Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

University. ©American Society for Engineering Education, 2024 Sessions on Faculty EthicsRationale for sessions on faculty ethicsAs engineering educators, we want our students to become ethical engineers when they graduate,and we devote time in the curriculum to preparing them. One aspect of being a professional inany field is having a shared set of guiding principles, and professional engineering societies allhave codes of ethics. These codes, as well as many other resources about ethical frameworks andsteps in decision making, are available for classroom discussions, and there are databases of casestudies (e.g. https://onlineethics.org/). Faculty are members of engineering professions as

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #41793WIP: Developing a Framework for Ethical Integration of Technology in InstructionProf. Helen Choi, University of Southern California Helen Choi is a Senior Lecturer in the Engineering in Society Program at the USC Viterbi School of Engineering. She teaches courses in writing, communication, and information literacy. ©American Society for Engineering Education, 2024 Work in progress: Developing a framework for ethical integration of technology in instructionBackgroundIn a university setting where the adoption of large language models (LLMs) like ChatGPT seemslike a

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43000Board 121: Lessons Learned: Mapping and Mobilizing Faculty Assets forCreating Faculty-Development Programs in Engineering Ethics EducationBono Po-Jen Shih, Pennsylvania State University Bono Po-Jen Shih is an interdisciplinary scholar working in the intersection of philosophy, history, and sociology of engineering with an eye on contemporary engagement with engineering education and practice. His publications appear in Springer’s Philosophy of Engineering and Technology (PET) book series, the journal Techn´e: Research in Philosophy and Technology, and the Taiwanese Journal for Studies of Science, Technology

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University

Tagged Divisions

Faculty Development Division (FDD)

, we share the design aims and lessons learned from delivering the workshop tofurther the discussions on generative AI among faculty through an interdisciplinary, collaborativelens – in doing so, we identify two primary themes among our participants' perspectives ongenerative AI that are relevant to our future work: 1) a need for generative AI curriculumintegration and skill development and 2) a need for more exploration of its ethical and socialimplications.Structure of the WorkshopOur workshop explored four interconnected themes, thoughtfully chosen to promote a holisticand interdisciplinary understanding of generative AI and its societal impact. Drawing from ourexpertise in communication, philosophy, computer science, and engineering

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

. Such a report helps the Leonhard Center to assess project impacts and processes. Table 1 in thebelow “Project evaluation” section provides descriptive results from the evaluation. Some recent projecthighlights include: using emerging technologies like Virtual Reality (VR)/Augmented Reality (AR) andArtificial Intelligence (AI) to promote classroom engagement; creating micro-credentials for robotics,engineering literacy, engineering writing, inclusive teaming, extra-curricular clubs recognition, and ethics;multiple department-level Diversity, Equity, and Inclusion (DEI) programs; creating an Academic Job MarketSeminar for graduate students; and many more.Themes through the yearsAppendix A shows a timeline of the history of the Leonhard Center

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

for educators [7]-[10]. Concurrently, academicinstitutions are grappling with ethical implications, such as the lack of equitable access to AI, andacademic integrity issues, such as tensions around cheating, that GAI technologies might bring[11]-[13].This work-in-progress paper provides an initial exploration of engineering faculty perspectiveson students' use of AI assistance in homework completion. The research draws upon role identitytheory [14], [15] and activity theory [16] as guiding frameworks. By doing so, the full researchwill uncover the multi-dimensional views of faculty regarding student use of AI, investigatingthe similarities or differences across engineering disciplines and between proponents andopponents of AI assistance in

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)

of GenAI presentsunique opportunities and challenges. In medicine, faculty must address the use of GenAI toenhance diagnostic accuracy, streamline administrative tasks, and analyze patient data, whilealso teaching students to navigate ethical concerns such as patient privacy, diagnostic errors, andthe balance between human clinical judgment and AI-assisted decision-making. Similarly, inteacher preparation programs, faculty are tasked with guiding future educators to critically assessGenAI tools for fairness, inclusivity, and their impacts on learning outcomes, ensuring thesetechnologies are applied ethically and effectively in diverse classrooms. In engineering education, faculty may leverage GenAI to enhance problem-solving skills

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Faculty Development Division (FDD)

are fourkey areas which will be most impacted: TK, TPK, TCK and TPACK as a whole. TechnologicalPedagogical Knowledge (TPK) focuses on how AI can enhance instructional methods, such asusing AI-driven analytics to track student progress or implementing chatbots for personalizedtutoring. Technological Content Knowledge (TCK) addresses how AI can facilitatesubject-specific instruction, such as using AI-driven simulations in engineering or automatedtranslation tools in language learning. Recent studies emphasize the importance of facultydevelopment in AI literacy, particularly in establishing clear institutional guidelines on ethical AIuse and assessment (Gambhir et al., 2024).While TPACK provides a structured approach to technology integration

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)

and equity causes” [6, p.708]. As such, Black facultymentors see current and prospective student mentees as an extension of themselves [6]. In response,Black faculty mentors apply social empathic and equity ethic practices in their mentoringapproaches, which builds trust and rapport with students [6]. As a result, Black faculty mentors areflooded with a disproportionate number of requests from students as well as institutions toparticipate in formal and informal diversity-related service as compared with their Whitecounterparts [6]. However, there is still an overall lack of knowledge of the types of asset-basedstrategies used by Black faculty mentors [8]-[10] in lieu of their cultural taxation [6] and howprofessional development can be used

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Kanika Sood, California State University, Fullerton Daisy Tang, California State Polytechnic University, PomonaThis work-in-progress study describes our grant-funded efforts in developing a computer sciencefaculty learning community (FLC) across six California state institutions. With an emphasis onsocially responsible computing (SRC), the faculty development effort that prepares faculty forSRC lesson implementation has integrated social scientists with computer science faculty in therotating leadership team. It works collaboratively to facilitate dialog around experiences ofimplementing lessons that focus on social justice and ethical decision-making. Our data-drivenFLC and course transformation effort was initiated by

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

civil and environmental engineering.Dr. Nicole Farkas Mogul, University of Maryland, College Park Nicole Mogul is a professor of engineering ethics and Science, Technology and Society at the University of Maryland, College Park.Dr. David Tomblin, University of Maryland, College Park David is the director of the Science, Technology and Society program at the University of Maryland, Col- lege Park. He works with STEM majors on the ethical and social dimensions of science and technology. David also does public engagement with science andAndrew Elby, University of Maryland, College Park Andrew Elby’s work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

Tagged Divisions

Faculty Development Division (FDD)

qualitative research of our FLC intervention Research Activity Timeline Ethics and Integrity Office Approval Completed - August 22nd, 2022 Written Pre-interview of participants Completed Written Post-interview of each activity In collection progress Mid focus interviews February 2023 Pre-Student Survey To complete as FLC implements interventions Post-Student Survey To complete as FLC implements interventionsTable 2 describes the qualitative data we are collecting for this intervention. The research hasbeen approved by our Office of Research Ethics and Integrity, as it relates to human-subjectsresearch, and currently, we are

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

and professional developmentsupport. As a woman of color with a STEM background and a doctorate in higher education, theprogram director set out to address expected resistance to the program’s success at the institutionduring scholars’ recruitment. When she became a Fellow in a national leadership developmentprogram, she interviewed senior leaders across the university. This included leaders who oversawacademic, fiscal, and other business decisions at college and university levels. From theseinterviews, she discovered more about the inner workings of human resources, institutionalequity, general counsel, ethics and compliance, and diversity, equity, and inclusion units. When she poked into the daily actions of the organization

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

, Department of Mining and Minerals Engineering at Virginia TechCurricular Problem. Developing communication skills that target non-technical audiences,particularly the general public and community stakeholders impacted by mining operations.Solution. Integrating a communications-based “Sustainability Project” into a sophomore levelcourse on leadership, ethics, and responsible mining. The project consists of two deliverables: awritten op-ed and an Oxford style debate.8Educational Environment. Virginia Tech’s Department of Mining and Minerals Engineeringinitiated its “Writing and Communications Program,” in the mid 1990s to develop critical spoken,written, and visual communication skills that its graduates will quickly rely upon early in theircareers

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacob Michael Elmasry, The University of Sydney

Tagged Divisions

Faculty Development Division (FDD)

ofpersuasion [3]. While for some students the trustworthiness of an academic might besufficient, other students may expect you to cite your sources, especially with regards tocontentious or novel topics. This helps present the information as being more than just youropinion, assisting students with the evaluation process.Additionally, in areas of Engineering that might be more subjective (such as ethics andprofessional skills) it can be helpful to acknowledge that reasonable minds can come todifferent conclusions based on the same set of facts. Coming across diverse perspectives hasbeen shown to increase empathy and improve ethical decision making in students, as itteaches them their original perspective is not necessarily universal [27].Component 3

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

they capture ourrealities as faculty members. Finally, three of us live the similar experiences of beinginternational faculty. We all have an insider’s insight to all of our struggles. Hence, a sense ofsolidarity and mutual respect addresses the last component relational ethics in terms of thisresearch [18].5. Co-Authors' Narratives and ExperiencesGiven the diverse backgrounds of faculty, we have outlined different perspectives and experiencesof each faculty including a personal narrative focusing on specific challenges and experiences inU.S. academia. Exploration of cultural and linguistic assets and their role in the U.S. educationalcontext, followed by a discussion on transition challenges from different career stages in academia. A. Dr

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Ethics, vol. 20, no. 4,pp. 457–477, Dec. 2022, doi: 10.1007/s10805-021-09415-3.[18] C. Guthrie, “Plagiarism and Cheating: A Mixed Methods Study of Student AcademicDishonesty,” Univ. Waikato, vol. Master of Social Sciences, Feb. 2009, doi: [Master of SocialSciences, Palmerston North, New Zealand].[19] N. Das, “Intentional or unintentional, it is never alright to plagiarize: A note on howIndian universities are advised to handle plagiarism,” Perspect. Clin. Res., vol. 9, no. 1, pp. 56–57, 2018, doi: 10.4103/picr.PICR_140_17. 5

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

Tagged Divisions

Faculty Development Division (FDD)

rates. Assessment &Evaluation in Higher Education, 40 (7), 958-970.[3] Kreitzer, R.J., & Sweet-Cushman, J. (2022). Evaluating Student Evaluations of Teaching:a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform.Journal of Academic Ethics, 20, 73–84. Retrieved from https://doi.org/10.1007/s10805-021-09400-w[4] Marcham, C.L., Ade, A.M., Clark, P. & Marion J. (2020). Bias and Trends in StudentEvaluations in Online Higher Education Settings. Collegiate Aviation Review International, 38(2),34-50. Retrieved from http://ojs.library.okstate.edu/osu/index.php/CARI/article/view/8036/7417[5] Mengel, F., Sauermann, J., & Zolitz, U. (2019). Gender bias in teaching evaluations.Journal of the European

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

in higher education: An application of the SWOT framework,” Review of Educational Research, p. 84,112-159, 2014.[19] P. C. Abrami, “Improving judgements about teaching effectiveness using teacher rating forms,” New Directions for Institutional Research, vol. 109, pp. 59–87, 2001.[20] R. A. Arreola, “Developing a comprehensive faculty evaluation system.” 2007.[21] R. J. Kreitzer and J. Sweet-Cushman, “Evaluating student evaluations of teaching: A review of measurement and equity bias in SETs and recommendations for ethical reform,” Journal of Academic Ethics. Advance online publication, 2021, doi: 10.1007/s10805-021-09400-w.[22] A. R. Linse, “Interpreting and using student ratings data: Guidance for faculty serving as

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Amanda Saxe, McGill University

Tagged Divisions

Faculty Development Division (FDD)

the responses to the 3 open-ended questions (we used an iterativeprocess to code the themes). We also analyzed the 34 applications in terms of the nature of theproject and how the budget was used.This study was conducted as part of a quality assurance and improvement evaluation of theELATE initiative and TLIF program and as per Article 2.5 of the Tri-Council Policy Statement :Ethical Conduct for Research Involving Humans [21], Research Ethics Board review was notrequired.Findings and discussionDetails on the TLIF projectsSince the inception of the TLIF program, 34 projects, including those in progress at the time ofwriting, have been funded. These 34 projects involved 32 different faculty members(approximately 20% of the Faculty’s academic

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

education and practice and has been working in the areas of innovation, leadership development, inclusion, ethics, and, faculty development leveraging design research and mixed methods approaches.Dr. Sheri Sheppard, Swarthmore College Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education andDr. Helen L. Chen, Swarthmore College Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical En- gineering at Stanford University. She has been involved in several major engineering education

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

Tagged Divisions

Faculty Development Division (FDD)

. Examining data that supports unpopular solutions. Integrate technical topics, relating one to another. Connect technical concepts to a non-technical Integrate information from many context, for example issues relating to sources to gain insight. economics, sustainability, ethics, and other societal issues. Create diagrams that illustrate relationships Connections among a group of items or concepts

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

additional sources of critical consciousness developmentinto the curriculum, enabling a more comprehensive evaluation of students' change over time.Although Castaneda’s (2019) results were counter-intuitive, it does not negate the fact thatengineers can benefit from the development of critical consciousness. Like Castaneda’s (2019) work Trbušić (2014) proposed that reforming engineeringeducation involves examining and critically questioning engineering curricula and practices. Thegoal of the work was to introduce a critical pedagogical approach to foster conscientizationamong engineers, enhancing their ethical acumen by raising awareness about a wide range ofpressing issues such as sustainability, environmental protection, poverty eradication

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division (FDD)

within two engineering disciplines, civil andenvironmental engineering, and biological systems engineering, in Spring 2023. Thesedisciplines were strategically chosen based on the principal investigators’ home departments asproposed in the larger study from which this research is a part. 115 students participated in thereflection activities. The study was conducted in accordance with ethical guidelines and hasreceived approval from the Institutional Review Board (IRB) of the University. The studyprotocol underwent rigorous review by the IRB to ensure the protection of participants' rights,safety, and confidentiality. Measures were implemented to uphold ethical standards throughoutthe research process, including obtaining informed consent from

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)

mentorship insupporting EBIP adoption. Theoretical saturation was achieved when no new themes or insightsemerged from the data.Rigor and trustworthiness were supported through reflexive memo-writing, peer debriefing, andthe use of constant comparative analysis to enhance credibility [25]. Team members who werefamiliar with the project but not involved in the interviews or analysis reviewed the findings toprovide an addition check on accuracy and validity [27]. Ethical considerations includedobtaining informed consent, protecting participant confidentiality, and ensuring secure datastorage [28]. These measures upheld ethical integrity and strengthened the dependability of thestudy.By employing constructivist GT, this study provided a nuanced

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

recognized as a critical professional skill in support ofengineering design work. As such, there are a growing number of curricular initiatives to supportthe development of engineering students' empathy as a design skill [14]. These initiatives span avariety of approaches, including stakeholder engagement in human-centered design, service-learning projects, and curriculum on ethical impacts of our engineering work [18]. However,within engineering, students identified empathy as a critical interpersonal skill for buildingrelationships in their everyday lives, yet struggled to see how empathy is involved in theirengineering work [19]. This disconnect highlights the importance of emphasizing empathy as notonly an engineering design skill, but also as a

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

Tagged Divisions

Faculty Development Division (FDD)

regardinglearning, teaching, students, themselves, the environment in which they work, and other emergenttopics in the interviews. We are following standard coding recommendations (e.g., [37]) to ensurean ethical approach to our data.Preliminary FindingsIn relation to our research questions, we asked instructors in the first interviews about theprogram’s impact on their instructional practices, perceptions, and beliefs about learning andteaching. We describe here the most relevant preliminary patterns that emerged.Conceptual and pedagogical tools appropriationIn relation to the first research question, we observed some glimpses of tool appropriation.Regarding the conceptual pedagogical tools, one of the topics that emerged from more than asingle instructor

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

the expresspurpose of encouraging multidisciplinary research. However, we discovered after six months of meetingthat having a group be this broad, while beneficial for many who are highly interested in interdisciplinaryresearch, was not for everyone. Having a group whose purpose was to conduct research projectsspecifically for purposes of integrating disciplines was too vague. Water is a critical issue front of mind formost Texans. It is also a theme that connects many different types of expertise including biology,engineering, technology, data science, agriculture, environmental science, chemistry, policy, economics,communications, education, marketing, and ethics. We converted the group from a theme of“multidisciplinary” to “water”, which

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

values, ethics, and competency model of the International Coaching Federation (ICF)[16]. At its core, ICF emphasizes the partnership between a coach and client, and the importanceof ongoing reflective practice and situational awareness [20]. ICF awards credentialing for coachpractitioners which involves building coaching hours with clients, engaging in required traininghours, and working towards assessments [21], [22].However, access to professional coach training is realistically not accessible for all those infaculty development – it requires funding, time, and long-term commitment toward thisprofessional practice. In consequence, members of the research team engaged in varying levelsof ICF coach training to inform and create the first