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)

Paper ID #48252Exploring Faculty Members’ Artificial Intelligence Literacy through the Lensof the TPACK Framework: A Qualitative StudyAshwin S, Nanyang Technological UniversityDr. Ibrahim H. Yeter, Nanyang Technological University Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Dr. Yeter serves as the Director of the World MOON Project and holds

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Amanda Saxe, McGill University

Tagged Divisions

Faculty Development Division (FDD)

) satisfaction, and (4)impact of the project on teaching and learning.We sent email invitations with a link to the online survey to the 25 faculty that had led one (ormore) TLIF project(s) on July 31, 2024 and the survey was available until August 31, 2024. Thesurvey was conducted anonymously, and we received 18 responses, corresponding to a responserate of 72%. While we have data on the demographic characteristics of faculty that led a TLIFproject (e.g., gender, rank/position, and department) based on the applications, due to theanonymous nature of the survey, we cannot break down the responses in terms of thesecharacteristics.To analyze the data, we use descriptive statistics for responses to the nominal and Likert scaleitems and thematic analysis for

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

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Faculty Development Division (FDD)

change modelShadle, S. E., & and adoption of evidence-basedBullock, D. instructional practices (EBIPs)Shadle, S. E., 2017 To understand faculty perspectives 169 faculty and staff Qualitative Various STEM fields, Dormant’s Chocolate Yes Not specific; focused broadly on facultyMarker, A., & Earl, on drivers and barriers to from 12 departments including biology, Model of Change engagement with evidence-basedB. implementing STEM education at Boise State chemistry, engineering, instructional practices (EBIPs

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology

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Faculty Development Division (FDD)

Attending department retreats Attending short courses and workshops. Reading non-technical books/journals papers. Ex: Leadership, Writing, Communication, Goal setting, etc. Reading technical books/journals - both teaching and research Responding to reviews/criticism for grants, papers, etc. Serving as a session chair or co-chair Serving on committee(s) (internal or external) Setting annual goals. Ex: Submitting proposals, obtaining funding, winning awards, strengthening CV, etc. Taking breaks. Ex: Regular sleep, weekly downtime, annual vacation Talking to friends/mentorsTherefore, various habits help faculty succeed in their multi-faceted job. How faculty learn aboutor form these habits relates to the responses to our research questions, which are

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle C Vigeant, The Pennsylvania State University; Karen A High, Clemson University

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

they've experienced in their daily life, and/or a previous concept they've learned in any course [15].4. Assessment instrumentsTo evaluate if the identified teaching strategies influence social and behavioral engagement, twoassessment instruments were used. An in-class observation protocol and student questionnairewere developed based on Naibert and Barbera’s engagement survey [24], which is a slightlymodified version of Wang et al.’s survey [25]. This survey has approximately 7-10 items for eachof the four types of engagement, cognitive, emotional, behavioral, and social, and these items areconsistent with the engagement definitions provided by Bowden et al. [16]. Four items for theengagement types of interest, behavioral and

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University

Tagged Divisions

Faculty Development Division (FDD)

accelerated summer format.Second, it was found that success relied heavily on preparation, structure, and accountability.Participants noted that elements such as the consistent schedule, regular weekly and bi-weeklymeetings (held on the same day and time), milestones, and learning activities were instrumentalin ensuring a paper was drafted by the conclusion of the cohort session. Third, of the six toolsused in the SoTL Accelerator program (https://www.sotlaccelerator.com/), faculty participantsfound three tools particularly helpful. • Peer Feedback Tuning Protocol (https://www.sotlaccelerator.com/s/Tool-2-Peer-Feedback- Tuning-Protocol.pdf) • Assessment of Student Learning (https://www.sotlaccelerator.com/s/Tool-3-Assessment- of

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaylin N Williams, University of Virginia

Tagged Divisions

Faculty Development Division (FDD)

from the engineering educators’ surveys,quantitative methods. 1. Next, students’ survey responses will be linked and compared to the responses of the educators whose summer engineering course(s) they took. 2. Descriptive statistics and qualitative findings will be aggregated to determine if trends and/or correlations are present between educators’ self-determination in the context of teaching and their work environments and students’ performance and learning experiences within the educator’s class. 3. The data analyses will be followed by a deeper dive toward interpreting and discussing how the results, along with the guiding framework, may serve as a foundation for creating intentional strategies and

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Colleges andUniversities (AAC&U)'s Center for the Advancement of STEM Leadership have successfullyimplemented formal coaching for Black women STEM faculty [35], [49]-[50].Although primarily leadership-focused, these programs include participants across variousacademic ranks. In these programs, faculty engage in structured sessions with experiencedevidence-based coaches who adhere to the eight ICF coaching competencies, (e.g., developingand maintaining a mindset that is open, curious, and client-centered; creating a safe, supportiveenvironment that promotes mutual respect and trust; and facilitating client insights and learningthrough powerful questioning and reflective practices, etc.). These programs have successfullyenhanced participants

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)

clean energyand sustainability education, are essential in achieving these goals by equipping educators withthe knowledge and tools necessary to inspire and prepare students [8-10].The growing emphasis on building decarbonization has led to initiatives like the StanfordBuilding Decarbonization Learning Accelerator (BDLA), which aims to empower faculty withcutting-edge resources to integrate sustainability topics into architecture, engineering, andconstruction courses [11]. These efforts align with broader global strategies, such as theEuropean Union’s Level(s) framework and the World Green Building Council Net Zero CarbonBuildings Commitment, to reduce the carbon footprint of the built environment [12, 13].However, implementing these strategies

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

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Diversity

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Faculty Development Division (FDD)

and Engineering, 27(1).[2] Markle, R. S., Williams, T. M., Williams, K. S., deGravelles, K. H., Bagayoko, D., & Warner,I. M. (2022, May). Supporting historically underrepresented groups in STEM higher education:The promise of structured mentoring networks. In Frontiers in Education (Vol. 7, p. 674669).Frontiers Media SA.[3] Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J.(2015). “Don’t leave us behind” The importance of mentoring for underrepresented minorityfaculty. American Educational Research Journal, 52(1), 40-72.[4] Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing therepresentation of women and men of color in the professoriate: Looking beyond thepipeline

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering

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Faculty Development Division (FDD)

work, we hope to build a more formal development program around the ideas here that cancontinue to help faculty transition to new research areas together, both here and beyond.References[1] M. Ju, “The impact of institutional and peer support on faculty research productivity: A comparative analysis of research vs. non-research institutions,” phdthesis, Seton Hall University, South Orange, NJ, Jun. 2010.[2] A. L. Zydney, J. S. Bennett, A. Shahid, and K. Bauer, “Faculty perspectives regarding the undergraduate research experience in science and engineering,” Journal of Engineering Education, vol. 91, no. 3, pp. 291–297, Jul. 2002.[3] T. Saddler and E. Creamer, “Socialization to the professoriate through research collaboration: Examining

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

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Faculty Development Division (FDD)

perceptions in these classes fitand align with the instructor's and the SPA’s perceptions. Because the program is ongoing anditerative, we will also refine the training and development of Student Pedagogy Advocates inresponse to these findings.AcknowledgementsThis work was supported by the National Science Foundation under the project CreatingAutonomy-Supportive Learning Environments Using Undergraduate Student PedagogyAdvocates (NSF Award #2236118), conducted at Purdue University. Any opinions, findings,conclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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Faculty Development Division (FDD)

?” and “How can we improvethe session(s) to be more responsive to your needs?” respectively.Preliminary Findings Participant Ratings for Question 1 For the first question in which participants rated about “Designing Powerful Questions to 5 4 fit the situation”, three participants (37.5%) 4 rated “Excellent”, four participants (50%) 3 3 rated “Above Average”, and one participant (12.5%) rated

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)

mapping table, which is used to provide the pre-determined numerical value to eachresponse option across each construct of interest. User gameplay files—each associated with aunique, anonymized identifier—are loaded into MATLAB as structured tables. The script thenmatches each scenario-response pair to the appropriate score(s) from the mapping table,populating new columns in the user’s data file with these scores. This updated dataset can thenbe used for statistical analysis, either within MATLAB or exported to another software.Code Applications The application of this MATLAB code can be used to analyze and visualize game users’data in multiple ways. Basic descriptive statistics can reveal trends in individual users' data oracross groups

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph

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Faculty Development Division (FDD)

faculty identified inour landscape though we may then miss important information from those that were notidentified / profiled. We hope that our process will be useful for helping others conduct similarstudies in countries where engineering education is emerging as a field of study and research inorder to identify more specific questions and topics of exploration that will allow us to betterunderstand the social reality of EER faculty.References[1] S. Mattucci, “A snapshot of the Canadian engineering education system: reflections from anemerging scholar trying to support national curriculum change,” Canadian EngineeringEducation Association Conference, Ottawa, ON, June 9-12, 2019.[2] P. Sheridan, J. S. Cicek, L. Kuley, and R. M. Paul

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

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Faculty Development Division (FDD)

activities was available an hour before the scheduledmeeting. The asynchronous and synchronous content included topics on cognition, affect,teaching strategies, and course design principles (Figure 1). The synchronous content wasintended to build upon the asynchronous content, and the SI facilitators designed individual andcollaborative activities for participants to engage with during the synchronous sessions.Synchronous sessions were conducted via Zoom, which offered breakout rooms to facilitatesmall group activities.Figure 1. Overview of the Summer Institute structure, including topics for asynchronous (A) andsynchronous (S) work, and showing the 5 Pod Days (shaded blue).The pod mentor helped their pod select optional asynchronous modules based

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stacy Tantum, Duke University; Sophia T Santillan, Duke University; Elizabeth Kathleen Bucholz, Duke University; Genevieve M Lipp; Benjamin Cooke, Duke University; Victoria Akin, Duke University

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Diversity

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Faculty Development Division (FDD)

? (i.e., why did you do it this way? How would you have responded if xyz happened instead today?) 8. What class content was particularly interesting/engaging? 9. Other comments or questions.References [1] Resources for teaching evaluation guides. https://tinyurl.com/5ah3ehc3, 2021. Accessed on June 3, 2024. [2] American Sociological Association. Statement on student evaluations of teaching. www. asanet.org/studentevaluations, 2020. Accessed on February 9, 2025. [3] T. C. Andrews, P. Brickman, E. L. Dolan, and P. P. Lemons. Every tool in the toolbox: Pursuing multilevel institutional change in the DeLTA project. Change: The Magazine of Higher Learning, 53(2):25–32, 2021. [4] O. R. Arag´ on, E. S. Pietri, and B. A. Powell

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)

outside P26's existing academic environment, led them to adopt amore student-driven, interactive classroom dynamic. As McMillan and Chavis [10] suggest,diverse professional communities foster innovation through shared perspectives. While within-institution mentoring can provide familiarity and alignment with local policies, the externalvoices in this program encouraged mentees to adapt EBIPs creatively to their unique settings.This collaborative approach was enriched by mentors' efforts to understand the deeper aspects ofimplementation. As M02 explained: "I wanted to understand not just the methods they used, butwhat was actually going on in terms of the thought processes and decision-making processes...what made them adopt certain EBIPs or what

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign

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Faculty Development Division (FDD)

. […] I didn’t change assignments or my technical plan but changed how I interacted with the students.” “Personal background information that I would ask my students include[s]: racial/ethnicity, gender identification, and sibling order. I typically don’t feel any hesitancy in asking students to share about themselves.”Yet another member reported that while they have used surveys to assess different relevantinformation, the results have not been leveraged into identifying systemic learning inequities yet.The amount and variety of information gathered from students is challenging to synthesize intoactionable steps one can take to meet the varied needs reported by students through the surveyprocess: “[A] faculty

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)

-research question from theperspective of the faculty advisor.RQ1. What factors influence underserved [Ph.D. graduate student(s)/faculty advisor(s)] as theyengage in mentoring relationship? Sub-RQ1. What does it mean to be a [Ph.D. graduate student/faculty advisor] in amentoring relationship in your field? Sub-RQ2. How does hidden curriculum influence the role of a [Ph.D. graduatestudent/faculty advisor] in a mentoring relationship in your field?RQ2. What does it mean to address issues that may arise in a mentoring relationship between aPh.D. graduate student and faculty advisor in your field?Research Paradigm and Interpretive Framework This study is positioned from an epistemological philosophical perspective within

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

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Faculty Development Division (FDD)

.2010.06.021.[5] Australian Catholic University, J. Yoo, D. Carter, and University of Technology Sydney, “Teacher Emotion and Learning as Praxis: Professional Development that Matters,” AJTE, vol. 42, no. 3, pp. 38–52, Mar. 2017, doi: 10.14221/ajte.2017v42n3.3.[6] E. Smela, “Faculty Workshop on Teaching Sustainability”.[7] J. S. Bruner, The process of education. in The process of education. Oxford, England: Harvard Univer. Press, 1960, pp. xvi, 97.[8] L. Blum and C. Frieze, “The Evolving Culture of Computing: Similarity Is the Difference,” Frontiers: A Journal of Women Studies, vol. 26, no. 1, pp. 110–125, 2005, doi: 10.1353/fro.2005.0002.[9] D. Galvan, J. Dong, L. Schlemer, and E. Allen, “Lessons Learned: Teaching and Learning

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

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Diversity

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Faculty Development Division (FDD)

into bothfaculty development and course design.In addition, future research should explore how institutional and peer support structures withinCoPs can reduce barriers to teaching innovation. It could also examine how CoPs help facultymanage demands between research and teaching expectations, and what recognition or rewardsystems are most effective in helping faculty continue to engage in teaching-focused efforts in aresearch-intensive university.References[1] M. Borrego and C. Henderson, "Increasing the use of evidence-based teaching in STEMhigher education: A comparison of eight change strategies," Journal of Engineering Education,vol. 103, no. 2, pp. 220–252, 2014.[2] J. Tomkin, S. Beilstein, J. Morphew, and others, "Evidence that

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

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Faculty Development Division (FDD)

of the author and do not purport to stateor reflect the position of the United States Government or any agency thereof, including the UnitedStates Military Academy, the Department of the Army, or the Department of Defense.References 1. L. T. Eby, T. D. Allen, S. C. Evans, T. Ng, and D. Dubois, “Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals”. Journal of Vocational Behavior, 72(2), 254-267, 2008. https://doi.org/10.1016/j.jvb.2007.04.005 2. W. B. Johnson, L. L. Behling, P. Miller, and M. Vandermaas-Peeler, “Undergraduate Research Mentoring: Obstacles and Opportunities”, Mentoring & Tutoring: Partnership in Learning, 23(5), 441

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

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Faculty Development Division (FDD)

of constant curiosity, makingconnections, and creating value among both educators and students. By embracing scalableapproaches and innovative solutions, institutions can amplify the impact of EML, transformingthe culture of engineering education and preparing students to address the complex challenges oftomorrow.7. AcknowledgmentsWe thank the Kern Family Foundation and the KEEN Program for their continuous support.8. References[1] Boice, R., (2000). Advice for New Faculty Members. Allyn & Bacon, Needham Heights,MA[4] Brent, R., & Felder, R.M. (2003). A Model for Engineering Faculty Development. Intl.Journal of Engr. Education, 19(2), 234–240.[2] Dillon, H., James, C., Prestholdt, T., Peterson, V., Salomone, S., & Anctil, E

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University

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Diversity

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Faculty Development Division (FDD)

are informally discussed (e.g. [9]), and formalprofessional development opportunities in this space occur, the author could not find a paper thatdescribed the creation, implementation and assessment of a workshop directed toward gradingfor engineering faculty (two excellent example resources that are adjacent to this gap are inFelder and Brent’s description of the NETI workshops [10], and Estes et al.’s assessment of theASCE ExCEEd workshop [11] which describe general engineering teaching workshops). Thispaper focuses on presenting the content and outcomes of a workshop focused on gradingefficiently both in terms of student learning outcomes and faculty time spent on task – referencesdescribing various aspects and methods of grading are

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia

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Faculty Development Division (FDD)

sometimes random interactions in thehallway. For future interviews, we will focus on understanding how interactions come to pass at amore basic level and attempt to map these interactions to the 5C Model as part of analysis.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.[award number blinded]. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] M. Gibbon and D. Pokhrel, "Social network analysis, social capital and their policyimplications," Participatory Learning and Action, vol. 36, pp. 29-33, 1999. [Online].Available: https://pubs.iied.org

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University

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Diversity

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Faculty Development Division (FDD)

Paper ID #48113Using Postdoctoral Summits to Provide Equitable OpportunitiesStephanie A Damas, Clemson University Stephanie Ashley Damas is currently a graduate student at Clemson University studying to get her Ph.D. in Engineering and Science Education. Her area of interest is Diversity and Inclusion in Engineering. She holds a bachelorˆa C™s degree in electrical engiDr. D. Matthew Boyer, Clemson University Dr. D. Matthew Boyer is a Research Associate Professor of Engineering & Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences at Clemson

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Lopez, Universitat Politecnica de Catalunya; Raúl López Sánchez, Universitat Politècnica de Catalunya; Josep Fernandez, Barcelona School of Informatics - Universitat Politecnica de Catalunya-BarcelonaTech

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Faculty Development Division (FDD)

projects funded by various entities, including the Spanish government and the European Economic Community. ´ L´opez S´anchez, Universitat Polit`ecnica de CatalunyaMr. Raul Mr. Ra´ul L´opez S´anchez holds a degree in Computer Engineering (Universitat Oberta de Catalunya, 2010) and a Technical Engineering degree in Management Informatics (Facultat d’Inform`atica de Barcelona, Universitat Polit`ecnica de Catalunya, 2002). His professional career has been primarily focused on teaching, particularly in secondary and vocational training education. Since 2019, he has served as an associate lecturer at both the Institute of Education Sciences and the Facultat d’Inform`atica de Barcelona of the Universitat Polit`ecnica de

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

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Faculty Development Division (FDD)

held various individual and leadership positions in the areas of reliability, product development, and advanced mechanical and electrical technology development. In these various roles, she established new business processes and an organizational culture that focused on developing innovative solutions from root cause understanding, improved pace of learning, and discipline in experimentation and configuration management. She was inducted into the National Academy of Engineering in 2016 for her leadership in the development of technologies to enable areal density and reliability increases in hard disk drives and was elected a National Academy of Inventors Fellow in 2018. Dr. Hipwell is currently the Oscar S. Wyatt

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

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Diversity

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Faculty Development Division (FDD)

students without requiring significantadditional workload. These findings point toward the key role of instructor mindset in buildingmore neuroinclusive environments. Future efforts may explore the role of AI technology inproviding personalized learning tools and supporting neuroinclusive practices more efficiently sothat educators can maintain these practices without burnout. Longitudinal studies are needed toassess their long-term impact on student success and retention in engineering programs.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1920761. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily