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 and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

involvedparticipants providing the percentage of time they spent in class on different activities (e.g.,lecture, small group discussion, videos) and ranking both their and the department’s readiness tochange when thinking about teaching innovation (on a scale of 0-10, with 0 being “no thoughtsabout it” to 10 “taking action, such as planning activities”). Respondent totals per survey distribution round are shown in Table 1. Ultimately, therespondent totals were low, but respondent totals did stay somewhat consistent between Rounds3-8. Efforts were made to increase the respondent totals, such as sending reminder messages tonon-respondents, enabling respondents to go back to the survey if they could not complete it inone sitting, attending faculty

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

workshop’s impact.Evaluation and Impact AssessmentThe study evaluates workshop effectiveness based on participant responses and engagementlevels. Data from the pre-and-post surveys are analyzed to identify trends in belonging,awareness, and perceived retention. Thematic analysis of qualitative responses helps uncover keythemes related to mentorship support and professional identity development.Workshop Implementation Status The workshop series has not been implemented yet. The design phase is currently underway,with plans for initial sessions to be launched in the near future. Data collection will commenceonce the workshops are conducted, and findings will be analyzed to assess their impact onfaculty belonging, awareness, and retention. This

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

Tagged Divisions

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

Tagged Divisions

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 and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

, Biology, Physcis, MathematicsBathgate, M. E., 2019 To examine how perceived supports 584 faculty and Mixed USA Primarily science Theory of Planned Yes The 19 EBT practices assessedAragón, O. R., and barriers relate to the instructors from disciplines Behavior (Ajzen, 1985, included: 1) active learning techniquesCavanagh, A. J., implementation of evidence-based college science 2011) like group discussions and exercises, 2)Waterhouse, J. K

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: 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)

had not taken courses that used SBG before, so some onboarding time andpreparation were necessary. Although students expressed some confusion in the first few weeksof the semester, they adapted quickly and did not report this to be a major barrier to theirlong-term success in their courses. To improve acceptance, Fluids Instructor noted theimportance of planning and preparation: “I think with the way I set it up visually, I had to havethe course all planned out from the beginning. So I think that's one of the things from thelogistics side of thinking through things and really understanding, because I've got to havedecided what are the essential tokens up front. What am I expecting students to do? Whatnumber of tokens is going to be equivalent

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: 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)

? Why? • How would you explain the concept of neurodiversity now (Year 5)? Focus Course Interventions Example • What are some of the aspects of the course that you have redesigned? Questions • Why did you decide to implement these changes? • Have you changed, added, or removed anything about your redesigned course (since last year)? • What formats for delivering instruction have you used this year? Focus Course Redesign Process Example • How would you describe the process of planning inclusive instruction? Questions • What support or resources supported you in the redesign process? • What limits or

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

—something especially valuable forthose who may feel their perspectives are not typically centered in academic spaces.Additionally, it is important to remain aware of how communication styles can inadvertentlysilence voices. When students have internalized that their contributions are undervalued, theymay speak less—not from lack of insight, but from prior learned restraint. Attuning to thisdynamic is key to creating environments where every student can participate meaningfully.2. Think in Terms of PossibilityIn collaborative planning sessions with new institutional partners, I often hear limitations surfacequickly: “We can’t because…” or “We don’t have the resources to…” These statements, thoughwell-intentioned, often reflect conditioned patterns

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

suggestions. The majority of studentshad no suggestions, but among those who did, common themes included the following-flexibility in selecting the group members instead of having the instructor assign them randomly,incorporating peer grading to ensure fair assessment and accountability, and offering extra creditactivities to help strengthen group bonds.Conclusion In my experience, class family model has proven to be an effective strategy for fosteringcollaboration, improving learning outcomes, and building lasting relationships among students.While challenges like uneven work distribution can arise, they can be mitigated through clearguidelines and proactive communication. Based on these experiences, I plan to refine theapproach further and

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University

Tagged Divisions

Faculty Development Division (FDD)

been encouraging—many have expressed interest in receiving morenuanced feedback and see potential value in peer observation and exit interviews. As part of theupcoming pilot, we plan to gather structured feedback from participating faculty to betterunderstand their experience and refine the approach accordingly.Future work will involve the pilot implementation of this model across various departments toassess its feasibility, effectiveness, and scalability. Data collected during this phase will helprefine the model, addressing any logistical or methodological challenges that arise. Additionally,research will focus on analyzing the long-term impact of the model on teaching quality, student

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

departments and work culture. However, someparticipants indicated the need for further follow-up initiatives for their department leadershipand additional tools to implement short- and long-term actions. Despite having thought leaders ateach table, many were equally engaged with the participants, which affected the documentationprocess. For future events, we plan to simplify facilitation with guided questions and providetraining for designated recorders. Based on feedback and our experience with previous sessions,we recommend conducting all forums and workshops in a single mode, either entirely in-personor fully virtual, for consistency, accessibility, and effective delivery.As part of our expansion, we are developing a one-year “CARE Certified

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 Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

theworkshop through post-surveys, measuring faculty preparedness, confidence, and their intent toincorporate clean energy concepts into their teaching. The findings indicate that targeted facultytraining programs can significantly improve clean energy education delivery andinterdisciplinary collaboration. Based on the outcomes, the study outlines plans for furthercurriculum development, faculty engagement, and expanding the program to benefit morestudents. Recommendations for scaling similar faculty development programs at otherinstitutions are also discussed, contributing to the overall mission of preparing future leaders inthe clean energy sector.Keywords: Faculty Development, Clean Energy Education, Building Decarbonization, STEMCurriculum

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