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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Diversity

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Faculty Development Division (FDD)

and directions ahead in theprofessional development programme.Challenges in faculty upskilling:Upskilling faculty members in pedagogy and technology tools could be complex andchallenging. Techno-pedagogical training provides faculty members with the skills requiredto design and deliver effective instructional materials and activities with the means adoptedby the students. At present, the focus of upskilling is in four major clusters (a) contentknowledge; (b) pedagogical knowledge; (c) pedagogical cum technical content knowledge;and (d) technology cum pedagogical knowledge, as shown in figure 1. Content knowledge Techno

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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Faculty Development Division (FDD)

highlighting the importance of identifying optimized academictechniques and adequate integrity training to improve students’ experience and performance.These results highlight the need to investigate and understand factors potentially contributing tostudents’ elevated Turnitin similarity scores to achieve the goal of helping students from allbackgrounds to succeed in their graduate studies. Preferred presentation format: “Lightning talk”IntroductionAdvances in technology can facilitate how education increases students’ knowledge and skills[1],but can also offer a means to practice dishonest behaviors[2]. Plagiarism, the use of other’s workor ideas without proper reference to the author, hinders education and raises an important ethicalissue[3

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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Diversity

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Faculty Development Division (FDD)

individual, empowerment”(Ladson-Billings, 1995, p. 160). Critical consciousness is the third tenet of Ladson-Billings’s(1995) CRP extends “a student’s efficacy in identifying STEM norms and practices that formvisible and invisible exclusionary barriers in STEM programs and STEM fields” (Castaneda,2019, p. 1). Unlike Freire’s initial focus on developing the critical consciousness of men,Ladson-Billings (1995) focused on students, specifically their challenging the status quo. Theseworks have facilitated the development of more contemporary frameworks for measuring andengaging in critical consciousness, especially in K-12 student development and research.Three Elements of Critical Consciousness Other contemporary formulations of critical

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

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Diversity

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Faculty Development Division (FDD)

, there is both an opportunity and a need to utilize this interest for innovative and engaging faculty development purposes [1]. For learning games to reach their full potential, the data produced by these games should be analyzed to make improvements to the game and assess users’ learning. Since each game produces unique types of data and requires different interpretive approaches, a universal method for analysis does not exist. This underscores the need to create a customized data analysis system for analyzing gaming data that can be used for this project and other games in the future. This paper presents an overview of the game’s design, its data collection process, the development of a customized analysis workflow, and the broader

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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Faculty Development Division (FDD)

collaborative, in-classlearning activities. This paper provides more detail on these strategies and the proposed means ofassessment. Instructors may consider incorporating these types of changes into their courses tosupport their students’ sense of belonging and engagement in their courses.1. IntroductionHistorically underrepresented minority students and low-income students are proportionally lesslikely to graduate with STEM degrees as compared to typically overrepresented students [1] –[3]. These groups of students will be collectively referred to as “from minoritized groups inSTEM, or MGS [students]” [4]. A possible key contributor to this gap in graduation ratesbetween MGS and majority students is belonging uncertainty [5] – [8], feelings that

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh

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Faculty Development Division (FDD)

Engineering Education, 2025 WIP: A Call to Action: Developing A Leadership Program that Supports Academic Caregivers Using the Kotter Change ModelIntroductionHigher education has adopted a capitalistic model prioritizing productivity and efficiency, oftenbased on the "ideal worker" with no outside obligations. As a result, academics with caregivingresponsibilities face added pressure [1]. While caregiving traditionally includes childcare andeldercare, the National Academy of Science, Engineering, and Mathematics (NASEM) defines itmore broadly as caring for spouses, dependent children with medical conditions, and extendedfamily members [2]. Since the COVID-19 pandemic, academics, particularly women in STEM,have shouldered a

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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Faculty Development Division (FDD)

each other’sclasses, discussed what we saw, and shared feedback with each other. Our peer observation ef-forts are ongoing in Spring 2025, with a focus on offering the peer observation to junior facultywithin engineering. The focus on junior faculty is motivated to provide this resource to our newerfaculty who may have the most to gain from peer observation.MethodsMany resources exist for developing peer teaching observation protocols, evaluating institutionalor department-level teaching evaluation processes, and training faculty to objectively and/or con-structively evaluate teaching through classroom visits [10, 3, 1, 20]. Starting in January of 2024,our POET group met roughly every three weeks for an hour, beginning with a review of

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University

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Diversity

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Faculty Development Division (FDD)

orientation in order to build a recordof their development as a researcher, communicator, and transdisciplinary team member. Fellowswill be asked to continuously update their portfolio and to write reflections on their progressincluding successes that they have had and barriers or challenges that they have faced eachquarter. The reflection will be discussed with mentors and fed into their individual developmentplan so that the mentors can understand what is working well and what changes need to be made.Regular Meetings: As part of their professional development, fellows will engage in regularmeetings with several different mentors and collaborators. In recognition that at least weeklyinteraction with advisors contributes to fellow’s success [1], each

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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Diversity

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Faculty Development Division (FDD)

graduate education, faculty hiring, and the pathway to an academic career. ©American Society for Engineering Education, 2023 Lessons Learned: Faculty Search Committees’ Attitudes Towards and Against Rubrics Gabriella Coloyan Fleming, Maura BorregoIntroduction Faculty search committees are the gatekeepers to the next generation of tenure-trackfaculty [1]. The tenure-track faculty search process typically follows similar steps: 1)development and marketing of the position, 2) narrowing the candidate pool from all applicantsto a “long list” for first-round interview (often, on the phone or a video call), 3) conducting first-round interviews, 4

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

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Faculty Development Division (FDD)

evaluation in the future.Tags: Postdoctoral Development, Future Faculty Development Program, Program Evaluation,Underrepresented IdentitiesBackground Postdoctoral (postdoc) appointments are meant to be temporary opportunities for thesescholars to develop important skills and enhance their research while still under the guidance ofanother scholar in their field. These appointments often appeal to PhD earners interested inpursuing a tenure-track faculty position, but feel they need additional development in a neededskill or to build on their research portfolio [1]. When considering that postdoc appointmentstructures and expectations can vary wildly depending on discipline, location, and funding, andthe number of postdocs at any given

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

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Faculty Development Division (FDD)

LiberatedUniversities of Iraq 1. One of the focus areas of this project was the professional development ofeach University’s engineering educators because of its affordances for sustainable economicgrowth. Subsequently, Purdue University, World Learning, and an Iraqi University conducted ajoint needs assessment to identify the specific areas of interest for the engineering facultymembers. A population survey was conducted with all 161 faculty members of the College ofEngineering. The needs assessment identified student-centered learning, blended learning, andculturally relevant pedagogy as the faculty members’ core pedagogical areas of interest. Theseneeds were identified in a conscious attempt to navigate the disruption to normal day-to-dayclassroom practices

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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Faculty Development Division (FDD)

, women of all racial/ethnic backgrounds,and other underrepresented students [1-4]. While women account for over half of all collegedegrees earned in the United States, the National Science Foundation reports that womencomprise one of the lowest rates of engineering degree recipients [5].Within the engineering workforce in the United States, only 14% of engineers are women and13% of engineers are from underrepresented racial and ethnic groups (African American,Hispanic, Native American/Native Alaskan, and Hawaiian/Pacific Islander) [6]. Thesediscrepancies of representation are addressed in this study as underrepresented minorities(URM). The national need to increase representation in the engineering workforce includesretaining URM students that

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

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Diversity

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Faculty Development Division (FDD)

is the hidden curriculumsurrounding P&T. ‘Hidden curriculum’ refers to unwritten norms, practices, and expectationsrooted in traditional routes to academic advancement. Much attention has been paid in theliterature to the effectiveness of various types of mentoring in helping faculty navigate P&T [1] -[3]. We add to this literature by focusing on the role of pre-tenure peer reviews as mentoringopportunities. These reviews are often conducted in the third year and could serve as a mentoringmoment to help faculty gain a deeper understanding of P&T standards, expectations, and wherethey stand in their progress toward tenure. To learn more about the effectiveness of these reviewsin helping faculty prepare for P&T, we conducted

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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Diversity

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Faculty Development Division (FDD)

thinking about faculty mentorship and offers an approach to potentiallyremediate negative mentoring experiences.IntroductionAn activity often cited as critical for success in any field is mentorship. However, scholars fromeducation, management, and psychology have defined mentorship differently [1], oftenconflating such activities with other types of developmental functions or relationships such asrole modeling [2], teaching or coaching [3], and professional development training [4]. Thisvariation in how mentorship is perceived can lead to challenges clarifying mentorship as aphenomenon [5]. Therefore, it’s important to understand effective mentorship and how it mightvary from person to person to ensure such interactions benefit all involved.The

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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Diversity

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Faculty Development Division (FDD)

case study.Using the model of intercultural communication competence, suggestions and strategies areprovided in order to offer ideas for STEM faculty to build a healthy relationship with a newChinese graduate student. 1. Introduction:International students are a critical part of enrollments of graduate education at US universities,especially in science, technology, engineering, and mathematics (STEM) disciplines. TheInstitute of International Education's 2021 Open Doors report reveals that, in the academic year2020-2021, the US hosted a total of 914,095 international students [1]. This data emphasizesthe significant role played by international students in the graduate education landscape of theUS. The report further highlights that a

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Diversity

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Faculty Development Division (FDD)

, journalism, etc., do not communicate, although theywill need to work together in the future to create viable new paths forward. A hurdle tocurriculum change is that faculty have not been trained in sustainability concepts and typicallydo not teach across colleges. They are also unsure of how to address DEI, not wanting to get itwrong and cause harm as they experiment in the classroom. Some programs have therefore takena “train the trainer” approach, holding faculty workshops [1, 2]. The effectiveness of suchworkshops is not altogether clear; for example, instructors’ confidence in identifying effectiveways to include sustainability into their courses may not increase. We focused squarely onequipping faculty by providing demos and boosting

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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Diversity

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Faculty Development Division (FDD)

Faculty Identity Development through the Tenure and Promotion Process as Black and Hispanic Engineering Faculty **This is a Work-In-Progress**Introduction With the presence of about 1.5 million faculty members as of 2020 (NCES, 2022) yetcontinued underrepresentation of Black and Hispanic faculty, it is important to understand whymarginalization persists. This is especially the case at selective higher education institutions likeR1 (Research 1) universities, particularly in science and math departments (Li & Koedel, 2017).When looking deeper at departments of engineering for example, we often find limited to noBlack and Hispanic engineering faculty (BHEF) members (Nelson & Brammer, 2010). Whilethere

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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Diversity

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Faculty Development Division (FDD)

faculty to become proficient in each role. The vastmajority of faculty members report taking four to five years to become‘productive’ in their teaching and research efforts [1]. Research shows that earlyprofessional experiences, including mentorship support (or lack thereof), followindividual faculty throughout their academic life cycle, impacting careerperformance, research, motivation, persistence, and mental health [3, 4]. Pre-tenurefaculty and professional track faculty also report significant stress, a general lackof support, and an overall struggle with work-life harmony [2].Mentorship for tenured faculty can also present a challenge as mentorshipinitiatives are often targeted to pre-tenure roles, leaving tenured faculty to navigatetheir

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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Diversity

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Faculty Development Division (FDD)

process in which colleaguesassess each other's teaching performance and provide feedback for improvement. It is widelyused in higher education as a form of professional development and quality assurance. Researchhas shown that it can have a positive impact on teaching and learning outcomes, but it is alsoimportant to address the challenges related to the lack of a standardized approach, privacy andconfidentiality, and the accuracy of feedback provided [1]. A study by Daniels et al. [2] foundthat peer observation led to significant improvements in teaching effectiveness, as well asincreased satisfaction among both the observer and the observed. Similarly, a study by Boud andFalchikov [3] found that peer observation led to increased reflection on

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

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Diversity

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Faculty Development Division (FDD)

doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop

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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Faculty Development Division (FDD)

and beyond” (Paris & Alim, 2014, p. 13). As such, FDP activities should enablefaculty to authentically design, develop, and implement intended outcomes that are intimatelyconnected to the multiple realities and worlds that faculty in engineering face (Mejia et al.,2022).In this full paper, five diverse Latiné/x 1 engineering faculty reflected upon their stories and howthey use their experiences to situate their existing in- and out-of-classroom practices for theirstudents. By sharing their stories, the authors were able to situate threads that weaved theirbackgrounds to suggest further refinements for FDPs that could include other minoritized groupsin engineering. Note that due to the narrative nature of this work, sections of the

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

skills intoaccreditation criteria. Over two decades ago, ABET Engineering Criteria (i.e., EC2000) for thefirst time included professional skills, intended to address the demands for interpersonal skillsand global awareness among 21st Century engineers (Shuman, Besterfield‐Sacre, & McGourty,2005). In fact, a greater number of EC2000 a-k Student Outcomes pertain to professional skillsthan technical skills. This is even more the case in the current (1-7) Student Outcomes Criteria(ABET, n.d.). ABET’s reasoning behind including professional skills in Student Criteria inEC2000 is equally applicable to ABET’s current proposed inclusion of DEI elements into theGeneral Criteria: [To promote undergraduate engineering students’] ability to

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

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Diversity

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Faculty Development Division (FDD)

an opportunity for research that can guideimplementation of ungrading and thus enable other scholarship.With the above context in mind, this evidence-based practice paper asks: 1) how do educatorsimplement ungrading in engineering courses? 2) what do educators vary in order to adaptungrading to their unique educational contexts? 3) how can we characterize the pedagogicaldesign space of radical or non-traditional grading schemes? We ask these questions as we do inorder to situate our work as a research through design effort, specifically the approach advocatedby Gaver (2012) in which a set of design solutions are interrogated to determine their invariancesas well as the dimensions of variation. In framing our effort as research through design

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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Diversity

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Faculty Development Division (FDD)

assess, given the current post-pandemicconditions, whether those motivational factors are in place. The study was approached from aninsider, scholar-practitioner standpoint with the hope that the results of this survey would be usedto inform campus administrators in real-time and positively impact working conditions. Theapproach loosely aligns with an action research paradigm [1], but it is recognized that this projectcurrently does not represent a fully developed action research project. Thus, the study isdescriptive and exploratory in nature. It is also important to note that this study is cross-sectionaland does not include pre-pandemic data. Thus, it is impossible to empirically determine a causalrelationship between pandemic related issues

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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Diversity

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Faculty Development Division (FDD)

, assessments should consistently beconsidered while discussing pedagogical improvements. To contribute to faculty developmentresearch, our study illuminates several metaphors engineering faculty use to discuss assessmentconcepts and knowledge. This paper helps to answer the research question: which metaphors dofaculty use when talking about assessment in their classrooms? Through interviews grounded inmental model theory, six metaphors emerged: (1) cooking, (2) playing golf, (3) driving a car, (4)coaching football, (5) blood tests, (6) and generically playing a sport or an instrument. Twoimportant takeaways stemmed from the analysis. First, these metaphors were experiencescommonly portrayed in the culture in which the study took place. This is

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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Diversity

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Faculty Development Division (FDD)

experience in remote learning, most faculty and students still prefer traditional face-to-face teaching [1], but the experience of the remote classroom has undoubtedly changed the waywe engage in traditional face-to-face courses today and moving forward. Various studies havebeen conducted regarding the issues and outcomes of the COVID-19 pandemic [2-9]. The impacton university students [2, 4], university centers for teaching and learning (CTLs) [6, 7], and publicK-12 school systems [5, 8] have been initially documented, but further studies regarding the lastingimpacts of the pandemic are sure to come. A question that remains is: in what ways have we seenpositive change to our higher-educational courses as a result of the pandemic? This study aims

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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Diversity

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Faculty Development Division (FDD)

.,2022).Teaming is currently experimental. The group that developed it internally is still using it aftereighteen months. However, while there has been sustained use and experimentation, there hasbeen little formal research (such as research to clearly demonstrate outcomes). To do formalresearch requires additional uses of teaming, and thus we are interested in efforts that lower thethreshold for doing teaming in order to enable more use and thus more understanding of teaming.It is time to (1) consider its wider applicability - the implications section of this paper, and to (2)examine the principles at work in teaming - the research focus of this paper.While teaming, as we have described it, was conceptualized in a local context by a specific

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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Faculty Development Division (FDD)

-progress paper, we describe our efforts to implement a coach and peer-to-peer mentoringmodel to provide structured faculty development in entrepreneurial mindset (EM) integration throughmakerspaces.As faculty members try to innovate and update their classes, a recent merger of the Maker movement andthe Entrepreneurial Mindset (EM) movement has provided specific training and opportunities to revitalizethe engineering curriculum. Studies have suggested facilitating EM projects with the makerspace areexcellent opportunities to develop student skills in areas related to entrepreneurial mindset such asopportunity recognition, learning from failure, stakeholder engagement, and value creation [1, 2]. Whilemakerspaces are a proven conduit for EM, they are

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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Faculty Development Division (FDD)

of post-COVID-19 obligate well-being trainingamong faculties which would also benefit the students. To guide students on well-being andto overlook adversities, faculties need to effectuate well-being in their lives. This reviewpaper provides a foundation to establish the necessity of Faculty Development Programmeson well-being. This paper will be presented by the traditional lecture method.IntroductionTeachers are the frontline workers responsible for promoting learning. Their contribution tothe realm of education has shifted from mere knowledge providers to a much more complexrole. Their role in enhancing the skill, attitudes, and knowledge of the students hasoverwhelming responsibility on them [1]. Also, teachers have a significant impact

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

ReviewThere is a growing imperative for universities and faculty to create inclusive learningenvironments that acknowledge the diverse needs of learners and focus on creatingmeaningful learning experiences for all students, including underrepresented andmarginalized students. In addition to enhancing DEIB (Diversity, Equity, Inclusion, andBelonging) in classrooms, recent studies have shown that inclusive learning environmentslead to better student outcomes, retention, and engagement [1]–[4]. Conversely, the absenceof such an environment acts as a barrier to student learning outcomes. Despite recognizingthis need, faculty may lack an awareness of inclusive practices or the best ways to integrateinclusive principles into their classrooms.There are