Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #37231The CS POGIL Activity Writing ProgramDr. Helen Hu, Westminster College of Salt Lake City Helen H. Hu received her Ph.D. in computer science from the University of Utah. She is a Professor of Computer Science at Westminster College and a member of the ACM. Her research interests include active learning pedagogies and broadening participation iTricia D. ShepherdDr. Clifton L. Kussmaul, Green Mango Associates, LLC Clif Kussmaul is Principal Consultant at Green Mango Associates, LLC. Formerly he was Associate Professor of Computer Science at Muhlenberg College. Visiting Fulbright-Nehru Scholar at the University

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher 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

Tagged Divisions

Faculty Development Division (FDD)

interests and trajectories.The communicative principle draws on the idea that all research happens in conversation withthe larger research community. Dissemination of one’s work is an integral part of being partof a research community. As such, throughout the entire field schools, writing anddiscussions occur with the goal of disseminating work to the broader community. Generativewriting is a mechanism that is incorporated throughout the field school, underlining the ideathat writing at all stages of the research process is part of research.The playful principle draws from the fluid nature of research, where research will evolve andchange as we engage in it and make that process enjoyable. In PEER, this principle isincorporated in the design and

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

recommendation.5. Considering whether peer review letters should be included in P&T dossiers, as is required by current policy. We speculate that committees may hold back on putting substantive feedback in writing for fear of harming the candidate during tenure review. Allowing peer- review letters to stand alone and not be made part of tenure review may encourage more honest and helpful feedback.6. Developing effective mechanisms for supporting faculty whose research discipline and/or workload falls outside of department/college/university norms.7. Developing training and resources to support mentoring of faculty based on departmental peer review and P&T documents as well as mentees’ assigned workloads (because all UD reviews are

Conference Session

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

Tagged Divisions

Faculty Development Division (FDD)

. The purpose of thiscohort-based engineering faculty professional development is to further incentivize faculty tocreate curricular change by providing the opportunity to receive funding but also generatescholarly products that will be recognized in their career advancement (or P&T). The firstsection (2.1) summarizes the Curriculum Development component of the professionaldevelopment experience. The second section (2.2) summarizes the Scholarship of Teaching andLearning (SOTL) Virtual Writing Group (VWG) component of the professional developmentexperience.2.1 Curriculum Development For the curriculum development, faculty participants completed training on how bio-inspired design and STEAM (science, technology, engineering, arts

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

institution is relatively small, these young scholars arealmost invisible when compared to students, staff, and faculty at an institution [2]. There is alsono one size fits all solution for postdocs to improve in all the ways needed to becomecompetitive candidates in the highly competitive market for the tenure-track jobs less than 20%of them will eventually obtain [3]. Nowell et al.’s [3] systematic review of professional development (PD) of postdocsthoroughly examined what was and was not working for post doctoral PD. One of the areas theyidentified as an important skill postdocs wanted to learn or further develop were “grant,manuscript, and proposal writing” and improving their presentation skills. Teaching skills sawthe greatest

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)

forinternational graduate students, but with support and understanding, these students can adaptand achieve despite these difficulties [25].The success of international graduate students is greatly influenced by the social and academicrelationships they build. Research indicates that peer and graduate student support cansignificantly contribute to international students' success [22], [27]. Developing academic-centered relationships with professors and peers is critical for sharing knowledge andexperiences, which can help international students overcome academic and social challenges.Although some international students report being too busy to engage in social activities,studies have shown that having a friend who understands their situation can be

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

Tagged Divisions

Faculty Development Division (FDD)

postsecondary campuses, instructional development programs are typically offered by theteaching and learning centres of universities and colleges. These campus-wide programs, alongwith engineering-specific programs, are usually available to faculty members and graduatestudents in engineering. Possible structures of these programs can be workshops, courses, andseminar series; consulting, mentoring, and partnering arrangements’ learning communities; andteaching certification programs [6]. Other professional development activities for teachingimprovement include reading literature, or writing an article or chapter on teaching, learning orassessment, and attending an engineering education conference [7]. These efforts were found tobe positively related to

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)

out how to operationalize them in theirclassrooms. Research has shown that faculty interested in pedagogical transformation areoften overwhelmed by the many tools, frameworks, and theories available [13]. One of theobjectives of this paper is to remove this burden on faculty and instructors by providing themwith an organized checklist of inclusive teaching practices stemming from variedframeworks, along with some easy-to-use resources, strategies, and examples, all in a singleresource. Further, our inclusive course design checklist is organized around the variouscomponents of teaching (e.g., writing the syllabus, selecting/training TAs, etc.) so it is (wehope) more pragmatic, accessible, and implementation-ready to educators, all the

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Torrie Cropps, University of Texas, Dallas; Yvette E. Pearson, P.E., University of Texas, Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University

Tagged Divisions

Faculty Development Division (FDD)

marginalized graduate stu- dents in agricultural sciences by cultivating equitable mentoring relationships among students, staff, and faculty. There she coordinated M@P’s Summer Scholars Program, Peer Mentoring Program, and Invited Lecture Series. Torrie’s research interests include critical qualitative research, Black women in graduate education, equity and inclusion in agriculture + STEM, and mentoring and advising in graduate education.Dr. Yvette E. Pearson, P.E., University of Texas, Dallas Dr. Yvette E. Pearson is Vice President for Diversity, Equity and Inclusion at The University of Texas at Dallas. Her university-based and consulting efforts have led to over $40M in funding to support the success of students

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. At the time of this writing, they all work in a large, Southeastern research-intensive R1higher education institution in the United States. Some of the authors do not self-identify asLatiné/x but rather by their home country (Villanueva et al., 2022). All authors have differinglevels of educational experiences, both in their home country and in the United States. All havecommonly migrated to the United States as part of their professional growth. Each of themconsiders themselves to be insiders of their Latin heritage and culture but outsiders to theexperiences the other authors have faced. All recognize that their identities are non-Monolithic

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)

? Generating their own questions. Challenging assumptions. Investigating areas of their own choosing. Making predictions. Curiosity Acting on their curiosity (researching, "googling", etc.). Explore alternative or Considering multiple points of view. contrarian views of accepted Providing constructive criticism. solutions. Providing feedback to peers

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

apprenticeship technology, a bachelor’s in technol- ogy and engineering education with a minor in CAD, and a master’s degree in education technology. I am currently working toward my Doctorate in curriculum and instruction. My dissertation research focuses on motivational theories and inspirational instruction. My wife Kathy also works at Rose-Hulman in Academic Affairs, while my son Curtiss attends Rose- Hulman majoring in computer science and software engineering and my daughter Kirsten lives in Hawaii and is working toward her Master’s in English and writing. I am very honored to be a part of this great organization. Thank youDaniel Tetteh-RichterDr. Kay C. Dee, Rose-Hulman Institute of Technology Kay C Dee

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

or deviant (i.e., outlier) cases, the participants expressed markedly differentperceptions than their peers about mentorship. Each called into question or doubted whether theirexperiences should be labeled as mentorship. These were not anticipated responses fromparticipants choosing to participate in a study about effective mentorship [7], [8]. While otherparticipants shared negative stories or gave examples of ineffective mentorship, none expressedreluctance or refusal to label their support relationships as mentorship. The seeminglycontradictory combination of providing mentorship while questioning or invalidating one’s ownmentorship experiences motivated a closer examination of these faculty members’ stories todetermine what lessons could