Displaying all 9 results
- Conference Session
- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Richard T Buckley P.E., U.S. Air Force Academy
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- Diversity
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- Faculty Development Division (FDD)
Orientation in an Aeronautical Engineering Department with Very Low Levels of New Faculty Experience to Produce Competent First-Year InstructorsAbstractThis evidence-based practice paper describes the use of both self-efficacy survey instrument andstudent feedback to measure the effectiveness of the New Faculty Orientation (NFO) program inan Aeronautical Engineering department. In our department, roughly 1/4 to 1/3 of the facultyleave and are replaced each academic year. New faculty often have no prior teaching experienceand often have only earned a master’s degree. Although relevant to the degree program, theirdegree may not be in the specific area required to teach the introductory AeronauticalEngineering course. To combat these challenges, we
- Conference Session
- Faculty Development and Change
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- 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
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- Faculty Development Division (FDD)
. Additionally, there has been a positive mindset shift amongfaculty members as seeing teaching innovation as less overwhelming and more manageablethrough small, incremental changes.4. Assessment 2: Climate SurveysMethod The participants consisted of faculty members (tenure-track, tenured, and academicprofessional track) and graduate students in the MEEN department. The online climate surveywas distributed 10 times between June 2021 and June 2024 (roughly 3 times per year) to theentire department (including staff members) via Qualtrics. The content of the surveys includedthe following topics for teaching and teaching innovation: means efficacy (i.e., are theresufficient resources), self-efficacy (i.e., do I believe that I am capable of this
- Conference Session
- Faculty Development and Change
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emma Edoga M.S., Texas A&M University; Mindy Bergman; Yanai Y Otero La Porte, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
- Tagged Divisions
- Faculty Development Division (FDD)
their innovationefforts. The multiple summer faculty development workshop exercises were seen as helpful, witha participant stating that the increased repetition and engagement helped them to improve in theirteaching innovation efforts. The introduction of monthly progress meetings was also beneficialfor the participants as they felt they were able to gather insights and advice from other teamswithin their cohort and apply those lessons to their own teaching innovation projects. Participantsalso noted the grant’s impact in showing the range of innovative ideas and enabling thegeneration of new ones. Additionally, participants felt that these strategies positively impactedtheir perceived self-efficacy regarding teaching innovation as they became
- Conference Session
- Faculty Development: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Michelle C Vigeant, The Pennsylvania State University; Karen A High, Clemson University
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- Diversity
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- Faculty Development Division (FDD)
thestudent-institution relationships, which include student-instructor (“teaching”) and student-student relationships, are related to the educational interface. This interface connects the fourpsychosocial constructs of self-efficacy, emotions, belonging, and well-being, to engagement.The specific aspects of engagement to be studied related to belonging are social and behavioralas defined by Bowden et al. [16].3. Instructional strategies implementedLang [15] posited that if we promote a sense of cognitive belonging in the classroom, we canremove a significant barrier to students’ learning, i.e., students asking themselves, “Do I belonghere?” To increase this sense of belonging Lang recommends incorporating several instructionalstrategies into
- Conference Session
- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
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- Diversity
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- Faculty Development Division (FDD)
requires both understanding and application. Participants alsoreported increased confidence in their ability to implement inclusive teaching practices,supported by the knowledge and resources gained from the program. This boost in confidence isin line with Bandura's theory of self-efficacy, which highlights the role of mastery experiences inbuilding self-assurance [17].One of the most exciting findings from the program is the emerging growth in participants'implementation of critical consciousness. Participants are starting to move from a generalawareness of issues to developing specific, actionable strategies to address these challenges intheir teaching. This growth aligns with Freire's [18] concept of critical pedagogy, whichemphasizes the
- Conference Session
- Mentorship in Engineering Leadership Development
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- 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
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- Diversity
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- Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)
intrapersonalmechanisms: it engages self-efficacy as a determinant of action; it provides guidance on energyexpenditures; it illuminates perseverance thresholds; and it even guides emotional disposition inpotential challenges [6]. In sum, “[a]mong the types of thoughts that affect action, none is morecentral or pervasive than people’s judgments of their capabilities to deal effectively withdifferent realities,” [6]. Specifically, “[t]he metacognitive capability to reflect upon oneself andthe adequacy of one’s thoughts and actions is the most distinctly human core property of agency”that we seek to leverage in this faculty leadership development program’s design [5].The importance of reflection extends beyond theoretical frameworks into practical applicationsfor
- Conference Session
- Faculty Development Works in Progress Session 2
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- 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
- Tagged Divisions
- Faculty Development Division (FDD)
Theory (SCT) also guides this study, focusing onobservational learning and self-efficacy as critical components in faculty development [33]. Byblending these theoretical frameworks, the study aims to explore the initial implementation of afaculty development workshop on clean energy integration, understanding its impact whileidentifying areas for improvement. This paper presents the pilot study of this ongoing researcheffort.ObjectivesThe primary objective of this pilot study was to assess the effectiveness of the BDLA workshopin enhancing faculty expertise in decarbonization and clean energy integration. Specifically, thisstudy sought to: 1. Assess changes in faculty preparedness, confidence, and intent to incorporate decarbonization
Insights into Faculty's use of Generative Artificial Intelligence systems in Engineering Classrooms.
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
concerns regarding thesignificant role of educators in diligent handling of GenAI. As such, educators need professionaldevelopment training to efficiently integrate GenAI into their teaching practices, learn about thepotential capabilities of GenAI, and raise students’ awareness of responsible and ethical adoptionof GenAI. In support of these findings, Deng et al. [20] showed that ChatGPT improved academicaffect, motivation, and performance. Concurrently, it was found to reduce mental effort and hadno significant effect on self-efficacy. Existing reviews underscored the need for responsiblestrategies to implement GenAI and for equipping educators with evidence-based guidance on itsuse to enhance student learning. They also pointed to
- 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)
. Research-driven academic cultures often prioritize productivity over teachingexcellence, creating systemic disincentives for pedagogical innovation [7]. Faculty facechallenges balancing their research responsibilities, administrative duties, and the effort requiredto redesign courses and implement new instructional strategies [8]. Individual barriers, includingfear of failure and lack of self-efficacy, further complicate the adoption of EBIPs [6]. Manyengineering faculty members lack formal training in pedagogy, relying on their own pastlearning experiences to guide their teaching methods [9]. Furthermore, the technical nature ofengineering disciplines, with their emphasis on content depth, and departmental cultures resistantto change create