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

Tagged Divisions

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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Diversity

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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

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

virtual meetings and workshops, includinga virtual Kickoff Workshop, a hybrid Writers Retreat, and 1:1 coaching with the ProjectCoordinator and other writing mentors. By the end of the AWP, 27 authors had drafted 71activities in 17 areas of CS. Fifty-eight activities were revised and approved by the programas ready for classroom testing. Almost all of the authors planned to use the developed activitiesin their classes (88%) and share them with others (78%), while 75% planned to develop moreactivities. Almost all (88%) felt that the writing process impacted how they teach with POGILactivities. Thus, the AWP is an effective model to support faculty and produce quality activities.1. IntroductionCollaborative learning activities benefit student

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Vajih Khan, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Abdulhamid Zaidi; Suleiman M Obeidat, Sam Houston State University; Sumith Yesudasan, Sam Houston State University

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Faculty Development Division (FDD)

manufacturing landscape.As the demand for automation in assembly lines and manufacturing processes continues to rise,we recognize the importance of providing our students with relevant certifications [1, 2]. Our goalis to train and certify our faculty in the latest technologies, enabling them to guide students indeveloping integrated smart manufacturing systems that utilize industrial robots and PLCs fortasks like material handling, painting, assembly, and CNC machining. According to studies byDeloitte and The Manufacturing Institute, the skills gap in manufacturing may leave an estimated2.4 million positions unfilled over the next decade [3]. As the US manufacturing industry embracesIndustry 4.0 [4] and digital transformation, there is a growing

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Jennifer Ramsey, Brigham Young University; Richard Swan, Brigham Young University; Tina M. Taylor

Tagged Divisions

Faculty Development Division (FDD)

the evidence in the portfolio and triangulate with student ratings andtheir own observations of the faculty member’s teaching.Both the portfolio and peer review are guided by three pillars of effective teaching: StudentLearning, the Learning Environment, and Processes of Improvement. In the teaching portfolio,the faculty member documents 1) evidence of student achievement of learning outcomes, 2) howthe learning environment is used to motivate learning, and 3) the faculty member’s efforts tocontinuously improve as a teacher. The portfolio, essentially a teaching journal, is regularlyupdated and constitutes a real-time, growing record of the teaching stewardship.Then at each step of the tenure process, a snapshot of the portfolio is taken and

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

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Faculty Development Division (FDD)

All movement [1, 2] has universities throughout the worlddeveloping campus-wide entrepreneurship initiatives in the form of new centers, degrees,minors, courses, accelerator programs, and student organizations. Many engineering faculty arebecoming involved in teaching entrepreneurial thinking due to the connection betweenengineering design and opportunity recognition, often associated with entrepreneurship.However, dissemination and sharing practices have yet to be fully optimized across engineeringfaculty and their institutions [3]. The dissemination of best teaching practices can be done through a variety of formats.Yet, within the academic setting, journal manuscripts, and conference proceedings are the mostwell-documented

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

for Empathy as a Teaching Practice in Engineering EducationAbstractThis theoretical paper will introduce a conceptual framework for empathy as a teaching practiceto improve engineering students’ educational experiences. As engineering education strives tomeet the industry demands for qualified individuals, it is imperative to address the persistentretention problem in engineering programs, particularly for those individuals from marginalizedgroups [1]. Research suggests that building connections between students and faculty can play acritical role in shaping a positive academic climate [2].One strategy for building rapport between faculty and students is to incorporate empathicconcern as a teaching practice in

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

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Faculty Development Division (FDD)

, Design, and Construction (VDC) tools and techniquesavailable to skilled laborers and employees who can handle and utilize these tools to speed up theprocess of construction projects and improve cost, productivity, and overall marketing strategiesof new construction. Researchers have identified various successful strategies, metrics, andscorecards to evaluate the role of VDC in a project's success and how it changed howconstruction projects and stakeholders communicate [1]–[4].Introducing Building Information Modeling (BIM) education is not new to the constructionmanagement curriculum. Many faculty experts and industry practitioners excel in teaching BIMto students and helping them understand the core concepts of BIM [5]–[7]. However

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

Tagged Divisions

Faculty Development Division (FDD)

and program evaluation studies usingthe Entering Mentoring training curriculum. The review seeks to identify the outcome variablesthat have been assessed to indicate the effectiveness of the Entering Mentoring trainingcurriculum and the measurement instruments used to quantify those variables. Additionally, thestudy provides a discussion on selecting the appropriate tool based on research goals andresources. The findings of this study provide timely insights into research trends on theevaluation of the Entering Mentoring training curriculum in STEM fields.Introduction Effective mentorship has been linked to improving students’ research skills andproductivity [1-4], reducing the risk of anxiety and depression [5-7], and maintaining

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Faculty Development Division (FDD)

talk or traditional lecture.IntroductionIncreasing emphasis has been placed on the engineering education community to implementstudent-centered pedagogies which can increase retention and offer the students a more authentic(“real-world”) experience. These pedagogies have proven to be more effective than thetraditional “chalk-and-talk” passive lecture methods, and include challenge-based learning (e.g.,problem-based learning, project-based learning, case-based learning, inquiry-based learning [1])and a multitude of active/collaborative techniques (e.g., think-pair-share, quick think, jigsaw, andgallery walk). All of these learning methods excel in student learning of content as well as avariety of process skills such as critical thinking

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff Knowles, Oregon State University; Amy L. Brooks, Oregon State University; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University; Mustafa Aljabery, Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

increasein student apprehension of course learning outcomes. Adoption rates for these innovativemethods have remained stagnant despite their known effectiveness [1], [2], [3]. Understandingthe contextual barriers and affordances provides a framework for developing detailed instancesof EBIP implementation. Instructors often cite factors such as time, lack of motivation, studentresistance, and insufficient resources as reasons for their hesitation and or abandonment ofalternative teaching methods. However, these barriers are often discussed at a surface level,making it a challenge to ascertain which departmental, institutional, and cultural changes must bemade to form an effective catalyst towards EBIP adoption rates.Due to the inherently complex

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Torrie Cropps, University of Texas, Dallas; Yvette E. Pearson, P.E., University of Texas, Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University

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Faculty Development Division (FDD)

to help inform STEM faculty hiring practices atinstitutions of higher education in the U.S., where over the past two decades, diversity statementshave become more popular components of application packages for faculty jobs. The purpose isto explore the ways and extent to which diversity statements are utilized in evaluating facultyapplicants. The research questions are: (1) To what extent do universities equip searchcommittees to evaluate applicants’ diversity statements? (2) What are STEM faculty’sperspectives of diversity statements in job applications?This paper is derived from a larger two-phase sequential mixed methods study examining thefactors current faculty members and administrators consider important when hiring new STEMfaculty

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

?Adoption of EBIPs in engineering educationEBIPs, sometimes referred to as research-based instructional strategies (RBIS), are approaches toeducational instruction that have empirically and theoretically been demonstrated to promoteconceptual understanding and improve student learning outcomes [1]. In engineering education,EBIPs are commonly used, however, some techniques have historically garnered more interestand attention in the engineering education domain. There is an abundance of researchdemonstrating the utility and effectiveness of EBIPs and their useful applications in engineeringdomains. However, rates of adoption of EBIPs in engineering courses lag behind facultymembers’ awareness of them [2].Several factors can lead to decreased uptake

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

Tagged Topics

Diversity

Tagged Divisions

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

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

team of faculty to address the current state of instructional practices college-wide. TheCoE had undergone a change in leadership with a new Dean in 2019 and an Associate Dean ofAcademic Affairs in 2021. Building on what the faculty and departments had reported in theirABET Self-Studies during their 2020 accreditation visits, the new administration leaders soughtto first understand the existing culture regarding engineering education within this college.Prior InitiativesIn Fall of 2014, prior college leadership sponsored a six-month internal study conducted by asmall team of engineering faculty and administrators. The team performance was guided by thetraining received in the team alchemy[1] system. Using a process of stakeholder discovery

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

Tagged Topics

Diversity

Tagged Divisions

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) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

and value of the resources currently offered and to gain inputfrom the faculty community and other stakeholders that may lead to an improved program. Thestudy considers and compares four different perspectives: input from faculty who haveparticipated in the program, input from faculty who have not participated in the program, inputfrom the facilitators of the program, and data analytics of web-based resources. This lessonslearned paper will be presented as a poster session.Motivation and Background of the WorkTo an increasing degree, Engineering faculty are expected to expand their knowledge and skillsrelated to developing and delivering effective online and distance education courses and usingtechnology to enhance student learning. [1

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

community of practice around engineering education research.This work takes place at a private Tier 1 multi campus global research university that does notcurrently have a dedicated engineering education research program. The primary campus of theuniversity is in the northeastern United States, with multiple campuses located around thecountry, as well as internationally. This paper is situated in the area of communities of practice,and documents our efforts over the course of a year to plant the seeds for such a community togrow organically within our institution.Selected Literature ReviewTo support the development of a community of practice, we designed a set of engagementexperiences which could help to build stronger connections within our peer

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

it one of the most critical moments in a faculty’s career. Each individual willencounter specific challenges based on their held identities and institutional culture, but teachingis often a shared obstacle among them. One-on-one, 60-minute semi-structured interviews wereconducted with engineering faculty members who have less than two years of total teachingexperience as an instructor. The first stages of Campbell’s Hero’s Journey were used to facilitatethe dialog and provide a narrative structure to the interview. The participants were askedquestions related to three aspects of their teaching story: (1) the call to adventure, (2) challengeson the road, and (3) finding help. Preliminary findings indicate that early-career engineeringfaculty

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

attributed to individuals with a certain adaptabilityprofile being drawn to a career in academia. Accounting for adaptability when considering theextent to which WATPS are used can enable more individualized support for instructors duringperiods of change.I. IntroductionInstructors are challenged to implement and sustain a wide array of teaching practices andstrategies (WATPS) in undergraduate courses because WATPS have been shown to improvestudents’ conceptual understanding, appeal to a diverse set of students, and increase persistencein engineering, especially among underrepresented groups [1], [2], [3], [4]. The adoption of aWATPS can produce more workforce ready engineers that innovate in creative ways. Engineersgraduating from universities

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

, technology can be used to improve how educators teach [1] as well asenable new modalities of pedagogical techniques [2]. The successful implementation oftechnologies relies heavily on an instructor’s knowledge of the technology and ability tointegrate it into their class [3]. Researchers have studied the barriers and dynamics of technologyadoption by faculty members. Some of these barriers include perceived usefulness (or lackthereof), structural constraints (such as technical support), lack of time to learn new technologies,and varying levels of faculty proficiency with technology, among others [4].With such a wide variety of technological tools and approaches designed to improve the learningexperience available on the market today, it is

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

Tagged Divisions

Faculty Development Division (FDD)

percent of students reported that their instructors werereceptive to their learning needs. At a microlevel, however, the data revealed certain areas in whichinstructors can make efforts to enhance current communication and instructional practices. Onewas the consistency for faculty to effectively communicate course expectations. Specifically,twenty-two percent of the participants mentioned the instructor did not clearly communicatecourse expectations during remote instruction.I. BACKGROUND AND MOTIVATIONBackgroundAccording to ongoing research efforts, classroom environment, which alludes to the tone, climate,or ambience influencing the setting, has a profuse impact on student engagement, success, andlearning in engineering education [1], [2], [3

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

Tagged Divisions

Faculty Development Division (FDD)

possibilities of thestudy with the audience.IntroductionIn STEM and Engineering in particular, calls for change in faculty’s pedagogical practices havebeen argued and supported by reflections on societal and professional shifts [1], [2], research onstudents’ learning [3], [4], and the imperative of improving the experience and persistence ofundergraduate students [5]. Faculty development programs centered on teaching practices arepivotal for the success of transformational initiatives. They promote faculty engagement instudent-centered instructional practices [6], i.e., methods and strategies that foster students’ activeinvolvement in knowledge construction and problem-solving, broadly known as active learning.Teaching practices convey the learning

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

Tagged Topics

Diversity

Tagged Divisions

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 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

Tagged Divisions

Faculty Development Division (FDD)

challenge students and facultyto think beyond their disciplinary expertise and work on complex problems that requireperspectives from multiple disciplines. Despite the rise of these interdisciplinary programs, thedisciplinary silos that persist in university settings create several structural barriers that hinderinterdisciplinary programs from achieving their full potential; these include conflicts in policies,procedures, and budget models across disciplines [1]. While several of these conflicts have beenexplored by researchers in the early 2000s [2], [3], the persistence of the challenges coupled withthe urgency of interdisciplinary work to address global challenges warrants renewed attention tothese issues. In particular, despite the challenges

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India

Tagged Divisions

Faculty Development Division (FDD)

education.Program FrameworkThe conscious competence model (CCM) was used to lay the foundation for the mentortraining program. The model comprises 4 stages of competence from unconsciousincompetence to unconscious competence in learning skills. This training program was set onthe first two stages which are unconscious incompetence and conscious incompetence.Unconscious incompetence is the stage when the individual is unaware of the deficit of skills[1]. In the first stage, educators were requested to define mentoring in their own terms.Coding for the qualitative analysis of the data were used which included words such as:guiding, nurturing, information, mutual, share experience, engage in growth, relationship,support, advise and learning. The data

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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