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

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Diversity

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Faculty Development Division (FDD)

affiliation).Before the three-day convening, teams submitted a draft version of their plans to address thechanges proposed by ABET as well as the results of an institutional inventory of their DEIresources. Throughout the workshop, teams further developed their plans and gave feedback toand received feedback from at least two other teams.In this paper (written from the perspective of the external evaluators, with contributions frommembers of the planning team), we identify common issues across institutions related to theimplementation and assessment of DEI that might be navigated collaboratively based ondocument analysis and participants’ survey responses. Specifically, we discuss the challengesand supports commonly expressed by event participants

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

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Diversity

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Faculty Development Division (FDD)

appreciation of informal lunch periods embedded within the session.Although the team questioned the time spent on lunch during the session, our participants felt ithelped them to discuss the content and build community. Participants also reported in both thein-person CoP and online SLG that they were more likely to make changes to their pedagogybecause we asked them to frame each session’s content within one course and to not consider alltheir courses, which could lead to being overwhelmed and reduce chances of pedagogicalchange. As we plan for our next iteration of programming, these lessons learned will reinforceelements that went well.We learned lessons from challenges the team encountered. Lessons learned regarding ourdisciplinary perspectives and

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation

Tagged Divisions

Faculty Development Division (FDD)

covers critical topics,including theories of university change, motivations for faculty, a comprehensive overview ofexisting training programs, opportunity mapping, program assessment techniques, and thecreation of actionable work plans. Participants engage in four coaching sessions during theworkshop, providing dedicated development time and culminating in action-plan presentationsfor each institution.In the year following the workshop, participating faculty teams receive ongoing coaching, withthe coaching model evolving based on insights gained from each offering. To date, thirty-seveninstitutions have participated in this initiative, resulting in the creation of workshops, learningcommunities, faculty retreats, and various other initiatives

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Diversity

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Faculty Development Division (FDD)

, and mental models were introduced. Examples were sharedby faculty who had already begun to incorporate sustainability concepts into their courses.During the workshop, the participants planned concrete changes to their own courses anddiscussed changing the curriculum across the 4 years of the undergraduate experience. BackgroundTraditionally, sustainability has not been part of the standard engineering curriculum. Bysustainability we mean meeting human needs (current and future) within planetary boundaries,covering social (including diversity, equity, and inclusion, DEI), environmental, and economicaspects. As an additional challenge, various disciplines across the campus are siloed, so thatstudents in business, the arts, engineering

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

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Faculty Development Division (FDD)

focus on planning and administration. Itidentifies and lays out common considerations one must make when delivering an MCI course,including maintaining equity across cohorts, contextual differences across cohorts, contentdelivery and student activity planning, communication, IT resources, human resources (teacher’sassistant, TA), and scheduling. Preferred presentation style: Traditional lecture1 IntroductionMulti-campus instruction (MCI), also known as distributed learning or cross-campus instruction,is an instructional format that involves a single, main instructor in a classroom at one location(the “local” cohort) synchronously teaching “local” and “remote” cohorts of students that aresituated at other campuses. Students in the “remote

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)

leanstartup style "build-measure-learn" cycles [12, 14] but tailored for curricular innovation. Thissummer innovation workshop can itself be considered as an “incremental innovation” and seekto answer a key question: "whether and to what extent the innovation training workshop seriescan help faculty with framing/planning their curricular or pedagogical changes". We then seekto use the evidence gathered to re-examine our assumptions and to suitably modify ourworkshop. This Evidence-Based Practice seeks to provide our preliminary insight into thisquestion.Methods1. Initiation of Educational innovation teamsTCORPS recruited its first cohort of instructors in March 2021 and the second cohort in April2022 for participation in the summer 2021 and summer

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

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Faculty Development Division (FDD)

structured support to new faculty through mentoring circles led by senior faculty mentors fromacross the college. The program aims to support new faculty in developing a comprehensive five-yearcareer development plan while building strong professional relationships and networks beyond their homedepartments through a strengths-based, Appreciative Inquiry framework.Faculty mentees include newly hired pre-tenure faculty across all tracks—tenure-track, research-track,and teaching-track. The program is intentionally inclusive of all appointment types to ensure that facultyfrom diverse backgrounds and roles benefit from personalized guidance and collective learningexperiences. There are typically 9 to 12 faculty mentees each year.Faculty mentors are

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

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Faculty Development Division (FDD)

facilitators. We begin by briefly describing the FLCmeetings completed and planned for over this time frame, followed by a detailed description ofhow we are investigating the impacts of this intervention. We will present the design of ourqualitative study which includes evaluating participant feedback. We are collecting feedbackwithin each session, as well as over the complete experience. Additionally, we plan to collect datafrom our participants’ students in their Spring semester classes to examine potential impactsmade by our members’ application of concepts gained through the experiences of the FLC. Weconclude by describing our hypothesized expectations for this work and look forward to feedbackfrom the community on these efforts.IntroductionIt is

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

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Diversity

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Faculty Development Division (FDD)

©American Society for Engineering Education, 2024 Apoyando y Modificando el Currículo: Supporting our Next Generation Latinx STEM StudentsAbstract Work in Progress(WIP) Paper: To address inequity within higher education, the NSFINCLUDES ALRISE Alliance (NSF#2120021) has empowered faculty to modify theircurriculum, tackle inequity issues within Hispanic Serving Institutions (HSIs), and aim forsystems change benefiting Latinx/e students in STEM. Inequity manifests in various formswithin the classroom, by adjusting the curriculum, faculty can establish an equitable learningenvironment. The Plan-Do-Study-Act (PDSA) approach within the ALRISE Alliance equipsSTEM Team faculty with the tools to identify problems

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

Institutes of Health, and the Paso del Norte Health Foundation have funded his research on older adults. The US Army Research Laboratory has funded Dr. Pennathur’s research on workload assessment. Dr. Pennathur has also been recently awarded two grants from the National Science Foundation in Engineering Education. In one of the grants, he is modeling how engineering faculty plan for their instruction. In a second grant, he is developing a model for institutional transformation in engineering which balances access and excellence. Dr. Pennathur is the author/co-author of over 100 publications in industrial engineering and human factors engineering. He is on the editorial board of the International Journal of Industrial

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University

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Diversity

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Faculty Development Division (FDD)

, 2025 Work in Progress: Preparing an Interdisciplinary Cohort of Postdoctoral Scholars for Convergent Quantum Education ResearchBackgroundThis Work-in-Progress paper describes the professional development efforts planned for a cohortof three postdoctoral scholars who will engage in convergence research to advance equity andinclusion in the emerging field of quantum information science and engineering (QISE). Theoverall project is funded by an NSF Organizational Postdoctoral Research Fellowship. Thefellows will be drawn from a diverse set of fields, including physics, engineering, STEMeducation, psychology, sociology, and cultural studies. Together, they will explore researchquestions that build an understanding of how quantum

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

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Faculty Development Division (FDD)

presented by the ABCD approach for facultydevelopment. Even though we are still in the planning stage of faculty program development andonly begun an initial step, we found that the ABCD approach’s focus on faculty assets andcommunity development provides lessons learned for our initial plan to advance engineeringethics education. While our experience of faculty development is situated in engineering ethicsand future work remains to be done to assess the impact of our projects, we suggest the ABCDapproach may be applicable to other types of faculty development programs where knowledge,skills, experience, or professional interests play an important role.BackgroundThis lessons-learned paper presents an ongoing initiative to create faculty development

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

once a year. The program is facilitated by Olin andUNC faculty and staff and has a basis of entrepreneurial-minded learning in its facilitation [1].The second annual in-person retreat will take place in summer 2023 with activities designed tohelp guide new institutions through the development stages of their programming. The schoolsparticipating in the EMERGE program range from those in the early planning stages for anengineering program to those that have launched programs recently to those that have moreestablished programs, including several who have received ABET accreditation. Recognizingthat starting, and then maintaining, a healthy, entrepreneurially minded engineering program is amulti-year process with numerous challenges, the EMERGE

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

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Faculty Development Division (FDD)

. These strategies are in response to challenges faced in achieving Paretti et al.(2014) vision of context-specific and generalizable practices. Our inquiry is therefore guided by tworesearch questions (RQ): RQ1: What challenges do faculty experience when embedding communication skills into engineering curricula? RQ2: What solutions do faculty forward to better embed communication skills into engineering curricula across a range of engineering departments?To explore these questions, we leverage a collaborative inquiry approach as a planned process toenable reflection-on-practice and collective sense-making amongst a community of eight facultymembers tasked with integrating communication skills into engineering curricula across

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

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Diversity

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Faculty Development Division (FDD)

. Faculty will reflect on the importance of using empathy and their interaction with students in teaching. 2. Faculty will apply the concept of empathy with equity-focused teaching strategies in their classroom settings. 3. Faculty will create an action plan to enact empathy in their teaching approaches towards their students. 2. Purpose of the workshop: Empathy in Equity-focused TeachingAs empathy is a component of the strategic vision of the College of Engineering at the University ofMichigan, this “Teaching with Empathy” workshop can potentially attract many faculty interested inincorporating more equity-focused teaching in their classrooms. Empathy, a learnable and teachable skill[10], can be a great starting point for the faculty’s equity

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vicki V. May, P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College; Eugene Korsunskiy

Tagged Divisions

Faculty Development Division (FDD)

?● How might we increase the use of evidence-based and inclusive teaching practices?● Do campuses have different systems for annual reviews and tenure/promotion reviews?● How is student feedback incorporated into teaching evaluations?Future WorkOur Dean plans to integrate aspects of the new teaching evaluation process into annual faculty activityreports, which are used to document performance and determine faculty merit raises. These reportsinclude self-reported and database collected information such as: publications, grants, course enrollment,course evaluation summaries, advisee count, committee participation, etc. New sections will be includedfor teaching self-reflections, teaching improvement plans and progress, and other teaching

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

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Diversity

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Faculty Development Division (FDD)

engineering studentsdevelop a specific way of thinking and approaching problem-solving that is characterized by curiosity,connections and a focus on creating value [5]. By cultivating an entrepreneurial mindset, engineeringstudents can learn to be more creative, adaptable, and resilient in their professional and personal livesregardless of whether they choose to become entrepreneurs or intrapreneurs. Because of the seeminglynatural overlap between makerspace skill development and EML, faculty development efforts that mergethe two frameworks have been created. B-FAB, or the Bucknell Fabrication workshop, was a 3-dayexperience for faculty and staff to introduce makerspace equipment, discuss pedagogy, and plan forclassroom implementation [6]. The Kern

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

department, so I’m keeping those tools and resources in my back pocket right now.” In the second stage of our project, we plan to follow up with Participant A in order tounderstand if they have moved the MACH tools from a “back pocket” to the forefront in theacademic change work they are pursuing now. For Participant B, the challenge they experienced before the MACH workshop focusedon working as a graduate assistant for a course that had inherent problems, primarily withgrading. In their interview, Participant B reflected that while they could see that grading in thecourse was “not good,” their position as a GA meant that they didn’t have adequate authority tomake the changes that they saw as necessary: “I don’t feel as if I’m in a

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

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)

them with the training, support, and resources they need toincorporate technology effectively into their lesson plans. One key benefit of empoweringteachers with technological tools is that it can help level the playing field regardingeducational access.Technology can provide new opportunities for students who may need access to specificresources or information. It facilitates students to attend online lectures/webinars and otherlearning resources from any experts (national/international), thus providing learning beyondboundaries. Another benefit is that technology can make learning more engaging andinteractive for students since they are digital natives [Otto and Strimel, 2022]. The effectiveuse of technological tools helps them to stay

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., U.S. Air Force Academy

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Very PoorResults & DiscussionBecause the focus of this study is on improving the teaching abilities of new faculty, responsesof returning faculty are not presented. Results of the self-efficacy survey are show in Figure 2through Figure 5. The data is segmented by the four main factors described in the survey:instructional planning, instructional delivery, classroom management and assessment.Figure 2 shows the average of all responses to each instructional planning question in the CTSEsurvey. Figure 2. New faculty responses to the CTSE survey questions measuring self-confidence in instructional planning. The text of each CTSE question is shown in Appendix A, Table 6.New faculty appear to be relatively confident across all questions

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)

and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective and

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University

Tagged Divisions

Faculty Development Division (FDD)

course up a level.The teaching pyramid can also be used as part of assessing the teaching center. Are thereprograms that support faculty at each level? Do the programs help faculty or courses move up alevel over time? Are any faculty consistently in the lowest level and how is that beingaddressed? Are there any patterns of courses or classrooms often showing up at the lowest levelsand what support is needed to make changes?In summary, this paper shares a teaching pyramid framework for thinking about teachingimprovements, for planning programming to meet faculty where they are with enable actionablenext steps in moving towards teaching excellence, and for assessing the teaching center.IntroductionThe mission of our teaching center is to improve

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University

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Faculty Development Division (FDD)

(TEN) at a large, multi-campus R1 institution tosupport faculty needs for implementing evidence-based pedagogy. Our goal for creating the TENwas two-fold: (1) to establish a centralized academy for pedagogical development initiatives toreduce institutional barriers for faculty, and (2) to provide mechanisms to support faculty forimproving their courses using evidence-based pedagogy. The TEN facilitated facultypedagogical development through a Summer Institute (SI) and Semester Support Groups (SSGs).Centralizing outreach and expanding the offerings available to faculty simplified the discoveryand enrollment of pedagogical development activities. Participants in the TEN developed atransformation plan for their course, and artifacts such as

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Faculty Development Division (FDD)

dissemination can be simplified as a list that we useto check our work in all that we develop. 1. Develop motivation to practice better communication by connecting this science communication work to student, faculty, and institutional success. 2. Have a simple set of tools that everyone has training in and is committed to use both in their communication and in their feedback to others about how that communication has worked. 3. Plan for continuous engagement with repeated touch points that start with a mix of mandatory sessions and opt-in opportunities and build toward a common acceptance of the value of this work. 4. Reinforce a

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

program. As a result, thisfaculty development initiative is often more difficult for academic units to support due to realand perceived budgetary and schedule sustainment constraints. Despite challenges, the casestudy will highlight that considerations other than upfront cost should be more heavily weighted.A more visible return on investment is realized through the purposeful development ofeducational objectives for the faculty development experience (in this research case, an industryresidency) and alignment and documentation of those objectives against the greater vision ofenhanced curriculum development plans. Systematic documentation of the industry residencyexperience and alignment with curricular program requirements, student learning

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)

virtual meetings and workshops, includinga virtual Kickoff Workshop, a hybrid Writers Retreat, and 1:1 coaching with the ProjectCoordinator and other writing mentors. By the end of the AWP, 27 authors had drafted 71activities in 17 areas of CS. Fifty-eight activities were revised and approved by the programas ready for classroom testing. Almost all of the authors planned to use the developed activitiesin their classes (88%) and share them with others (78%), while 75% planned to develop moreactivities. Almost all (88%) felt that the writing process impacted how they teach with POGILactivities. Thus, the AWP is an effective model to support faculty and produce quality activities.1. IntroductionCollaborative learning activities benefit student

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M Wadzuk, Villanova University; Victoria Minerva, Villanova University

Tagged Divisions

Faculty Development Division (FDD)

systems thinking content as well as environmental impactsand social responsibility content resonated with 100% of engineering faculty participants fromall disciplines (Fig. 2). Based on frequency in survey data and in dialogue, the systems thinkingprinciples that most resonated were: 1) the understanding of interconnections andinterdependence of sustainability challenges and unintended consequences of proposed solutions,2) the Stockholm Resilience Centre’s Planetary Boundaries concept, 3) the application of STEEP(i.e., Social, Technological, Environmental, Economic and Political) framing to their courseteachings and assignments, and 4) systems thinking mapping tools (e.g., Iceberg Model). 80% offaculty planned to add these concepts and exercises

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

Tagged Divisions

Faculty Development Division (FDD)

scientific rigor, critical thinking, and research independence.Key strategies for impactful mentorship are proposed, including establishing clear expectations,collaborative planning, structured deadlines, research portfolio development, and frequent check-ins. Importantly, the research study emphasizes the delicate balance mentors must strike betweenproviding guidance and encouraging student autonomy, allowing mentees to take ownership oftheir work while offering supportive oversight. By examining mentorship programs across variousinstitutions, this research aims to identify and recommend best practices for integrating meaningfulresearch experiences into undergraduate engineering education. The insights presented contributeto the ongoing discourse

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)

improvement as a result of focused development in postdoc training according toanother study in this review. Other areas related to career planning were mentioned as skillspostdocs wanted to learn, including negotiating, interviewing, promotions, handling rejection,and managing uncertainty. Other important components needed for a postdoc to develop are supportive mentorshipand a community. The quality of the mentorship a postdoc receives can heavily influence theirsatisfaction in their role. This could negatively impact the increased productivity postdocs havein research publications by causing the postdoc to feel unprepared and take another position,stretching their time as a postdoc past the productive peak of 3 years [4]. In Nowell et al’s

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)

success, cultural competence, and criticalconsciousness, educators can help all students thrive academically while also developing a deepappreciation for their own and others' cultural identities. This approach not only enhances studentlearning but also prepares them to be thoughtful, engaged citizens in a diverse world.PurposeThe purpose of this paper is to assess the impact of phase one of our faculty developmentprogram, particularly its impact on engineering faculty’s understanding and implementation ofinclusive and equitable pedagogies. We focus on how participants plan to incorporate thestrategies, tools, and concepts learned during the training in phase one into their teachingpractices. By examining the changes in faculty members