Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication, collabo- ration, and identity in engineering.Margaret Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of displaced engineering students, understanding the supports and

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)

; Sons, Ltd, 2015, pp. 1–11. doi: 10.1002/9781118900772.etrds0171.[9] A. Godwin and A. Kirn, “Identity-based motivation: Connections between first-year students’ engineering role identities and future-time perspectives,” J. Eng. Educ., vol. 109, no. 3, pp. 362–383, 2020, doi: 10.1002/jee.20324.[10] M. Tsugawa, “Testing an Identity-Based Motivation Conceptual Framework for Engineering Graduate Students,” Ph.D., University of Nevada, Reno, United States -- Nevada, 2019. Accessed: Mar. 29, 2024. [Online]. Available: https://www.proquest.com/docview/2384227469/abstract/773096F1405F46C9PQ/1[11] D. Lindstrom, “From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience

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)

. 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: 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)

Educational Organization and Leadership; Ph.D. in Curriculum and Instruction).Dr. Ali Ansari, University of Illinois at Urbana - Champaign Ali Ansari is a Teaching Assistant Professor at the University of Illinois at Urbana-Champaign. He holds a Masters and Ph.D in Bioengineering from the University of Illinois at Urbana-Champaign, and graduated from Southern Methodist University with a degree in Electrical Engineering. Ali has been teaching for the past two years at Bucknell University in both the Biomedical Engineering and Electrical and Computer Engineering and been focusing on student focused pedagogy centered around Game-based learning techniques.Wayne L Chang, University of Illinois Urbana-Champaign Wayne Chang is an

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

facultymembers who are practitioners of HIPs were acting as connectors between HIPs, outcomes, andother concepts. Faculty members were added to the knowledge graph using the text of theirbiography published on their departmental website or faculty directory to generate thecorresponding instances.The SSKG currently contains 136 individual instances. 6. Answering Questions with the Student Success Knowledge GraphTo enable question answering from the knowledge graph, the competency questions were mappedto SPARQL [23] queries. SPARQL queries enable the retrieval of data that matches a subgraph(Fig. 5) from the SSKG knowledge graph. Our first step towards question-answering in SSKGinvolved using the HERMIT reasoner [24] in Protégé and the Snap SPARQL [25

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

case study.Using the model of intercultural communication competence, suggestions and strategies areprovided in order to offer ideas for STEM faculty to build a healthy relationship with a newChinese graduate student. 1. Introduction:International students are a critical part of enrollments of graduate education at US universities,especially in science, technology, engineering, and mathematics (STEM) disciplines. TheInstitute of International Education's 2021 Open Doors report reveals that, in the academic year2020-2021, the US hosted a total of 914,095 international students [1]. This data emphasizesthe significant role played by international students in the graduate education landscape of theUS. The report further highlights that a

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

required material, lacking training and familiarity with EBIPs,and managing the perceived time demands needed to prepare EBIP integration into their courses.Notably, these challenges may be addressed through boosting faculty resources at theinstitutional level. Numerous studies have highlighted the role that institutional resources canplay in encouraging faculty adoption of EBIPs. For example, Brent, et al. [32] offered theSUCCEED faculty development model that includes multiple features such as a facultydevelopment coordinator, campus-wide faculty development programs, learning and networkingopportunities, programs for new faculty and graduate students, and institutional incentives.Taken together, these efforts could target the common concerns

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)

Paper ID #42477Bridging the Gap: Exploring Real-Life Experiences of Engineering Facultyin Implementing EBIPsStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members. Additionally, she is investigating the identity development of engineering students in capstone courses.Dr. Shane A. Brown P.E., Oregon State University

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)

, which is our area. And the thing that is very obvious is that it's kind of a male-dominated area. And because my class out of 22, I just had 4 female students. And even though there is a lot of interest nowadays because of the CHIPS and Science Act, the area is growing but, I mean, it's still male-dominated. (Jacob)After the training, participants continued to recognize the need to create an inclusive classroomenvironment and have now identified specific strategies for doing so. Faculty are seeing theimportance of their role in not only teaching technical skills to engineers, but also empoweringtheir students to take ownership of their learning, showing the context and application of theskills they are learning, and

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)

ChatGPT”, highlighting a concern about students relyingon AI instead of their own understanding.Many survey respondents expressed concern about the use of GenAI, particularly in relation toacademic integrity and its potential impact on student learning. Similar concerns were echoed inthe interviews, where participants frequently cited cheating and the risk of students relying tooheavily on AI instead of developing their own understanding. Both data sources revealed ashared apprehension about the ethical and learning outcome implications of GenAI use and thechallenge of maintaining a balance between leveraging its benefits and preserving core learningobjectives.Figure 5. Future of GenAI in Engineering Education Almost 35% of the