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

Tagged Topics

Diversity

Tagged Divisions

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 Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

: reflection, metacognitionIntroductionReflection is highly beneficial for both students and instructors in the engineering classroom [1].For students, reflection promotes self-directed learning and enhances their self-awareness of theirstrengths, weaknesses, and overall progress in achieving the learning objectives. Research hasshown that students who were trained to reflect on their work outperformed those who did nothave a similar opportunity [2]. For instructors, reflection allows for valuable insight intostudents’ learning processes, the identification of students’ needs, and the opportunity to makenecessary adjustments to their teaching methods for improved student outcomes.Based on Boud et al.[3], we define reflection as follows: "reflection is

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

casestudy, as explained next. Our sessions were attended voluntarily by about 10 experienced (mostwith 5+ years of teaching) tenure-line and instructional faculty, all of whom were members ofour usual audience of faculty who are interested in evidence-based teaching.First session on faculty ethics: an exploration of ethical guidelines in higher educationIn the first session we discussed briefly what it means to be a member of a profession, rather thanbeing a practitioner of a craft or just having a job. A profession is a group that is “organized toearn a living by openly serving a certain moral ideal in a morally permissible way beyond whatlaw, market, and morality would otherwise require.”[1] Some of the elements of a profession arethat it

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

Tagged Divisions

Faculty Development Division (FDD)

foregone conclusion, faculty have responded with varying degrees of enthusiasm,resignation, and denial. And as with most issues of pedagogy, there is lively disagreement amonginstructors about whether and how to use LLMs with their students [1][2], with some prohibitingLLM use and others swiftly integrating them into their course assignments [3][4][5].Lagging behind an enthusiastic integration of LLM-based course tools by some in highereducation is a serious discussion of ethical concerns and questions about LLMs themselves; thisfailure may stem in part from a reluctance to voice concerns in the face of institutionalenthusiasm and pressure to “fully embrace” LLMs or risk being labeled a “dinosaur” [1][6].Regardless of cause, this lack of discourse

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

impact on studentengagement, retention, and workforce development. The use of active learning techniques inSTEM fields has grown in popularity as a successful way to improve undergraduate students'educational experiences and academic performance. Active learning aims to increase studentparticipation, foster self-efficacy, and motivate students to pursue careers in STEM fields.Over the past few decades, active learning has grown in popularity as a set of teaching strategiesin higher education. In contrast to traditional passive learning through lectures, active learninginvolves students directly in the learning process [1]. Active learning is a teaching strategy thatinvolves involving students in the process of learning by using collaborations

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

of NSF ALRISE AllianceFigure 1 shows the ecosystem of our 22 ALRISE Alliance institutions. Each institution is placedin a hub and provided support by these hubs. Figure 13,4STEM-ESS Framework used to develop STEM Team Plan goals. The STEM-ESS is a framework that provides STEM Teams with a completeself-assessment of 92 institutional attributes reported and collected as data for student successstrategies. The assessment is given to each member at the beginning of their institution’sonboarding. STEM pathways, leadership, technology integration, and industry connections arecategories included in the Self-assessment and related to recruitment, retention, and completion.The self-assessment results are aggregated at the institutional

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., United States Air Force Academy

Tagged Divisions

Faculty Development Division (FDD)

such as lead time andthe number of attempts. In addition, student perception was evaluated through the use of voluntary,anonymous mid-term and final course surveys. Qualitative faculty observations are included aswell. Student response to the unlimited attempts on homework assignments was overwhelminglypositive. Initial data show that students achieve higher final scores on homework assignmentswhen they attempt 1) the assignment earlier and 2) accomplish more attempts with a moderatecorrelation for both. It appears that 5% bonus points for early completion has a slight increase inmotivation, for roughly half of students.Background & Prior WorkThis work intends to build on previous work on effective course design [1] [2] [3]. The

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

electrical engineering coursesIntroductionIn this Work In Progress, we present a pilot study to investigate how instructors see the role ofemotions in their student's learning process and argue that instructors’ emotional connectionssubstantially impact teaching methods and practices, consequently influencing the students’learning process. Research conducted by educational psychologists and cognitive scientists hasdemonstrated the importance of emotional connections in the learning process. Wheninformation is tied to an emotional association for the student, it tends to be better retained andrecalled over an extended period [1]. In fact, the complex and dynamic processes associated withlearning cannot be dissociated

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University

Tagged Divisions

Faculty Development Division (FDD)

asmentorship provided to faculty, by other faculty. We specifically propose establishing acomprehensive framework articulating the behavioral, contextual, and structural factors thatinfluence the effective mentorship of junior engineering faculty. Mentorship can serve as acritical resource for junior faculty who are navigating the complex terrain of academia. Facultymentorship is not merely a transactional exchange but a multifaceted relationship thatsignificantly impacts career trajectories and personal growth. Effective faculty-to-facultymentorship has long been associated with positive outcomes, including professionaldevelopment, career satisfaction, and success [1], [2]. The current, extant understanding of whatmakes faculty mentorship effective

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

faculty positions. For the second phase, we invited surveyparticipants who indicated interest in answering follow up questions to participate in individualinterviews.Data CollectionIn this study, we focused on survey questions pertaining to applicant qualifications with andwithout DEI-related constructs. We were interested in examining those that centered aroundimportant aspects of faculty job responsibilities – teaching, research, and service. We askedparticipants: How would you rank the relative importance of each of the following applicantqualifications for an entry-level faculty position in your department? Consider 1 as mostimportant and 7 as least important, relative only to the items listed. We asked this questionseparately for when

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

the landscape of engineering academia, the underrepresentation of Latinx/Hispanic professorsis a significant challenge, as highlighted by the ASEE report, "Engineering by the Numbers,"which revealed that only 3.6% of faculty appointments in engineering are held byLatinx/Hispanic individuals [1]. While many programs emphasize increasing the Latinx/Hispanicpipeline into engineering doctoral programs and academic careers, there remains a distinct gap inaddressing the unique challenges and experiences faced by Latinx/Hispanic faculty members.Several factors contribute to the underrepresentation of Latinx/Hispanic professors inengineering academia. These include systemic barriers, such as lack of access to educationalresources, cultural biases

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

emergingtechnologies in shaping the future of engineering education.IntroductionThe advent of Generative Artificial Intelligence (GAI) has revolutionized various sectors,including shipping and manufacturing, management and hiring practices, economics and financemarkets, art and creative endeavors, and education [1]-[4]. Generative AI's intrusion intoacademic practices, particularly homework completion, is a subject that has garnered recentattention [5] and controversy [6]. Artificial Intelligence has disrupted traditional pedagogicalmethods, offering students tools that make problem-solving and homework completion moreefficient [7]. Other AI tools, such as automated grading, plagiarism detectors, and intelligenttutoring systems, have provided needed support

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

behavior, aiming to identify theunderlying reasons that drive it. Employing the scientific method, this research involves posingquestions, formulating hypotheses, conducting empirical studies, drawing conclusions, andcritically assessing the findings. Unlike other forms of research, social scientists employ theoryto develop constructs that align with the data [1]. This approach relies on participantsunderstanding the importance of survey completion and their motivation to participate.Research on survey design and recruitment content underscores the significance of variousfactors, including the placement of the survey link, the clarity of the time commitment requiredfor participation, the content of the messaging, and the timing between the

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

of Engineeringat Penn State University has an endowment having the goal of developing faculty competenciesto integrate ethics into the engineering curriculum and assess student learning of ethics. Since theuniversity and the College of Engineering are considerably large, comprised of many units withstakeholders in engineering ethics— including various departments, institutes, centers, andprograms—getting to know our faculty, surveying their existing efforts, and identifying interestgroups are foundational to the success of our faculty development programs. In the process, wereferenced the asset-based community development (ABCD) approach [1, 2] and adapted it toour mission of faculty development. This paper discusses the opportunities

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

Tagged Divisions

Faculty Development Division (FDD)

” cohorts attend through Information andCommunications Technology (ICT) such as video conferencing equipment.MCI courses offer many benefits to students, faculty and administration [1]–[3]. These includean increase in accessibility to educational opportunities including: experts in the field, a varietyof courses, and recognized, credible programs with consistent standards. Improving educationalpossibilities for students in remote communities, without requiring relocation, can be atremendous opportunity for rural students. Instructors benefit by expanding their perspectives byhaving students from different backgrounds living in different contexts, increasing their classsize, and typically gaining access to resources at other institutions

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

engagedin exploring the incorporation of an entrepreneurial mindset (EM) in their teaching. There is agrowing need to incorporate EM into classrooms and to support faculty in doing so. Tomorrow'sengineers must possess not only technical expertise, but also an EM to navigate complex,dynamic, and innovative environments.The cultivation of an EM in engineering education is seen as crucial for preparing futureengineers to understand the global market, align their careers with diverse business models, andapply technical knowledge in real-world scenarios [1], [2]. Entrepreneurial thinking amongengineering students equips them with the skills and mindset necessary for innovation andleadership in multidisciplinary contexts. The EM extends beyond

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University

Tagged Divisions

Faculty Development Division (FDD)

Education, 2024 WIP: A framework to develop project-based platforms to support engineering and technology education: Project Development CanvasMotivationIt has been well established that using hands-on projects in a class, connecting course conceptswith real-world applications, provides experiential learning that greatly benefits the students in thecourse [1], [2], [3]. With the increasing use of projects in engineering and technology courses andprevious work that was established to design a course structure around the use of an in-class project[4], the need now is to have a structure in place that helps instructors through the process ofdesigning the project itself. Historically though, some

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Oral Assessment Implementation in Engineering CoursesTeaching is a critical responsibility and activity for faculty in higher education; however, manyfaculty report struggling with teaching [1] as they have not had the benefit of extensive trainingor development around their teaching practices. The sudden move to remote instruction duringthe pandemic created additional challenges requiring faculty to develop new teaching approachesto help students learn in a new environment. Supporting faculty with sustainable and effectiveteaching practices became even more important [2]-[4], as many experienced burnout andexamined their self-efficacy. Specifically, self-efficacy–the belief that you can be successful inyour efforts toward a particular goal or

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

.‬ ‭The‬‭three‬‭book‬‭club‬‭meetings‬‭were‬‭one‬‭hour‬‭long‬‭each‬‭and‬‭focused‬‭on‬‭one‬‭book‬‭section:‬‭1)‬‭knowledge‬ ‭(chapters‬‭1-3),‬‭2)‬ ‭understanding‬‭(chapters‬‭4-6),‬‭and‬‭3)‬‭inspiration‬‭(chapters‬‭7-9).‬‭Each‬‭meeting‬‭started‬‭with‬‭a‬ ‭brief‬ ‭overview‬ ‭of‬ ‭the‬ ‭chapters‬ ‭before‬ ‭discussion‬ ‭with‬ ‭participants.‬ ‭Discussion‬ ‭questions‬ ‭centered‬ ‭on‬ ‭what‬ ‭participants‬ ‭were‬ ‭already‬ ‭doing‬ ‭related‬ ‭to‬ ‭the‬ ‭teaching‬ ‭strategies,‬ ‭what‬ ‭they‬ ‭would‬ ‭like‬ ‭to‬ ‭try‬ ‭based‬ ‭on‬ ‭the‬ ‭reading,‬ ‭and‬ ‭how‬ ‭the‬ ‭strategies‬ ‭connected‬ ‭to‬ ‭the‬ ‭entrepreneurial‬ ‭mindset.‬ ‭LTH‬ ‭staff‬ ‭and‬‭an‬‭affiliated‬‭faculty‬ ‭member‬‭who‬‭served‬‭as‬‭the‬‭meeting‬‭facilitator‬‭created‬‭presentation‬‭slides‬‭and‬‭content

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University

Tagged Divisions

Faculty Development Division (FDD)

,was implemented. This sampling method was appropriate since the university at which the datacollection took place has one formal engineering mentorship program for undergraduatestudents, and professors involved in this initiative could be identified for recruitment.Prospective study participants were contacted via email. Four university faculty members whocurrently work in various engineering departments and mentor undergraduate engineeringstudents were identified and agreed to participate in this study. Their demographic information issummarized in Table 1 below:Table 1. Interviewee Demographic DataOnce participants were identified, data was collected using semi-structured interviews. Eachparticipant completed one interview session that

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

maintain unique learning styles due to their exposure to technologies [1], [2]. Thismay necessitate an integration of innovative tools and teaching methods to enhance learningexperiences, particularly in the fields of Science, Technology, and Mathematics (STEM). Theinnovative tools and teaching methods should include the adoption of technologies that supportmultimodal learning experiences through high levels of perception [3], highlight socialconnections [1], and support experiential learning [2]. The technologies should engage andenhance students' learning and offer flexibility for a necessary shift toward remote education.To navigate the complexities of the evolving educational landscape and address potentialchallenges, this paper proposes an

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Faculty Development Division (FDD)

impact, hinges on their ability tocommunicate the value of their work, and this Work in Progress paper seeks to address thatchallenge. Much valuable literature in science communication has described ways of helpingscientists expand their thinking about how and why to communicate, including setting goals andunderstanding audiences[1]. However, practical approaches needed to accomplish these aimshave been limited. Therefore, we have explored a ground-up approach that not only motivatesbut gives a framework for scientists and engineers to share the impact of their science andengage with society.A common approach to communication training for scientists has been lacking, leading toinconsistency across the field and a gap in knowledge around research

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

Engagement,Faculty Peer Observation to Enhance Teaching, and Enhancing Assessment Through the Use ofTest Blueprints [1]. Each of the target areas was decided upon through what faculty thought wereimportant focus areas given previous conference presentations or literature. Faculty peerobservations chosen to be a target area because The University is headed towards a peerobservation model. Ultimately, peer observation will be further implemented in the variousschools within the College after being piloted in the School of Environmental, Civil,Agricultural, and Mechanical Engineering (ECAM).Peer evaluations are a way to monitor successes and areas of improvement within the classroom.Historically, student evaluations have been used to assess faculty on

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

tenure or non-tenure status, and their professional title withinengineering education departments at U.S. institutions. It also identified which engineeringdisciplinary expertise among faculty was more prevalent in engineering education departments.This exploratory study has significant implications as it paints an initial landscape into theworkforce composition of faculty members in the discipline of engineering education that couldserve as a potential guide for engineering graduate students, postdocs, faculty, departments, orcolleges who may want to include engineering education careers in their futures.Keywords: engineering education, faculty, disciplines, academic backgroundsIntroductionAccording to Froyd & Lohmann [1], engineering

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

training material by faculty into their instructional practice (1). Examination of how such trainingis delivered is important. For example, there is a distinction in the nature of faculty development in the formof push-oriented trainings (where the push of scientific discovery by researchers and administrators drivesinnovation) as compared with pull-oriented trainings (the need expressed by faculty pulls innovationstowards approach to practical problems and needs). With respect to instructional trainings, ASEE’s NETIand ASCE’s ExCEEd, Barner et al. have provided evidence that often push-orientated development workdoes not lead to actual adoption of material learned by faculty (2). A detailed examination into the historyby Estes et al. of the ASCE

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Divisions

Faculty Development Division (FDD)

toredefine engineering education, offering a new lens through which universities, departmentchairs, and faculty can prepare, evaluate, and train engineers for the challenges of the 21stcentury.IntroductionThe rising cost of college education and the accompanying increase in student debt over thepast decade have become major public concerns [1-5]. While a college degree can lead tomany benefits [6], the rise of online course providers such as Coursera, edX, MITOpenCourseWare [7] call into question whether the same knowledge and skills can be acquiredmore economically and effectively elsewhere [7-10]. As Rose [10] put it: “If college does not lead to skill gains, it is difficult to argue that attending college will lead to positive

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. She has a B.S. in mathematics, an M.S. in operations research and a Ph. D. in systems engineering. She currently serves on the East Carolina University Department of Engineering advisory board. She has served as an ABET evaluator since 2011. ©American Society for Engineering Education, 2024 Comprehensive Needs Assessment to Enhance Engineering Faculty DevelopmentIntroductionThe notable increase in student enrollment in engineering courses and attendance at engineeringcolleges [1] has led to focused attention on student learning and their outcomes [2]. Nevertheless,the faculty engaged with those students often receive less attention regarding their

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42166WIP: Teaching Evaluations for Teaching ImprovementsDr. Sarah Lynn Orton P.E., University of Missouri, Columbia Dr. Orton is an associate professor in Civil Engineering and is an active member of the American Concrete Institute and the American Society of Civil Engineers. Dr. Orton also serves as the Director of Undergraduate Studies for the Civil and Environmental ©American Society for Engineering Education, 2024 WIP: Teaching Evaluations for Teaching ImprovementsIntroductionThe evaluation of effective and inclusive teaching remains an elusive issue across manyuniversities [1

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

connections, presentingdata from an external evaluator from the perspective of mentors.IntroductionAlthough more than half of all PhDs are obtained by women, representing a large pool in academia,this women's talent pool has yet to transform into a sustained representation in engineering facultyand leadership positions in academia. Research shows [1], [2] that women and URM facultyencounter various obstacles that set them back from promotion at all stages of their careers and/orremove them from academia. In these regards, the cross-disciplinary collaborations and strongdiverse network connections offer a powerful pathway for individuals from traditionally under-represented groups to make their voices heard, contribute to knowledge creation, and drive

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

STEMpedagogy. Such initiatives aim to elevate interdisciplinary teaching standards, tacklethe unique challenges faced by rural regions, and promote the all-encompassingadvancement of students in these areas, thereby propelling the progression of STEMeducation at large.Keywords: STEM education; Rural teachers; Teaching beliefs; Classroom evaluationpractice; STEM literacy; Course subject1. Introduction The development of modern society is closely tied to the progress and innovationin science and technology [1]. Rural STEM education becomes instrumental in drivinghigh-quality educational development in rural areas. It’s imperative to concentrate oncultivating high-level innovative professionals and improving educational quality, aprocess that hinges