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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Paper ID #43449Improving student outcomes in math through online faculty professional developmentDr. Chris S. Hulleman, University of Virginia Chris S. Hulleman is a professor of education and public policy at the University of Virginia. He is also the founder and director of the Motivate Lab, which collaborates with educational practitioners to help ameliorate systemic racism and inequality. His team develops and tests changes in educational practice that support the motivation of students from historically marginalized backgrounds in education. He received his BA from Central College (Iowa) in 1993 and his PhD in

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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institution.Faculty participating in our study were asked to develop projects and course integrations that aim todevelop some aspect(s) of students EM. The final deliverable, at the conclusion of the 2-year period, isthe submission of an Engineering Unleashed Card [8]. These cards function as a combination of blog andresource-sharing website all in one page, documenting the course plans/activities with sufficient detailthat other faculty could then take the plan/activity and modify it to fit and deploy it in their own courses.Research on mentoring models for faculty developmentThere has been a growing body of research on the effectiveness of peer mentoring programs rooted insocial cognitive theories and research on influence [9]. Social cognitive theory, SCT

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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Faculty Development Division (FDD)

Proceedings, 2018.[2] H. Xiao et al., “Are we in crisis? National mental health and treatment trends in college counseling centers,” Psychol Serv, vol. 14, no. 4, pp. 407–415, Nov. 2017, doi: 10.1037/ser0000130.[3] S. A. Wilson and J. H. Hammer, “Faculty Experiences with Undergraduate Engineering Student Mental Health,” In 2021 ASEE Virtual Annual Conference Content Access, 2021.[4] I. Jurewicz, “Mental health in young adults and adolescents-supporting general physicians to provide holistic care,” Clinical Medicine, vol. 15, no. 2, pp. 151–155, 2015.[5] C. J. Wright, S. A. Wilson, J. H. Hammer, L. E. Hargis, M. E. Miller, and E. L. Usher, “Mental health in undergraduate engineering students: Identifying facilitators

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University

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factors were attributed to the nativelanguage being English (yes/no).Results and DiscussionTable 1 Breakdown of averaged Turnitin scores for each submission (S). Turnitin Scores (%) All YES Eng NO Eng YES Biol NO Biol YES Native NO Native S #1 20 ± 19 22 ± 12 15 ± 16† 20 ± 19 23 ± 19 14 ± 12 25 ± 21† S #2 14 ± 14* 13 ± 10** 10 ± 13* 12 ± 10** 19 ± 18† 10 ± 7** 17 ± 16**,†YES/NO refers to their background in: Biol = Biological Sciences, Eng = Engineering. *,**denotes statistically significant differences (t-test) between submissions (*p<0.05, **p<0.01); †between YES and NO categories (†p<0.01

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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engineeringfaculty at a research institution who collaborated on an NSF-funded research project aimed atstudying the impact of implementing oral exams in high enrollment courses. The primaryresearch questions were: How did the instructor’s perspectives and behaviors change as theyimplemented oral exams in their courses? How did the instructors act on a growth-orientedmindset?MethodsWe invited six teaching professors from the departments of Mechanical and AerospaceEngineering and Electrical Engineering to participate in the study. To protect the confidentialityof each individual, pseudonyms were used in lieu of using their full names in data analysis (SeeTable 1). Instructor Department Course(s) that implemented oral exams

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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developmental evaluation approach. Thesemethods and tools will not only benefit OFDS, but also other engineering departments, facultydevelopment centers, and offices.References[1] M. S. Bhat, V. Asha, and V. V. Thomas, ‘A comprehensive faculty development program: Three tier comprehensive training approach for holistic development of faculty members of engineering colleges to meet the challenges of future engineering education’, in 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE), 2013, pp. 280–284.[2] M. Huerta, J. S. London, and A. McKenna, ‘Engineering Deans’ Perspectives on the Current State of Faculty Development Programs in Engineering Education’, 2023.[3] K. H. Gillespie

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

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specifically aligned to Herzberg’s [24] motivational andhygiene factors. Additionally, future investigation should include increased stratification ofdemographics, including gender and race, to help identify the impacts that factors have onvarying groups.References[1] McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168-187.[2] Tugden, A. “On the Verge of Burnout: COVID -19’s Impact on Faculty Well-Being and Career Plans 2020,” The Chronicle for Higher Education, Washington, DC, USA, 2020. Accessed February 2023. [Online] Available: https://connect.chronicle.com/rs/931-EKA- 218/images/COVID%26FacultyCareerPaths_Fidelity_ResearchBrief_v3%20%281%29.p df[3] Coiro M.J

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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components of critical consciousness as criticalreflection, motivation, and action using Diemer et al.’s (2015) definitions because they providethe clearest explanation of each component and limit the use of alternative descriptors orlanguage that are not directly aligned with Freirean thought.Theoretical Expansion of Critical Consciousness Several scholars have used Freire’s (1970) work as a foundation for their work,highlighting the benefits of his scholarship but also identifying limitations in its theory andpractical application. Literature across fields confirms several ways in which criticalconsciousness is defined and operationalized. This section reviews the work of scholars frompsychology (e.g., Diemer and Montero), social work (i.e

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

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settings among which are not limited to cultural diversity, student-to-teacher ratio, and STEM curriculum. Given their longstanding dedication to inclusive andengaging education, Historically Black Colleges and Universities have a distinct advantage inspearheading the adoption of active learning.AcknowledgementThis study is part of the work that was supported by the National Science Foundation Grant #1915615, titled “Adapting an Experiment-centric Teaching Approach to Increase StudentAchievement in Multiple STEM Disciplines”. It should be noted that the opinions, results andconclusions or recommendations expressed are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] S. Freeman et al

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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with faculty across the United States.” o “I appreciated hearing their stories and learning from them.” o “Seeing other peoples' curriculum work was constructive and helped provide ideas for future projects in various implementation styles.” Summary of ThemesDue to space limitations, only one theme is fully shared. The other themes (and sub-themes) aresummarized in Figure 3. Figure 3. Summary of Themes and Sub-ThemesLessons LearnedThere are three key lessons learned.First, of the six tools, faculty participants found three tools particularly helpful. • Peer Feedback Tuning Protocol (https://www.sotlaccelerator.com/s/Tool-2-Peer-Feedback- Tuning-Protocol.pdf): Participants commented on the

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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Faculty Development Division (FDD)

, and male dominated fields [5], [6],[7], [8]. Particularly, Latina students often suffer challenges when they try to belong toengineering disciplines due to the racism and sexism [9], [10], [11]. Nevertheless, HSIs haveoffered diverse programs to recruit and retain more Latinx and BIPOC students by incorporatingLatinx culture and values [12], [2], including family and community members in their outreachand collaborating with professional organizations that support Black and Hispanic engineers andscientists [13], [14]. These efforts have been actively implemented through multiple fundingsources; for example, the National Science Foundation (NSF)’s Hispanic Serving Institutiongrant opportunities [15].Despite the important contributions of HSIs

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

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) further narrowing the list down to a “short list” for an on-site, in-personinterview, 5) deciding which candidate(s) will receive an offer, and 6) negotiation. In somecases, steps three and four are skipped, and only one round of interviews is completed. The faculty hiring process is fraught with bias, including racial bias [1], gender bias inletters of recommendation [2], and search committee members seeking to hire people whoseresearch areas are most similar to their own [3]. Hiring people similar to oneself extends beyondresearch areas. Many search committees look for candidates who would be a good “fit”(generally, scientifically, programmatically) [4, 5]. However, “fit” is highly subjective and opento the evaluator’s personal biases

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

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significance of teachers’ Well-being and the use of faculty developmentprograms. Nevertheless, there lies the need for a basic approach to address the Well-being ofteachers. In regards to this review study, there are heterogenous range of programs thatsupports the Well-being of teachers.References[1] Guerriero, S. (ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publishing, Paris.[2] Williams, K.C. and Williams, C.C. (2011) “Five key ingredients for improving student motivation,” Research in Higher Education Journal.[3] Schleicher, A. (2018), Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

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circumstances, such as poor acoustics, room size, temperature, or aglaring blackboard, that could interfere with teaching and learning, are noted. The classobservation is completed before the end of the tenth week of the semester.Post Observation: This meeting is essential to share the observation outcomes. A post-observation form with guiding questions ensures that peer-observers follow a standardizedprocess. Faculty members also ask their own questions to the peer-observer(s). The discussioninvolves sharing notes and comments with the instructor, highlighting the positive aspects of theinstructions, and providing suggestions to further improve the quality of teaching. Either thecommittee member or the instructor may bring up any issue that needs

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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the Psychology Department at Seattle University. Dr. Cook received her doctorate in Social and Personality Psychology from the University of Washington, with a minor in quantitative methods and emphases in cognitiveDr. Gregory Mason, P.E., zyBooks, A Wiley Brand Gregory S. Mason received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. de- gree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digitalDr. Teodora Rutar Shuman, Seattle University Professor Teodora Rutar Shuman is the Chair of the Mechanical Engineering Department at Seattle Uni- versity. She is the PI on a NSF-RED grant. Her research

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

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mentorscounts as mentoring when she shares, “…part of their recommendation as a mentor is that[classroom strategy] increases your [student evaluations] a lot… so, I guess that's a form ofmentorship." She recalls times of receiving help and affirmation, stating, “ [Another] professorjust in passing [said], ‘yeah, I have lab get-togethers,’ and I said, ‘yeah, I do that too.’” Here shecontinues to be uncertain whether these interactions were mentorship when she adds, “I don’tknow if that counts.” Blake seems more confident identifying non-relational forms ofmentorship, saying that she “Google [s] about it a lot, so it’s like the hive mind of mentorship(laughs), and [she goes] to workshops [that are] not really like one-on-one, but kindaprogrammatic

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Paper ID #38908Empowering Faculty Members through Mooc in Techno-Pedagogical Con-tentDr. K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India Dr. K. S. A. Dinesh Kumar, M. E., Ph.D. is presently Professor of Civil Engineering at National Institute of Technical Teachers Training & Research (NITTTR) Chennai, Government of India. He has coordinated more than 150 training programmes for National participants and 06 International programmes in the area of Technology Enabled Teaching Learning, Student Assessment and Evaluation, Instructional Design and Delivery system

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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, when the subjects rural teachers taught was liberal arts, the teachers’ teaching beliefs significantly positively influenced classroom evaluation practice(β=0.38, SE=0.09, t(196)=4.45, p<0.001); when teaching sciences subjects, the influence of teaching beliefs on classroom assessment was further strengthened, indicating that for rural teachers teaching sciences subjects, the impact oftheir teaching beliefs on classroom evaluation was more significant (β=0.69, SE=0.08,t(196)=9.11, p<0.001). Figure 3 Moderating Effect Model of the Type of Subject Study 3’s findings indicate that the influence of rural teachers’ teaching beliefs ontheir classroom evaluations within a STEM education context is dependent on

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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. 5, no. 1, pp. 37-52, 2003.[14] L. Malcom, and S. Malcom, “The double bind: The next generation,” Harvard EducationalReview, vol. 81, no. 2, pp. 162-172, 2011.[15] M. Wyer, “Intending to stay: Images of scientists, attitudes toward women, and gender asinfluences on persistence among science and engineering majors,” Journal of Women andMinorities in Science and Engineering, vol. 9, no. 1, 2003.[16] S. V. Brown, “The preparation of minorities for academic careers in science andengineering: How well are we doing,” Access denied: Race, ethnicity, and the scientificenterprise, pp. 239-269, 2000.[19] Y. J. Xu, “The experience and persistence of college students in STEM majors,” Journal ofCollege Student Retention: Research, Theory & Practice

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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mentoring program for juniorfaculty: Recommendations for practice. In To improve the academy, vol. 16, editedby D. DeZure. Stillwater, OK: New Forums Press and the ProfessionalOrganizational Development Network in Higher Education[4] Schlosser, L. Z., S. Knox, A. R. Moskovitz, and C. E. Hill. 2003. A qualitativeexamination of graduate advising relationships: The advisee perspective. Journal ofCounseling Psychology 50(2):178–188.[5] Matthews, K., (2014) Perspectives on Midcareer Faculty and Advice forSupporting Them. Cambridge, MA: Collaborative on Academic Careers inHigher Education White Paper.[6] National Academies of Sciences, Engineering, and Medicine 2019. TheScience of Effective Mentorship in STEMM. Washington, DC: The NationalAcademies Press

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

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Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Family Foundationthrough its KEEN program to the Ira A. Fulton Schools of Engineering Learning and TeachingHub at Arizona State University. 5 References[1] M. V. Huerta, J. S. London, A. Trowbridge, M. Arévalo Avalos, W. Huang, and A. F. McKenna, "Cultivating the Entrepreneurial Mindset through Design: Insights from Thematic Analysis of First-year Engineering Students' Reflections," presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, June 2017. DOI: 10.18260/1-2--28093[2] N. Duval-Couetil, A. Shartrand, and T. Reed, "The role of entrepreneurship program models and experiential activities on

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

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]. Given the critical role of the adviser in a student's academic journeyand the potential consequences of inadequate academic progress for international students, it iscrucial to recognize the unique challenges faced by international students and provide themwith appropriate support.To provide international doctoral students with positive advising experiences, it is essential forSTEM faculty to possess intercultural communication competence (ICC). In this article, weadopt Griffith et al.'s definition of ICC, which refers to an individual's ability to gather,interpret, and effectively respond to culturally diverse cues in a multicultural environment [14].Prior literature demonstrated that international students face particular challenges, such

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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Faculty Development Division (FDD)

. Zhyvotovska, “An intersectional technofeminist framework for community-driven technology innovation,” Comput. Compos., vol. 51, pp. 43–54, 2019.[9] S. A. Morimoto, A. M. Zajicek, V. H. Hunt, and R. Lisnic, “Beyond Binders Full of Women: NSF ADVANCE and Initiatives for Institutional Transformation,” Sociol. Spectr., vol. 33, no. 5, pp. 397–415, Sep. 2013, doi: 10.1080/02732173.2013.818505.[10] M. F. Fox and C. Colatrella, “Participation, performance, and advancement of women in academic science and engineering: What is at issue and why,” J. Technol. Transf., vol. 31, pp. 377–386, 2006.[11] NSF, “Making Visible the Invisible - Understanding Intersectionality,” National Science Foundation, Committee on Equal Opportunities in Science

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Faculty Development Division (FDD)

challenges, another critical aspect thatmust be taken up is sharing discipline-specific lesson plans. What specifically can be done in afluid mechanics course, for example? What are some small, intermediate, or large changes thatcan be made, and what is their effectiveness? While some resources are available in variousplaces, building a network to share teaching materials and practices would help to advance thiswork more widely.This work was funded by a grant from the Lemelson Foundation, grant #22-02094, July 2022 toJune 2024.References[1] S. Hoffmann, I. Hua, E. Blatchley, and L. Nies, "Integrating sustainability into courses across the engineering curriculum: a faculty workshop model," in ASEE Ann. Conf. Expo, Louisville, KY, Jun

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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. (2010). A national analysis of minorities in science andengineering faculties at research universities (2nded.). Unpublished policy report.[5] Reybold, L. E. (2003). Pathways to the professorate: The development of faculty identity ineducation. Innovative Higher Education, 27, 235-252.[6] Sklar, D. P. (2016). Moving from faculty development to faculty identity, growth, andempowerment. Academic Medicine, 91(12), 1585-1587.[7] Whittaker, J. A., Montgomery, B. L., & Acosta, V. G. M. (2015). Retention ofunderrepresented minority faculty: strategic initiatives for institutional value proposition basedon perspectives from a range of academic institutions. Journal of Undergraduate NeuroscienceEducation, 13(3), A136.[8] Lieff, S., Baker, L., Mori

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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engineering education research agendas,” in ASEE Annual Conference & Exposition, (June) 2011, pp. 22-684.[6] Z. Kovecses, “Metaphor and culture,” Acta Universitatis Sapientiae, Philologica, vol. 2, no. 2, pp. 197-220, 2010.[7] M. G. A. Hewson and D. Hamlyn, “Cultural Metaphors: Some Implications for Science Education,” Anthropology & Education Quarterly, vol. 16, no. 1, pp. 31–46, 1985, doi: 10.1525/aeq.1985.16.1.05x0849q.[8] W. C. Adams, “Conducting Semi-Structured Interviews,” in Handbook of Practical Program Evaluation, 4th ed., John Wiley & Sons, 2015, pp. 492-505.[9] S. Kvale, “Ten standard objections to qualitative research interviews,” Journal of Phenomelogical Psychology, vol. 25, no. 2, pp. 147-173, 1994.[10] M. B

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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perspective explicit,” European Journal of Engineering Education, vol.34, no. 2, pp. 149–154, May 2009, doi: 10.1080/03043790902833317.[10] S. R. Cavanagh, "The spark of learning: Energizing the college classroom with the scienceof emotion," West Virginia University Press, 2016.[11] R. Pekrun, "Emotions and Learning," Educational Practices Series-24, UNESCOInternational Bureau of Education, 2014.[12] J. C. Richards, "Exploring emotions in language teaching," relc Journal, vol. 53, no. 1, pp.225-239, 2022.[13] R. Pekrun, T. Goetz, A. C. Frenzel, P. Barchfeld, and R. P. Perry, “Measuring emotions instudents’ learning and performance: The Achievement Emotions Questionnaire (AEQ),”Contemporary Educational Psychology, vol. 36, no. 1, pp. 36–48, Jan. 2011

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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material is based upon work supported by the National Science Foundation under Grant No.(2236075). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. References[1] R. R. Baiduc, R. A. Linsenmeier, and N. Ruggeri, “Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty,” Innov High Educ, vol. 41, no. 3, pp. 237–254, Jun. 2016, doi: 10.1007/s10755-015-9348-1.[2] D. Oerther, “Using nursing theory to improve the teaching of engineering practice.,” in American Society for Engineering Education, 2017.[3] D. B