course module and an action plan. During the following year, thefacilitators would meet with the faculty for reporting (i.e., accountability) sessions. At the end ofthe academic year, each faculty member would close-the-loop with a report of pluses (successes)and deltas (changes for the following course offering). During

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

adapted from “Engineering InstructionAction Team (E-IAT): Improving Teaching Methods in Engineering” [1] Flipped Classroom Instrument Lecture-Based Classroom Instrument Section A: Prior to classroom observations Section A: Prior to classroom observations The observer reviews the course material on The observer reviews the course material on the course LMS, meet with the instructor to the course LMS, meet with the instructor to discuss the approach to the course, student discuss the approach to the course, student challenges and issues, and plan for observed challenges and issues, and plan for observed lessons lessons Section B: Flipped Classroom

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

Tagged Divisions

Faculty Development Division (FDD)

with 10 GTAs. Participants selected forfollow-up interviews are GTAs who are teaching recitations. We did not include GTAs whoseprimary duties were grading and holding office hours but who were not in the classroom withstudents. These one-on-one semi-structured interviews were conducted roughly one semesterinto participants’ GTA experience. These interviews explore the techniques GTA’s use in theclassroom, their view of their role in the classroom and how it reflects their thinking aboutteaching, their own experiences as a student, and their experience participating in teachingrelated PD. We plan to interview the GTAs again after the completion of their first year to studyhow their teaching identity continues to evolve.In this paper, we report

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)

instructional practices into their courses [1], they alsohighlight a deficiency in the success of such adoption [2], [3]. Barriers to adopting EBIPs includeinadequate preparation time, content coverage concerns, unsupportive colleagues or departmentalculture, limited professional development opportunities, negative student reactions, andmisalignment with instructor reward structures [4], [5]. Instructors commonly cite a lack of time,especially the initial commitment required to transition from traditional lecture-focused methods,as a key obstacle to instructional change [6], [7]. In order to turn daunting barriers into instructionalsuccesses, engineering faculty and teaching training centers need to be intentional in planning forEBIP implementation

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

Tagged Divisions

Faculty Development Division (FDD)

unsuccessful and what you learned. 3) What is your plan to further address this difficulty? Include an explanation of why you believe your plan will help. Or, if you were successful in addressing this difficulty, discuss how you might use these approaches to address future difficulties.Students were asked to focus on a difficulty related to the course content in each of the sixreflections.At the end of the semester, instructors and TAs from each course were interviewed about theirexperience integrating reflection in their course. The interviews were semi-structured and weredesigned to elicit detailed information regarding the perceived usefulness of reflective practices,the strategies employed, the perceived impact on student learning

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)

-termchallenges and operating in reactionary mode. There was a sense of cultural decay, as leadersstruggled to notice what the organization was doing well. The dean, his executive team, and theDirector of Leadership Development began to lay plans for a concerted, systemic leadershipdevelopment program that would help College leaders to remember and imagine the organizationat its best, with its strengths at the forefront of their minds. Carrying these goals, the leadershipdirector then partnered with a positive leadership external consultant to produce a year-long,research-based Michigan Engineering Positive Leadership Program, driven by several questions:What kind of culture do we hope to create with the engineering leaders? How can we focus onthe

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42382Board 123: Work in Progress: A Case Study of a Community of PracticeModel Fostering Faculty Scholarship of Teaching and Learning of the EntrepreneurialMindset ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since

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

Tagged Divisions

Faculty Development Division (FDD)

, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning. ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning and Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since 2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial

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)

other two points were omitted from Table 1. The first was “Courses should becarefully planned,” and in their paper, this included subcategories of preparation of the syllabus,ordering textbooks, and communicating dates for exams. These items could be included in point2, about communications, and that is where we have aligned our faculty’s comments. In abroader sense, careful planning would also involve deciding on learning objectives, the depth inwhich to cover topics, deciding on the sequencing, determining effective pedagogy for each classand so on, but these probably are beyond ethical requirements. The other point not included inTable 1 was “Faculty members must not come to class intoxicated with alcohol or drugs.” Weare sure that this is

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)

–15-minute conclusion where fellows share their achievements from the session and formulate anaccountability plan for the next session. As part of the action research process, this groupcoaching model was revised in a second iteration of the institute. This paper aims to disseminatefive lessons learned to faculty developers in designing and leading a group coaching model.(1) Engineering instructional faculty are seeking community, over expertise.Previous research and the case study research for this project identified that the professionaldevelopment needs of EIF are centered around building community [4]. EIFs are seeking toengage in learning experiences that involve learning from other EIFs, sharing their efforts andbeing recognized for

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Polytechnic Institute and State University Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech. She holds an honorary position at the University of Cape Town. Her research on the student experience of learning, focusing mainly on science and engineerinDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

has conducted a self-assessment of its policies andpractices related to hiring, onboarding, retention, and advancement. Using these self-assessments,they have also developed or are in the process of developing action plans to make changes to theircampus policies and practices that are expected to improve the potential for increasing the 4representation of women from URM backgrounds in their engineering professoriates andimproving equity for women faculty from URM backgrounds and FB/FT women faculty.Mentoring Events: From Spring 2022 to Spring 2024, the mentoring program has organizedseven two-hour speed mentoring events, one each semester, providing

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)

are“intentionally designed with organic elements” [10, p. 854]. Through articulating and embodyinga philosophy, and through forming a web of relationships, a CoT supports its members to engagein critical reflection and develop a plan of action to change systems in their institutional contexts.In this paper, we analyze our case study as an example of a community of transformation andwill use this term when referring specifically to this community. However, since CoTs aresituated within the scholarly lineage of CoPs and share many important features, we also drawupon literature about CoPs more broadly to understand the structures and interactions in thisCoT.Structure, Agency, and TransformationWhy have efforts to create pervasive changes in

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

Tagged Divisions

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) 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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

consideration of future identities. In future work, we want toexplore these relationships in additional cases, looking for ways in which IBM may help usunderstand additional aspects of faculty transitions.As for practical implications, this work can contribute to improving the accessibility of academiato engineering faculty who make career transitions outside of those associated with the “singlestory” narrative of tenure and promotion, or other commonly recognized forms of careeradvancement – for example, administrative roles and retirement. Dual-career couples andindividuals who are or intend to become parents and caretakers are two groups who faceconsiderable challenges with reconciling academic career plans with personal considerations.Tenure-track

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

of Black Engineers (NSBE), theAmerican Indian Science and Engineering Society (AISES), the Society for Advancement ofChicanos/Hispanics and Native Americans in Science (SACNAS), the Society of WomenEngineers (SWE), Great Minds in STEM (GMIS), and the Mexican American EngineeringSociety (MAES), which facilitated regular benchmarking sessions among the sevenorganizations, enhancing the program through valuable information exchange.Originally planned for four years, the FDS extended its impact to five, concluding in 2020. The2020 symposium, held virtually due to the COVID-19 pandemic, showcased the program'sadaptability. Following a hiatus in 2021, the FDS made a return with in-person meetings duringSHPE’s annual convention in 2022 and 2023

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)

4 2 2 0 0Q3: The framework includes ethical principles that are important to me. (n=8) Likert scale Strongly Somewhat Neither agree Somewhat Strongly agree agree nor disagree disagree disagree Number of responses 5 3 0 0 0Q4: I will use this framework when planning my courses. (n=8) Likert scale response Strongly Somewhat Neither agree Somewhat Strongly agree agree nor disagree disagree disagree Number of

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)

successful learning with diverse participants, knowledge of the foundationalscholarship in teaching and learning, and more. Scholarship can be especially important, as thereis often a perceived lack of it amongst engineering faculty, which acts as a hinderance toenhanced teaching practices [17]. Applicants must complete Delta-approved courses, such as“Using Writing to Teach in Any Discipline”. They also complete a Delta Internship in which theybuild a sample aligned teaching plan, create a portfolio, and present these to their certificatedefense committee. The portfolio is a useful mechanism through which continual professionaldevelopment is captured, as it enables individuals to interrogate their own practice, criticallyreflect upon it and