Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

Tagged Divisions

Faculty Development Division (FDD)

(e.g., rich-context problems [13], peer instruction [14], tutorials [15], flippedclassroom [16]) led teams of instructors in the planning of the sessions and the design and creationof the coursework materials from before and throughout the courses. The coaches guided weeklycollaborative learning and reflection meetings and accompanied the courses’ implementationthrough classroom and virtual support. The program also considered a follow-up structure, whichprovided timely feedback and continuous evaluation of the program processes.Conceptual FrameworkAttention to professional development in higher education has grown in recent decades. Severalreviews have analyzed the factors that influence programs’ effectiveness (e.g., [17]–[19]). Forinstance

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

Tagged Divisions

Faculty Development Division (FDD)

adapted from “Engineering InstructionAction Team (E-IAT): Improving Teaching Methods in Engineering” [1] Flipped Classroom Instrument Lecture-Based Classroom Instrument Section A: Prior to classroom observations Section A: Prior to classroom observations The observer reviews the course material on The observer reviews the course material on the course LMS, meet with the instructor to the course LMS, meet with the instructor to discuss the approach to the course, student discuss the approach to the course, student challenges and issues, and plan for observed challenges and issues, and plan for observed lessons lessons Section B: Flipped Classroom

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica Rosenberg; Marco Brizzolara, George Mason University

Tagged Divisions

Faculty Development Division (FDD)

with 10 GTAs. Participants selected forfollow-up interviews are GTAs who are teaching recitations. We did not include GTAs whoseprimary duties were grading and holding office hours but who were not in the classroom withstudents. These one-on-one semi-structured interviews were conducted roughly one semesterinto participants’ GTA experience. These interviews explore the techniques GTA’s use in theclassroom, their view of their role in the classroom and how it reflects their thinking aboutteaching, their own experiences as a student, and their experience participating in teachingrelated PD. We plan to interview the GTAs again after the completion of their first year to studyhow their teaching identity continues to evolve.In this paper, we report

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

or loosely defined [14] - [16]. Finally, research indicates that uncertaintysurrounding the standards by which one is being evaluated can lead to professionaldissatisfaction and can (perhaps unnecessarily) complicate one’s ability to plan and present acompelling case for promotion [17].There is debate about whether it would help to make written criteria and guidelines morecomprehensive [18]. Alternatively (or in addition), departments can rely on various types ofmentoring mechanisms as a means of clarifying the process. One such mechanism, which hasreceived relatively little discussion in the literature, can be found in pre-tenure peer reviews.Many universities have a process by which faculty are reviewed on their teaching, research

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)

labor that manyapplicants of color participate in but may not be listed on a CV or cover letter (Bhalla, 2019).Third, a diversity statement can help the search committee identify candidates who may beinterested in supporting and advancing diversity and inclusion efforts within the department.Namely, these applicants may help contribute to social justice and positive departmental changethat would benefit students, faculty, and staff (Turner et al., 2008). Fourth, a request for adiversity statement may force applicants who have never been required to consider diversityissues within their teaching, research, and service to plan for how they will help advancediversity efforts. Finally, some search committees may feel diversity statements provide

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)

instructional practices into their courses [1], they alsohighlight a deficiency in the success of such adoption [2], [3]. Barriers to adopting EBIPs includeinadequate preparation time, content coverage concerns, unsupportive colleagues or departmentalculture, limited professional development opportunities, negative student reactions, andmisalignment with instructor reward structures [4], [5]. Instructors commonly cite a lack of time,especially the initial commitment required to transition from traditional lecture-focused methods,as a key obstacle to instructional change [6], [7]. In order to turn daunting barriers into instructionalsuccesses, engineering faculty and teaching training centers need to be intentional in planning forEBIP implementation

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

highly experienced and different in that they occupydifferent positions in the system of power within higher education (assistant teaching professorand full professor).Table 1. The instances of ungrading analyzed for this paper.Instance Title Instructor Number of Level Amount students ungradedA1 Ergonomics and Biomechanics First author 9 BS, MS, PhD 100%A2 Inclusive Design First author 37 MS 100%E1 Empirical Traditions in [redacted] Second author 8 PhD 100%E2 Capstone Design Planning

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division (FDD)

unsuccessful and what you learned. 3) What is your plan to further address this difficulty? Include an explanation of why you believe your plan will help. Or, if you were successful in addressing this difficulty, discuss how you might use these approaches to address future difficulties.Students were asked to focus on a difficulty related to the course content in each of the sixreflections.At the end of the semester, instructors and TAs from each course were interviewed about theirexperience integrating reflection in their course. The interviews were semi-structured and weredesigned to elicit detailed information regarding the perceived usefulness of reflective practices,the strategies employed, the perceived impact on student learning

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

-termchallenges and operating in reactionary mode. There was a sense of cultural decay, as leadersstruggled to notice what the organization was doing well. The dean, his executive team, and theDirector of Leadership Development began to lay plans for a concerted, systemic leadershipdevelopment program that would help College leaders to remember and imagine the organizationat its best, with its strengths at the forefront of their minds. Carrying these goals, the leadershipdirector then partnered with a positive leadership external consultant to produce a year-long,research-based Michigan Engineering Positive Leadership Program, driven by several questions:What kind of culture do we hope to create with the engineering leaders? How can we focus onthe

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

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Faculty Development Division (FDD)

who participated in the study experienced challenges related to planning andoperationalizing their lessons (e.g., knowing how to select content for their lessons), using thelearning management system, and navigating online classroom environments. Further, analyzingthe data through the lens of Schlossberg’s Transition Theory helped identify that the supportstructure used to cope with challenges was informal mentorship, i.e., participants sought supportfrom senior peers who had taught the same classes they were teaching and built their materialfrom existing resources. These findings provide a first step in creating specific professionaldevelopment activities for both new engineering faculty and new faculty generally to improvetheir experience

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Megan Morin, ASHLIN Management Group; Vinayak Vijayan, University of Dayton; Timothy Reissman, University of Dayton

Tagged Divisions

Faculty Development Division (FDD)

discuss and review potential interventions they did or could do in the classroom.Furthermore, the lead faculty utilized the University of Dayton learning management system(LMS) to develop a website with additional resources and information available to all the facultyparticipants.While the FLC approach and the list of EML micromoment activities seemed attractive to manyfaculty members, several challenges emerged. Examples include time conflicts with otheractivities, lack of additional stipends, and a rapid modification to their planned lectures. Despitethese constraints, a small faculty cohort (n = 7) met, when possible, throughout the semesterduring three different sessions to share their micromoment implementations, suggestions, andstudents

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

M Cynthia Hipwell, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; Arun R Srinivasa, Texas A&M University; Guillermo Aguilar, Texas A&M University; Karan Watson P.E., Texas A&M University; Mindy Bergman; Rujun Gao, Texas A&M University; David Christopher Seets, Texas A&M University

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Faculty Development Division (FDD)

Cohort 1 and six Cohort 2 teams participated. Participants were askedto take a post meeting survey to get feedback over their learning and sentiments for the event andthe specific format of the event. The subjects ranked how much they agreed with a series of 4statements associated with learning and new idea generation according to a 5 point Likert scale: 1) The teaching retreat stimulated/provided new ideas for pedagogical innovation. 2) Are you likely to attend another Antigua style forum? 3) I plan to implement ideas learned/developed at the retreat in my teaching. 4) How would you rate your engagement for this Antigua style format?Data Analysis Interaction sheets were collected at the end of the event and processed into

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42382Board 123: Work in Progress: A Case Study of a Community of PracticeModel Fostering Faculty Scholarship of Teaching and Learning of the EntrepreneurialMindset ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since

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

Tagged Divisions

Faculty Development Division (FDD)

, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning. ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning and Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since 2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

other two points were omitted from Table 1. The first was “Courses should becarefully planned,” and in their paper, this included subcategories of preparation of the syllabus,ordering textbooks, and communicating dates for exams. These items could be included in point2, about communications, and that is where we have aligned our faculty’s comments. In abroader sense, careful planning would also involve deciding on learning objectives, the depth inwhich to cover topics, deciding on the sequencing, determining effective pedagogy for each classand so on, but these probably are beyond ethical requirements. The other point not included inTable 1 was “Faculty members must not come to class intoxicated with alcohol or drugs.” Weare sure that this is

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

Tagged Divisions

Faculty Development Division (FDD)

–15-minute conclusion where fellows share their achievements from the session and formulate anaccountability plan for the next session. As part of the action research process, this groupcoaching model was revised in a second iteration of the institute. This paper aims to disseminatefive lessons learned to faculty developers in designing and leading a group coaching model.(1) Engineering instructional faculty are seeking community, over expertise.Previous research and the case study research for this project identified that the professionaldevelopment needs of EIF are centered around building community [4]. EIFs are seeking toengage in learning experiences that involve learning from other EIFs, sharing their efforts andbeing recognized for

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Polytechnic Institute and State University Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech. She holds an honorary position at the University of Cape Town. Her research on the student experience of learning, focusing mainly on science and engineerinDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and

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

Tagged Divisions

Faculty Development Division (FDD)

offer faculty training programs to improve their mentoring skills andrelationships. The Entering Mentoring training curriculum is a popular evidence-based approachused by many mentor programs. Determining the effectiveness of the Entering Mentoringtraining curriculum involves measuring a training program's results and determining whetherintended outcomes have been achieved. Thus, it is essential to understand assessment tools andtheir appropriate usage when planning and evaluating mentorship programs. Since itsintroduction in 2005, the Entering Mentoring training curriculum has been evaluated usingvarious assessment tools and approaches. This study aims to systematically review empiricalstudies conducted in STEM fields, including intervention

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)

creating an inclusive classroom environment. - How do you plan to support a welcoming classroom environment as a TA? Teaching Assistant This section offers strategies for faculty ❏ Work with the TAs to identify roles and Interactions on how they can better interact with TAs responsibilities in accommodating students with as part of creating an inclusive various needs environment for the teaching team. - Work with the Office of Accessible Education

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)

allocated time to plan their micromoment activity for immediate implementation following.December Creating Value Facilitators led a discussion to describe what value means through related to the KEEN Framework and to the students. Creating Motivation value was discussed in two meetings. In this meeting, faculty were introduced to Deci and Ryan’s Self-Determination Theory [15] and how students engage in activities based on autonomy, competence, and relatedness. Undergraduate students were invited to discuss with faculty what motivates them and what

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

has conducted a self-assessment of its policies andpractices related to hiring, onboarding, retention, and advancement. Using these self-assessments,they have also developed or are in the process of developing action plans to make changes to theircampus policies and practices that are expected to improve the potential for increasing the 4representation of women from URM backgrounds in their engineering professoriates andimproving equity for women faculty from URM backgrounds and FB/FT women faculty.Mentoring Events: From Spring 2022 to Spring 2024, the mentoring program has organizedseven two-hour speed mentoring events, one each semester, providing

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

Tagged Divisions

Faculty Development Division (FDD)

are“intentionally designed with organic elements” [10, p. 854]. Through articulating and embodyinga philosophy, and through forming a web of relationships, a CoT supports its members to engagein critical reflection and develop a plan of action to change systems in their institutional contexts.In this paper, we analyze our case study as an example of a community of transformation andwill use this term when referring specifically to this community. However, since CoTs aresituated within the scholarly lineage of CoPs and share many important features, we also drawupon literature about CoPs more broadly to understand the structures and interactions in thisCoT.Structure, Agency, and TransformationWhy have efforts to create pervasive changes in

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

recommend an already-developed rubric [12] or create their ownthat search committees can use as-is or adapt to their own needs. As a result of this study onsearch committees, we have developed rubrics for our institution for both DEI statements andoverall candidate evaluation at all stages of the faculty search process that are adaptable to anydiscipline. An interesting theme that arose from the interviews was how search committees talkedabout DEI, including how they evaluated DEI statements, what was considered evidence of acommitment to DEI (e.g., past activities or ideas for future contributions), and how importantDEI was in comparison to research and teaching. We plan to write a future paper addressingthese topics.References• [1

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

Tagged Divisions

Faculty Development Division (FDD)

education, director of the university’s Quality Enhancement Plan, and director of the Center for Teaching & Learning. Randy holds a B.B.A. in Information Systems and Quantitative Studies from Abilene Christian University, an M.Ed. in Secondary Education from Stephen F. Austin State University, an Ed.D. in Higher Education from Texas A&M-Commerce, and an M.S. in Library Science from the University of North Texas. His publications have addressed technology’s impact on course development, teacher education, and library services. Randy McDonald is a past-president of the Texas Distance Learning Association.Lani Draper, Texas A&M University Lani Draper, Instructional Designer for the College of Engineering at

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

for talks andworkshops, and three external speakers were selected to present remotely during the fallsemester. The spring semester follows up on this speaker series with an on-the-ground workshop.A graphical representation of our plan of action is included below in Table 1. Table 1 Simplified chart for mutual mentoring programOur central goal was to cultivate an engineering education research community of practice atNortheastern University. The mechanism established to support this fledgling community was aprogram of speakers to provide community experiences that enhance professional development,while laying the groundwork for continued collaborations. In the short-term, success was focusedon broad faculty participation in

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University

Tagged Divisions

Faculty Development Division (FDD)

State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Exploring Perceived Efficacy and Support of Faculty Mentors of Undergraduate Students in Engineering AbstractThis full research paper explores the role of faculty mentors in supporting student mentees.Faculty mentors of undergraduate students have the ability to make an academic, professional,and/or personal impact on their students. For example, mentors may provide assistance withcourse planning, share career goal

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

consideration of future identities. In future work, we want toexplore these relationships in additional cases, looking for ways in which IBM may help usunderstand additional aspects of faculty transitions.As for practical implications, this work can contribute to improving the accessibility of academiato engineering faculty who make career transitions outside of those associated with the “singlestory” narrative of tenure and promotion, or other commonly recognized forms of careeradvancement – for example, administrative roles and retirement. Dual-career couples andindividuals who are or intend to become parents and caretakers are two groups who faceconsiderable challenges with reconciling academic career plans with personal considerations.Tenure-track

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)

, in turn, lead to negative outcomes, such as impacted cognitivefunctions [11] and eventual burnout [30].The associate professor, Alex – “I hate that hierarchy of mentor-mentee.” Alex identifies as aLatina scholar and Faculty of Color. For mentorship to be effective, she believes, " [b]uilding …trust is key. Then, being strategic about goals and … provid[ing] strategic advice." Alexdescribes strategic as “not just any advice, [like] ‘oh, here's this [random workshop],’ but reallylooking at it as a roadmap. You have a strategic plan of where [does the mentee] see [themself]in the next three, five years.” Alex considers a mentor someone who understands their menteeand avoids espousing generic advice: “As a senior mentor, you need to have some

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

Tagged Divisions

Faculty Development Division (FDD)

address theimportance of effective communication in a hybrid learning context can greatly strengthen facultymembers’ ability to realize instructional and program goals. One recommendation is to develop astrategic plan that responds to the needs of engineering faculty. This plan can encompassprofessional development sessions, the creation of asynchronous learning modules, guest lecturesby leading experts in the field, and other online resources. Moreover, College of Engineeringleadership can embrace an interdisciplinary approach by collaborating with personnel fromdifferent colleges such as those from education, communications, and technology to developrobust learning experiences for engineering faculty.At a microlevel, the data revealed certain

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

of Black Engineers (NSBE), theAmerican Indian Science and Engineering Society (AISES), the Society for Advancement ofChicanos/Hispanics and Native Americans in Science (SACNAS), the Society of WomenEngineers (SWE), Great Minds in STEM (GMIS), and the Mexican American EngineeringSociety (MAES), which facilitated regular benchmarking sessions among the sevenorganizations, enhancing the program through valuable information exchange.Originally planned for four years, the FDS extended its impact to five, concluding in 2020. The2020 symposium, held virtually due to the COVID-19 pandemic, showcased the program'sadaptability. Following a hiatus in 2021, the FDS made a return with in-person meetings duringSHPE’s annual convention in 2022 and 2023