Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

peerexamination approach among the authors to ensure rigor in the study [13].ResultsThe analysis yielded many interesting insights into the interactions and relationships amongfaculty members, shedding light on the situations and instances which lead to interactions and onthe purposes of these interactions.The major themes for the blue codes (“who” and “what” of the interaction) consisted of thefollowing: 1) Collaboration and discussion with colleagues: All participants described reaching out to fellow faculty members for varied reasons, such as, for help and support from experienced faculty and peers; for resources, techniques and new technologies; and lastly, for ideation and collaboration purposes. One participant described learning

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)

, cohort members actively apply the training in phase one by redesigning one oftheir courses. Each faculty incorporates the principles, strategies, and practices learned to thecontext of one of their courses, and then during the academic year directly following phase one,faculty teach the redesigned version of their course, directly practicing their new knowledge andskills is a real-world teaching context. Throughout this phase, faculty receive ongoing supportthrough both the instructor of the program as well as peer collaboration through the cohort. Weensure that all cohort members have the tools and resources needed to successfully integrateinclusive teaching practices into their course.We launched our first cohort in spring 2024, successfully

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University

Tagged Divisions

Faculty Development Division (FDD)

highlighted where these dynamics have influenced mentoring in either apositive or negative manner. These include experiences related to transitions from being a studentto a peer, the mentee’s feeling of powerlessness vs. having agency, or the mentor’s limited abilityto assist the mentee. Grace shared an example: “We had been considering some ideas anyway, and this was a w- a way to formalize that. Um, and then I had to choose other people to be on the team, both from my institution and not in my institution at various stages of my career. And I thought very strategically about, like, "Who do I wanna include on this team that, you know, might write my tenure letter someday?" So, like, I wanna kinda be nice to, to

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

activities primarily focus on generative assistance, data analysis, computing efficiency,and research writing, GenAI-enhanced teaching encompasses preparing lessons, generatingsyllabi, creating assessments, engaging students, and developing lesson plans. Furthermore, theethical and safe use of GenAI must be considered, particularly in addressing issues such asmisinformation, bias, hallucinations, and privacy risks [6], [7], [8]. The emergence of GenAI necessitates a change throughout higher education [9], withfaculty playing an integral role in ensuring its success [10]. As key drivers of this transformation,faculty must proactively respond to the rise of GenAI, even before institutions formalize policiesand processes to guide its integration

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering

Tagged Divisions

Faculty Development Division (FDD)

Engineering and Science Education in 2019 and a BS in Electrical Engineering in 2014 at Clemson University.Dr. Darcie Christensen, Minnesota State University, Mankato Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign

Tagged Divisions

Faculty Development Division (FDD)

).MethodologyCollaborative autoethnography (CAE) is a qualitative research method that combines personalnarratives with cultural analysis, enabling researchers to explore shared experiences within aspecific context. This work follows the CAE research framework of data collection, analysis, andoutcome writing presented in Chang et al. (2013). Prior to the CAE study, the research team wasinitially formed as part of a CoP supported by a National Science Foundation-funded center attheir home university. The primary objective of the CoP was to foster and disseminate effectivereflection practices in engineering classrooms, with an emphasis on equity-minded teaching.There are six instructors involved in this study. The demographics of each are provided in Table1. The

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

Tagged Divisions

Faculty Development Division (FDD)

andsensors. Emphasizing conceptual questions in assessments, Victor leverages smart classrooms forcollaborative learning and actively participates in peer observation programs for continuousimprovement.While implementing EBIPs, Victor encountered challenges specific to the Foundations ofEngineering Lab. Communication issues among students engaged in semester-long projects, likeconstructing a robot, resulted in significant hurdles, including a lack of commitment, latesubmissions, and teams falling apart. “We’re focused on a project, and we have first-year studentsthat have different skills… and commitments. Some students are more committed than others. Ihave senior students crying because they feel that the group is not responding as they want

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)

experiencedfaculty with less seasoned colleagues to foster professional growth. Long-term initiatives, suchas learning communities or certificate programs, allow for deeper exploration of themes likepedagogical innovation, research development, and leadership skills. Online courses andwebinars have gained prominence, providing flexible, accessible opportunities for professionallearning. Faculty retreats create space for reflection, strategic planning, and collaboration, oftenaligning development efforts with institutional priorities. Additionally, peer observation andfeedback programs promote continuous improvement through constructive dialogue amongcolleagues [2]. These varied approaches ensure that faculty development can be adapted to meetthe unique

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

lies in the unique rheology measurements of complex fluids as well as engineering education research related to novel uses of technology and big data. He has authored several interactive textbooks with zyBooks and has published over 100 peer-reviewed articles. https://www.trine.edu/academics/colleges-schools/faculty/engineering/liberatore-matthew.aspxDr. Cheryl A Bodnar, Rowan University Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.Dr. Selen Cremaschi, Auburn UniversityDr. Victor

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atota Halkiyo, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

pedagogical techniques that enhance active learning, e.g.,implementing "think-pair-share" exercises. We observed a noticeable shift from teacher-orientedpedagogy to learner-oriented one, particularly through implementing ALM—"think-pair-share,"and encouraging students to stand up and share their reflections (see photo 1), walk to the frontof the classroom and write their answers on the board (see photo 2), and move around everycorner of the classroom (see photo 3). 8 This shift in pedagogy increased the participation of all students, including students ofcolor. In photo 1, an African American male student stood up in front of his peers and

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

process, for example, by orienting them to the expectations of an engineering ethicsconference or journal.Our Present WorkAt the time of writing, we have only begun Step 1 of the ABCD approach. When surveyingfaculty assets, we consider faculty in our university instead of limiting them to the College ofEngineering because some engineering programs are offered in other colleges. We also recognizethat other colleges have faculty who carry out research or have experience relevant toengineering ethics from the perspectives of history, sociology, political science, law, data andinformation sciences, business, etc. In the long run, it would be desirable to recognize theirexpertise when mapping faculty assets in engineering ethics.Because our faculty

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

stressed out, right? And I think the situation with the neurodiverse students, it was probably even worse, right? I mean, just sitting at their home in a corner with a tablet or a laptop. So, I thought I would start a discussion board on Husky CT so that the students can socialize a little bit… But with time during the semester… the motivation to write on the board waned. So, I didn't have as much response toward the end… So, that I discontinued altogether.”Personalized SupportSome instructors encouraged students to consider connecting with campus resources they reportchallenges such as difficulty concentrating, inadequate exam time, or significant test anxiety.Professor Spark describes sharing resources in one-on-one