Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

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Faculty Development Division (FDD)

Paper ID #42823Apoyando y Modificando el Curr´ıculo: Supporting our Next Generation LatinxSTEM StudentsMayrismir Cordero, MPA, Palo Alto College Mayrismir Cordero obtained her Master’s Degree in Public Administration from St. Mary’s University in San Antonio. She knows and understands that student success is a collaborative effort. Her project management and organizational skills have led her to design programs that lead and serve a large community of multidimensional learners. After 17 years in education, her love for students, her connection with faculty and her shared identity as a Latina with the Hispanic/Latino

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

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Diversity

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Faculty Development Division (FDD)

techniques.The SLG programming followed the same outline of the lead author’s learning theory course andtherefore did not include much discussion regarding facilitation of this modality.Lessons LearnedDuring the summer of 2023, we embarked on our first iteration of our CoP and SLG. We cameinto this project with a shared hypothesis that there is a missing focus on the science of learning,including the impact of interactions between faculty and students, in faculty development. Webelieve this is a key factor in why there is limited change in faculty beliefs and behaviorsregarding teaching and learning as a result of faculty development programs.Elements of our CoP programming that were successful as reported by our first cohort ofparticipants included

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

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Faculty Development Division (FDD)

environment. 5. The instructor treated all students with respect. 6. The instructor gave me constructive feedback on assignments and assessments. 7. Graded assignments and assessments (e.g., quizzes, exams, papers, projects, assigned problems, performances, presentations) were a fair reflection of the material taught in this course. 8. Assignments (e.g., readings, projects, assigned problems, performances, presentations) positively contributed to the learning experience in this course. 9. Through this course, my knowledge of the subject increased. 10. This course helped me develop intellectual and/or critical thinking skills. 11. This course advanced my professional development. 12. Overall, this instructor is an effective educator. 13. Overall, this

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

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Faculty Development Division (FDD)

] reported that student focus groups provided access to in depth understanding ofengineering students’ attitudes around and resistance to nontraditional teaching methods thatwere otherwise less directly measured through surveys. To this end, future efforts of this ongoingresearch project include collection of in-depth qualitative data from a subset of participantsthrough observation and/or interviews that will seek to gain descriptive, experiential insight intoindividual and interpersonal processes toward implementing EBIPs into engineering courses.Additionally, the project will generate longitudinal data through working with facultyparticipants over the course of a class term in order to gain understanding of fluctuating demandsand needs that may

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Diversity

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Faculty Development Division (FDD)

, Geographical Information System and other civil engineering discipline. He has handled several national and international projects in the area of engineering, technology and Engineering Education. He has offered MOOC programme on SWAYAM Portal in the area of Student Assessment and Evaluation, Technology Enabled Teaching Learning, Sustainable Construction Materials and Techniques, Civil Infrastructure for Smart City Development etc.Dr. Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai,India Janardhanan Gangathulasi holds both Bachelor in Engineering (Civil Engineering), Masters degree in Geotechnical Engineering from College of Engineering Guindy, Anna University, India and

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)

and Psychology, Training Technology, Instruction Design, Soft Skills, Gender Studies, Student Guidance and Counselling, Mentoring, Emotional Intel- ligence, Neuro-Linguistic Programming, Yoga, Mudras and Healing techniques. She has Coordinated more than 250 short term and overseas programmes. She Coordinated the M.Tech(HRD) programme of the Institute. She has trained more than 300 international teachers and administrators. She is Offering a course on MHRD SWAYAM Platform, covering 19,500 learners in 4 batches. She has Completed 5 doctoral Dissertations in Engineering Education. She has guided M.Tech (HRD), MCA and Overseas Trainees’ Projects. She has published around 30 papers in Journals and presented sev

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

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Faculty Development Division (FDD)

Paper ID #43568Examining the Implementation and Impact of Reflective Practices in EngineeringCourses: Insights from Faculty and Teaching AssistantsDr. Logan Andrew Perry, University of Nebraska, Lincoln Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska-Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr. Perry’s current work centers on understandinMrs. Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln Ibukunoluwa Eunice Salami is a PhD Student in Engineering Education

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

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Faculty Development Division (FDD)

talk or traditional lecture.IntroductionIncreasing emphasis has been placed on the engineering education community to implementstudent-centered pedagogies which can increase retention and offer the students a more authentic(“real-world”) experience. These pedagogies have proven to be more effective than thetraditional “chalk-and-talk” passive lecture methods, and include challenge-based learning (e.g.,problem-based learning, project-based learning, case-based learning, inquiry-based learning [1])and a multitude of active/collaborative techniques (e.g., think-pair-share, quick think, jigsaw, andgallery walk). All of these learning methods excel in student learning of content as well as avariety of process skills such as critical thinking

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

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Faculty Development Division (FDD)

whatthey learned into future courses. However, beyond the immediate evaluation, the main challenge isthe sustainability of faculty development programs’ goals over time [10]–[12]. Considering thatour program finished almost five years ago, we have designed a qualitative multiple-case study tofollow the instructors that finished the program and trace the long-term influence of the experienceon their practices and beliefs. As our inquiry is in progress, we will address in this paper theconceptual framework, methods, and preliminary findings of the study.BackgroundThe faculty development program we are following up with this study occurred in the context ofan Institutional Improvement Project (IIP) called “Design and implementation of a strategy

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

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Faculty Development Division (FDD)

faculty, surveys and success stories from faculty, and lastly, we provide ananalysis and overview to improve self-starter learning communities related to EML micromomentsin the future.2. EML micromomentsTraditionally, EML implementations connect to semester-long, large-scale projects or seniordesign courses where students apply concepts learned in multiple classes to a “real-world”problem. The timing of senior design in the final year of undergraduate studies makes itchallenging to develop an entrepreneurial mindset [9]. One way it can be effective for faculty toacclimate to EML is by doing small implementations through micromoments. Micromoments arerapid and easy active learning implementations that promote students’ learning, emphasizing the3

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)

, group projects,simulations, in-class talks, problem-solving exercises, critical thinking, and practical problem-solving exercises. Active learning, in contrast to conventional lecture-based methods, promotesstudent participation in the learning process, leading to a deeper comprehension of the subjectmatter. By encouraging active student participation instead of just passive information intake, theintention is to create a more dynamic, encompassing, and interactive learning environment.When compared to more passive approaches, an increasing amount of research shows that activelearning improves student outcomes like retention, engagement, and learning gains [2], [3].However, faculty at colleges and universities continue to adopt active learning

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

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Faculty Development Division (FDD)

implementation.Research also might benefit from an understanding of the greater academic ecosystem.Next StepsBased on the findings presented in this work-in-progress paper, the full research project aims todelve into the complexities surrounding the integration of generative AI in academic settings byusing role identity theory and activity theory more heavily as guiding frameworks for continuedanalysis. The completed study will go beyond surface-level opinions to understand how broaderphilosophies and sociocultural factors shape faculty perspectives. At the time of writing,interviews have been conducted with faculty in the remaining engineering disciplines at UtahState University. To date, several consistent themes and concerns among faculty perspectives

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

. Additionally, a distinct interest in fostering individual mentor/menteerelationships for scholarly pursuits emerged, indicating a desire for personalized support withinthe CoP.“But personally, I prefer to work one-to-one, like an advisor-advisee relationship. I feel like Iwill make more progress than [at] the team level,” shared Interview Participant 3. Similarly,Participant 1 noted the need for personalized, individual collaboration with another co-author tosustain their efforts, sharing, “[The CoP meetings are] like a sprint. What I'm thinking of is amarathon. I cannot see myself sustaining my interest and investment if it is a long-term project.”Conversely, several benefits that participants found emerged. Access to valuable resources andframeworks

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

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Faculty Development Division (FDD)

Pedagogy into Community-Based Research,” Critical Sociology, vol. 41, no. 7-8,pp. 1065-1085, Oct. 14, 2014. [Online]. Available: https://doi.org/10.1177/0896920514537843[28] I.M. Gómez-Trigueros, “Digital teaching competence and space competence with TPACKin social sciences,” International Journal of Emerging Technologies in Learning (iJET), vol. 15,no. 19, pp. 37–52. 2020. [Online]. Available: https://doi.org/10.3991/ijet.v15i19.14923[29] L. Kakkori and R. Huttunen, “Aristotle and Pedagogical Ethics,” Paideusis, vol. 16, no. 1,pp. 17-28. 2007. [Online]. Available: https://doi.org/10.7202/1072603ar[30] A. J. Head, B. Fister, and M. MacMillan, "Information literacy in the age of algorithms,"Project Information Literacy, 2020. Available:https

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

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Diversity

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Faculty Development Division (FDD)

current reported effort contributes to the growing body of knowledge and resourcesgenerated by the multi-institutional Mentorship 360 (M360) project, funded by the Kern FamilyFoundation. Junior and senior faculty were interviewed to examine perceptions of mentorshipheld by faculty mentees and mentors. Comparisons across mentors and mentees providedinsights into existing alignments and misalignments regarding interpretations of effectivementorship [4], [6].A subset of engineering faculty interviewed for this project stood out as unique from otherparticipants because their perceptions of mentorship were fraught with uncertainty and/orinconsistencies despite being actively engaged in mentor-like support relationships with others.In these discrepant

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Professor of Practice (Teaching Only) 10 17 Professor (Teaching & Research) 49 82Rank Assistant 25 42 Associate & Full 34 58B. Data CollectionThe link to an online one-time survey, including two measures of adaptability, was emailed toevery instructor in the college of engineering in October of 2021. The instructors providedconsent as per the IRB protocol for the project and were compensated with a $10 e-gift card forcompletion. The survey included 48 closed-ended items in which participants were asked toconsider a series of statements in the context of teaching undergraduate courses

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

efficiency and suitability ofthe peer observation process itself; impact-related questions inquire about the effect of theprocess on the quality and outcomes of the teaching practice; and culture-related questions arerelated to the overall perceptions of the impact of the peer observation process on thedepartmental culture around teaching and faculty relationships. Finally, a set of questions isrelated to the project objective of promoting inclusive teaching practices, evaluated separately.Table 1 shows the questions related to each theme from the committee member survey (CMS)and observed faculty survey (OFS). Table 1: Grouping of survey questions across the three themes Theme Process Impact

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

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Faculty Development Division (FDD)

. Each of thesefactors is illustrated with quotes from the participants.Collaborating: Some mentees described actively collaborating with their mentor, whetherco-authoring an article, co-advising a student, or working together on a project. These menteesappreciated a senior faculty member taking an interest in partnering with them rather thanadhering to conventional top-down hierarchies, as captured by Clark: “One thing that he was really helpful with is, he started including me on…writing proposals together and co-authoring papers together…I think the fact that he was a mentor and he was wanting to be a colleague and work together on stuff, it was very different than somebody that was like, “Well, I’m, you know, up here

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

Dallas Dr. Yvette E. Pearson is Vice President for Campus Resources and Support at The University of Texas at Dallas. A Fellow of the American Society of Civil Engineers (ASCE) and the American Society for Engineering Education (ASEE), Pearson is recognized globally for nearly 30 years in higher education, particularly for her work to advance sustainability, access, and opportunity in STEM education and practice. Her university-based and consulting efforts have led to over $40M in funding for projects to support initiatives in STEM and changes to policies and practices of global engineering organizations. Pearson is a registered Professional Engineer, an ENVISION® Sustainability Professional, and a Commissioner on

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

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Faculty Development Division (FDD)

types of workspaces available may vary between cohorts.Differences in workspace layouts can affect their suitability for group work and collaborativeprojects. An enjoyable place to work with others may encourage students to spend more timeworking together on a project compared to students with less enjoyable workspaces that simplywant to ‘get it done’ so they can go elsewhere. It is important for instructors to be aware of howthis could influence student interaction and collaboration. In courses featuring laboratorycomponents, discrepancies in equipment availability and functionality can lead to differentlearning outcomes and/or inequitable hands-on experiences. Equity across cohorts should be keptin mind when designing laboratory activities

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

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Faculty Development Division (FDD)

. Paper ID: 26093.[3] Marquez, E., Garcia Jr., S. Teaching Engineering Virtually: A Rapid Response to Address theAcademic Challenges Generated by COVID-19. 2021 ASEE Gulf-Southwest Annual Conference.March 24-26, Baylor University. Waco, Texas. Paper ID: 35065.[4] Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promoteactive learning: Annotated illustrations versus narrated animations in multimedia instruction.Journal of Experimental Psychology: Applied, 11(4), 256-265.[5] Mills, J., Treagust, D. Engineering Education, Is Problem-based or Project-based Learning theAnswer. Aust J Eng Educ. Jan. 1, 2003.[6] Dorman, J. P. (2002) Classroom environment research: Progress and possibilities. QueenslandJournal of

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)

twoinstances (A2 and E2), there were other educators involved. In both cases, the educator reportedhaving to explain ungrading and negotiate the use of ungrading in order to arrive at the ultimatedecision. Further, in the case of E2 (the capstone course), there was a department expectationthat a significant portion of the grade would be based on student performance.Dimension: Emphasis. Across the instances of ungrading, there were three instances in whichungrading mediated the entire grade (A1, A2, and E1). In the remaining instance (E2), studentswere told that the ungrading effort would account for 30% of the grade (and the rest of the gradewould be based on the capstone project effort).The notion of tradeoffs may not be relevant to motivations, but

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

about pedagogical practicesand challenge assumptions you may have about students. Faculty who work with teachingassistants can encourage them to engage in individual reflection using a guide reflexive practicemodel and then have a group discussion to learn from one another. To address the needs ofstakeholders, engineering faculty, and students need to become critically aware of societalstructures that impact external parties and possess the cognitive abilities to assess how thosestructures influence their professional identities and practices. Critical thinking and project application- This implication focuses on the critical thinkingand questioning benefits of critical consciousness in its application in engineering

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

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Diversity

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Faculty Development Division (FDD)

. Engagingwith esteemed tenured faculty role models spanning diverse disciplines, participants also connectwith early-career colleagues from across the nation, creating a dynamic and inclusive space forprofessional growth and collaboration.The inception of the FDS can be traced back to the initiation of an ASSIST grant awarded onSeptember 17, 2015, identified by the number 1548322. Titled "ASSIST: StrengtheningEngineering Faculty through Diversity-Serving Professional Organization Engagement," thisgrant laid the foundation for the FDS. Launched by SHPE in November 2015, the programinitially operated as a subaward to the overarching project, with the grant primarily allocatingfunds for travel.Collaborating with organizations such as the National Society

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, no.3, pp.106-112, 2018.[38] H. Z. Okulu and A. Oguz-Unver, “The Development and Evaluation of a Tool to Determine the Characteristics of STEM Activities”, European Journal of STEM Education, vol.6, no.1, pp.6, 2021.[39] A. Sokolowski, Scientific Inquiry in Mathematics-Theory and Practice. Springer International Publishing,2018.[40] Y. Yang and F. Rao, “Case Study and Its Enlightenments on Interdisciplinary Integrated STEM Curriculum Development: A Case of STEM Course in America Mars Education Project”, e-Education Research, vol.40, no.2, pp.113-122, 2019.[41] S.YU and X.HU, “STEM Education and Its Model for Interdisciplinary Integration”, Open Education Research, vol.21, no.4, pp13-22, 2015.[42] A. Struyf, H. De

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacob Michael Elmasry, The University of Sydney

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Faculty Development Division (FDD)

often need to be convinced of the value of these skillsand often have pre-conceptions of their importance.1. IntroductionAcademics often find themselves trying to get students to accept new ideas. Sometimes this isin the form of a lecture on new content that the students haven’t seen before. At other times,this comes in the form of answering a student’s question or explaining something to a studentone-on-one. Increasingly academics are trying to get students to come across these ideasmore naturally in project-based learning environments. In all cases, however, Academics aretrying to get students to accept ideas and achieve learning outcomes.In order for an idea to be accepted, however, a lot has to go right. A student needs to beinterested

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

Tagged Topics

Diversity

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Faculty Development Division (FDD)

. Enmei thought about reporting her, but she had heard that Chinese students were often blamed for dragging down scores of group projects with domestic students, so she decided not to do it. Adapted from [38] b. Relationship of case to the literature • She has many questions about how to be ready for this new experience.Our literature review (Section 2) highlights that international students do not have enoughfamiliarity with the US educational system, but they are described as willing to learn andhardworking (see Section 2 for more details). • She wanted to make US friends, yet she had a bad experience. So now, she is focused on