Displaying results 1 - 30 of 87 in total
- Conference Session
- Faculty Development Division (FDD) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Vicki V. May, P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College; Eugene Korsunskiy
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- Faculty Development Division (FDD)
, and promotion points. Attention is paid primarily to the following twoLikert-scale questions from these evaluations: "I think the overall quality of the course was…" and "Ithink the overall effectiveness of the teaching was…". Student responses to these vague questions havebeen shown to be biased, and more indicative of students’ perception of the instructor’s charisma than anyobservable best teaching practices (Wieman, 2015); over-reliance on student evaluations is particularlydamaging to faculty from underrepresented backgrounds (O’Meara, et al., 2022). In addition to studentcourse evaluations, letters from students are solicited at tenure and promotion time. Finally, classroomvisits are performed by a senior faculty member but again only
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University
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- Faculty Development Division (FDD)
pedagogical best practices. During Fall 2022 workshops includedinformation on critical thinking [9],[10], cognitive load [11],[12], Poll Everywhere, group work[13], [14], feedback [15], [16], and engagement strategies.The CITL facilitates Small Group Instructional Diagnostics (SGIDs) at the request of faculty togive students a chance to voice their suggestions and concerns at the mid-point of the semester.A SGID is a simple and straightforward evaluation process that uses structured small groupdiscussions among students in a class to provide confidential feedback to an instructor[17], [18].The survey asks students to share what supports or hinders their learning, suggestions to enhancetheir learning, and a self-reflection question for how students
- Conference Session
- Faculty Development Division (FDD) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Erick S. Vasquez, University of Dayton; Megan Morin, ASHLIN Management Group; Vinayak Vijayan, University of Dayton; Timothy Reissman, University of Dayton
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- Faculty Development Division (FDD)
2023.Vinayak Vijayan, University of Dayton Vinayak Vijayan is a Lecturer in the Mechanical and Aerospace Engineering Department at the University of Dayton. He received his bachelor’s in Mechanical Engineering from University of Dayton in 2015, his MS in Mechanical Engineering from University of Michigan in 2017, and his PhD in Mechanical Engineering from University of Dayton in 2022. His interests include biomechanics and engineering education.Dr. Timothy Reissman, University of Dayton Dr. Timothy Reissman is an Assistant Professor within the Department of Mechanical and Aerospace Engineering at the University of Dayton. He teaches primarily courses related to experimentation, mecha- tronics, and dynamic
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Qin Liu; Greg Evans P.Eng.; Milad Moghaddas; Tamara Kecman
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- Faculty Development Division (FDD)
resulted in a series of involuntarychanges in teaching and learning from 2020 to 2022, which could have promoted instructionaldevelopment among instructors in postsecondary education. In this research paper, we used thefour components in Kirkpatrick’s model of training evaluation—reactions, learning, behaviour,and results—to examine the data collected in summer 2022 from instructors of an engineeringschool of a public Canadian university. The analysis directed us to the following observationsabout the instructional development among faculty members in the engineering school during thepandemic. The teaching practices in most of the courses changed and most instructors consultedwith resources for instructional support during the pandemic. The crisis
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University
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- Faculty Development Division (FDD)
2022 faculty development workshoprespectively. The first cohort consisted of 14 faculty with the proefile shown in tablee 1cohort # Total faculty Faculty Type Years of service Exeprience with Engg Edu. Research TT APT <5 >5, <10 >10 None Some experienced 1 13 3 10 5 5 3 7 3 3 2 13 8 5 4 5 4 10 1 2 Table 1: profile of participating faculty in each cohort. (TT= Tenured or tenure track, APT= Associated Professional Track (Non-tenured) faculty)To help initiate the culture change
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill
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- Faculty Development Division (FDD)
during the academic year, meetingapproximately once a month for six sessions at 90 minutes each session. The meetings are activeworkshops, in which the facilitators model activities as instructors, and the faculty engage as ifthey were students. Faculty are supported with teaching resources and by attending three 1:1hour-long sessions with the FLC facilitator. They also administer three “micromoment” activities(2-30 minutes) in their classes, which can then be developed into a larger implementation for apublished KEEN Card.The KEEN FLC was implemented in three academic years 2019-2022 with three cohorts and 20STEM faculty members across eight departments. By also engaging faculty from previous andcurrent cohorts, we helped to build our community
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles
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- Faculty Development Division (FDD)
507 765 1272 60.1% 2015 515 899 1414 63.6% 2016 527 1051 1578 66.6% 2017 519 1199 1718 69.8% 2018 512 1203 1715 70.1% 2019 515 1202 1717 70.0% 2020 577 974 1,551 62.8% 2021 553 1,046 1,599 65.4% 2022 584 1,029 1,613 63.8% 2023
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
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- 2024 ASEE Annual Conference & Exposition
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
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- Diversity
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- Faculty Development Division (FDD)
involvescritical thinking and design-based problems using teamwork, design, and inquiry-based learningto practice and apply these skill sets, a connection to critical consciousness is a natural one,especially since critical consciousness involves “inquiry-based thinking and needs to bedeveloped through practice” (Kantharajah, 2022, p. 9). Engineering instructors have been reforming curricula and/or using aspects of CRP indesign problems to encourage inquiry-based thinking. For instance, Castaneda (2019) exploredhow steps could be taken to implement critical consciousness into a broader engineeringcurriculum through a sophomore statics and dynamics course instead of an isolated concept in anupper-level seminar (Castaneda, 2019). The goal of
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo
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- Diversity
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- Faculty Development Division (FDD)
has conducted a self-assessment of its policies andpractices related to hiring, onboarding, retention, and advancement. Using these self-assessments,they have also developed or are in the process of developing action plans to make changes to theircampus policies and practices that are expected to improve the potential for increasing the 4representation of women from URM backgrounds in their engineering professoriates andimproving equity for women faculty from URM backgrounds and FB/FT women faculty.Mentoring Events: From Spring 2022 to Spring 2024, the mentoring program has organizedseven two-hour speed mentoring events, one each semester, providing
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
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- 2024 ASEE Annual Conference & Exposition
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- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Diversity
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- Faculty Development Division (FDD)
websites as ofDecember 10, 2022 [15]. According to Aslam and Villanueva Alarcón [15], engineeringepistemologies and engineering diversity and inclusiveness are two underexplored research areasin engineering education research after exploring the advertised research areas on the respectiveU.S. institutional websites.Since engineering education is still considered a new discipline [16], [17], the composition offaculty expertise across the departments of engineering education in the U.S. may vary. Thisdiversity in faculty may result in different research approaches, mentoring styles, and practicesfor engineering education. As the discipline of engineering education and its research practicescontinue to evolve, it will be important to document how
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology
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- Faculty Development Division (FDD)
explicit planning for the next six months ofresearch and development work with benchmarks to help them sustain their projectspost-PEER. The typical flow of this modality is illustrated in Figure 2. The typical enrollmentin this modality ranges from 10 to 50 participants. By the end of 2022, PEER has run 22successful extended introductory in-person field schools and has 3 planned in 2023. Figure 2. Typical flow and schedule of the extended introductory in-person modules. Each day has two modules for approximately three hours each.The online or in-person gateway workshops (1.5 hours or 3 hours) provide an entry point forcommunities getting started in STEM education research. The typical flow of this modality
- Conference Session
- Faculty Development Division (FDD) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Tagged Topics
- Diversity
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- Faculty Development Division (FDD)
challenges, another critical aspect thatmust be taken up is sharing discipline-specific lesson plans. What specifically can be done in afluid mechanics course, for example? What are some small, intermediate, or large changes thatcan be made, and what is their effectiveness? While some resources are available in variousplaces, building a network to share teaching materials and practices would help to advance thiswork more widely.This work was funded by a grant from the Lemelson Foundation, grant #22-02094, July 2022 toJune 2024.References[1] S. Hoffmann, I. Hua, E. Blatchley, and L. Nies, "Integrating sustainability into courses across the engineering curriculum: a faculty workshop model," in ASEE Ann. Conf. Expo, Louisville, KY, Jun
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Iftekhar Ibne Basith, Sam Houston State University; Vajih Khan, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Abdulhamid Zaidi; Suleiman M Obeidat, Sam Houston State University; Sumith Yesudasan, Sam Houston State University
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- Faculty Development Division (FDD)
the professional development efforts associated with the "Industrial Robotics" and"Automation & PLC" courses within the Electronics and Computer Engineering Technology(ECET) curriculum at SHSU. These courses will also be required for Mechanical EngineeringTechnology (MET) students pursuing Manufacturing and Mechatronics concentrations.One of the primary certification options considered is the Fiji Automatic Numerical Control(FANUC) certification. Established in 1956, FANUC has installed approximately 4.2 millionCNCs and 600,000 robots worldwide. The primary author underwent a week-long training withFANUC America in Michigan in October 2022 to acquire hands-on skills for a fully automatedenvironment. This training is intended to prepare
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- Faculty Development Division (FDD) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan
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- Faculty Development Division (FDD)
through being a learner again. Participantsbecome active learners by playing board games that help them remember the experience of beinga learner again. By choosing different types and styles of games we are able to provide a space forthe participants to discuss broader teaching practices such as the importance of technicalvocabulary, scaffolding ideas as we teach them, and the benefits of student-centered learningapproaches. Another critical aspect of this intervention is that we hope to use role reversal toremind teachers how hard it is to learn in the hope that teachers will have more empathy for theirlearners.In this paper, we describe our FLC organization, which we are conducting over the 2022-23academic year with 9 participants and 2
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University
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- Diversity
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- Faculty Development Division (FDD)
function on multidisciplinary teams, understand professional and ethical responsibility, communicate effectively, understand the impact of engineering solutions in a global societal, environmental, and economic context, recognize the need for and be able to engage in lifelong learning, and understand contemporary issues (Shuman et al., 2005, p. 41).Anticipating the approval of the proposed DEI-related changes in early 2023, a group of 20institutions, led by Pennsylvania State University (PSU), gathered in October 2022 to brainstormthe strategies and challenges of integrating DEI into undergraduate engineering programs. Theevent drew 71 participants organized into 19 teams (primarily grouped by institutional
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso
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- Faculty Development Division (FDD)
. Two cohorts of EIF participantswere hosted at a HSI local to them, in the fall of 2022 and 2023. Upon application andacceptance to the program, these engineering instructional faculty were recognized as fellows ofthe project, awarded a stipend, and guided through scoping a project focused on educationalchange to work on throughout the rest of the program. This paper focuses explicitly on the groupcoaching model, with the framework for this institute outlined in prior work [10].The case study research and the subsequent curriculum design for the group coaching modelwere guided by theoretical frameworks of self-efficacy [11] and agency [12]. These frameworksprovide a foundation for understanding the influences on an individual's decision to
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India
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- Diversity
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- Faculty Development Division (FDD)
outcomes in accordancewith attributes listed in the Washington Accord. The current generation of students poses asignificant challenge to the faculty members due to various factors, hence there is an urgentneed to redefine the learning space that suits the current student generation. The graduatingstudents are not meeting the requirements of the industries and employability means majorissue in technical education. The statistics show that only 39% of diploma graduates and 43%of undergraduates are getting placed after graduation (AICTE 2022). One of the main reasonsfor unemployment and underemployment is the gap in the teaching-learning process. Thefaculty members needed to connect the content to the context, by adopting active teaching-learning
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego
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- Diversity
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- Faculty Development Division (FDD)
Paper ID #43973Board 125: Work in Progress: Faculty Experiences and Learning ThroughOral-Assessment Implementation in Engineering CoursesDr. Minju Kim, University of California, San Diego Minju Kim is a postdoctoral scholar at the Engaged Teaching Hub at the UCSD Teaching+Learning Commons. Minju received her Ph.D in Experimental Psychology at UC San Diego. With Engaged Teaching Hub, Minju has designed TA training materials for oral exams and have conducted quantitative analysis on the value of oral exams as early diagnostic tool (Kim et al., ASEE 2022). Minju is interested in designing assessments that can capture and
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- Faculty Development Division (FDD) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida
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- Diversity
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- Faculty Development Division (FDD)
that its use and transfer into the classrooms are low (Berger et al., 2022; Laursen,2019; Stains et al., 2018).Recent developments in theories of change around faculty development programs point to theneed to adopt research-based instructional strategies (Henderson et al., 2011; Henderson &Darcy, 2007, 2009) in several key areas: (a) the linkage between learning theories and specifiedin-class activities (Borda et al., 2020; Manduca et al., 2017); (b) alignment between specificresearch-based instructional strategies to culture and context (Lund & Stains, 2015); (c) facultycommunities of practice (Borda et al., 2020; Lave & Wegner, 1991); and (d) faculty beliefs andidentity (Bouwma-Gearhart, 2012; Brownell & Tanner, 2012). Yet
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- Faculty Development Division (FDD) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington
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- Diversity
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- Faculty Development Division (FDD)
instructor assigning asummary grade to student work.” Ungrading has been successfully implemented in humanitiescourses (e.g., Stommel 2018), engineering writing courses (e.g., Sharp 1997), and more recentlyin engineering design courses (e.g., Dosmar & Williams 2022). Ungrading approaches shift thefocus from grades to learning and metacognitive strategies.Ungrading can take many forms depending on the disciplinary subject, course structure, andinstitutional context. Some common approaches include contract grading where students commitup front to do certain assignments for a specific grade, negotiated grading where students andinstructors conference to decide on a final grade, and all feedback but no grades (Kohn & Blum2020). For many
- Conference Session
- Faculty Development Division (FDD) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd
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- Diversity
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- Faculty Development Division (FDD)
institutional review board (IRB)approved the study prior to solicitation. Participants were sent the link to the survey via existingschool email listservs on September 19, 2022, with a closeout date of September 30, 2022. Theemail informed faculty members of the survey subject matter, the format, the approximate timeto complete the survey, and provided an anonymous link employing Qualtrics. The survey wassent to 300 faculty members from the two schools within the university (179 in Science and121in Engineering and Technology). Twenty-two faculty from Science and 41 faculty fromEngineering and Technology completed the survey. The data were analyzed using IBM SPSSStatistics (Version 28) predictive analysis software.ParticipantsOf the 63 respondents, 63.5
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez
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- Diversity
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- Faculty Development Division (FDD)
of Black Engineers (NSBE), theAmerican Indian Science and Engineering Society (AISES), the Society for Advancement ofChicanos/Hispanics and Native Americans in Science (SACNAS), the Society of WomenEngineers (SWE), Great Minds in STEM (GMIS), and the Mexican American EngineeringSociety (MAES), which facilitated regular benchmarking sessions among the sevenorganizations, enhancing the program through valuable information exchange.Originally planned for four years, the FDS extended its impact to five, concluding in 2020. The2020 symposium, held virtually due to the COVID-19 pandemic, showcased the program'sadaptability. Following a hiatus in 2021, the FDS made a return with in-person meetings duringSHPE’s annual convention in 2022 and 2023
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- Faculty Development Division (FDD) Technical Session 8
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- 2024 ASEE Annual Conference & Exposition
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- Michaela Harper, Utah State University; Cassandra McCall, Utah State University
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- Faculty Development Division (FDD)
ofstudent GAI use in coursework have been identified, including but not limited to ethical andaccess concerns, the understanding that GAIs are another disruptive technology, and recognizedbenefits for students who use GAIs—though those benefits were weighted against potentiallydetrimental effects. Each represents a potential recommendation and topic to address as thisresearch continues.References[1] S. Makridakis, "The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms," Futures, vol. 90, pp. 46-60, 2017.[2] H.-K. Lee, "Rethinking creativity: creative industries, AI and everyday creativity," Media, Culture & Society, vol. 44, no. 3, pp. 601-612, 2022.[3] X. Zhai, "ChatGPT User Experience: Implications
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University
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- Diversity
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- Faculty Development Division (FDD)
STEM Education: Springer, 2023, pp. 351-381.[16] L. Bosman, K. Shirey, and S. Fernhaber, "Plenary: A Perspectives Approach-Integrating the Entrepreneurial Mindset into the Engineering Classroom," in 2023 IEEE World Engineering Education Conference (EDUNINE), 2023: IEEE, pp. 1-2.[17] L. Bosman and K. L. Shirey, "Using STEAM and Bio-Inspired Design to Teach the Entrepreneurial Mindset to Engineers," Open Education Studies, vol. 5, no. 1, 2023, doi: doi:10.1515/edu-2022-0187.[18] L. Bosman, N. Duval-Couetil, and K. Jarr, "Mentoring Engineering Educators with an Entrepreneurial Mindset–Focused SOTL Professional Development Experience," in 2022 ASEE Annual Conference & Exposition, 2022.[19] L
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Gabriella Coloyan Fleming, University of Texas, Austin
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- Diversity
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. edurev.2007.05.002.• [8] J. R. Posselt, Inside graduate admissions. Harvard University Press, 2016.• [9] M. Blair-Loy, O. V. Mayorova, P. C. Cosman, and S. I. Fraley, "Can rubrics combat gender bias in faculty hiring?," Science, vol. 377, no. 6601, pp. 35-37, 2022.• [10] L. Hakkola and S. J. Dyer, "Role conflict: How search committee chairs negotiate faculty status, diversity, and equity in faculty searches," Journal of Diversity in Higher Education, vol. 15, no. 5, pp. 583-595, 2022, doi: 10.1037/dhe0000386.• [11] UC Berkeley Office for Faculty Equity and Welfare. "Rubric for Assessing Candidate Contributions to Diversity, Equity, Inclusion, and Belonging." https://ofew.berkeley.edu/recruitment
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- Faculty Development Division (FDD) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina
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Faculty Identity Development through the Tenure and Promotion Process as Black and Hispanic Engineering Faculty **This is a Work-In-Progress**Introduction With the presence of about 1.5 million faculty members as of 2020 (NCES, 2022) yetcontinued underrepresentation of Black and Hispanic faculty, it is important to understand whymarginalization persists. This is especially the case at selective higher education institutions likeR1 (Research 1) universities, particularly in science and math departments (Li & Koedel, 2017).When looking deeper at departments of engineering for example, we often find limited to noBlack and Hispanic engineering faculty (BHEF) members (Nelson & Brammer, 2010). Whilethere
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- Faculty Development Division (FDD) Technical Session 9
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University
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- Diversity
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- Faculty Development Division (FDD)
values, norms and practices. How might groups do that? Are there ways tosoftly go about the hard work of culture change? One such tool for promoting cultural changecould be “teaming.”Teaming is a form of group discussion that requires no preparation for the participants and startswith a simple prompt that can be answered by everyone present. In the first part of the teamingsession, each participant responds to the prompt, and then chooses the next person to respond. Inthe second part of teaming participants discuss what was said and trace what each participantshares. This form of group discussion was conceived by a team of faculty at Seattle University inautumn of 2021 as an experiment and was presented at the 2022 ASEE conference (Turns et al
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- Faculty Development Division (FDD) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Faculty Development Division (FDD)
is aimed at examining the nature of HispanicServing Institution (HSI) scholarship related to engineering education and what implications aredrawn for faculty and administrators in engineering at HSIs. Based on the 2021-2022 estimates,approximately one in six colleges and universities in the United States, District of Columbia, andPuerto Rico meet the criteria1 to be designated as an HSI in the United States [1]. HispanicServing Institutions carry the responsibility of educating a large proportion of the nation’sracially and ethnically minoritized and low-income students [1]. HSIs play a vital role inattracting, enrolling, and retaining Latinx and Black, Indigenous, and People of Color (BIPOC)students in engineering and computer science
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- Faculty Development Division (FDD) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan
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- Faculty Development Division (FDD)
breadth of learning styles and drew upon the social sciences andhumanities [12]. Although this forecast has begun to be realized, Jensen’s recent editorial urgespresent-day engineering higher education leaders to shift from a culture of stress and suffering towellness and thriving [13]. Vanasupa’s 2020 treatise likewise champions a new form ofengineering education that is founded on loving kindness and empathy, rather than thesuppression of emotion [14].Program OverviewPrior to the pandemic, Michigan Engineering had made significant headway in fostering aninclusive, positive institutional culture, but in the spring of 2022, data from departmental climatesurveys and 360 evaluations suggested that the community was overwhelmed by near
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- Faculty Development Division (FDD) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette
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- Faculty Development Division (FDD)
for Engineering Education Annual Conference, 2021.[5] C. Bishop-Clark and B. Dietz-Uhler, Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Stylus Publishing, LLC, 2012.[6] L. Bosman, N. Duval-Couetil, and K. Jarr, "Mentoring Engineering Educators with an Entrepreneurial Mindset–Focused SOTL Professional Development Experience," in 2022 ASEE Annual Conference & Exposition, 2022.[7] L. Bosman and K. Shirey, "Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers," in 2022 ASEE Annual Conference & Exposition, 2022.[8] Bosman and Fernhaber, Teaching the Entrepreneurial