Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

get out of that, and this is what I would tell you to say to do that or, you know, so I have people in my corner, who definitely are trying to help reduce that kind of workload.”Eva has a mentor that understands the tenure process and is a support for her as she navigates theworkload and faculty norms. Understanding the importance of mentorship in these experiences iscrucial to understanding how faculty navigate the tenure process, especially with the lack ofmentors that reflect their identities which promotes isolation.Understanding the Tenure and Promotion process in Engineering Departments Participants spoke in detail about the worries they had about the process. Some of theareas of concern are highlighted by a few

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Vajih Khan, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Abdulhamid Zaidi; Suleiman M Obeidat, Sam Houston State University; Sumith Yesudasan, Sam Houston State University

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Faculty Development Division (FDD)

60% on the pre-test and 96% on the post-test, indicating significant improvement aftercompleting the training. By investing in faculty development, we are better equipped to provideour students with hands-on experience and knowledge of integrated systems, ensuring they areprepared for the challenges and opportunities of Industry 4.0.Importance of Such Trainings and Student SuccessTo address the skill challenges of the cutting-edge industry, it is essential for higher educationalinstitutions like ours to reflect these needs in our course curriculum, especially for EngineeringTechnology departments that emphasize applied engineering and hands-on learning. To achievethis, faculty members participate in professional development trainings to

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

Tagged Divisions

Faculty Development Division (FDD)

, S. Zappe, and I. Osunbunmi, “Lessons Learned: FacultyDevelopment Book Club to Promote Reflection among Engineering Faculty on Mental Health ofStudents,” presented at the ASEE Annual Conference & Exposition, 2024.[9] “About,” Mental Health First Aid, Oct. 18,2013. https://www.mentalhealthfirstaid.org/about/[10] Calm, “Experience Calm,” Calm, 2019. https://www.calm.com/ (accessed Jan. 25,2024).

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)

Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research ini- tiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Dr. Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of

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

Tagged Divisions

Faculty Development Division (FDD)

solved, and propose solutions to unresolved issues fromparticipants in the network.The creation of the initial pool of failure modes occurred over approximately a one hour roundtable discussion amongst the lead authors. The members of the round table discussion wereattendees of the EMERGE in person meeting and chose to participate in discussing this topicfrom 5 topics offered. The members of the initial table, the authors, were from DePaulUniversity, Earlham College, University of Ottawa, University of San Francisco, and StevensonUniversity. Characteristics of the authors’ institutions are provided in Table 1. Reflecting onpersonal experiences in program development and sharing stories, the activity generated about40 of the initial failure mode

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

debrief and reflection. By experiencingmultiple live ACLs and follow-up discussions, the participants gained an appreciation for thepre-course preparation necessary, the length of class time necessary, and an idea of whichtechniques might work (or not work) for them. One thing to note is that, just like our students,faculty may tend to look ahead at class material. For this reason, the facilitators used a “just intime” method to release notes and handouts.4. TemplatesTwo types of templates were distributed to and used by the participants. The first was a fillabletemplate that contained all the elements of a well-structured ACL that aided in determining thetime allotted for the module, team size, student deliverables, assessment technique, etc

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)

in the first coding cycle [12], analyzingthe data for relevance to the research questions. The second and third coding cycles progressedbased on analyzing data for connections to the proposed theoretical framework. The resultingcodebook was developed by the autoethnographer in consultation with the research collaboratorfor confirmation of emerging themes, sensemaking, and suggestions for additional probing.Part of the analysis journey also included reflections on the autoethnographer’s transitionalexperiences outside those articulated during the interview. These reflections are recorded inanalytical memos written throughout the analysis process, starting from interview transcription.This additional data allowed the researchers to explore in

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division (FDD)

as men, 31% identify themselves as women.Faculty participation varied across departments. For instance, the Civil and EnvironmentalEngineering department had the highest participation (21%). Participation was moderate inBioengineering (7%). Participation was less in Physics (3%). There is no participant fromChemical Engineering. It is important to note that the demographics of survey participants donot reflect the overall demographics of program participation by gender, departments, andother categories.Findings and DiscussionMost engineering faculty members are highly engaged in their teams’ education-innovationprojects.Based on the faculty survey, the application process is considered highly accessible, and thefaculty believe the proposal

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

, which indicates the contribution of the incrementalinnovation training as a means for improving faculty approach to curricular or pedagogicalchanges and percolating faculty teaching culture change.The proposed rubric to evaluate faculty educational change proposals also helped target thetraining workshop to the needs of the faculty. In particular, faculty had considerable difficulty inplanning and articulating measurable student outcome changes as well as identifying andmonitoring indicators and scoreboard to evaluate their own progress. The results from theworkshop show that the AGGIES process together with specific training on measurable studentoutcomes is a key step towards a more reflective sharing and self-regulating teaching communityof

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)

simultaneously. Most of these foreign nationals areeventually naturalized and become citizens. While the immigration status of these faculty istransitional, their specific cultural and racial identity carries forward. Unfortunately, theclassification of these individuals in URM/Non-URM status is complicated [25], as 1) the URMdefinition used by NSF is based on underrepresentation in STEM fields relative to the overall U.S.population, but FB faculty are drawn from the world population where the ethnic groups adverselyaffected by systemic inequities may or may not align with the U.S. definitions; 2) FB faculty ofBlack and Hispanic backgrounds are included in URM, which raises the number of URM facultybut does not reflect an improvement in the including of

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

feel safe You review the course schedule and recognize that pushing the due date back to Sunday will not Behavioral impact the progress of the course You prioritize students learning material over Compassion assignment due dates You acknowledge the challenges of being an engineering student learning new and complex ideasThese examples are reflective of the way Meyers [29

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

pedagogical best practices. During Fall 2022 workshops includedinformation on critical thinking [9],[10], cognitive load [11],[12], Poll Everywhere, group work[13], [14], feedback [15], [16], and engagement strategies.The CITL facilitates Small Group Instructional Diagnostics (SGIDs) at the request of faculty togive students a chance to voice their suggestions and concerns at the mid-point of the semester.A SGID is a simple and straightforward evaluation process that uses structured small groupdiscussions among students in a class to provide confidential feedback to an instructor[17], [18].The survey asks students to share what supports or hinders their learning, suggestions to enhancetheir learning, and a self-reflection question for how students

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell

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Diversity

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Faculty Development Division (FDD)

,” Journal of College Student Retention: Research,Theory & Practice, vol. 24, no. 2, pp. 316–336, 2022, doi: 10.1177/1521025120915576[28] Y. J. Wong, “The psychology of encouragement: Theory, research, and applications,” TheCounseling Psychologist, vol. 43, pp. 178–216, 2015, doi: 10.1177/0011000014545091.[29] R. Frey, J. Mutambuki, and D. Leonard, “Features of an effective future-faculty teachingdevelopment program,” Journal of College Science Teaching, vol. 49, no.4, pp. 58-65, 2020.[30] L. A. Wendling, “Valuing the engaged work of the professoriate: Reflections on ErnestBoyer’s Scholarship Reconsidered,” Journal of the Scholarship of Teaching and Learning, vol.20, no. 2, 2020), doi: 10.14434/josotl.v20i2.25679.[31] J. Zimmerman, The amateur

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, provide feedback,and check-in on progress regarding their project. We asked them to respond to a simple monthly check-inform (i.e., short reflective prompts) available online in our Learning Management System.During summer 2022, thanks to funding from the grant, a Makerspace student staff was available to helpfaculty who wanted to come in during the summer months to practice using the equipment. No datacollection was conducted during that time.The second year of our study has been focused on implementation of the faculty project ideas, leveragingthe makerspace, into their courses. To check in on progress in the middle of the second year, one-on-onesemi-structured interviews were carried out by a trained graduate student research assistant in

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

Tagged Divisions

Faculty Development Division (FDD)

Intelligence (AI): A Collective Reflection from the Educational Landscape," Asian Journal of Distance Education, vol. 18, no. 1, pp. 51-130, 2023.[6] H. Ibrahim, F. Liu, R. Asim, B. Battu, S. Benabderrahmane, B. Alhafni, W. Adnan, T. Alhanai, B. AlShebli, R. Baghdadi, J. J. Bélanger, E. Beretta, K. Celik, M. Chaqfeh, M. F. Daqaq, Z. E. Bernoussi, D. Fougnie, B. G. de Soto, A. Gandolfi, A. Gyorgy, N. Habash, J. A. Harris, A. Kaufman, L. Kirousis, K. Kocak, K. Lee, S. S. Lee, S. Malik, M. Maniatakos, D. Melcher, A. Mourad, M. Park, M. Rasras, A. Reuben, D. Zantout, N. W. Gleason, K. Makovi, T. Rahwan and Y. Zaki, "Perception, performance, and detectability of conversational artificial intelligence across 32 university courses

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

we will also compile a list of exemplary cases inengineering ethics education and carry out a broad assessment and analysis of the university’sengineering ethics education (as reflected in the Self-Study Reports). We expect these will helpus plan for workshops where faculty may meet and exchange their experience (Step 2 and 3),work on common goals (Step 4 and 5), and develop a community and several special interestgroups (Step 3, 4 and 5).Final RemarksIn the literature of faculty development, we found that considerations of diverse teaching settingsand faculty identities are less discussed than other concepts or strategies (e.g., [12]). Even thoughsimilar concepts like teacher autonomy have been systematically investigated and discussed

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

Tagged Divisions

Faculty Development Division (FDD)

themodules when they are not subject matter experts, providing a cheat-sheet of FAQ studentquestions or connecting them with a content expert to offer external support could be beneficial.AcknowledgementThis work was made possible by a grant from The National Science Foundation (Grant no.1935683). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of The National ScienceFoundation.References[1] R. Panigrahi, P. R. Srivastava, and D. Sharma, “Online learning: Adoption, continuance, and learning outcome—A review of literature,” Int. J. Inf. Manag., vol. 43, pp. 1–14, Dec. 2018, doi: 10.1016/j.ijinfomgt.2018.05.005.[2] S. Appana, “A review of

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)

be gleaned from their perspectives [5], [7]–[9]. Analysis ofdiscrepant cases that fall outside the norm is a critical strategy in qualitative research [7]–[9].The uncertainty and inconsistency involved in such outlier cases do not invalidate theparticipants’ stories but instead reflect the complexities in the phenomena under study [5], in thiscase, mentorship. Discrepant cases can provide clues to generating innovative hypotheses andunderstandings not readily apparent in more common responses [5], [8], [10], and, as such,require close examination to reveal their meaning [8].We leverage attachment theory as a psychological and developmental lens [11], [12] to guidethis study. Attachment theory has been extensively used to examine mentoring

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

example, the construction industry has been utilizing old laserscanning technology more recently than before. This does not reflect right away in thecurriculum because of how laser scans are employed in the industry and how they changed frombeing used as building layouts to developing point clouds of existing buildings. This motivatedthis paper to build a dedicated concentration on introducing BIM, developing foundational andadvanced courses on VDC, and implementing the knowledge base in the capstone course.ObjectivesThis paper aims to identify the potential for the faculty to perform externships during summersemesters to develop concentrations that are essential skills for the future construction industryworkforce. In this paper, the authors

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

anddocumenting progress is important. Reflecting on what is working and what is not as well asidentifying new trends that can be addressed will make the institutional support more effective.Reflecting on what was done has given a much clearer direction to achieve the larger goal ofusing technology to improve the learning experience for everyone on campus.ConclusionsIn this paper we documented an attempt to promote the adoption of an online grading tool at asmall teaching-focussed institution. The literature predicted a slow adoption process at the earlystages and was experienced in this case study as well. After an anamolous time with thepandemic, multi-tiered sets of trainings were designed to target early adopters to reinvigorate thediffusion of the

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] M. Welch-Devine, A. Shaw, J. Coffield, and N. Heynen, “Facilitating Interdisciplinary Graduate Education: Barriers, Solutions, and Needed Innovations,” Change: The Magazine of Higher Learning, vol. 50, no. 5, pp. 53–59, Sep. 2018, doi: 10.1080/00091383.2018.1510268.[2] D. Boden and M. Borrego, “Academic Departments and Related Organizational Barriers to Interdisciplinary Research,” Higher Education in Review, no. 8, pp. 41–64, 2011.[3] M. Borrego, D. Boden, and L. K. Newswander, “Sustained Change: Institutionalizing Interdisciplinary Graduate

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., United States Air Force Academy

Tagged Divisions

Faculty Development Division (FDD)

prior to themidterm or final) showed that students appreciated the opportunity for unlimited attempts.However, the opportunity to procrastinate until days before the midterm or final grade deadlinewas a strong pull for many student. Many comments reflected the idea that less-than-optimallearning occurred as a result of the push to get homework assignment completed at the lastminute. The resulting disconnect between needing the analysis tools developed in the homeworkassignment to complete the design project, yet not having completed the homework assignmentsin time to use them on the design project. was a common theme. Many groups relied on a singleteam member who had completed the assignments on time. Several teams did not have any teammembers

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] Excelencia in Education (2023a). “Hispanic–serving institutions (HSIs): 2021–22,” 2023.[Online]. Available: https://www.edexcelencia.org/media/2105[2] A. M. Núñez, J. Rivera, J. Valdez, and V. B. Olivo. “Centering Hispanic-serving institutions’strategies to develop talent in computing fields,” Tapuya: Latin American Science, Technologyand Society, vol., 4, no. 1, 1842582, 2021.[3] B.L. Scott, S. M. Muñoz, and S. B. Scott. “How whiteness operates at a Hispanic ServingInstitution: A qualitative case study of faculty, staff, and

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

protocol was organized into 3 parts: backgroundinformation; program experience; and DEI in practice (see Appendix A). Immediately after theinterviews, researchers created memos as a space for reflection and initial data analysis. Theresearch team completed two rounds of coding and refining the interview data [6]. During thefirst round of analysis, the first and second author individually coded each interview. The secondround of analysis consisted of the first and second author comparing and consolidating theircodes, which led to the creation of nine themes (Table 1). Table 1: Nine Themes What Mentorship Means to Program Goals

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

determine the impact of authoring POGIL activities has on teaching withPOGIL in the classroom.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantDUE-1626765. Any opinions, findings & conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] M. T. H. Chi and R. Wylie, “The ICAP framework: Linking cognitive engagement to active learning outcomes,” Educational Psychologist, vol. 49, no. 4, pp. 219–243, Oct. 2014, doi: 10.1080/00461520.2014.965823.[2] H. H. Hu, C. Kussmaul, B. Knaeble, C. Mayfield, and A. Yadav, “Results from a survey of faculty adoption of Process Oriented Guided Inquiry

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

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Faculty Development Division (FDD)

Keating, Jessica Rivera, Louie Rodriguez, Deana Pennington, Elsa Villa,John Wiebe, Lucina Zarate. The authors would also like to thank the reviewers who contributedto improving the paper's quality.This material is based upon work supported by the National Science Foundation under Grant No.2122607 Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] A. S. Bryk, “2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve,” Educational Researcher, vol. 44, no. 9, pp. 467–477, 2015, doi: 10.3102/0013189X15621543.[2] A. Kezar, “Higher Education Change and Social Networks: A Review of

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Octavio Mattasoglio Neto, Instituto Mauá de Tecnologia; Gabriel Monesi Souza

Tagged Divisions

Faculty Development Division (FDD)

personal life. Additionally, the experiential nature of PBL allows students toencounter challenges, problems, or conflicts like those they may face in the corporate world, allwithin the secure environment of the classroom. This experiential learning model enables themto solidify knowledge through real-world problem-solving. This sentiment is reflected in thestatement from interviewee 1: “The student connects the content given with a real problem that can be encountered in everyday life, which helps in the construction and retention of knowledge.” [interviewee 1] Also, in the statement of interviewee 5, there is: “The student himself will identify

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)

judgements), the appreciation of the idea (appreciatingfeedback) and managing the emotions associated with the idea (managing affect). Thus, anappropriate framework for idea acceptance would comprise of the same three areas, justworded to reflect their association to any idea as opposed to feedback literacy. This modelcan be seen in Figure 3. Apprecia�ng the Topic Evalua�ng the Idea Managing Affect Idea AcceptanceFigure 3: The Proposed Idea Acceptance Model. The model contains three dimensions: Appreciating the Topic, Evaluatingthe Idea and Managing Affect. All three dimensions are required to achieve Idea Acceptance.This model is also inspired by the

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)

selecting items from the MCA that aligned with targeted five out of sixcompetencies and created additional items to reflect the content in the online module [17]. Asmentioned earlier, Young and Stormes (2020) discussed a unique mentor program at CSULB asa two-semester operation. In the first semester, faculty mentors attended a 10-week hybrid-training format with one in-person meeting and 8-week online sessions focusing on the learningobjectives of the EM curriculum. In the second semester, the mentors would practice their skillswith students in mentor-related projects. Based on the learning goals of the tailored EM trainingand the critical aspects of the mentor-mentee compacts from the projects, the researchers selectedand modified items in each