Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #48252Exploring Faculty Members’ Artificial Intelligence Literacy through the Lensof the TPACK Framework: A Qualitative StudyAshwin S, Nanyang Technological UniversityDr. Ibrahim H. Yeter, Nanyang Technological University Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Dr. Yeter serves as the Director of the World MOON Project and holds

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Amanda Saxe, McGill University

Tagged Divisions

Faculty Development Division (FDD)

) satisfaction, and (4)impact of the project on teaching and learning.We sent email invitations with a link to the online survey to the 25 faculty that had led one (ormore) TLIF project(s) on July 31, 2024 and the survey was available until August 31, 2024. Thesurvey was conducted anonymously, and we received 18 responses, corresponding to a responserate of 72%. While we have data on the demographic characteristics of faculty that led a TLIFproject (e.g., gender, rank/position, and department) based on the applications, due to theanonymous nature of the survey, we cannot break down the responses in terms of thesecharacteristics.To analyze the data, we use descriptive statistics for responses to the nominal and Likert scaleitems and thematic analysis for

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

change modelShadle, S. E., & and adoption of evidence-basedBullock, D. instructional practices (EBIPs)Shadle, S. E., 2017 To understand faculty perspectives 169 faculty and staff Qualitative Various STEM fields, Dormant’s Chocolate Yes Not specific; focused broadly on facultyMarker, A., & Earl, on drivers and barriers to from 12 departments including biology, Model of Change engagement with evidence-basedB. implementing STEM education at Boise State chemistry, engineering, instructional practices (EBIPs

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

Attending department retreats Attending short courses and workshops. Reading non-technical books/journals papers. Ex: Leadership, Writing, Communication, Goal setting, etc. Reading technical books/journals - both teaching and research Responding to reviews/criticism for grants, papers, etc. Serving as a session chair or co-chair Serving on committee(s) (internal or external) Setting annual goals. Ex: Submitting proposals, obtaining funding, winning awards, strengthening CV, etc. Taking breaks. Ex: Regular sleep, weekly downtime, annual vacation Talking to friends/mentorsTherefore, various habits help faculty succeed in their multi-faceted job. How faculty learn aboutor form these habits relates to the responses to our research questions, which are

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Colleges andUniversities (AAC&U)'s Center for the Advancement of STEM Leadership have successfullyimplemented formal coaching for Black women STEM faculty [35], [49]-[50].Although primarily leadership-focused, these programs include participants across variousacademic ranks. In these programs, faculty engage in structured sessions with experiencedevidence-based coaches who adhere to the eight ICF coaching competencies, (e.g., developingand maintaining a mindset that is open, curious, and client-centered; creating a safe, supportiveenvironment that promotes mutual respect and trust; and facilitating client insights and learningthrough powerful questioning and reflective practices, etc.). These programs have successfullyenhanced participants

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator

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Diversity

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Faculty Development Division (FDD)

clean energyand sustainability education, are essential in achieving these goals by equipping educators withthe knowledge and tools necessary to inspire and prepare students [8-10].The growing emphasis on building decarbonization has led to initiatives like the StanfordBuilding Decarbonization Learning Accelerator (BDLA), which aims to empower faculty withcutting-edge resources to integrate sustainability topics into architecture, engineering, andconstruction courses [11]. These efforts align with broader global strategies, such as theEuropean Union’s Level(s) framework and the World Green Building Council Net Zero CarbonBuildings Commitment, to reduce the carbon footprint of the built environment [12, 13].However, implementing these strategies

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

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Diversity

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Faculty Development Division (FDD)

and Engineering, 27(1).[2] Markle, R. S., Williams, T. M., Williams, K. S., deGravelles, K. H., Bagayoko, D., & Warner,I. M. (2022, May). Supporting historically underrepresented groups in STEM higher education:The promise of structured mentoring networks. In Frontiers in Education (Vol. 7, p. 674669).Frontiers Media SA.[3] Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J.(2015). “Don’t leave us behind” The importance of mentoring for underrepresented minorityfaculty. American Educational Research Journal, 52(1), 40-72.[4] Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing therepresentation of women and men of color in the professoriate: Looking beyond thepipeline

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

perceptions in these classes fitand align with the instructor's and the SPA’s perceptions. Because the program is ongoing anditerative, we will also refine the training and development of Student Pedagogy Advocates inresponse to these findings.AcknowledgementsThis work was supported by the National Science Foundation under the project CreatingAutonomy-Supportive Learning Environments Using Undergraduate Student PedagogyAdvocates (NSF Award #2236118), conducted at Purdue University. Any opinions, findings,conclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

?” and “How can we improvethe session(s) to be more responsive to your needs?” respectively.Preliminary Findings Participant Ratings for Question 1 For the first question in which participants rated about “Designing Powerful Questions to 5 4 fit the situation”, three participants (37.5%) 4 rated “Excellent”, four participants (50%) 3 3 rated “Above Average”, and one participant (12.5%) rated

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering

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Faculty Development Division (FDD)

work, we hope to build a more formal development program around the ideas here that cancontinue to help faculty transition to new research areas together, both here and beyond.References[1] M. Ju, “The impact of institutional and peer support on faculty research productivity: A comparative analysis of research vs. non-research institutions,” phdthesis, Seton Hall University, South Orange, NJ, Jun. 2010.[2] A. L. Zydney, J. S. Bennett, A. Shahid, and K. Bauer, “Faculty perspectives regarding the undergraduate research experience in science and engineering,” Journal of Engineering Education, vol. 91, no. 3, pp. 291–297, Jul. 2002.[3] T. Saddler and E. Creamer, “Socialization to the professoriate through research collaboration: Examining

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University

Tagged Divisions

Faculty Development Division (FDD)

activities was available an hour before the scheduledmeeting. The asynchronous and synchronous content included topics on cognition, affect,teaching strategies, and course design principles (Figure 1). The synchronous content wasintended to build upon the asynchronous content, and the SI facilitators designed individual andcollaborative activities for participants to engage with during the synchronous sessions.Synchronous sessions were conducted via Zoom, which offered breakout rooms to facilitatesmall group activities.Figure 1. Overview of the Summer Institute structure, including topics for asynchronous (A) andsynchronous (S) work, and showing the 5 Pod Days (shaded blue).The pod mentor helped their pod select optional asynchronous modules based

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

outside P26's existing academic environment, led them to adopt amore student-driven, interactive classroom dynamic. As McMillan and Chavis [10] suggest,diverse professional communities foster innovation through shared perspectives. While within-institution mentoring can provide familiarity and alignment with local policies, the externalvoices in this program encouraged mentees to adapt EBIPs creatively to their unique settings.This collaborative approach was enriched by mentors' efforts to understand the deeper aspects ofimplementation. As M02 explained: "I wanted to understand not just the methods they used, butwhat was actually going on in terms of the thought processes and decision-making processes...what made them adopt certain EBIPs or what

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Faculty Development Division (FDD)

-research question from theperspective of the faculty advisor.RQ1. What factors influence underserved [Ph.D. graduate student(s)/faculty advisor(s)] as theyengage in mentoring relationship? Sub-RQ1. What does it mean to be a [Ph.D. graduate student/faculty advisor] in amentoring relationship in your field? Sub-RQ2. How does hidden curriculum influence the role of a [Ph.D. graduatestudent/faculty advisor] in a mentoring relationship in your field?RQ2. What does it mean to address issues that may arise in a mentoring relationship between aPh.D. graduate student and faculty advisor in your field?Research Paradigm and Interpretive Framework This study is positioned from an epistemological philosophical perspective within

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

Tagged Topics

Diversity

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Faculty Development Division (FDD)

.2010.06.021.[5] Australian Catholic University, J. Yoo, D. Carter, and University of Technology Sydney, “Teacher Emotion and Learning as Praxis: Professional Development that Matters,” AJTE, vol. 42, no. 3, pp. 38–52, Mar. 2017, doi: 10.14221/ajte.2017v42n3.3.[6] E. Smela, “Faculty Workshop on Teaching Sustainability”.[7] J. S. Bruner, The process of education. in The process of education. Oxford, England: Harvard Univer. Press, 1960, pp. xvi, 97.[8] L. Blum and C. Frieze, “The Evolving Culture of Computing: Similarity Is the Difference,” Frontiers: A Journal of Women Studies, vol. 26, no. 1, pp. 110–125, 2005, doi: 10.1353/fro.2005.0002.[9] D. Galvan, J. Dong, L. Schlemer, and E. Allen, “Lessons Learned: Teaching and Learning

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

into bothfaculty development and course design.In addition, future research should explore how institutional and peer support structures withinCoPs can reduce barriers to teaching innovation. It could also examine how CoPs help facultymanage demands between research and teaching expectations, and what recognition or rewardsystems are most effective in helping faculty continue to engage in teaching-focused efforts in aresearch-intensive university.References[1] M. Borrego and C. Henderson, "Increasing the use of evidence-based teaching in STEMhigher education: A comparison of eight change strategies," Journal of Engineering Education,vol. 103, no. 2, pp. 220–252, 2014.[2] J. Tomkin, S. Beilstein, J. Morphew, and others, "Evidence that

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

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Faculty Development Division (FDD)

of the author and do not purport to stateor reflect the position of the United States Government or any agency thereof, including the UnitedStates Military Academy, the Department of the Army, or the Department of Defense.References 1. L. T. Eby, T. D. Allen, S. C. Evans, T. Ng, and D. Dubois, “Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals”. Journal of Vocational Behavior, 72(2), 254-267, 2008. https://doi.org/10.1016/j.jvb.2007.04.005 2. W. B. Johnson, L. L. Behling, P. Miller, and M. Vandermaas-Peeler, “Undergraduate Research Mentoring: Obstacles and Opportunities”, Mentoring & Tutoring: Partnership in Learning, 23(5), 441

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation

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Faculty Development Division (FDD)

of constant curiosity, makingconnections, and creating value among both educators and students. By embracing scalableapproaches and innovative solutions, institutions can amplify the impact of EML, transformingthe culture of engineering education and preparing students to address the complex challenges oftomorrow.7. AcknowledgmentsWe thank the Kern Family Foundation and the KEEN Program for their continuous support.8. References[1] Boice, R., (2000). Advice for New Faculty Members. Allyn & Bacon, Needham Heights,MA[4] Brent, R., & Felder, R.M. (2003). A Model for Engineering Faculty Development. Intl.Journal of Engr. Education, 19(2), 234–240.[2] Dillon, H., James, C., Prestholdt, T., Peterson, V., Salomone, S., & Anctil, E

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

are informally discussed (e.g. [9]), and formalprofessional development opportunities in this space occur, the author could not find a paper thatdescribed the creation, implementation and assessment of a workshop directed toward gradingfor engineering faculty (two excellent example resources that are adjacent to this gap are inFelder and Brent’s description of the NETI workshops [10], and Estes et al.’s assessment of theASCE ExCEEd workshop [11] which describe general engineering teaching workshops). Thispaper focuses on presenting the content and outcomes of a workshop focused on gradingefficiently both in terms of student learning outcomes and faculty time spent on task – referencesdescribing various aspects and methods of grading are

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

held various individual and leadership positions in the areas of reliability, product development, and advanced mechanical and electrical technology development. In these various roles, she established new business processes and an organizational culture that focused on developing innovative solutions from root cause understanding, improved pace of learning, and discipline in experimentation and configuration management. She was inducted into the National Academy of Engineering in 2016 for her leadership in the development of technologies to enable areal density and reliability increases in hard disk drives and was elected a National Academy of Inventors Fellow in 2018. Dr. Hipwell is currently the Oscar S. Wyatt

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

students without requiring significantadditional workload. These findings point toward the key role of instructor mindset in buildingmore neuroinclusive environments. Future efforts may explore the role of AI technology inproviding personalized learning tools and supporting neuroinclusive practices more efficiently sothat educators can maintain these practices without burnout. Longitudinal studies are needed toassess their long-term impact on student success and retention in engineering programs.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1920761. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University

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Diversity

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Faculty Development Division (FDD)

Number: 24055-01. Quantitative data were obtained from a short survey sent toCyBR-MSI program alumni in April-May 2024. The survey was received by program alumnibetween 12-20 months after program participation, depending on which workshop(s) an alumnusattended. The survey was sent to 248 individuals―6 participated as program mentors or sessionfacilitators, 2 reportedly signed up for an information session but did not participate in aprogram, 8 had undeliverable email addresses, and 3 had outside circumstances that made itchallenging to reach them (e.g., retired, on family/medical leave)–leading to a sample of 229program alumni. Seventy-two program alumni (~31%) completed the survey (see Table 1 fordemographic information).Survey instrumentation

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marie E. Evans, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver

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Diversity

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Faculty Development Division (FDD)

us.AcknowledgmentsThis work was supported by the U.S. National Science Foundation through award #2040095.Opinions, findings, conclusions, and recommendations expressed are those of the authors and donot necessarily reflect the views of the National Science Foundation.ReferencesBrooks, A. L., Shekhar, P., Knowles, J., Clement, E., & Brown, S. A. (2024). Contextual influences on the adoption of evidence-based instructional practices by electrical and computer engineering faculty. IEEE Transactions on Education, 67(3), 351–363. https://doi.org/10.1109/TE.2023.3338479Case, J. M., & Light, G. (2011). Emerging research methodologies in engineering education research. Journal of Engineering Education, 100(1), 186–210. https://doi.org/10.1002/j.2168

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho

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Diversity

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Faculty Development Division (FDD)

1Work-Based Experiences (WBEs) (Corwin et al., 2015; Krim et al., 2019; Linn et al., 2015;NAS, 2017). A pivotal tool in implementing the student-centered component(s), into the variousstudent opportunities is the Reflexivity worksheet. In operationalizing the “Seed to Flower”framework, this Reflexivity worksheet is a tool enabling coordinators to help move STEM teammembers from awareness to action. The grant’s innovative approach positions the network as amodel for transforming the higher education landscape to support STEM student success.About the “Seed to Flower” framework - The S2F framework was piloted in the professionaldevelopment modules provided to HSI agents participating in the grant and facilitated by thesubject matter experts in

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean Lyle Gestson, University of Portland; Matthew Stephen Barner, University of Portland

Tagged Divisions

Faculty Development Division (FDD)

Cited[1] C. Luchs and W. Smith, “An Examination of the Use of Service in the Promotion and Tenure Process,” 2004.[2] J. S. Filetti, “Assessing service in faculty reviews: Mentoring faculty and developing transparency,” Mentoring and Tutoring: Partnership in Learning, vol. 17, no. 4, pp. 343– 352, 2009, doi: 10.1080/13611260903284416.[3] J. C. Schweitzer and J. C. Hudson, “Evaluating faculty service to student organizations,” The Journalism Educator, vol. 44, no. 4, pp. 60–63, 1989.[4] R. M. Diamond, Aligning Faculty Rewards with Institutional Mission. Statements, Policies, and Guidelines. ERIC, 1999.[5] P. Seldin, “Changing practices in evaluating teaching,” 1999.[6] A. L. Antonio, H. S. Astin, and C. M. Cress

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

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Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

impact [11]. Ultimately, the facilitators guide EIF through definingtheir change initiative’s goals and implementation strategies, which are revisited during thecoaching sessions. In this paper, we share one of the activities designed to support EIF reflectionon their roles as leaders and opportunities for development based on the ICVF.Theoretical FoundationsGiven the importance of reflection in leadership development [31], one goal of the program wasfor faculty to reflect on their definition of leadership, explore how they enact leadership in theirrole, and identify areas where they would like to grow as leaders. To facilitate this reflection, weleveraged the Integrated Competing Values Framework [4].The ICVF was derived from Quinn et al.’s

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

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Faculty Development Division (FDD)

. Tough conversations. Whole hearts. Random House.Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. Research inOrganizational Change and Development, 1, 129–169.Darwin, A., & Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research &Development, 28(2), 125–136. https://doi.org/10.1080/07294360902725017Huerta, M., London, J., & McKenna, A. (2022). Engineering deans’ perspectives on the current state offaculty development programs in engineering education. International Journal of Engineering Education,38(4), 1073–1091. https://www.ijee.ie/1atestissues/Vol38-4/17_ijee4222.pdfLumpkin, A. (2011). A model for mentoring university faculty. The Educational Forum, 75(4

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blessing Isoyiza ADEIKA, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Kingsley Matthew, Morgan State University; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Olorunfunmi Samuel Shobowale, Morgan State University

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Diversity

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Faculty Development Division (FDD)

applicabilityAcknowledgmentThis material is based upon work supported by the National Science Foundation Grant #2308531and #2308532 titled “Collaborative Research: Track 4: Developing Equity-Minded EngineeringPractitioners (DEEP)”. We acknowledge the UIUC DEEP research team for their development ofthe COI instrument and for training Morgan State University coders in its application. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] S. D. Castle et al., "Systemic advantage has a meaningful relationship with grade outcomes instudents’ early STEM courses at six research universities," in Proc. Int. J. STEM Educ. Conf., vol

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison

Tagged Divisions

Faculty Development Division (FDD)

Dr. Celia Evans, Cornell University Dr. Tammy McCoy, Georgia Institute of Technology Ms. Callan Monette, PhD Candidate, Stanford University Ms. Sonia Martin, PhD Candidate, Stanford University Dr. Stephanie Cutler, Penn State University Dr. Deesha Chadha, Dr. James Campbell, and Dr. Umang Shah, Imperial College London Dr. Chris Dakes and Erica J Hagen, University of Wisconsin-Madison 11Works Cited:Bent, T., Knapp, J. S., & Robinson, J. K. (2020). Evaluating the effectiveness of teaching assistantsin active learning classrooms