Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

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; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson

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Faculty Development Division (FDD)

Paper ID #48616Reimagining Faculty Development with an Entrepreneurial Approach Usingthe Harvard Business Review Framework and a Corporate Brand IdentityMatrixDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

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Faculty Development Division (FDD)

Engineering Education, 2025Challenges and strategies of STEM instructors in adopting active learning: Insights from aHand-search of International Journal of STEM EducationAbstractThe literature review was conducted to synthesize the challenges and strategies faced bySTEM instructors in adopting active learning, drawing on 42 empirical studies publishedbetween 2014 and 2024 in the International Journal of STEM Education. Active learningrefers to evidence‐based, student‐centered teaching methods that engage learners throughindividual or group activities, yet it remains underutilized in STEM higher education despitewell‐documented benefits. This conference paper presents the preliminary results of thisliterature review project, including the nature of

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

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Faculty Development Division (FDD)

activities up to larger-scale multi-week projects. Faculty were able to use theseimplementation guides to build connections with their courses.  FLC adaptations during three-year implementationThe goal of the UNC KEEN FLC was to integrate and increase the use of EML-based strategiesto improve learning for students. However, the FLC was intended to also improve facultyinstruction with evidence-based approaches. Over the three iterations of the FLC, we adapted thecurriculum topics and approach based on our observations of the needs of the participants. We faced many challenges during the first year of the UNC KEEN FLC Program. Thecurriculum was initially designed to focus strictly on the outcomes and components of the KEENFramework. Secondly, the

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India

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Faculty Development Division (FDD)

Pedagogy 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 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Diversity

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Faculty Development Division (FDD)

Engineering School, then as a Jefferson Science Fellow at the U.S. Department of State in 2019. Her research focuses on sensors, combining organic materials, including polymers and biological cells, with conventional devices.Dr. Vincent Nguyen, University of Maryland, College Park Vincent P. Nguyen is a Senior Lecturer at the University of Maryland, College Park. He is a founding member of the Environmental and Socially Responsible Engineering (ESRE) group who work to integrate and track conscientious engineering aspects throughout the undergraduate educational experience across the college. His efforts include formally integrating sustainability design requirements into the mechanical engineering capstone projects

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

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Faculty Development Division (FDD)

Paper ID #36711Work in Progress: Let’s Play — Improving Our Teaching by Reversing Rolesand Being a Learner with Board GamesDr. Peter Jamieson, Miami University Dr. Jamieson is an associate professor in the Electrical and Computer Engineering department at Miami University. His research focuses on Education, Games, and FPGAs.Dr. Eric James Rapos, Miami University Dr. Eric Rapos is an Assistant Professor of Software Engineering at Miami University, specializing in research in tool and interface design aimed at collaboration and user interaction. Recent projects have involved virtual reality, voice interfaces, and sketch

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University

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Diversity

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Faculty Development Division (FDD)

study conducted by theauthors, thus already familiar to them.Participants and settingOne of the goals of the larger project in which this WIP is situated seeks to explore theinstructional practices of instructors of foundational electrical engineering classes. Consequently,two instructors were invited to participate in this pilot study. One instructor is a female whoteaches the Embedded Systems course, while the other is a male teaching Intro to ECE Concepts;both have more than 7 years of experience teaching these courses.Data CollectionWe conducted in-person interviews with the two instructors. The interviews were video recordedand lasted between 20 to 30 minutes. All interviews were conducted by the first author, and thevideo recordings of

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Penn State University; Sarah E Zappe, Penn State University; Stephanie Cutler, Penn State University

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Faculty Development Division (FDD)

approach can be adopted by institutions,including optimizing faculty and staff support, establishing a faculty development andmentoring program, permitting flexibility in work schedules, improving productivity ofmeetings, and managing communication tools [6]. To help give faculty members skills tosupport students with mental health challenges and to help them increase their own mentalwell-being and fight burnout, the TLC took on several new programs related to holistic facultydevelopment, focusing on mental health. The projects included a summer book club related to teaching and student mentalhealth; mental health first aid training for faculty; and free licenses for the Calm app, an appused for increasing mental well-being. The programs

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering

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Faculty Development Division (FDD)

, especially with littleexperience: “it was hard for me to justify why I was bringing value into a new project. I didn’thave experience doing this. And I couldn’t build up that experience without collaborating withpeople as well.” Given the difficulty of developing and executing on meaningful ideas in a newfield, some authors noted a lack of confidence in their new area.Outcomes of formal training such a ProQual brought a variety of benefits, including building acommunity of new researchers in education. Most notably, participants mentioned that the work-shop helped them better understand how to think about designing studies in education: “because Ican draw this set of functional relationships between the research elements, I think it’s a lot

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

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Diversity

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Faculty Development Division (FDD)

institutions.In response to these challenges, the “Seed to Flower” (hereafter, S2F) framework was developedto guide STEM educators on how to centralize their students in STEM education and workforceinitiatives. Rooted in six principles—consciousness, asset-based approaches, boundarybrokering, student-centeredness, data-powered insights, and reflexivity—the framework fostersopportunities to introduce, reflect upon, and act on these principles within the implementation ofexperiential learning projects. By bridging academic theory and actionable practice, Seed toFlower framework provides educators, grant leaders, and industry professionals a pathway tocollaborate and improve STEM initiatives by listening to student voices and ensuring studentexperiences are

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

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Diversity

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Faculty Development Division (FDD)

resulted in a long-term friendship that helped them in choosing other classes, projects, and internships. The classfamilies did group quizzes each week to teach each other what they learned in class during thatweek, did labs together, and prepared for exams together, to name a few. In my observation, theclass families approach helped the students manage their academic stress better and provided areliable support system, ultimately contributing to student retention and academic success. Thepaper also includes the results of a student survey on their perceptions of the class familiesapproach. It further discusses some of the challenges associated with this approach. My preference is Lessons Learned- lightning talk.Introduction Although

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia

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Faculty Development Division (FDD)

implementation attitudes, practices, and pedagogical strategiesin engineering education. The top journal outlets were IEEE Transactions on LearningTechnologies and Transactions on Education. Only one book chapter was published, indicatingthat researchers are currently focusing on utilizing journal and conference outlets for AI inengineering education.DiscussionOur preliminary analysis up to this point provides tentative suggestions on our researchobjectives; there has been an increase in studies within faculty AI adoption and implementationresearch within the past year, with a projected increase in the coming years. However, it is yet tobe seen if the rise in research reflects a positive impact on faculty pedagogical strategies on AIutilization in

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

individual and institutional scale, andthen developing models to combat perceived challenges. Borrego et al. [5] provided a statisticalanalysis of survey responses to determine what qualities department chairs are looking for whencontemplating proposed educational innovations. The difficulties of implementing Problem-Based Learning (PBL) are highlighted in [4], in which they outline several common barriers andprovide detailed strategies for fitting them into course projects and activities. A more generalsystematic approach is presented in [6] which sets up a framework for addressing and resolvingbarriers to student learning outcomes and faculty-driven curricular modifications. A seven-stepplan is prescribed which focuses on the goals, objects

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

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Diversity

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Faculty Development Division (FDD)

in Ethnic Studies and Women’s and Gender Studies and Director of the Office of Student Research at California Polytechnic State University, San Luis Obispo. She is affiliated faculty in Computer Science & Software Engineering andDr. Zoe Wood, California Polytechnic State University, San Luis Obispo Whether it is creating computer graphics models of underwater shipwrecks or using art and creativity to help students learn computational thinking, Professor Zoe Wood’s projects unite visual arts, mathematics and computer science.Anagha Kulkarni, San Francisco State University Anagha Kulkarni is an Associate Professor of Computer Science at San Francisco State University. Her research investigates problems at the

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

years of corporate experience with companies such as Hindustan Coca-Cola Beverages Pvt. Ltd. and Saint-Gobain India Pvt. Ltd. (Research & Development). His interest in areas such as improvement in instructional techniques, faculty perspectives and teaching methodologies, drove him towards the domain of Engineering Education. Specifically, the question of how engineering education can be made more effective and engaging fascinated and motivated him to pursue research in this domain. He is working with his major professor on an NSF funded project dealing with communities and relationships that enable and empower faculty and students in engineering.Dr. John Ray Morelock, University of Georgia Dr. Morelock is an

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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Diversity

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Faculty Development Division (FDD)

LS# LS Description P1 P2 P3 1 Leveraging web-based interactive methods to measure student understanding and adjust synchronous lecture content accordingly in real time. 2 Use of case-studies where students problem solve historical or hypothetical situations in course assignments (projects/homework/etc.) 3 Fostering collaboration and group work among students in class. (This could be assigning group projects, pairing students to work together on homework, creating “break-out rooms” for students to work on problems in synchronous class meetings or office hours.) 4 Introducing lessons (either synchronously or asynchronously) by presenting

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

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Faculty Development Division (FDD)

between fundingreceived, or expected, from external grants. To help resolve issues related to spaces for studentwork, projects, and labs, the recommendations were focused on clearly identifying safety issuesrelated to the activities allowed in the spaces, the time of the day the spaces are open to students,and the need to have secured access and monitoring of the spaces. Other recommendations madeby the workshop participants included taking advantage of surplus or rotated equipmentprograms that federal labs and some industry partners may run to help reduce the funds that theprograms themselves must provide.Five of the seven statements in this theme fall into a potentially more informative pattern. Inaddition to being rated a 4 or 5 with a

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

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Diversity

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Faculty Development Division (FDD)

Identification, and Value Creation into Problem-basedLearning Modules with Examples and Assessment Specific to Fluid Mechanics,” Proceedings ofthe 2016 ASEE Annual Conference & Exposition, New Orleans, LA, June 2016.[17] L. Liu, J. Mynderse, A. Gerhart, and S. Arslan, “Fostering the Entrepreneurial Mindset inthe Junior and Senior Mechanical Engineering Curriculum with a Multi-Course Problem-basedLearning Experience,” Proceedings of the 45th ASEE/IEEE Frontiers in Education Conference,El Paso, TX, October 2015.[18] A.L. Gerhart, D.D. Carpenter, and R.W. Fletcher, “Developing Design and ProfessionalSkills through Project-based Learning focused on the Grand Challenges for Engineering,”Proceedings of the International Symposium on Project Approaches in

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

inengineering education at HSIs. The findings are expected to provide guidance for furtherresearch, inform policy decisions, and help shape practices that lead to a more inclusive andsupportive engineering educational environment. Specifically, we offer implications to betterserve Latinx and BIPOC engineering students and their communities at HSIs. MethodsTo better understand the implications from existing literature for engineering faculty membersand administrators at HSIs, we conducted a systematic review of literature on engineeringeducation at HSIs. This paper is part of a larger project for which we collected article data thataddressed STEM undergraduate education at HSIs. With specific inclusion

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

– Engineering Education in the School of Applied Engineering and Technology at the New Jersey Institute of Technology. He holds a PhD in Mechanical Engineering from the University of Texas - Austin, an MS in Electrical Engineering from the University of Southern California, and a BS in Electronics and Communication Engineering from India. Dr. Shekhar also holds a Graduate Certificate in Engineering Education from Virginia Tech. Prior to his current appointment, he worked as a Postdoctoral Researcher and Assistant Research Scientist at the University of Michigan. He is the recipient of the 2018 Outstanding Postdoctoral Researcher Award at the University of Michigan; and serves as a PI/Co-PI on multiple projects funded by the

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

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Faculty Development Division (FDD)

for engineering educators to leverageinvolvement in entrepreneurship education through an activity and a potential paper related tobest teaching practices on their P&T portfolio documents. It is recommended that engineeringschools and colleges offer these experiences, especially for engineering instructors formallytrained in technical and disciplinary areas. Anecdotal evidence suggests this approach works for the following reasons. First, itpromotes accountability. Second, it allows for networking. Third, it encourages collaborationsacross projects. Fourth, the virtual nature of the program increases accessibility and equity. Fifth,there are multiple incentives (in addition to the four previously mentioned), including a stipendand

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

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Faculty Development Division (FDD)

from her experience design surgical instru- ments in the medical device industry, leading diversity and outreach initiatives for MIT’s Office of Engi- neering Outreach, and launching STEM programs in Design Thinking, Computer Science, and Robotics at a K-12 charter school. As an engineering educator and researcher, she is passionate about breaking down barriers and transforming engineering into a more inclusive field. In addition, her teaching focuses on the implementation of authentic project-based learning to develop students’ 21st century skills such as collaboration and ill-structured problem-solving. ©American Society for Engineering Education, 2023 Conceptual Framework

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University

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Diversity

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Faculty Development Division (FDD)

faculty” to refer to clinical and professional faculty, like ourselves, whoin addition to teaching, have some responsibility to develop a domain of practice. Looselytranslated, it is generally understood at Purdue University that C/P faculty focus on teaching and“some other thing.”Our Purpose and ProcessThis project came about as a series of conversations. First by one author (Jamie) sharing a pieceof his story with a colleague, who responded with, “Wow, I think more people would beinterested in hearing about this job shift.” Then, another conversation a short while later thatcemented the idea to document this change from teaching at a small, teaching focused school to alarge, research-focused one. During a faculty orientation session prior to

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University, West Lafayette; Tiantian Li, Purdue University, West Lafayette ; Kristin Bartlett; Wanju Huang, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette

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Faculty Development Division (FDD)

affect student experiences [15], [16].By understanding the experiences of instructors of varying levels of involvement in the design ofthe modules and expertise in the MBSE content, this work-in-progress paper aims to providehelpful insights for other instructional designers or instructors that might teach online modules.Our team has previously designed a series of online, asynchronous modules informed by the CoIframework to respond to the industrial needs of MBSE training [17]. Our modules are designedfor learners who are interested in understanding the value, functions, and offer themopportunities to apply their learning in projects. Our guiding research question is “What are theexperiences like for instructors who used our pre-designed MBSE

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University

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Faculty Development Division (FDD)

, on-campus centers for teaching and learning should consider incorporating innovative pedagogical methods into training and promote the use of tools and strategies available on the SoTL Accelerator project website. 4. Finally, Provost’s Offices should consider updating promotion and tenure guidelines to encourage faculty participation in professional development for teaching.6.2 Limitations and Future ResearchWhile this faculty professional development program successfully integrated quantitativeassessments to evaluate its effectiveness, several limitations should be acknowledged. First, thestudy primarily relied on self-reported data, which may be subject to biases such as socialdesirability and personal interpretation of

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University

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Faculty Development Division (FDD)

, established a rigorous selection process, and identifiedexceptional mentors for the award. This initiative also serves to disseminate best practices inmentorship across the college’s fifteen departments. Attendees of the mentorship lectures haveprovided overwhelmingly positive feedback, and the events have motivated under-mentored orisolated faculty members to seek additional opportunities for mentorship support. The awards notonly highlight the College of Engineering’s commitment to valuing mentorship but also foster agrowing community of mentors who share effective approaches. This initiative can be viewed asan example of project-based learning (PBL) in action.Focus on Education: The Office of the Dean hosted an interactive session on the

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaylin N Williams, University of Virginia

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Faculty Development Division (FDD)

Paper ID #46157WIP: Assessing the impacts of engineering educators’ self-determination onstudent learning experiences and outcomesDr. Shaylin N Williams, University of Virginia Shaylin Williams is invested in identifying ways to improve the engineering education experience for future generations of engineers. She is a native of Natchez, Mississippi. As a McNair Scholar at the University of Mississippi, she worked on various chemical engineering projects. Additionally, she completed an REU in healthcare engineering at the University of Wisconsin- Madison. Shaylin earned a master’s degree in industrial and systems

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

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Faculty Development Division (FDD)

advisors and Ph.D. student advisees at UMass Lowell. Previ- ously, Ha worked for eight years as the Program Manager of DifferenceMaker, a campus-wide student entrepreneurship initiative at UMass Lowell. There, she co-created and managed the Mentor program. Ha is also an adjunct faculty member at the Manning School of Business at UMass Lowell. Prior to join- ing UMass Lowell, Ha spent ten years working for The World Bank in Vietnam. In this role, she assisted small and medium enterprises in raising financial capital and acquiring technical consulting services. Ha also managed projects focused on capacity building for industry clusters. Ha holds a B.A. in English from Vietnam National University, an MBA from UMass Lowell

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

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Diversity

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Faculty Development Division (FDD)

STEM [4]. So, although this research project applies to all UD faculty, engineering and relatedfaculty are disproportionately involved and impacted.UD has also been investing in improving departmental climates and diversity, equity, andinclusion on campus. As part of this work, in spring 2020, UD faculty participated in theCOACHE Faculty Job Satisfaction Survey. This survey, developed at the Harvard GraduateSchool of Education, measures faculty perceptions of various aspects of worklife. Despiteconducting the survey in spring 2020, a semester significantly disrupted by the COVID-19pandemic, UD’s survey response rate was 40%. COACHE determined that most responses werecollected before the disruption and performed a special analysis to determine