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Scholarship of Teaching and Learning (SoTL) Accelerator: A Professional Development Program for Engineering Faculty

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)

, Somewhat Disagree, Neutral, Somewhat Agree, Strongly Agree). I found that participating in the Entrepreneurially-Minded (EM) Scholarship of Teaching and Learning (SOTL) Virtual Writing Group (VWG) professional development experience… • Was a good use of my time. • Promote relationship development among participants • Enhanced networking opportunities. • Provide a useful protocol tool for peer feedback. • Offered greater reinforcement and understanding of the entrepreneurial mindset. • Explained potential dissemination outlets. • Highlighted the core components of writing a SOTL article. • Improved my writing skills. • Improved my research skills. • Improved my curriculum development skills. 2. Overall

Relevance Score: 0.04352637

BOARD #160: EFFECTIVE MENTORING PRACTICES FOR UNDERGRADUATE RESEARCH

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: EMINE FOUST, United States Military Academy
Tagged Divisions: Faculty Development Division (FDD)

Student FIGURE 1: Key contributors to a successful mentoring program. There are also peer mentoring programs available. Many of these programs are tailored tohelp incoming students get involved with research early. For example, the Office of UndergraduateResearch (OUR) peer mentor (PM) program [10] at the University of Nevada is a year-longprogram that pairs freshmen with students who have prior research experience. OUR PM hasvirtual research readiness workshops on lab safety, writing a research paper, and preparing aneffective poster presentation [10]. Similarly, Kennesaw State University (KSU) has a peerambassador program [11] to support UREs. They work with students who are accepted to the first-year scholars’ program. The first

Relevance Score: 0.03578145

Work in progress: Scaffolding faculty success and retention through a learner’s approach to faculty development

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2025 Work in progress: Scaffolding faculty success and retention through a learner’s approach to faculty developmentAbstract — Assistant professors in research-intensive environments typically begin theirappointments with demonstrated excellence in research and knowledge creation. They possess theskills to identify and solve relevant research problems and effectively navigate the peer-reviewprocess to publish in leading academic outlets. However, they may have limited experience inother critical aspects of their roles, such as teaching, advising, group management, proposaldevelopment, securing funding, and engaging in meaningful service opportunities. Nevertheless,mastery of these

Relevance Score: 0.031750873

Divergent Paths to Teaching Innovation: How Three Engineering Professors Engaged with Communities of Practice

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

research over pedagogy.The Resilient Innovator’s story highlights the transformative potential of communities of practicein supporting faculty collaboration and driving systemic change, even in the face of institutionalresistance.The Writing Integration ChampionThe Writing Integration Champion’s journey began with a shared frustration over students' poortechnical writing skills. Reflecting on initial discussions with colleagues, he recalled, “We weresaying, ‘The students had poor technical writing and they’re not getting better. What can wedo?’” These conversations revealed a lack of understanding about teaching technical writingeffectively. He explained, “We realized we don’t really understand how to teach technical writingand that we need to

Relevance Score: 0.029780453

Work in Progress: Preparing an Interdisciplinary cohort of Postdoctoral Scholars for Convergent Quantum Education Research

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

outcomes by the end of the program: ● Understand key concepts in QISE ● Possess strong mixed methods research skills ● Work effectively with a diverse research team to execute convergence research ● Possess strong communication skills to support presentations, papers, and grant proposals ● Develop an increased cultural awareness, sensitivity, humility, and responsiveness that allows them to connect research questions with actions that can break down barriers to social progress. ● Understand the research paper writing process, resulting in authorshipThese competencies will be developed through research on existing projects, the development ofthe cohort’s convergent research project, classes (as appropriate), an

Relevance Score: 0.028808594

Using New Faculty Orientation in an Aeronautical Engineering Department with High Faculty Turnover and Low Levels of Experience to Produce Competent First-Year Instructors

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Richard T Buckley P.E., U.S. Air Force Academy
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

have developed an intensive month-longNew Faculty Orientation (NFO) program based on a variety of published research. The uniquecomponent of this program is the amount of time spent practicing teaching in front ofexperienced instructors and peers. The structure, content and research basis of the NFO programis described in this paper. In this study, post-NFO measures of instructor self-efficacy werecollected using the College Teaching Self-Efficacy (CTSE) Scale and results are presented.CTSE survey results showed that the new faculty rated themselves confident in instructionalplanning (3.69/5.0), instructional delivery (4.22/5.0), classroom management (4.38/5.0) andassessment (3.93/5.0). Practice teaching lessons in front of peers and

Relevance Score: 0.02527484

Lessons Learned from Helping Faculty "Make the Pivot" to New Research Areas through a Community of Practice

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
Tagged Divisions: Faculty Development Division (FDD)

previous year. Some authors had also taken part in other formal training in educa-tional research, including through professional societies such as ASEE or through grants focusedon faculty development from organizations such as the NSF.The funding was not intended to be an ongoing expense, and some of the authors have discussedcreating a condensed version of ProQual to be offered internally. Similar shorter workshops basedon ProQual have also been offered at education conferences in the past, such as at FIE 2023 [9].2.3 Peer Mentoring GroupsOur peer mentoring groups, which we nicknamed brain trusts, initially started as a grant proposalaccountability group among several faculty members learning to newly write proposals in engineer-ing education

Relevance Score: 0.024673443

BOARD #162: Lessons Learned: Designing Powerful Questions to Foster Empathetic Mentorship for Engineering Faculty through a Faculty Professional Development Workshop

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

activities, reflective journaling, games, etc. Suchreal-life or interactive techniques can provide opportunities to practice being effective teachersand mentors. Creative strategies can lead to better communication and interpersonal skills, andproblem-solving techniques by asking relevant or specific types of questions in differentscenarios. It can additionally boost the confidence of faculty members to handle and navigatedifficult situations. C) Learning from diverse institutional contextsDuring the workshop, it was noted that different faculty members had unique experiences andchallenges in their respective institutions. In some breakout sessions, while pairing theparticipants, they were strategically grouped together with peers from different

Relevance Score: 0.022701327

Implementing Interconnected Faculty Development Initiatives for STEM Faculty

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)

support faculty career development and education research.Dr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates faculty development and peer-support groups based on pedagogical development and peer teaching observations. His research interests include student and faculty motivation, computer programming pedagogy, and faculty pedagogical development.Mary Elizabeth Emenike, Rutgers, The State University of

Relevance Score: 0.019976776

BOARD #166: Student Pedagogy Advocates: Enhancing Teaching and Learning Through Student-Faculty Partnerships (WIP)

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)

]. Each student works directlywith a faculty member throughout the entirety of a course, attending at least one class sessioneach week (in most cases in our program, they attend all class sessions). Additionally, they meetwith the instructor outside of class, either weekly or biweekly, and meet in groups with peers andprogram facilitators for mentorship, reflection, and guidance. Students are recruited primarily byword of mouth. This includes recommendations from instructors, students in the program, andstaff members who work directly with students and have attended presentations about theprogram (including our academic success center, academic advisors, and cultural center staff).When students express interest, we interview them to help them

Relevance Score: 0.019623272

MSI Faculty on the Rise: Strengthening Federal Grant Proposals through Cross-Institution Collaborations and Networking

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

groups experienced certain aspects ofthe program.ResultsCollaborations from CyBR MSI programming lead to motivation and confidence in submittingfederal grant opportunitiesSurvey results indicate the value of CyBR-MSI in supporting participants’ confidence andmotivation to submit federal grant proposals. Descriptive results show that participants agreed tostrongly agreed (1 = strongly disagreed, 2 = disagreed, 3 = agreed, 4 = strongly agreed) thatparticipation in a CyBR-MSI program exposed them to new federal grant opportunities (x̄ =3.14/4.00) and encouraged them to apply for federal funding (x̄ = 3.27/4.00). These faculty alsofelt more confident in their ability to write grant proposals (1 = not at all confident, 2 =minimally confident, 3

Relevance Score: 0.018776476

The role demands of Black faculty mentors in engineering

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

mentoringinteraction systems: • Microsystems: Direct, person-to-person interactions, such as those between graduate students and their peers, faculty, staff, and family. • Mesosystems: Interactions between different microsystems, like departments and colleges, which can either support or conflict with each other. • Ecosystems: Networks that influence development at a broader level, such as Graduate Schools, governing boards, and communities. • Macrosystems: Larger societal factors, including historical, political, and economic influences. When considering race, gender, and other social factors, research shows that many STEMmentoring programs in academia operate from a deficit-based perspective [19]-[25]. McGee

Relevance Score: 0.016094122

BOARD #167: We Don’t Just Want to Talk: Professional Learning Communities with Action Oriented Approaches

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut
Tagged Divisions: Faculty Development Division (FDD)

diversity, equity, and inclusion in the STEM fields through innovative, evidence-based strategies and is driven by a commitment to enhancing equity in all learning and working spaces. Lara has a diverse professional background that spans non-profit, legal, and educational sectors. She served as the Director of Development & Training at The Arc New London County, where she led grant writing efforts, cultivated community partnerships, and provided technology training. Her earlier roles include working as a Paralegal Advocate at the Connecticut Legal Rights Project, offering legal services to individuals with mental illness, and as Program Director at Literacy Volunteers of Greater New Haven, where she managed

Relevance Score: 0.016052261

WIP: An early glimpse into the ‘who’, ‘what’, and ‘why’ of faculty interactions about engineering teaching and learning

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia
Tagged Divisions: Faculty Development Division (FDD)

peerexamination approach among the authors to ensure rigor in the study [13].ResultsThe analysis yielded many interesting insights into the interactions and relationships amongfaculty members, shedding light on the situations and instances which lead to interactions and onthe purposes of these interactions.The major themes for the blue codes (“who” and “what” of the interaction) consisted of thefollowing: 1) Collaboration and discussion with colleagues: All participants described reaching out to fellow faculty members for varied reasons, such as, for help and support from experienced faculty and peers; for resources, techniques and new technologies; and lastly, for ideation and collaboration purposes. One participant described learning

Relevance Score: 0.0153042525

Enhancing engineering faculty implementation of inclusive pedagogy through an inclusive excellence faculty development program

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

, cohort members actively apply the training in phase one by redesigning one oftheir courses. Each faculty incorporates the principles, strategies, and practices learned to thecontext of one of their courses, and then during the academic year directly following phase one,faculty teach the redesigned version of their course, directly practicing their new knowledge andskills is a real-world teaching context. Throughout this phase, faculty receive ongoing supportthrough both the instructor of the program as well as peer collaboration through the cohort. Weensure that all cohort members have the tools and resources needed to successfully integrateinclusive teaching practices into their course.We launched our first cohort in spring 2024, successfully

Relevance Score: 0.015264876

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)

activities primarily focus on generative assistance, data analysis, computing efficiency,and research writing, GenAI-enhanced teaching encompasses preparing lessons, generatingsyllabi, creating assessments, engaging students, and developing lesson plans. Furthermore, theethical and safe use of GenAI must be considered, particularly in addressing issues such asmisinformation, bias, hallucinations, and privacy risks [6], [7], [8]. The emergence of GenAI necessitates a change throughout higher education [9], withfaculty playing an integral role in ensuring its success [10]. As key drivers of this transformation,faculty must proactively respond to the rise of GenAI, even before institutions formalize policiesand processes to guide its integration

Relevance Score: 0.0148197245

Student and Faculty Perceptions of Standards-Based Grading in Undergraduate Engineering Courses

Conference Session: Faculty Development: Grading and Artificial Intelligence
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering
Tagged Divisions: Faculty Development Division (FDD)

Engineering and Science Education in 2019 and a BS in Electrical Engineering in 2014 at Clemson University.Dr. Darcie Christensen, Minnesota State University, Mankato Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science

Relevance Score: 0.014090005

Y(Our) story: A collaborative autoethnographic reflection of a faculty community of practice to promote equity-oriented engineering education

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)

).MethodologyCollaborative autoethnography (CAE) is a qualitative research method that combines personalnarratives with cultural analysis, enabling researchers to explore shared experiences within aspecific context. This work follows the CAE research framework of data collection, analysis, andoutcome writing presented in Chang et al. (2013). Prior to the CAE study, the research team wasinitially formed as part of a CoP supported by a National Science Foundation-funded center attheir home university. The primary objective of the CoP was to foster and disseminate effectivereflection practices in engineering classrooms, with an emphasis on equity-minded teaching.There are six instructors involved in this study. The demographics of each are provided in Table1. The

Relevance Score: 0.013901666

Faculty Development for Faculty Development – Taking Entrepreneurially Minded Learning Faculty Development to Your Campus

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
Tagged Divisions: Faculty Development Division (FDD)

experiencedfaculty with less seasoned colleagues to foster professional growth. Long-term initiatives, suchas learning communities or certificate programs, allow for deeper exploration of themes likepedagogical innovation, research development, and leadership skills. Online courses andwebinars have gained prominence, providing flexible, accessible opportunities for professionallearning. Faculty retreats create space for reflection, strategic planning, and collaboration, oftenaligning development efforts with institutional priorities. Additionally, peer observation andfeedback programs promote continuous improvement through constructive dialogue amongcolleagues [2]. These varied approaches ensure that faculty development can be adapted to meetthe unique

Relevance Score: 0.013736291

Faculty Development for Chemical Engineering Professors: Opportunities Across Career Stages

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)

lies in the unique rheology measurements of complex fluids as well as engineering education research related to novel uses of technology and big data. He has authored several interactive textbooks with zyBooks and has published over 100 peer-reviewed articles. https://www.trine.edu/academics/colleges-schools/faculty/engineering/liberatore-matthew.aspxDr. Cheryl A Bodnar, Rowan University Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.Dr. Selen Cremaschi, Auburn UniversityDr. Victor