Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

finding that retention rates in earlycomputing courses at participating institutions were inequitable across demographic groups. Theultimate goal of the Broadening Participation in Computing Alliance for Socially ResponsibleComputing is to improve the retention rates of LatinX students by increasing their sense ofbelonging to the field of computer science[1] through deliberate and intentional connections ofcurriculum to real-world problems and social issues. For this paper, we focused on the facultyexperiences of our most recent summer workshop and our reflection on the FLC implementationprocess. We present our faculty survey data from June 2024 and introduce reflective focus groupfindings [2], providing conjectures about the effectiveness of our

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Faculty Development Division (FDD)

significant burdens when it comes tomentoring in the United States [1]. These faculty often face overwhelming demands due to theexpectation to mentor a disproportionate number of minority students [1]. The added andinstitutional unrecognized support and recognition of their mentoring efforts has been reported tolead to burnout, stress, decreased job satisfaction, sacrificing personal health, and emotional andmental fatigue [1]-[11]. Compounded on this are racial battle fatigues in their academicenvironments that continue to position them at a disadvantage compared to their White counterparts[6], [9]-[11]. Minoritized faculty (i.e., Black faculty) are “acutely aware of their community’s needs andoften gravitate towards racial justice efforts

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Rose Riley, Rowan University; Divya Sindhu Lekha

Tagged Divisions

Faculty Development Division (FDD)

Development (EUFD) workshops to engineeringfaculty to support the development of entrepreneurial mindset in the faculty participants and theirstudents. EUFD workshops consist of 3 days of in-person engagement followed by a year ofcoaching and are focused on developing connections between participants andfacilitators/coaches and among participants themselves. In this project, we use a survey of EUFDparticipants to understand the role of connection in their workshop experience. Our researchquestions are: 1) How many others did participants have meaningful interactions with during theworkshops? And 2) What differences in number of meaningful interactions were there betweendifferent workshops?In our survey, participants selected who among their

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

innovation to better prepare a diversepopulation of engineers capable of addressing the sociotechnical opportunities and challenges ofthe future [1]. Much of this conversation has traditionally centered on preparing engineeringstudents with both the technical and professional skills needed to tackle these sociotechnicalchallenges, particularly engineering leadership. However, this goal depends not only on how andwhat we teach students but also on the perceptions engineering faculty have of leadership andleadership development. In their roles, faculty shape curricular change, model professionalbehaviors, and influence department and institutional cultures. Yet, many faculty do not receiveformal leadership training and frequently learn through

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

serving as the C0-Director of the InstituteGuillermo Aguilar, Texas A&M UniversityClaire Bowman-Callaway, Texas A&M University ©American Society for Engineering Education, 2025 Evaluating Teaching Culture Change within a Mechanical Engineering Department1. Introduction Engineering education is changing rapidly, particularly as contemporary engineeringproblems require increased curiosity, experimentation, and deeper understanding and as effortsto diversify the demographics of engineering students have intensified [1], [2]. Academicengineering departments must be prepared to adapt to these changing environments andanticipate the future needs of their diverse student

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

reflection and feedback loops.1. IntroductionEngineering education is at a pivotal moment where evidence-based instructional practices(EBIPs) have the potential to significantly improve student learning and engagement. Despitestrong research showing that EBIPs lead to better student outcomes, increased motivation, andmore effective learning experiences, widespread adoption remains difficult. Common barriers toadoption include time constraints, limited professional development opportunities, andinstitutional cultures that prioritize research over teaching innovation.EBIPs represent a systematic approach to teaching, utilizing research-validated techniques suchas active learning, collaborative problem-solving, inquiry-based instruction, and

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University

Tagged Divisions

Faculty Development Division (FDD)

The evaluation of a course or academic program is a critical mechanism for assessing whether educational objectives are being effectively met. These evaluations not only serve as benchmarks for accountability but also play an essential role in advancing pedagogical practices within the curriculum [1]. By systematically collecting and analyzing feedback, educators can identify strengths and weaknesses, guiding improvements in instructional methods and curricular content [2

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, inclusion, engineeringeducation, curriculum, instruction1. IntroductionIn recent years, the field of engineering has witnessed a surge in full-time undergraduateenrollment, marking a growing interest in this pivotal discipline [1]. However, within thispromising trend, a disheartening reality persists. A significant number of students either transferout of engineering majors or leave the university before graduation. The dropout rates withinengineering programs continue to be a matter of critical concern, with graduation ratesstagnating at a persistently low rate (50% in the United States) over the past six decades [2, 3].This issue highlights a pressing challenge within engineering education that extends beyond highenrollment numbers.While

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

Tagged Divisions

Faculty Development Division (FDD)

Chair of the Vergnano Institute for Inclusion in the UConn College of Engineering. ©American Society for Engineering Education, 2025 We Don’t Just Want to Talk: Professional Learning Communities with Action-Oriented ApproachesIntroduction:In the evolving landscape of higher education, faculty members are looking for meaningfulprofessional development, collaboration with peers, and ways to contribute to the overall missionof student success [1]. This is contrary to typical faculty development programming, which areone-time sessions lacking in opportunities for deep learning [2]. One structure gainingmomentum is the Professional Learning Community (PLC), which brings faculty together

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

, and service butoften fail to adequately recognize and reward faculty contributions that directly advance specificinstitutional priorities. This paper aims at bridging this gap by introducing a new framework thatincludes the concept of worth as an additional measure. The paper explores the implementation ofthis integrated approach for engineering and science faculty at a private university, utilizingbibliometrics, strategic contributions, and analyses of faculty perceptions across factors likegender, age, rank, and field. The findings underscore the need to balance merit and worth, offeringa more comprehensive reflection of faculty contributions within institutional contexts.This Work in Progress (WIP) Paper will be presented as a poster.1

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)

Industrial Engineering and Operations Research from the Pennsylvania State University.Robin Neal Clayton, University of Washington ©American Society for Engineering Education, 2025 Enhancing Engineering Faculty Implementation of Inclusive Pedagogy through an Inclusive Excellence Faculty Development ProgramIntroductionWhile the framework of culturally relevant pedagogy was originally developed 30 years ago [1],there has been a growing momentum in recent years to adopt inclusive and equitable teachingpractices in higher education [2], [3]. This shift is driven by the increasing diversity of studentpopulations, including those from historically marginalized identities, enrolling in highereducation

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

uprooted to a totally new place. Majority of the engineering students taketheir discipline specific courses starting from sophomore year and experience heightenedchallenges because of the transition from foundational courses to more rigorous, disciplinespecific courses [1]. This is considered as the time when they often reevaluate their majorsbecause of the academic stress among other reasons [2]. Literature shows that student retention and success remain critical challenges in highereducation, particularly among underrepresented and first-generation college students [3]. Severalstudies have highlighted the importance of class groups or support groups in the academicperformance of students. [4] reported that collaborative learning in small

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

paper, we analyzeinterviews with instructors and student partners (SPAs) to explore the effects of thesepartnerships in STEM classes at a large research-focused public institution. The study aims toanswer the following research questions: (1) How do STEM instructor teaching practices changerelated to working with a student partner? (2) What effects does serving as a student partnerhave on students in a large research-focused STEM institution?Literature ReviewReviewing the existing literature to understand the significance of student-faculty partnerships inenhancing teaching and learning is essential, as it provides a foundation for developinginnovative approaches that can improve educational outcomes. This review aligns with thepaper’s

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University

Tagged Divisions

Faculty Development Division (FDD)

, we share the design aims and lessons learned from delivering the workshop tofurther the discussions on generative AI among faculty through an interdisciplinary, collaborativelens – in doing so, we identify two primary themes among our participants' perspectives ongenerative AI that are relevant to our future work: 1) a need for generative AI curriculumintegration and skill development and 2) a need for more exploration of its ethical and socialimplications.Structure of the WorkshopOur workshop explored four interconnected themes, thoughtfully chosen to promote a holisticand interdisciplinary understanding of generative AI and its societal impact. Drawing from ourexpertise in communication, philosophy, computer science, and engineering

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator

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Diversity

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Faculty Development Division (FDD)

Enhancement, Sustainability TrainingIntroductionThe building sector, responsible for approximately 38% of global greenhouse gas emissions, is atthe forefront of decarbonization efforts aimed at mitigating climate change [1]. As urbanizationaccelerates and energy demands rise, the need for innovative strategies to reduce emissionsbecomes increasingly urgent. These challenges extend beyond operational energy efficiency toencompass the full lifecycle of buildings, including materials, construction processes, and end-of-life considerations [2]. Simultaneously, the digital transformation of the design, planning, andconstruction industries is reshaping the approaches used to address these challenges [3].Emerging digital tools, such as Building Information

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

Tagged Divisions

Faculty Development Division (FDD)

talents [1, 2, 3]. Students show improvements in theirtechnical knowledge and communication skills, gain more professional confidence, and feel betterprepared for their future careers [1, 3]. UREs create a platform for applying theoretical knowledgeto real-world challenges and encourage students to refine their skills, which in turn bolsters theirconfidence and overall growth. Additionally, these experiences offer opportunities for networkingwith leaders in research. Mentorship often plays a pivotal role in improving retention andgraduation rates, helping students secure job positions or gain admission to graduate programs,giving them an advantage over others [1, 2, 3]. Current literature describes undergraduate research mentoring as a two

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Yonghee Lee, University of Illinois at Urbana-Champaign Jay Mann, University of Illinois at Urbana-Champaign Chris Migotsky, University of Illinois at Urbana-ChampaignBackgroundThe role of communities of practice (CoPs) in improving teaching has been widely documentedin engineering education literature. Faculty CoPs have been shown to promote the integration ofEvidence-Based Instructional Practices (EBIPs) in STEM courses, enhancing student learningoutcomes and fostering collaborative teaching cultures [1], [2]. CoPs allow faculty to share ideas,support each other, and work together to make teaching better and improve students’ learningexperiences.Previous studies have shown that faculty communities play

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)

between TAs and their undergraduate students offersthem a more relatable role model in their discipline and, when a level of mentorship isestablished, increases a sense of belonging for those students (Clements, 2022).1 Note that the number of full time positions is fewer than the total number of individuals employed, asmost teaching assistants work under a lower percentage appointment of 33 or 50%. 2Effective TA training also helps graduate students develop skills such as self-efficacy inmanagement, student involvement, and instructional strategies (Young, 2008), and has beenshown to improve TAs’ personal sense of achievement (Brown, 2013). The

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

’ Patrick, The Ohio State UniversityWinifred Opoku, The Ohio State University Winifred Opoku is a doctoral student in the Department of Engineering Education, College of Engineering (CoE) at The Ohio State University. ©American Society for Engineering Education, 2025Faculty Development DivisionIntroduction In 2020, President Donald Trump passed Executive Order 13950, “Combatting Race andSex Stereotyping,” setting a precedent for the development of state-based anti-DEI legislationacross the United States due to its perceived divisive nature. Although President Joe Bidenoverturned this order, since 2023, it has led to the introduction of 86 bills across 28 states and theU.S. Congress [1]. This executive

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Faculty Development Division (FDD)

greater integration, it is also important to understand 1) How well versed instructorsare with AI in terms of literacy and 2) what methods they employ in utilizing AI in their lessons.Despite the promising potential that AI continues to deliver, there is a knowledge gap regardinguniversity educators' perception of AI within the TPACK framework. Specifically, regardingtheir AI literacy and how it shapes their pedagogical approaches to higher education. Existingstudies on AI integration within the TPACK framework have largely employed quantitativemethodologies, focusing on self-reported competencies. (Celik, 2022).However, being more of a confidence indicator, these studies do not highlight the nuancedexperiences, challenges and pedagogical shifts

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Mindy Bergman; Yanai Y Otero La Porte, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

supportinginitiatives to advance student learning in undergraduate engineering education [1]. As thecultures of academic engineering departments adapt to promote pedagogical change to bettermeet the future needs of their diversifying student populations and develop them intoexperimental and innovative engineers, a primary goal for these departments must be providingfaculty members with the necessary tools and resources to innovate in their teaching andeffectively support their students. Faculty development, an established approach utilized inachieving change in teaching practices, is aimed at providing faculty with broad pedagogicalskills or motivation and resources for self-improvement [2]. Common goals of change strategiesproposed by faculty development

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities

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Diversity

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Faculty Development Division (FDD)

inengineering.IntroductionUnderrepresented minorities (URMs), especially women, remain significantly underrepresentedamong tenured and tenure-track faculty in engineering departments, despite earning more PhDsin these fields. Women often lack role models due to small faculty representation, and URMfaculty percentages remain far below their presence in the general population, with female URMfaculty nearly absent in some engineering departments [1]. Women engineering faculty faceisolation and lack networking opportunities [2]. Therefore, efforts to promote DEI in theengineering professoriate have gained increased attention, with higher education institutionsrecognizing the need to cultivate a more representative and inclusive academic workforce. Overthe last five years, support for