Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Faculty Development Division (FDD)

toredefine engineering education, offering a new lens through which universities, departmentchairs, and faculty can prepare, evaluate, and train engineers for the challenges of the 21stcentury.IntroductionThe rising cost of college education and the accompanying increase in student debt over thepast decade have become major public concerns [1-5]. While a college degree can lead tomany benefits [6], the rise of online course providers such as Coursera, edX, MITOpenCourseWare [7] call into question whether the same knowledge and skills can be acquiredmore economically and effectively elsewhere [7-10]. As Rose [10] put it: “If college does not lead to skill gains, it is difficult to argue that attending college will lead to positive

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

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Diversity

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Faculty Development Division (FDD)

. She has a B.S. in mathematics, an M.S. in operations research and a Ph. D. in systems engineering. She currently serves on the East Carolina University Department of Engineering advisory board. She has served as an ABET evaluator since 2011. ©American Society for Engineering Education, 2024 Comprehensive Needs Assessment to Enhance Engineering Faculty DevelopmentIntroductionThe notable increase in student enrollment in engineering courses and attendance at engineeringcolleges [1] has led to focused attention on student learning and their outcomes [2]. Nevertheless,the faculty engaged with those students often receive less attention regarding their

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

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Faculty Development Division (FDD)

Paper ID #42166WIP: Teaching Evaluations for Teaching ImprovementsDr. Sarah Lynn Orton P.E., University of Missouri, Columbia Dr. Orton is an associate professor in Civil Engineering and is an active member of the American Concrete Institute and the American Society of Civil Engineers. Dr. Orton also serves as the Director of Undergraduate Studies for the Civil and Environmental ©American Society for Engineering Education, 2024 WIP: Teaching Evaluations for Teaching ImprovementsIntroductionThe evaluation of effective and inclusive teaching remains an elusive issue across manyuniversities [1

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

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Diversity

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Faculty Development Division (FDD)

connections, presentingdata from an external evaluator from the perspective of mentors.IntroductionAlthough more than half of all PhDs are obtained by women, representing a large pool in academia,this women's talent pool has yet to transform into a sustained representation in engineering facultyand leadership positions in academia. Research shows [1], [2] that women and URM facultyencounter various obstacles that set them back from promotion at all stages of their careers and/orremove them from academia. In these regards, the cross-disciplinary collaborations and strongdiverse network connections offer a powerful pathway for individuals from traditionally under-represented groups to make their voices heard, contribute to knowledge creation, and drive

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

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Diversity

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Faculty Development Division (FDD)

STEMpedagogy. Such initiatives aim to elevate interdisciplinary teaching standards, tacklethe unique challenges faced by rural regions, and promote the all-encompassingadvancement of students in these areas, thereby propelling the progression of STEMeducation at large.Keywords: STEM education; Rural teachers; Teaching beliefs; Classroom evaluationpractice; STEM literacy; Course subject1. Introduction The development of modern society is closely tied to the progress and innovationin science and technology [1]. Rural STEM education becomes instrumental in drivinghigh-quality educational development in rural areas. It’s imperative to concentrate oncultivating high-level innovative professionals and improving educational quality, aprocess that hinges

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)

SSKG and identifying relevant data sources. Through navigation of the SSKGusing the custom-built interface, faculty, and administrators can discover practices used bydepartments and experts, adopters and experts associated with those practices, and supportingliterature that informs the practices. This work aims to assist in knowledge-driven decision-making as chairs, faculty, and administrators seek to improve student retention and advancementin academic programs. This paper describes the creation of the SSKG and the implementationprocess, including the graphical interface and the question-answering that supports knowledgediscovery. 1. IntroductionSystemic change for the success of a wide range of students requires orchestrated efforts

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)

our first semester at ournew university, we, the authors, discovered common experiences and interests, especially aroundnavigating our new role as professors of clinical practice.We chose to develop this work in the style of an autoethnography where our driving goal was toreflect on (1) how the expectations we had starting a new role at research-intensive universityaligned with our lived experience, and (2) in what ways our expectations were being informed byprior experiences at teaching intensive universities. We agreed to meet bi-weekly to discuss ourexperiences and to document them we developed an informal, qualitative process that wefollowed throughout the semester. This process included three main elements: (1) individualreflections and

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

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Faculty Development Division (FDD)

participants and how it can help foster the nextgeneration of STEM education researchers. In particular, research on the program has shownthe significant impact of the field schools on increasing agency, self-efficacy and sense ofbelonging to discipline-based education research (DBER) for emerging educationresearchers, which highlights the relevant features to consider when designing facultyprofessional development opportunities.Overview of faculty professional developmentHistorically within the context of higher education, faculty professional development hasfocused on improving the teaching part of faculty’s roles [1]. In STEM education, this facultyprofessional development lens has specifically focused on instructional change to encouragefaculty to

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

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Faculty Development Division (FDD)

of the existing literature is described that uses a key-words/issuesapproach to identify the most impactful issues and strategies in this space to lead to morepositive outcomes. The authors have served in multiple interim and permanent engineeringeducation leadership roles across multiple institutions, and the paper concludes with a case-studysummation of their lessons learned across these roles and responsibilities.IntroductionWe’ll start this paper with a confession – we really wish that we had done this research and readthis paper before serving as interim deans. With the average lifespan of a Dean being five yearsor less ([1], [2], [3]) it would seem prudent for those in the academy who are even contemplatingserving in a leadership role

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

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Faculty Development Division (FDD)

successful. We include feedback fromparticipants and implications for practice.IntroductionThe overall aim of the Eco-STEM project is to change the narrative from engineering educationbeing like a factory to a narrative more consistent with the analogy of an ecosystem. The changeis meant to recognize that each member of the ecosystem (students, faculty, and staff), is comingin with their unique set of assets. Unlike a factory model, an ecosystem model aims to fosterthese individual assets so that everyone can thrive. The Eco-STEM project is separated into threepillars, the Eco-STEM communities, research, and institutionalization [1]. This paper describesone Community of Practice, the Lecturer Community. Other communities of practice include

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)

assistance from the Kern Family Foundation, theKern Entrepreneurial Engineering Network (KEEN) has developed and implemented numerousworkshops and faculty development programs. But why and where did it all begin?KEEN currently consists of 63 partner educational institutions whose collective mission is to“graduate engineers with an entrepreneurial mindset so they can create personal, economic, andsocietal value through a lifetime of meaningful work.” [1] KEEN provides access to financialand developmental resources for building quality entrepreneurial mindset education programsthat engage engineering and technical students, including grants, faculty fellowships, capacity-building workshops, networking opportunities, and resources (including

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

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Diversity

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Faculty Development Division (FDD)

transitionIntroductionIn her 2009 TED talk “The Danger of a Single Story,” author Chimamanda Adichie describes themisunderstandings and missed opportunities that abound when we allow ourselves to makeassumptions about an entire group or situation based on one perspective – the single story [1].Many engineering academics enter the academy subscribing to a “single story” of success: anindividual with a discipline-based PhD obtains a tenure-track faculty position where their goal isto gain tenure and promotion, all within a single field of research established during their PhD.To the detriment of our profession, that story fails to capture the experiences of manyengineering faculty. Consequently, engineering academic culture perpetuates an environmentthat is often

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)

is aimed at examining the nature of HispanicServing Institution (HSI) scholarship related to engineering education and what implications aredrawn for faculty and administrators in engineering at HSIs. Based on the 2021-2022 estimates,approximately one in six colleges and universities in the United States, District of Columbia, andPuerto Rico meet the criteria1 to be designated as an HSI in the United States [1]. HispanicServing Institutions carry the responsibility of educating a large proportion of the nation’sracially and ethnically minoritized and low-income students [1]. HSIs play a vital role inattracting, enrolling, and retaining Latinx and Black, Indigenous, and People of Color (BIPOC)students in engineering and computer science

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

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Faculty Development Division (FDD)

collecting data from a faculty survey to interviews and focusgroup for the practitioners from all engineering majors. Extensive research reported a variety ofbarriers and motivators for individual engineering faculty’s adoption of instructional change.However, there is little research focused on engineering faculty participation in communities ofpractice for instructional change, particularly teaching innovation. This study has two objectives:(1) to better understand how engineering faculty members perceive their participate incommunities of practice for teaching innovation supported by an annual funding program and(2) to make the program better to enhance the communities of practice. In this study, ourparticipants included faculty from various

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

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Faculty Development Division (FDD)

attendees at the 2017 workshop. Through aseries of interviews with these participants—both before and after their attendance at the 2017workshop—we explored the influence of the MACH curriculum on these individuals and how itimpacted their conception of academic change and leadership.Introduction As demand for improvements in STEM education continue in higher education, the rateof change remain lackluster. Despite the numerous pedagogical innovations—such as problem-based learning, active learning, etc.—that have been promoted on college campuses, change hasremained elusive [1]. Results from a large-scale observational study of undergraduate STEMeducation indicated that faculty teaching has remained largely unchanged [1]. Stains et

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

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Faculty Development Division (FDD)

previous experiences are other dimensions that all GTAs bring to theirteaching experiences. For international students these include a move to a different country,often teaching in something other than their native language, and sometimes encounteringclassroom structures and teacher-student interactions that are different from the environment inwhich they were taught. 2To understand GTA identity and its evolution, we consider PD, GTA experience, and previouseducational background. Our research questions are: 1) How does GTA identity change withexperience and PD? and 2) How do the structure and environment of previous classroomexperiences impact GTA

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

disseminating innovations and addressing challenges inengineering education [1], [2], [3]. Regional, national, and virtual CoPs contribute to STEMhigher education reform [3], yet we know little about the specific structures and interactions thatdefine these communities, and how those features are related to the development of facultymembers’ change agency [4]. To address this gap, we utilize a case study of a cross-institutionalCoP dedicated to academic change. Drawing on theories of change from sociological andsituated learning perspectives, we analyze the structural features of the community thatencourage specific forms of interaction between participants, and how they facilitate thedevelopment and exercise of agency toward the goal of changing STEM

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

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Diversity

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Faculty Development Division (FDD)

Engineering Schools, Departments and Programs [1],the overall average retention rate for obtaining an engineering degree within 6 years was 55.9%.According to the 2021 NSF National Survey of College Graduates [2], only 65% of science andengineering college graduates had an occupation related to their highest degree. Putting this intoperspective, if 100 students enrolled in an engineering program, about 55.9% (~56 students) willcomplete the degree within six years. Of those ~56 students, 65% (~36 graduates) will enter theengineering workforce. In summary about one-third (1/3) of students who enroll in engineeringprograms will complete the degree within six years AND enter the engineering workforce.What about the other two-thirds (2/3)? Why are they

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

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Diversity

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Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2024TA Training at Two R1 Institutions: A comparative analysisIntroductionTeaching assistants (TAs) play a vital role in the teaching mission of higher education institutions[1], including the College of Engineering at the University of Wisconsin- Madison and ImperialCollege London. TAs are expected to fill a variety of roles: they directly instruct students indiscussions, labs, and lectures, host office hours, and complete a large portion of the formativeand summative assessment for their students [2]. While the value of these educators is evident,training is resource-intensive and there are no standardized models of training. There are,however, some examples of good practice in this area: simulator

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

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Faculty Development Division (FDD)

in written form, with limited time for students’questions. In such settings, the teacher is the focal point of instruction, and students participatepassively as listeners. In this situation, while it is true that some educators conduct exemplaryexpository classes, delivering content with both depth and eloquence, engaging studentseffectively and promoting comprehension of the subject matter. There are also instances in whichthese classes integrate active strategies to invigorate the learning experience. In turn, active learning strategies play a pivotal role by positioning students as activeparticipants in the learning process. Noteworthy approaches include Hybrid Teaching [1], theFlipped Classroom, Peer Instruction [2, 3], Team-Based

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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Faculty Development Division (FDD)

faculty through a group coaching model.IntroductionThis paper reports on the development and use of a group coaching model for engineeringeducators, one of the outcomes of the AMPLIFY project, a funded multi-year, cross-institutionalaction research project. This project was established to explore and enhance the perspectives andexperiences of Engineering Instructional Faculty (EIF) at Hispanic Serving Institutions (HSIs).EIF are a rapidly growing faculty population at HSIs [1], [2], who are characterized as facultywho hold full-time, fixed-term positions, with their main duty being teaching [3]. They areleading educational change and innovation to enhance student learning outcomes, particularly forunderrepresented groups in STEM [4]. The project

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

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Diversity

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Faculty Development Division (FDD)

Yoi Tibbetts University of Virginia Kenneth E. Barron James Madison UniversityIntroductionLow student success rates in introductory math courses represent one of the most common andcritical barriers to college graduation rates across the United States [1]. The causes of thisproblem are multifaceted and vary across institutions, but based on a wide range of nationalreports, math instructors often are not provided the training or resources necessary to bestsupport student learning [2].Professional development for math instruction is most commonly focused on curriculum andtechnology tools to support instruction. A critical, yet often overlooked component

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

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Diversity

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Faculty Development Division (FDD)

faculty members can be supported during different career stages of our lives(for example, their transition points from graduate student to advanced researcher and/ or juniorfaculty members and finally helping them to transition into mid-career faculty positions like anassociate professor and helping them move onwards full professor or administrative positions)based on our own first-hand experiences. The goal of this autoethnography is to include thecultural and linguistic assets and unique world views that international faculty members bringand finding ways to leverage them while promoting professional development, mentorshipsupports, and preserving their mental health.1. IntroductionInternational faculty members play a vital role in shaping the

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

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Faculty Development Division (FDD)

al., 2019;Lutz & Paretti, 2021). Finally, as summarized in Paretti, McNair, & Leydens’ (2014), a robust bodyof engineering communications research identifies three clear insights to inform best practices forteaching communication skills to engineers: 1) communication instruction should be situated withinengineering contexts; 2) communications-intensive courses should be central to major requirements;and 3) engineering content learning can be enhanced with communication assignments.Despite these cross-cutting insights on engineering communication, challenges remain with thepractical work of integrating communication skills across a range of engineering curricula. Towardthis point, in their seminal work on engineering communication

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

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Diversity

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Faculty Development Division (FDD)

uncover strategies employed by exemplary engineeringinstructors providing practical insights. Ultimately, it seeks to contribute to the ongoing dialogueon effective teaching practices, encouraging a shift towards an educational future where studentsactively engage in their knowledge-building journey.Significant effort has been devoted to refining the concept of effective teaching and achievingpedagogical mastery [1], [2]. Over the last two decades, there has been extensive research onstudent-centered teaching, particularly in engineering. Active learning pedagogies, such as just-in-time teaching, case-based teaching, and collaborative learning, have gained prominence forengaging students in the learning process [3], [4]. However, Streveler and

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)

Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State. ©American Society for Engineering Education, 2024 Lessons Learned: Mental Health Initiatives for Engineering Faculty This “Lessons Learned” paper seeks to share insights gained over the last year at anengineering-focused faculty development teaching and learning center (TLC) for the Collegeof Engineering (COE) at a large, historically White, R-1 institution located in the EasternUnited States. Specifically, the TLC sought to go beyond the traditional role of a TLC ofincreasing skills related to teaching practices of faculty, and intentionally focused on alsoincreasing skills and resources

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

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Diversity

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Faculty Development Division (FDD)

Engineering Education, 2024 Lessons Learned: Faculty Development Book Club to Promote Reflection among Engineering Faculty on Mental Health of StudentsIntroductionIt is a real difficult challenge walking through this world full of monsters when our own bodies and minds can be monstrous. - Sarah Rose CavanaghIn universities around the U.S., mental health issues are on the rise [1], [2], [3]. College studentsare at increased mental health risks due to major mental health problems manifesting during earlyadulthood [4], and significant life changes (e.g., changes in independence, environment, and socialsupport, academic pressures/competition) [5], [6]. While

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

skilled professions, incoming faculty have hardly, if any, pedagogical preparation [1],especially on theoretical underpinnings of teaching and the science of how students learn.Paradigm shifts in engineering education have been focused on instructional behaviors, such asactive learning where students are provided opportunity to learn the practice of engineeringthrough “doing” [2]. Rarely do these opportunities include a focus on the relational or affectiveaspects of education, rather, they focus on design and building [2].Learning through practice is not specific to engineering education. In nursing programs, similarapproaches towards teaching and learning are utilized to engage students to learn the practice ofnursing through “doing” [2]. Both

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

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Faculty Development Division (FDD)

developmentinitiative. What emerged was a year-long positive leadership development program that inspiredour leaders to learn, experiment with, and reflect on positive leadership approaches, which inturn initiated a culture shift in the College. This paper defines positive leadership and supplies arationale for its use in our context; describes the program model that we implemented; identifiesdata-gathering mechanisms; and discusses key findings and recommendations for deliveringpositive leadership-based training to engineering faculty and staff leaders.Background and MotivationSTEM professors rarely pursue or receive formal leadership education even though theyregularly direct laboratory groups, develop research collaborations, and manage teaching teams[1

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

instructional practices into their courses [1], they alsohighlight a deficiency in the success of such adoption [2], [3]. Barriers to adopting EBIPs includeinadequate preparation time, content coverage concerns, unsupportive colleagues or departmentalculture, limited professional development opportunities, negative student reactions, andmisalignment with instructor reward structures [4], [5]. Instructors commonly cite a lack of time,especially the initial commitment required to transition from traditional lecture-focused methods,as a key obstacle to instructional change [6], [7]. In order to turn daunting barriers into instructionalsuccesses, engineering faculty and teaching training centers need to be intentional in planning forEBIP implementation