Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

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Diversity

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Faculty Development Division (FDD)

) further narrowing the list down to a “short list” for an on-site, in-personinterview, 5) deciding which candidate(s) will receive an offer, and 6) negotiation. In somecases, steps three and four are skipped, and only one round of interviews is completed. The faculty hiring process is fraught with bias, including racial bias [1], gender bias inletters of recommendation [2], and search committee members seeking to hire people whoseresearch areas are most similar to their own [3]. Hiring people similar to oneself extends beyondresearch areas. Many search committees look for candidates who would be a good “fit”(generally, scientifically, programmatically) [4, 5]. However, “fit” is highly subjective and opento the evaluator’s personal biases

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India ; Subathradevi Subramoniam

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Diversity

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Faculty Development Division (FDD)

significance of teachers’ Well-being and the use of faculty developmentprograms. Nevertheless, there lies the need for a basic approach to address the Well-being ofteachers. In regards to this review study, there are heterogenous range of programs thatsupports the Well-being of teachers.References[1] Guerriero, S. (ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publishing, Paris.[2] Williams, K.C. and Williams, C.C. (2011) “Five key ingredients for improving student motivation,” Research in Higher Education Journal.[3] Schleicher, A. (2018), Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

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Faculty Development Division (FDD)

forcedchange.AcknowledgementsThis work was made possible by grants from the National Science Foundation (NSF 2027471and 2105156). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proc. of the Nat. Acad. Sci., vol. 111, no. 23, pp. 8410-8415, 2014.doi: 10.1073/pnas.1319030111[2] G. D. Kuh, J. Kinzie, J. A. Buckley, B. K. Bridges, and J. C. Hayek. “What matters to student success: A review of the literature,” National

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

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Faculty Development Division (FDD)

easyreference. Some will even informally map the Bloom’s Taxonomy level of their learningobjective(s) to the ACL level(s).While there is no direct assessment of the effectiveness of the mind map (remember it is not aone-size-fits-all final objective document), much evidence has been relayed to the author of itsusefulness. Workshop participants that have advanced to facilitate their own workshops (inparticular, at their own institutions) have distributed and taught from the map. It is known thatWorcester Polytechnic Institute, Western New England University, University of Dayton, andLehigh University have used the map extensively and continue to distribute it to faculty who areapplying ACL for the first time.Finally, the map has shown to be a useful

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

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Faculty Development Division (FDD)

Education 2022, 38(4), 1073-1091.(2) Barner, M. S.; Brown, S. A.; Lutz, B.; Montfort, D. How engineering faculty interpret pull-orientedinnovation development and why context matters. International Journal of Engineering Education 2018, 34(5), 1644-1657.(3) Estes, A. C.; Ressler, S. J.; Saviz, C. M.; Barry, B. E.; Considine, C. L.; Dennis, N. D.; Hamilton, S. R.;Hurwitz, D. S.; Kunberger, T.; Lenox, T. A.; et al. The asce exceed teaching workshop: Assessing 20 yearsof instructional development. International Journal of Engineering Education 2019, 35 (6), 1758-1786.(4) Estes, A.; Welch, R.; Ressler, S. The exceed teaching model. Journal of Professional Issues inEngineering Education and Practice - J PROF ISSUE ENG EDUC PRACT 2005, 131. DOI:10.1061

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

ideas, experiences, and tools theyhave developed.REDPAR also continually encourages CoT members to engage in reflection and does not assumethat they know the answers to the questions they pose. The following example is a battery ofquestions asked in one of the meetings that shows the multi-pronged and multifaceted approachtaken to support reflection and learning. REDPAR: What challenge(s) have you encountered in your project? How are challenges different from Year 1 to Year 2/3/4? What resources (people, materials, etc.) have you used to address the challenge? What advice would you give to another team encountering the same challenge? Are there some challenges that are not resolvable? How do you know when to

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

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Faculty Development Division (FDD)

Leveraging Faculty Externship to Develop New Concentrations and Specializations in Construction Management CurriculaAbstractThis "Work in Progress" paper provides insight into a viable strategy for enhancing ConstructionManagement (CM) curricula through the integration of concentration(s) and specialization(s)within program degree paths via formalized engagement of a faculty member industry residency.Ultimately, a faculty member's industry residency aims to gain familiarity and hands-onexperience utilizing cutting-edge industry trends and best practices. It requires embedding a full-time faculty member within an industry environment during a typical summer academicsemester, reducing available faculty resources for the related degree

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

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Diversity

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Faculty Development Division (FDD)

circumstances, such as poor acoustics, room size, temperature, or aglaring blackboard, that could interfere with teaching and learning, are noted. The classobservation is completed before the end of the tenth week of the semester.Post Observation: This meeting is essential to share the observation outcomes. A post-observation form with guiding questions ensures that peer-observers follow a standardizedprocess. Faculty members also ask their own questions to the peer-observer(s). The discussioninvolves sharing notes and comments with the instructor, highlighting the positive aspects of theinstructions, and providing suggestions to further improve the quality of teaching. Either thecommittee member or the instructor may bring up any issue that needs

Conference Session

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)

the Psychology Department at Seattle University. Dr. Cook received her doctorate in Social and Personality Psychology from the University of Washington, with a minor in quantitative methods and emphases in cognitiveDr. Gregory Mason, P.E., zyBooks, A Wiley Brand Gregory S. Mason received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. de- gree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digitalDr. Teodora Rutar Shuman, Seattle University Professor Teodora Rutar Shuman is the Chair of the Mechanical Engineering Department at Seattle Uni- versity. She is the PI on a NSF-RED grant. Her research

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division (FDD)

the systemic investment of time to address the challenge of teachingfor tenure-track faculty members, particularly new faculty who can receive shared resources,teaching approaches, and mentoring to teach engineering courses. On the other hand, otherfaculty members addressed the role of engineering departments on complex issues for teachinglarge class size undergraduate engineering classes. A faculty member pointed out that“Requirements of teaching personnel, space, and equipment for specific classes should beclearly spelled out and agreed on by the department(s)." Although teaching has been morevalued in this college of engineering in recent years, compared to research, college ofengineering and individual engineering departments will need to

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

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Faculty Development Division (FDD)

, 2009. Accessed: Jan. 26, 2024. [Online]. Available: https://www.proquest.com/openview/75686b894eb3100e05681fc2768fcfba/1[3] J. H. Robbins and D. M. Schmitt, “Who is leading us toward quality professional development? ,” in American Association of Colleges for Teacher Education, Chicago. Accessed: Jan. 26, 2024. [Online]. Available: https://files.eric.ed.gov/fulltext/ED367632.pdf[4] S. A. Woods, N. Diprose, M. Murphy-Diprose, and G. Thomas, “Effective interim leadership and management: development of a cyclical model of interim assignments,” Journal of Organizational Effectiveness, vol. 7, no. 2. Emerald Group Holdings Ltd., pp. 173–190, Jul. 17, 2020. doi: 10.1108/JOEPP-10-2019-0094.[5] K. W

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)

mentorscounts as mentoring when she shares, “…part of their recommendation as a mentor is that[classroom strategy] increases your [student evaluations] a lot… so, I guess that's a form ofmentorship." She recalls times of receiving help and affirmation, stating, “ [Another] professorjust in passing [said], ‘yeah, I have lab get-togethers,’ and I said, ‘yeah, I do that too.’” Here shecontinues to be uncertain whether these interactions were mentorship when she adds, “I don’tknow if that counts.” Blake seems more confident identifying non-relational forms ofmentorship, saying that she “Google [s] about it a lot, so it’s like the hive mind of mentorship(laughs), and [she goes] to workshops [that are] not really like one-on-one, but kindaprogrammatic

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)

Paper ID #38908Empowering Faculty Members through Mooc in Techno-Pedagogical Con-tentDr. K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India Dr. K. S. A. Dinesh Kumar, M. E., Ph.D. is presently Professor of Civil Engineering at National Institute of Technical Teachers Training & Research (NITTTR) Chennai, Government of India. He has coordinated more than 150 training programmes for National participants and 06 International programmes in the area of Technology Enabled Teaching Learning, Student Assessment and Evaluation, Instructional Design and Delivery system

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, when the subjects rural teachers taught was liberal arts, the teachers’ teaching beliefs significantly positively influenced classroom evaluation practice(β=0.38, SE=0.09, t(196)=4.45, p<0.001); when teaching sciences subjects, the influence of teaching beliefs on classroom assessment was further strengthened, indicating that for rural teachers teaching sciences subjects, the impact oftheir teaching beliefs on classroom evaluation was more significant (β=0.69, SE=0.08,t(196)=9.11, p<0.001). Figure 3 Moderating Effect Model of the Type of Subject Study 3’s findings indicate that the influence of rural teachers’ teaching beliefs ontheir classroom evaluations within a STEM education context is dependent on

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

choices and functionalities of all the available options.Having a one-on-one consultation appointment, in which a CTL advisor walks through ashortened list of alternatives could make the process more palatable to faculty.Considering participant P46’s experiences, another proposed avenue for combatting resource-related barriers to EBIP implementation is training at a graduate level. It is not uncommon inPhD or Master’s programs for students to take on graduate teaching assistant positions. Thisexperience is often considered as preparation for holding an academic position in highereducation. Therefore, it is reasonable at this stage for graduate students to be exposed to EBIPsthrough some form of training. This type of coaching may prepare

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell

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Diversity

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Faculty Development Division (FDD)

. 5, no. 1, pp. 37-52, 2003.[14] L. Malcom, and S. Malcom, “The double bind: The next generation,” Harvard EducationalReview, vol. 81, no. 2, pp. 162-172, 2011.[15] M. Wyer, “Intending to stay: Images of scientists, attitudes toward women, and gender asinfluences on persistence among science and engineering majors,” Journal of Women andMinorities in Science and Engineering, vol. 9, no. 1, 2003.[16] S. V. Brown, “The preparation of minorities for academic careers in science andengineering: How well are we doing,” Access denied: Race, ethnicity, and the scientificenterprise, pp. 239-269, 2000.[19] Y. J. Xu, “The experience and persistence of college students in STEM majors,” Journal ofCollege Student Retention: Research, Theory & Practice

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Faculty Development Division (FDD)

mentoring program for juniorfaculty: Recommendations for practice. In To improve the academy, vol. 16, editedby D. DeZure. Stillwater, OK: New Forums Press and the ProfessionalOrganizational Development Network in Higher Education[4] Schlosser, L. Z., S. Knox, A. R. Moskovitz, and C. E. Hill. 2003. A qualitativeexamination of graduate advising relationships: The advisee perspective. Journal ofCounseling Psychology 50(2):178–188.[5] Matthews, K., (2014) Perspectives on Midcareer Faculty and Advice forSupporting Them. Cambridge, MA: Collaborative on Academic Careers inHigher Education White Paper.[6] National Academies of Sciences, Engineering, and Medicine 2019. TheScience of Effective Mentorship in STEMM. Washington, DC: The NationalAcademies Press

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)

, developing accessible and inclusive XR content that meets the needs of all learners, includingthose susceptible to VR sickness, remains a critical area for future exploration within this network.Acknowledgement:One of the authors developed the strategies based on the knowledge gained through participationin the “Unleashing Academic Change, a faculty development national workshop from theEngineering Unleashed network [10].References[1] L. Taylor and S. J. Hattingh, “Reading in Minecraft: A Generation Alpha Case Study,”TEACH J. Christ. Educ., vol. 13, no. 1, Oct. 2019, doi: 10.55254/1835-1492.1388.[2] Y. M. Kong, “Gamifying Higher Education for Generation Alpha: Aligning CognitiveBehavioral Needs with Business Value through a Human-Centered

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

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Faculty Development Division (FDD)

development", Journal of European Industrial Training, Vol.25 No. 1, pp. 5-32. 2001. https://doi.org/10.1108/03090590110380614 [Accessed April 10,2023]. [4] Kaya, N., Aydın, S. ve Durgut, S. (2016). Training performance evaluation using the360-degree feedback method. 19th EBES Conference. s. 623-628. [Online] Available:http://acikerisim.maltepe.edu.tr/xmlui/handle/20.500.12415/2875 [Accessed February 28, 2023]. [5] Phuong, T.T., Foster, M.J. and Reio, T.G., Jr (2020), Faculty Development: ASystematic Review of Review Studies. New Horizons in Adult Education and Human ResourceDevelopment, 32: 17-36. https://doi.org/10.1002/nha3.20294 [Accessed February 10, 2023] [6] Draper, L. (2022, August), “Lessons Learned: Boosting Faculty

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

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Faculty Development Division (FDD)

toshare this approach in a Lightning Talk.References[1] A. Dudo, J. C. Besley, and S. Yuan, “Science Communication Training in North America: Preparing Whom to Do What With What Effect?,” Sci. Commun., vol. 43, no. 1, pp. 33–63, Feb. 2021, doi: 10.1177/1075547020960138.[2] T. S. Ritchie, D. L. Rossiter, H. B. Opris, I. E. Akpan, S. Oliphant, and M. McCartney, “How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists,” PLoS ONE, vol. 17, no. 10, p. e0274840, Oct. 2022, doi: 10.1371/journal.pone.0274840.[3] National Academies of Sciences, Engineering, and Medicine, Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies

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

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Diversity

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Faculty Development Division (FDD)

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

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)

Scholarship of Teaching and Learning,” International Society for the Scholarship of Teaching and Learning (ISSOTL), 2022. https://issotl.com/ (accessed Dec. 09, 2022).[6] P. Young, “Generic or discipline‐specific? An exploration of the significance of discipline‐specific issues in researching and developing teaching and learning in higher education,” Innov. Educ. Teach. Int., vol. 47, no. 1, pp. 115–124, Feb. 2010, doi: https://doi.org/10.1080/14703290903525887.[7] A. Jenkins, “Discipline‐based educational development,” Int. J. Acad. Dev., vol. 1, no. 1, pp. 50–62, 1996, doi: 10.1080/1360144960010106.[8] S. V. Chasteen and R. Chattergoon, “Insights from the Physics and Astronomy New Faculty Workshop: How do new physics

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Diversity

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Faculty Development Division (FDD)

Family Foundationthrough its KEEN program to the Ira A. Fulton Schools of Engineering Learning and TeachingHub at Arizona State University. 5 References[1] M. V. Huerta, J. S. London, A. Trowbridge, M. Arévalo Avalos, W. Huang, and A. F. McKenna, "Cultivating the Entrepreneurial Mindset through Design: Insights from Thematic Analysis of First-year Engineering Students' Reflections," presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, June 2017. DOI: 10.18260/1-2--28093[2] N. Duval-Couetil, A. Shartrand, and T. Reed, "The role of entrepreneurship program models and experiential activities on

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

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Faculty Development Division (FDD)

Engineering”.[2] B. Uttl, C. A. White, and D. W. Gonzalez, “Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related,” Stud. Educ. Eval., vol. 54, pp. 22–42, Sep. 2017, doi: 10.1016/j.stueduc.2016.08.007.[3] L. Lomas and I. Kinchin, “Developing a Peer Observation Program with University Teachers”.[4] P. Hutchings, From idea to prototype: the peer review of teaching : a project workbook. Washington, DC: AAHE Teaching Initiative, American Association for Higher Education, 1995.[5] A. Boring and K. Ottoboni, “Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness,” Sci. Res., Jan. 2016, doi: 10.14293/S2199-1006.1.SOR- EDU.AETBZC.v1.[6] S

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

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Faculty Development Division (FDD)

Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

include thisinformation in a subsequent version once the policies for aggregation and anonymization (ifapplicable) are applied to new data.Most of the instances of HIPs obtained from our student involvement tool were directly mappedto classes in our SSKG ontology. This information was provided directly by faculty and staffthrough the UTEP Engage tool. Fig. 3(b) shows the definition of the instanceSSKG:iLink_REU in Manchester Syntax. Relationships were also identified from the tabulardata provided, for example, faculty member(s) leading an initiative were linked to the initiativesthrough the property SSKG:isResponsibleFor. Fig. 3(c) shows the definition of theproperty SSKG:impacts. During the ontology design process, we observed that

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

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Faculty Development Division (FDD)

, Three magic letters: Getting to Ph. D. JHU Press, 2006.[2] L. Lunsford, "Doctoral advising or mentoring? Effects on student outcomes," Mentoring & Tutoring: Partnership in Learning, vol. 20, no. 2, pp. 251-270, 2012.[3] L. L. Paglis, S. G. Green, and T. N. Bauer, "Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes," Research in Higher Education, vol. 47, no. 4, pp. 451-476, 2006.[4] J. Muschallik and K. Pull, "Mentoring in higher education: Does it enhance mentees’ research productivity?," Education Economics, vol. 24, no. 2, pp. 210-223, 2016.[5] K. Levecque, F. Anseel, A. De Beuckelaer, J. Van der Heyden, and L. Gisle, "Work organization and

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

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Faculty Development Division (FDD)

, vol. 32, no. 4, 2000.[6] S. L. Johnson, "Community college leadership in the age of technology," Leadership Abstracts, vol. 10, no. 5, 1997.[7] E. M. Rogers, Diffusion of innovations, 4th ed., New York: The Free Press, 1995.[8] M. Jacobson, "Examining Technology Adoption Patterns by Faculty in Higher Education," in Proceedings of ACEC2000: Learning Technologies, Teaching and the Future of Schools, Melbourne, Australia, 2000.[9] P. Kopfer, "Teachers’ perspectives on dealing with students’ errors," Frontiers in Education, vol. 7, 2022.[10] A. Havnes, K. Smith, O. Dysthe and K. Ludvigsen, "Formative assessment and feedback: Making learning visible," Studies in Educational Evaluation, vol. 38, no. 1, pp. 21-27, 2012.[11] J

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Development, pp. 653–661, 2021, doi: 10.3316/informit.354300280910991.[7] K. O’Meara and C. M. Campbell, “Faculty Sense of Agency in Decisions about Work and Family,” Review of Higher Education: Journal of the Association for the Study of Higher Education, vol. 34, pp. 447–476, 2011, doi: 10.1353/rhe.2011.0000.[8] E. Leahey and S. N. Barringer, “Universities’ commitment to interdisciplinary research: To what end?,” Research Policy, vol. 49, no. 2, p. 103910, Mar. 2020, doi: 10.1016/j.respol.2019.103910.[9] I. Schoon, “Let’s Work Together: Towards Interdisciplinary Collaboration,” Research in Human Development, vol. 12, no. 3–4, pp. 350–355, Oct. 2015, doi: 10.1080/15427609.2015.1068050.[10] S. N. Barringer, E. Leahey, and