Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison

Tagged Divisions

Faculty Development Division (FDD)

TA, akin to a traditional apprenticeship. Others have college-leveltraining programs, conducted in condensed workshops, facilitated by a team of staff, andpresented to hundreds of TAs per semester. Others have ongoing programming throughout theyear with a larger sustained time commitment. Each approach requires differing levels ofresources and reflects the differences between institution types.Given the variability of TA training models, the authors sought to gain insight into the currentstate of training across multiple institutions. In doing so, we demonstrate that there may not beone universally applicable approach to train our teaching assistants, but there is value in sharingknowledge of possible strategies, content and models to

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

reflection is the idea that communities ofpractice tend to form more often in a workplace environment than in formal school education [5].Many of the members of our group are faculty with significant teaching loads, who practice amore traditional kind of knowledge transfer within our classes each week. When it is then ourown turn to seek out new knowledge, we instead choose an informal, collaborativecommunication format. While it is outside of the scope of this paper, there is a fair amount tounpack about how, as older adults, we balance companionship as an equally important valuealong with knowledge gain. It is possible that more reflection is needed on the needs of ourstudents, and the potential exists to incorporate more companionship components

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Faculty Development Division (FDD)

by focusingon empathy and listening, exploring audience needs in a way that leads to sharply definedproblem statements. Through a process of divergent and convergent thinking, participants areasked to first generate lots of ideas and reflect on them with a group of peers, then narrow whatthey will write, say, or show, using quick sharing tools like storyboards or flow outlines andtesting both their messages and strategy. Then they give and receive critical feedback in realtime, allowing them to refine their approach and iterate through the process again until ready. Wefocus on practice for our trainees, emphasizing simple, memorable tools – the Elements – thatcan be applied at a variety of scales. A great illustration of this is a

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, Georgia Institute of Technology; Kelly J Cross, Georgia Institute of Technology; Julia Machele Brisbane, Georgia Tech

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

and ensure the game remains effective and adaptable for its goals. Ultimately, GLA contributes to a better understanding of how users interact with and learn from gaming platforms developed for learning. We developed a gaming platform as an innovative tool to support engineering faculty inexploring diversity, equity, and inclusion (DEI) concepts in a safe, interactive environment. Thelarger project encourages users to reflect on their personal values and how these values aboutDEI influence their professional activities including interactions with students and colleagueswith marginalized or non-centered identities. Our proprietary game was developed by a gamingcompany on a platform that features scenario-based learning [4], where

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

Tagged Divisions

Faculty Development Division (FDD)

agreed on three guiding principles (a) Update the SET instrument to makeit a more useful instrument for faculty development; (b) Include items that capture studentperceptions of class climate; (c) Broaden the scope of teaching behaviors assessed to reflect thebroad range of course structures and effective teaching styles of our faculty.The Committee researched and compared the SET standards and processes at OU to peer andaspirant institutions. As part of this research, we examined best practices for preventing bias inresponses from students. We note that none of OUs peer and aspirant schools are using paper-and-pencil SET data collection processes. Benchmarking information and best-practice insights weregleaned for both the solicitation of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

environment (Sonawane et al., 2021, p. 9). Fromthe student perspective, mentees experience a sense of belonging, productive goal setting,feelings of accomplishment, and emotional support (AuCoin & Wright, 2021, pp. 610-611).Moreover, participants in one study reflected that faculty mentoring was “more helpful thanother interventions” serving as a “crucial opportunity to learn about science, scientists, andscientific process…” (Ceyhan et al., 2019, p. 258). Chelberg and Bosman (2019) found facultymentorship to be especially impactful to underrepresented STEM students as it aided in their“development, retention, persistence, and navigation of the postsecondary setting” (p. 45).Zeller’s et al. (2008) research further emphasizes that mentoring

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

Tagged Divisions

Faculty Development Division (FDD)

well as underlining moments of positive change, which contributed to developing ourmission statement. Next, we moved on to crafting our vision statement. Using a template fromOnStrategy [15], a strategic planning consulting firm, we followed a set of criteria: the visionshould represent at least five years into the future, provide a clear direction, be bold andambitious, and include high-reaching, descriptive assertions. We also remembered that themission and vision must align and work together seamlessly. This structured, reflective processwas intended to lead us to the first draft of our mission and vision statements that would guidethe next phase of discussion and iteration as we continued to define the identity and direction ofour office.2

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

- 1. Obligation to promote student lectures and readings ject is to seek and to state municate knowledge to students, learning/ engagement/curiosity should reflect the truth as they see it. Pro- colleagues and the community at 2. Limits of our knowledge advancement of fessors seek above all to large. This mission depends upon 3. Stay up-to-date knowledge in a field

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

subjects were asked to reflect on the approaches to leadership used by others (such asdepartment head, dean, etc.) in their departments and university. The focus of the first set ofquestions was on the subject’s understanding of the concept of leadership both in theory and inpractice. In addition to questions about leadership, we asked a series of questions aboutchange-making processes, such as the process they used themselves, their assessment ofanother’s person’s skills as an agent of change, the process for change making in theirdepartment, and the relationship between formal authority and the process of change. This lastquestion was intended to understand the individual’s views of the importance of formalauthority in making change. The

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

Tagged Divisions

Faculty Development Division (FDD)

selected based on departmental recommendations and their demonstrated excellencein one or more core areas: research, teaching, engagement/outreach, inclusive excellence, leadership, andteamwork. Although each mentor may excel in one or two areas, the group as a whole reflects acomprehensive spectrum of expertise and experience. Mentors include tenured faculty as well asteaching-track and research-track professors, ensuring alignment with the diverse tracks representedamong mentees. Interpersonal strengths, a willingness to share experiences, and a deep commitment tofaculty development are key criteria for selection. There are six mentors each year, with one mentorrepresenting each department in the college. Notably, four of the six mentors

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

Tagged Divisions

Faculty Development Division (FDD)

at least one “micromoment activity” in their courses. To support faculty in theseactivities, we created a set of 25 micromoment activities [16] that faculty could use immediatelyand easily adapt to the content at hand. Not only would these activities help faculty to be moreconfident in their teaching, but they would support pedagogical change and encourage morefrequent implementations. Students would also have more opportunities for engaging in learningexperiences to develop an entrepreneurial mindset [16].After implementing each micromoment activity, faculty completed a reflection and submitted toan online forum on Engineering Unleashed [17] to discuss the activity, how it went, and howthey can improve. They were also asked how they felt

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

intertwined with the cultural wealthframework, which is situated with transnational framework, to explore the experiences ofinternational faculty in U.S. higher education institutions, particularly in the fields of science andengineering. Auto-ethnography[14], [15], as a method, allows researchers to use their ownexperiences as primary data, offering a deep, introspective understanding of the culturalphenomena under investigation. This approach is particularly suited to our study as it enables eachco-author to draw upon their personal narratives, reflecting their journey as international facultyin the U.S., thereby providing an authentic, first-person perspective on the challenges andopportunities they encounter. We did not use any prompts while

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

contentwhile also fostering their confidence and sense of belonging in the field.The cultural competence principle involves helping students to appreciate and celebrate theirown cultural backgrounds while also understanding and respecting others. This element of theCRP includes encouraging students to explore and affirm their cultural identities, integratingdiverse cultural perspectives into the curriculum to reflect the backgrounds of all students, andteaching students to navigate and appreciate cultural differences, fostering a more inclusive andharmonious classroom environment [1]. In engineering, this might involve integrating diverseperspectives in problem-solving scenarios and acknowledging the contributions of engineersfrom various cultural

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University

Tagged Divisions

Faculty Development Division (FDD)

participating in sustained, longitudinal teaching professional development reportsignificant increases in the use of instructional objectives and active learning techniques [5]. Akey feature of successful programs is continuous and iterative learning opportunities, whichallow educators to reflect on and refine their teaching practices over time, fostering deep andenduring improvements [6]. Structured, ongoing support ensures that skills acquired in short-term workshops or seminars are effectively applied in practice [7]. The effectiveness andscalability of professional development initiatives is often reduced by systemic constraints suchas lack of time, inadequate institutional resources, and organizational cultures that prioritizeresearch over

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Adam Steinberg ˜ Sullivan, Georgia Institute of TechnologyDr. Carol Subino Carol Subi˜no Sullivan is the assistant director of faculty teaching and learning initiatives for the Center for Teaching and Learning (CTL). In this role she supports educators through workshops, short courses, consultations, faculty learning communities and fellows groups, special events, scholarship of teaching and learning, digital resources awards and recognitions, and partnerships. In all of her efforts, her goal is to support educators in

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

Tagged Divisions

Faculty Development Division (FDD)

relationshipswith these students and enhance the quality of education for everyone. 3. Theoretical Framework: Intercultural communication competenceICC is a crucial skill that researchers have been exploring for the last two decades. A review ofthe literature reveals a multitude of definitions of ICC [14]. This variability in the content ofICC models and dimensions presents several challenges. For this reason, Griffith and others[14] propose a framework and operational definition to serve as the basis for the developmentof the concept of ICC in higher education research. This operational definition is based onprior research and states that ICC “reflects a person’s capability to gather, interpret, and actupon these radically different cues to function

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better

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

Tagged Divisions

Faculty Development Division (FDD)

relationship [8, 9, 10, 11]. These findings deepen our knowledgeabout the complexities involved in effective faculty mentorship relationships and the importanceof treating mentorship as a multidimensional process.The sum of our findings highlight specific mentoring practices and programmatic structures toenhance the mentorship of junior engineering faculty and support several recommendations formentorship practice. Engineering departments, colleges, and institutions can leverage our initialframework as an assessment tool to evaluate their mentorship programs [15]. The tool could alsosupport self-evaluation, allowing mentors to reflect on their mentoring practices and identifystrengths and areas for improvement [11]. Further, faculty training based 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

Tagged Divisions

Faculty Development Division (FDD)

students at remote cohort(s) may feel that they are an afterthought or budgettightening measure, while the students at the local cohort may feel the tensions for competingattention and support. It may be necessary to rebuild and redesign labs, tutorial activities, andexams for each cohort that reflect the needs and constraints of each learning context.Understandably, due consideration and careful planning is required on behalf of theadministrative staff and instructor(s). Table 1: Differences between conventional and multi-campus courses Factor Conventional Multi-Campus Implications In-class Attend to students in Attend to students in Increased cognitive student

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation

Tagged Divisions

Faculty Development Division (FDD)

experiencedfaculty with less seasoned colleagues to foster professional growth. Long-term initiatives, suchas learning communities or certificate programs, allow for deeper exploration of themes likepedagogical innovation, research development, and leadership skills. Online courses andwebinars have gained prominence, providing flexible, accessible opportunities for professionallearning. Faculty retreats create space for reflection, strategic planning, and collaboration, oftenaligning development efforts with institutional priorities. Additionally, peer observation andfeedback programs promote continuous improvement through constructive dialogue amongcolleagues [2]. These varied approaches ensure that faculty development can be adapted to meetthe unique

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

underlying Well-being and developmental programsand addresses the theories in relation to teachers. Author Theoretical Background Relevance To Teachers & Year Diener, Diener’s Subjective Well-being explores Teachers’ Subjective Well-being has 1984 the perception of the individual about been shown to influence their view on his/her life. It reflects the positive and work and their overall satisfaction with limiting emotional reactions to one’s life [27]. It has been predominantly noted satisfaction with life [26]. This theory by that teachers with decreased levels of Diener shows Well-being as an outcome

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

observation underscores the importance of addressing financial barriers andenhancing accessibility to ensure broader and more inclusive participation in future FDS events.Regarding repeat participants, our impact extends to a remarkable 182 faculty members andsoon-to-be faculty who have participated in the last eight events, as illustrated in Figure 2. Thisbroad reach is reflected in the representation of over 154 universities, underscoring thesymposium's national influence and effectiveness in engaging a diverse academic community.Each year, we actively strive to broaden our reach by extending invitations to a widening arrayof institutions and faculty members. Notably, in 2023, we achieved our highest attendance in asingle event, with 46

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

Tagged Divisions

Faculty Development Division (FDD)

encounters andexistential reflections, thereby guiding their educational philosophy and praxis [8, 9,10]. Within the scope of this study, “teaching belief” is understood as the ingrainedconvictions held by educators about their pedagogical duties, student engagements,curricular substance, and the comprehensive process of instruction, which ultimatelydirect their didactic ideologies and methodologies. The efficacy of classroom evaluation practice is well-documented, with substantialevidence highlighting its pivotal role in enhancing student achievement and fosteringan intrinsic motivation to pursue academic objectives [11, 12]. This analysis delineatesevaluation not only as a multifaceted political dynamic within the classroomenvironment but also

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Faculty Development Division (FDD)

mind map was created as shown in Appendix A.Two very important points should be made about the mind map as presented here. First, a mindmap is simply a way to organize ideas, concepts, techniques, etc. It should not be considered aone-size-fits-all final objective document. It should be considered a living document wherein thecontents can be expanded, techniques can be moved to other levels or removed altogether, etc.For example, there are no set rules on the amount of time spent on a Rank Order and how deepof a learning impact it may have on the students. The author has witnessed a Rank Order withonly five items to rank by each individual student for a total class time of about 8 minutesincluding reflection. Also witnessed is a Rank Order

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

is important for ensuring that interventions are adequately designed to supporttheir teaching development. This study used semi-structured interviews to investigate challengesand support structures that early-career engineering faculty experience during their initialtransition into the classroom. The outcome of this study will help faculty personally reflect ontheir teaching experiences and support the design of appropriate professional developmentactivities addressing actual challenges that early-career engineering faculty face.PositionalityThe primary author of this paper is an international graduate student in an engineering educationprogram who aligns with a social-constructivist perspective, which centers his understanding ofthe

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

communication about DEI initiatives and progress o Difficulties with implementing consistent policy or communication across departments o Who is coordinating and holding people accountable?Challenges relating to strategizing the DEI curriculum focused most often on finding room in thecurriculum for DEI courses or content, as reflected in this comment: “The curriculum is tightalready, so there's not much wiggle room for making changes.” Several respondents wereconcerned about the need for a “curriculum overhaul,” either by adding new courses or newcontent to existing courses. Other challenges pertained to the scope of DEI content and scale ofimplementation: o Achieving critical mass of DEI content so that these concepts are embedded, not

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

(%) 40 30 30 20 20 10 0 0-3 4-6 10 and above Years of ExperienceFigure 1: Years of experience of Faculty membersThe big five personality traits were considered in the present study. Among the five, only threewere common among the faculty participants. The self-identified personality of the participantswas presented in Figure 2. The study defined conscientiousness as "reflecting the tendency to beaccountable, structured, diligent, goal-oriented, and to adhere to norms and rules" for a facultymember who self

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

potential contributionsto the typology of effective teaching strategies. The study is anchored by a research question:what student-centered teaching approaches do exemplary engineering instructors employ topromote knowledge-building in their courses, and how do these approaches align with theirbeliefs about teaching?Data CollectionTo address the research question, the study employed the participatory action research (PAR)methodology, which prioritizes the invaluable input and expertise of participants. The PARapproach is best suited for this study because it actively improves social practices [10], involvingparticipants in designing data collection, reflecting on data, and testing identified practices intheir own contexts. A diverse group of

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassondra Wallwey, Virginia Tech; Renee M. Desing, Oregon State University; Rachel Louis Kajfez, The Ohio State University

Tagged Divisions

Faculty Development Division (FDD)

anything. And so, yes, it was a good experience, yes, it was incredibly stressful because it was extra, it was always seen as extra.” (Mitchell)While participation in this program may not have resulted in grant money, publications, orteaching credits, benefits and outcomes described by participants do relate to their developmentas researchers and educators and can affect the characteristics, output, and metrics used whenbeing considered for promotion and tenure. Some faculty participants did not make thisconnection, but others did with varying degrees of reflection on the applicability of their growthin communication and collaboration skills related to more tangible promotion and tenure metrics. Table 1: Applicability of Participation in