Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M Wadzuk, Villanova University; Victoria Minerva, Villanova University

Tagged Divisions

Faculty Development Division (FDD)

institutionalization. Moving forward, there is a plan to collate andmake available learning tools, such as assignments and exam questions, that faculty can use todemonstrate and assess sustainable engineering elements. Another challenge was the lack ofresources, which could be mitigated by leveraging industry partners to provide stated need, andpotentially collaborate on in-class projects/capstone projects.Overall, there is an appetite for institutionalization of sustainability into engineering curriculums.A foundational element of institutionalization is faculty understanding and confidence in 1)teaching the material, and 2) becoming a change leader within an institution. It was recognizedthat having a community of practice could help to continue to evolve

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

resulted in a long-term friendship that helped them in choosing other classes, projects, and internships. The classfamilies did group quizzes each week to teach each other what they learned in class during thatweek, did labs together, and prepared for exams together, to name a few. In my observation, theclass families approach helped the students manage their academic stress better and provided areliable support system, ultimately contributing to student retention and academic success. Thepaper also includes the results of a student survey on their perceptions of the class familiesapproach. It further discusses some of the challenges associated with this approach. My preference is Lessons Learned- lightning talk.Introduction Although

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University

Tagged Divisions

Faculty Development Division (FDD)

subjects in testing of engineering capstone design projects require oversight by an IRB?," in 2017 ASEE Annual Conference & Exposition, 2017.[17] L. R. Lattuca, I. Bergom, and D. B. Knight, "Professional Development, Departmental Contexts, and Use of Instructional Strategies," Journal of Engineering Education, vol. 103, no. 4, pp. 549-572, 2014, doi: https://doi.org/10.1002/jee.20055.[18] B. Kern, G. Mettetal, M. Dixson, and R. K. Morgan, "The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered," Journal of the Scholarship of Teaching and Learning, pp. 1-14, 2015.[19] J. Fanghanel, J. Pritchard, J. Potter, and G. Wisker, "Defining and supporting the Scholarship of

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign

Tagged Divisions

Faculty Development Division (FDD)

built through the CAE exercise also opened channels for supporting one another andcollaborating on future projects addressing how to overcome the challenges that emerged withthe major themes. For instance, the challenge to better address student needs from the equitableinstruction theme inspired some of the CoP members to teach reflective learning practices tostudents through focus groups. Others are entertaining the idea of peer observation andevaluation protocols specifically addressing equitable teaching practices.Moving forward, this research study invites the need to examine each of the three themes thatemerged from the collaborative autoethnography in depth, especially considering the relatedsub-themes more closely in practice (Table 3