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)

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 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Faculty Development Division (FDD)

and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.Dr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State Universit ©American Society for Engineering Education

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

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Faculty Development Division (FDD)

Paper ID #41317Board 126: Work in Progress: Investigating Faculty Development Experiencesin the Context of a Teaching-focused Book ClubMarcus Melo de Lyra, The Ohio State University Marcus is a second-year Ph.D. student in the Engineering Education Department (EED) at The Ohio State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EESD program, Marcus earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande in Brazil.Dr

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

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Diversity

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Faculty Development Division (FDD)

Paper ID #42619TA Training at Two R1 Institutions: A Comparative AnalysisMs. Haley Briel, University of Wisconsin, Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr. Deesha

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

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Diversity

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Faculty Development Division (FDD)

social and personality psychology from the University of Wisconsin–Madison in 2007. Prior to his career in psychology, he spent six years as a teacher, coach, and social worker. Chris is a second generation educator whose grandparents were tenant farmers in Iowa and Nebraska. He tries to emulate their hard work and persistence in the pursuit of social justice. One of his favorite childhood memories is eating his paternal grandmother’s homemade fruit pies with plenty of ice cream.Dr. Dustin B. Thoman, San Diego State University Dr. Dustin Thoman is a Professor in the Department of Psychology and the Center for Research in Mathematics and Science Education at San Diego State University. He also serves as California

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)

experience.Hsien-Yuan Hsu, University of Massachusetts Lowell Dr. Hsien-Yuan Hsu is an Assistant Professor in Research and Evaluation in the College of Education at the University of Massachusetts Lowell. Dr. Hsu received his PhD in Educational Psychology from Texas A&M University and has a background of statistics ©American Society for Engineering Education, 2023A Systematic Review of Instruments Used to Evaluate the Effectiveness of the Entering Mentoring CurriculumAbstractMentorship has been shown to significantly impact students’ academic careers, research skills,productivity, mental health, and persistence in STEM fields. Recognizing this, many universitiesand research institutions

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)

participated. It is recommendedthat, at a minimum, PDF versions of completion certificates be provided whenever possible.References [1] Norman, N., Robinson-Bryant, F., & Lin, Y. Examining adjunct faculty needs via adistance pedagogical framework in higher education. Journal of Higher Education Theory andPractice, 20(10), 113-122. 2020. [2] Wynants, Shelli and Dennis Jessica, "Professional Development in an Online Context:Opportunities and Challenges from the Voices of College Faculty," Journal of Educators Online,v15 n1 Jan 2018. [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1168955.pdf [AccessedApril 10, 2023] [3] McCarthy, A.M. and Garavan, T.N. "360° feedback process: performance,improvement and employee career

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

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Diversity

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Faculty Development Division (FDD)

junior/early career faculty members.Quotes emhazise the areas of 1) a way to connect to senior faculty members in theirfields/colleges, 2) Searching and keeping mentors from outside their institutions, and 3)Searching for opportunities to learn obtain information for requirements of Tenure andPromotion. Andres, a Hispanic faculty member, mentions how important mentorship is fordeveloping as a scholar. “I think mentorship is very important. Being able to connect with a network of mentors, they have walked that path and can help them navigate some of the difficulties of the process is extremely important to me that will be absolutely number one.”Andres mentions how giving mentorship and the ability to help mentors is crucial

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

Tagged Divisions

Faculty Development Division (FDD)

willing to listen to student’s feedback, and beingresponsive to incorporate the feedback in teaching. Scholars found students can show positivedevelopment when they develop a positive relationship with their instructors [8], and the faculty-studentrelationship is a key relationship related to emotions in teaching and learning in higher education [6].Second, by teaching with empathy, engineering faculty can create an inclusive and supportive learningenvironment, rather than a competitive and stressful one, to encourage students to see engineering as theirfuture career. For so long, engineering has been filtering students through the pipeline by offeringchallenging courses and high stakes grading policies without reflecting on students’ actual

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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Faculty Development Division (FDD)

. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University

Tagged Divisions

Faculty Development Division (FDD)

to train faculty on using the canvas.References[1] D. Hall, H. Hegab, and J. Nelson, “Living WITH the Lab – A Freshman Curriculum to Boost Hands-on Learning, Student Confidence and Innovation,” in 38th ASEE/IEEE Frontiers in Education Conference, IEEE, 2008.[2] R. R. Ulseth, J. E. Froyd, T. A. Litzinger, D. Ewert, and B. M. Johnson, “A New Model of Project Based Learning,” in ASEE Conference, 2011.[3] H. Wang, S. C. Davis, E. Selvi, and L. C. Atkins, “Work In Progress: The Impact of Project-Based Service Learning on Students’ Professional Identities and Career Readiness,” in ASEE Conference, 2017.[4] K. S. Corbett, H. Tims, G. E. Turner III, and J. D. Nelson, “Utilizing the Engineering Design Process to

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Dr. Shane A. Brown, P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmen- tal Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in ©American Society for Engineering Education, 2023 Are all ‘EBIPs’ created equal? An exploration of engineering

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University

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Faculty Development Division (FDD)

it beyond the classroom. As a teaching center, ourjob is to provide support or problem solving where needed and provide pointers to new tools,ideas and papers, and share opportunities to disseminate their teaching. For those interested inscaling their teaching further, assistance with applying for grants is valuable. Supportdepartments in nominating these teachers for university level teaching awards and teachingawards at a regional or national level. These are the courses that impact career choices andsuccess well beyond the classroom.Results - assessing the reach of the teaching centerAs a complement to assessing whether individual teaching center programs are effective, it isimportant to assess whether the overall suite of programs is

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)

emotional and physical reaction. Faculty development programs concentrating on the various sources of improving self- efficacy shall consequently influence the Well-being of teachers.Problem statementThe significance of research on Well-being has substantially increased through the years.Well-being is a vast spectrum of our physical, emotional, intellectual, and socialamelioration. Research has focused on Well-being within various realms of careers. Manyconsider that Well-being is subjective and needs skills to attain overall Well-being

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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Faculty Development Division (FDD)

Paper ID #42838A Cross-Institutional Study of Engineering Education Faculty ProfilesMr. Gadhaun Aslam, University of Florida Gadhaun Aslam is currently advancing his academic and research career as a Ph.D. student in the Transforming Workforce by Interconnecting Structures of Training, Education, and Research (TWISTER) Lab within the Department of Engineering Education at University of Florida (UF). His research interests include conducting systematic literature reviews by extracting data from institutional websites, using multi-modal tools (e.g., eye tracking and physiological electrodermal sensors) and integrating

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)

support retention and success, particularly of marginalizedgroups.References[1] Jensen, L. E., & Deemer, E. D. (2019). Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields. The Career Development Quarterly, 67(2), 96– 109. https://doi.org/10.1002/cdq.12174[2] Vogt, C. M. (2013). Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs. Journal of Engineering Education, 97(1), 27–36. https://doi.org/10.1002/j.2168-9830.2008.tb00951.x[3] Goleman, D., McKee, A., & Waytz, A. (2017). Empathy (HBR Emotional Intelligence Series). Harvard Business Review Press. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=5182665[4] Rogers

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

externally funded grants of over $1.5 Million from organizations such as NSF, NASA, and the industry. Throughout his career, Yelamarthi has launched multiple engineering programs, including undergraduate programs and 2+2 programs with international universities, as well as CMU’s graduate program in engi- neering. He has served as a chair, technical program committee chair, treasurer for several international conferences, and as a reviewer and panelist for numerous externally funded proposals. He served as ed- itor for journal special issues, currently serves as the topic editor for Sensors, on the editorial board for Internet of Things journal, and International Journal of Forensic Software Engineering,. He has served as

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)

theirviews on GAI and their personal roles in education. The work of [35] informed the key interviewquestions, listed below: • What do you think or know of generative AI in coursework? • Should students be allowed or banned from using AI in coursework? o Why or why not? o Do you think there should be a difference in requirements in entry-level courses compared to advanced courses? • What do you see as your role as an instructor? o How does your role impact your willingness to allow or disallow students from using GAI in coursework? • What effects do you see from GAI coursework assistance on society as a whole? • Have you used GAI in your professional career? If so, how

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

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Diversity

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Faculty Development Division (FDD)

of Applied Research in Higher Education, 2019.[5] R. Korte, S. Brunhaver, and S. M. Zehr, "The socialization of STEM professionals into STEM careers: A study of newly hired engineers," Advances in Developing Human Resources, vol. 21, no. 1, pp. 92-113, 2019.[6] C. J. Finelli and J. E. Froyd, "Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment," Advances in Engineering Education, 2019.[7] N. T. Buswell, "The Purpose of a PhD in Engineering: Where Does Teaching Fit In?," Studies in Engineering, 2021, doi: 10.21061/see.8.[8] N. M. Hewitt and E. Seymour, "A long, discouraging climb," ASEE Prism, vol. 1, no. 6, pp. 24

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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Diversity

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Faculty Development Division (FDD)

Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of T´achira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech. ©American

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

instruction -- as a facilitator of learning first day of class. as opposed to an authority figure Content This section contains strategies for ❏ Have a diverse set of readings and guest embedding inclusive teaching principles speakers representing varied demographic into the content of the course. These perspectives (gender, race, ethnicity, career path, strategies are aimed at enabling all academic path.) students to feel engaged with the content

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

Tagged Divisions

Faculty Development Division (FDD)

has figured out how to evaluate it. And that's a hard, hard thing to do.At the same time, participants recognized that tenure itself gave them the freedom to engage inthis program, even while the path to tenure perhaps limited engagement by early-career faculty: So I'm - I'm not gonna stop doing this, but I can afford to not stop doing it because I'm a full professor and I've been here forever. And so, I can choose to do it and nobody's gonna stop me.In this case, the participant explicitly identifies the balance between individual and institutionalinfluences: for a faculty member with tenure who values interdisciplinary work, the internalinfluence is outweighed by the individual influence.DiscussionResearch on faculty

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)

Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

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Faculty Development Division (FDD)

committee members - Adriana Kezar, Christine Alvarado, and SheriShepherd for their feedback and suggestions to our project.References[1] M. D. Sorcinelli, Principles of Good Practice: Supporting Early-Career Faculty. Guidance for Deans, Department Chairs, and Other Academic Leaders. Washington, DC: Association of Higher Education, Jan. 2000.[2] A. M. Perez, J. McShannon, and P. Hynes, “Community College Faculty Development Program and Student Achievement,” Community College Journal of Research and Practice, vol. 36, no. 5, pp. 379–385, Feb. 2012, doi: https://doi.org/10.1080/10668920902813469.[3] R. Ambrosino and J. Peel, “Faculty Development Programs: Assessing the Impact on Instructional Practices, and

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

Tagged Divisions

Faculty Development Division (FDD)

(Figure 2). The phase of "preparation” involves understanding the assignment and scope,meeting key stakeholders, and defining terms. “Entry” involves making first contact with directreports and others, and establishing credibility. “Delivery” can be split into post-entry, maindelivery, and pre-exit, with all involving the core functions of the job. “Exit” includes knowledgetransfer, ensuring legacy (potentially), and setup for the next career step for the interim leader. Figure 2: Framework for Interim Leaders (Woods et al. [4])Finally, Woods et al. [4] give four factors influential to success of an interim leader:(1) personality traits (with conscientiousness highlighted based on calls to pertinent literature),(2) leadership

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

appreciated professional development not just for self-improvement, butalso to find new ways to help their students be more successful. When we surveyed ourparticipants about previous involvement in professional development of their teaching at ourinstitution, all 10 who responded had previously participated in other professional developmentopportunities, pointing to the reality that NTT faculty value and want these opportunities.Safe SpaceFinally, one unique topic that came up was the appreciation of the “safe space” created uniquelyfor NTT faculty. Although the research team’s focus was on creating an inclusive space forparticipants, we were surprised to see how much this space was truly needed. One research teammember started her career in

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Journals (n = 2) Journal of Adolescent & Adult Literacy Journal of American Indian Education Higher Education Journals (n = 2) Journal of Diversity in Higher Education Studies in Higher Education Latinx Special Focus Journals (n = 3) Journal of Hispanic Higher Education (2) Tapuya: Latin American Science, Technology & Society Other (n = 7) Journal of Counseling Psychology (3) Journal of Career Development Journal of Vocational Behavior (2) Mind, Culture & ActivityFinding 2: Implications for Faculty and AdministratorsThrough the analysis of 37

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)

, one faculty said, "I think there is a very talented groupof people currently involved in EIP, but moving forward, the community needs to recruit newpeople and ideas to make sure innovation continues." This is also a valuable opportunity fornew faculty members who begin their careers in a new institution because joining an EIP teamenables them to meet with a group of senior faculty members and receive mentoring fromthem. Another faculty member wrote, “Include new faculty participation, submit papers toconferences to disseminate what we do here, become a reference as internal grants forengineering education."2. Integration with Existing ResponsibilitiesSome faculty members express the need to integrate teaching innovation into their

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

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Faculty Development Division (FDD)

Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award inAturika Bhatnagar, New Jersey Institute of Technology Aturika Bhatnagar is currently pursuing her doctoral studies in Industrial Engineering at the New Jersey Institute of Technology. She holds a Bachelor of Engineering degree in Electronics and Communication, as well as a Master of Engineering degree in Industrial Engineering and Management. Her research is in the area of engineering education and focuses on the development of instruments and advancements in

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

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Diversity

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Faculty Development Division (FDD)

inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering