Displaying results 1 - 30 of 62 in total
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- 2025 ASEE Annual Conference & Exposition
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- Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia
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- Faculty Development Division (FDD)
game-based learning activities, and how these practices affected student motivation.Deborah Moyaki, University of Georgia ©American Society for Engineering Education, 2025 WIP: An early glimpse into the ‘who’, ‘what’, and ‘why’ of faculty interactions about engineering teaching and learningIntroductionFaculty interactions are common in academic workplaces, where faculty members interact,communicate, and form relationships and connections. Relationships are important and vital inevery sphere of social life, including academia. Relationships play an important role in developingindividual and systemic capacity for change [1-3], which refers to the ability and empowerment ofsystem
- Conference Session
- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University
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- Faculty Development Division (FDD)
activeengagement with real-world applications. The latter methods align with Mezirow’s transformativelearning theory [1], which emphasizes the importance of critical reflection and meaning-makingin adult learning rather than passive information absorption. Faculty development programs,admittedly, are not uniform; and there is a need to account for a local culture, circumstances, andlimitations. Some programs incorporate scaffolding through periodic meetings and individualizedinterventions, fostering a more sustained and supportive learning process. In the spirit ofcontinuous improvement, this article reflects on and aims to enhance the methodologies employedin faculty development. We embrace the perspective that every faculty member is a lifelonglearner
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Michelle C Vigeant, The Pennsylvania State University; Karen A High, Clemson University
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- Diversity
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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
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- 2025 ASEE Annual Conference & Exposition
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- Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln
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- Faculty Development Division (FDD)
through four key stages: (1) Discover, identifyingstrengths and high-point experiences; (2) Dream, envisioning aspirational goals based on those strengths;(3) Design, creating actionable strategies; and (4) Destiny, implementing and sustaining the vision(Cooperrider & Srivastva, 1987). In faculty mentoring, Appreciative Inquiry has been applied to createsupportive and collaborative environments that enhance professional development. For instance, Matheret al. (2024) introduced the Appreciative Mentoring Model, which integrates Appreciative Inquiryprinciples to support early-career faculty members. Similarly, Oxendine, Robinson, and Parker (2022)utilized Appreciative Inquiry to transform departmental culture through appreciative peer
- Conference Session
- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- 2025 ASEE Annual Conference & Exposition
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- Stacy Tantum, Duke University; Sophia T Santillan, Duke University; Elizabeth Kathleen Bucholz, Duke University; Genevieve M Lipp; Benjamin Cooke, Duke University; Victoria Akin, Duke University
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- Diversity
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- Faculty Development Division (FDD)
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
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- 2025 ASEE Annual Conference & Exposition
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- Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
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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 and Change
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- 2025 ASEE Annual Conference & Exposition
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- Xiaping Li, University of Michigan
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- Faculty Development Division (FDD)
STEM disciplines, with directimplications for engineering education.MethodsInclusion & Exclusion CriteriaTable 1 presents the criteria applied to determine whether papers were suitable for inclusion.Studies were required to focus on STEM instructors’ adoption of active learning in highereducation, explicitly report research methods and findings, and address challenges orstrategies associated with implementing active learning.Table 1. Inclusion & Exclusion Criteria Criteria Inclusion Exclusion Electronic Electronically available title and No abstract available citation abstract Language Reported in English Reported in any language
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- Faculty Development: Collaborations
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- 2025 ASEE Annual Conference & Exposition
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- Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph
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- Faculty Development Division (FDD)
engineering education, andthere has been a steadily growing number of faculty (and prospective faculty, such as graduatestudents and postdoctoral scholars) with interests in engineering education research (EER) [1].As an emerging field, it is important to understand the context and social realities in whichgraduate students and faculty involved in EER operate. Sheridan et al. described the context ofengineering education graduate students in Canada, revealing a largely female demographic (incontrast to traditional engineering programs) and the need for improved funding, peercommunities, and interdisciplinary support [2]. Using collaborative inquiry andautoethnography, Strong et al. described the context of early-career engineering educationfaculty in
Insights into Faculty's use of Generative Artificial Intelligence systems in Engineering Classrooms.
- Conference Session
- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln
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- Faculty Development Division (FDD)
, University of Nebraska - Lincoln ©American Society for Engineering Education, 2025 Insights into Faculty's Use of Generative Artificial Intelligence Systems in Engineering ClassroomsIntroduction The integration of technology into education has long sparked debate, particularly asemerging tools like generative artificial intelligence (GenAI) challenge traditional teachingpractices [1], [2], [3], [4]. This ongoing tension between established pedagogical methods andtechnological innovation, which offers new affordances, continues to shape contemporarydiscussions about the adoption of educational technologies, with GenAI being the latest focalpoint. Many of the concerns surrounding this
- Conference Session
- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Bridget M Wadzuk, Villanova University; Victoria Minerva, Villanova University
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- Faculty Development Division (FDD)
) Framework as aguide to integrate sustainability into engineering courses and curriculums. This work in progressdescribes an on-going study developing and delivering faculty development workshops to createadvocates for the Engineering for One Planet (EOP) Framework within their institution.Villanova University College of Engineering (CoE), in partnership with TLF, developed aproject with two nesting goals to provide: 1) knowledge and facilitate development of learningtools for faculty in their individual classes, and 2) a framework for institutionalization ofsustainability principles in engineering schools. While individual courses build students’sustainability knowledge and design application, fully adopting EOP in a curriculum will helpstudents to
- Conference Session
- Faculty Development: Collaborations
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- 2025 ASEE Annual Conference & Exposition
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- Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University
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. ©American Society for Engineering Education, 2025 MSI Faculty on the Rise: Strengthening Federal Grant Proposals through Cross- Institution Collaborations and NetworkingIntroductionMinority Serving Institutions (MSIs), such as Historically Black Colleges and Universities(HBCUs), Tribal Colleges and Universities (TCUs), Hispanic Serving Institutions (HSIs), andAsian American, Native American and Pacific Islander Serving Institutions (AANAPISIs), arecritically important higher education institutions that increase the representation of low-incomeand historically marginalized racial and ethnic groups in the workforce, including STEM fields[1]. Altogether, MSIs comprise 14% of degree-granting institutions in the United States
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- Faculty Development: Centers
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- 2025 ASEE Annual Conference & Exposition
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- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University
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- Faculty Development Division (FDD)
manufacturing, new product development, and research in related fields. ©American Society for Engineering Education, 2025 An Engineering Faculty Scholarly Teaching Professional Development Program: Scholarship of Teaching and Learning (SoTL) Accelerator1. IntroductionCollege retention rates have historically been volatile, among both two- and four-year colleges.In 2023, retention attrition rates in four-year colleges from first to second year were, on average,23%, although this varied greatly between different institutions. From second to third year, theattrition rates were more stable, on average at 10% [1]. However, in engineering, retention ratesare much lower, with people commonly citing that 50% of
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Meredith McDevitt, North Carolina State University at Raleigh
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- Diversity
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- Faculty Development Division (FDD)
Paper ID #48330BOARD #168: WIP: Exploring How Mentoring Influences Sense of BelongingAmong First-Year Women Engineering FacultyDr. Meredith McDevitt, North Carolina State University at Raleigh ©American Society for Engineering Education, 2025 WIP: Exploring How Mentoring Influences Sense of Belonging Among First- Year Women Engineering FacultyIntroductionThe underrepresentation of women in engineering academia continues to be a significantchallenge, specifically for first-year women faculty navigating a male-dominated field whileestablishing their professional identity [1]. Many women faculty in engineering often
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Faculty Development Division (FDD)
bepresented as a lightning talk.Keywords—Faculty Professional Development, Mentor, Mentee, Faculty, EngineeringIntroductionThere is a growing discourse on faculty professional development within the field of engineeringto improve pedagogical practices within engineering and to enhance students’ learning [1], [2],[3], [4]. With a major shift in technological advancements within education due to large languagemodels (ChatGPT, Claude, etc.), the focus of teaching should not only be on lecture content butalso on effective didactic approaches [5], [6]. It has been found that the classroom environmenthas a profound impact on student success and learning [7]. Additionally, there is limited literatureon transparent communication of engineering faculty with
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- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Richard T Buckley P.E., U.S. Air Force Academy
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- Faculty Development Division (FDD)
Orientation in an Aeronautical Engineering Department with Very Low Levels of New Faculty Experience to Produce Competent First-Year InstructorsAbstractThis evidence-based practice paper describes the use of both self-efficacy survey instrument andstudent feedback to measure the effectiveness of the New Faculty Orientation (NFO) program inan Aeronautical Engineering department. In our department, roughly 1/4 to 1/3 of the facultyleave and are replaced each academic year. New faculty often have no prior teaching experienceand often have only earned a master’s degree. Although relevant to the degree program, theirdegree may not be in the specific area required to teach the introductory AeronauticalEngineering course. To combat these challenges, we
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- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology
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- Faculty Development Division (FDD)
, and leadership within academic institutions [1-4]. In engineering, where rapid technological advancements and interdisciplinary integrationcontinually occur, professional growth is essential [3]. The need for faculty professionaldevelopment has been increasing in importance, particularly with changes in accreditationstandards, continual evolution in student demographics, advancements in learning technologies,and the progression that has been made within the scholarship of teaching and learning field [3].In support of this recognized need, engineering professional associations have created networksthat focus on faculty development, such as the ASEE Faculty Development Division and thePOD Science, Technology, Engineering, and Mathematics (STEM
- Conference Session
- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Shaylin N Williams, University of Virginia
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- Faculty Development Division (FDD)
to students’ needs. ©American Society for Engineering Education, 2025 WIP: Assessing the impacts of engineering educators’ self-determination on student learning experiences and outcomesOverview This study is geared toward gathering information regarding the self-determination levelsof engineering educators. Using Self-Determination Theory (SDT) as a guide and lens, two surveyswere developed and distributed to engineering educators and their students to determine whetherthe educators’ SDT scores and backgrounds significantly impacted students’ classroomexperiences.Research Questions 1. To what extent are engineering educators’ basic psychological needs met within the workplace at an
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- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering
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- Faculty Development Division (FDD)
Faculty Perceptions of Standards-Based Grading in Undergraduate Engineering CoursesIntroductionStandards-based grading (SBG) is an alternative grading approach that places focus onevaluating students’ mastery of course learning objectives, rather than using the traditional0-100% scale. Unlike traditional grading systems, SBG aims to provide more clear expectationsabout what students should know, as well as clarify their progress towards each of theseoutcomes. Implementing SBG has been shown to improve students’ focus on mastery andlearning [1], including in engineering courses [2]. Previous work has shown that faculty perceivethat SBG provides benefits such as more direct feedback to students, improving students’abilities to
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- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Michael J McGinnis, LeTourneau University
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- Diversity
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- Faculty Development Division (FDD)
favorite’ portions of their job as faculty members.These questions were open-ended and free-response from which themes were then identified. Fortheir favorites, Figure 1 summarizes the results: Figure 1: Faculty favorite aspects of their jobFor their least favorites, the results are as follows in Figure 2: Figure 2: Faculty least favorite aspects of their jobUnlike for their favorites, there is a clear concentration in one area: grading, receiving twice asmany mentions as the next closest item. (the ‘other’ category included various un-related items –major themes are identified by the categories in the figure). One faculty member wrote: “I find doing a good and timely job grading reports to be
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- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton
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- Faculty Development Division (FDD)
finding that retention rates in earlycomputing courses at participating institutions were inequitable across demographic groups. Theultimate goal of the Broadening Participation in Computing Alliance for Socially ResponsibleComputing is to improve the retention rates of LatinX students by increasing their sense ofbelonging to the field of computer science[1] through deliberate and intentional connections ofcurriculum to real-world problems and social issues. For this paper, we focused on the facultyexperiences of our most recent summer workshop and our reflection on the FLC implementationprocess. We present our faculty survey data from June 2024 and introduce reflective focus groupfindings [2], providing conjectures about the effectiveness of our
- Conference Session
- Faculty Development: Connections and Community
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- 2025 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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- Faculty Development Division (FDD)
significant burdens when it comes tomentoring in the United States [1]. These faculty often face overwhelming demands due to theexpectation to mentor a disproportionate number of minority students [1]. The added andinstitutional unrecognized support and recognition of their mentoring efforts has been reported tolead to burnout, stress, decreased job satisfaction, sacrificing personal health, and emotional andmental fatigue [1]-[11]. Compounded on this are racial battle fatigues in their academicenvironments that continue to position them at a disadvantage compared to their White counterparts[6], [9]-[11]. Minoritized faculty (i.e., Black faculty) are “acutely aware of their community’s needs andoften gravitate towards racial justice efforts
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- Faculty Development: Lessons Learned Papers and Lightning Talks
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- 2025 ASEE Annual Conference & Exposition
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- Marie E. Evans, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver
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- Diversity
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- Faculty Development Division (FDD)
teaching and actual practices. Our study wasdesigned to determine what factors of engineering college culture accelerate or inhibit facultyparticipation in the FLC and implementation of known best practices for inclusive teaching bythose same faculty. Interview recordings were transcribed and coded. Using phenomenographicanalysis, we identified three themes, descriptions of which have been submitted to a refereedengineering education research journal. In this presentation, we focus on lessons learned, notreported elsewhere, that emerged from two specific codes: (1) reasons for joining the FLC and(2) benefits of FLC, which address, respectively, why faculty joined the FLC and why theystayed for at least two years, when the interviews were conducted
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- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia
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- Faculty Development Division (FDD)
settings.In higher education, AI has influenced classroom instruction, laboratory learning, researchproductivity, and administrative processes [1, 2].Within engineering education, the momentum toward AI adoption is accelerating. Traditionallylimited to robotics, automation, and control systems, AI is now being adopted more broadly,facilitating curriculum design, enabling automated assessments, and providing personalizedfeedback mechanisms [3, 4]. As faculty expand their exploration of AI’s pedagogical potential,the discourse has also highlighted concerns, such as the risk of student overreliance and thereadiness of faculty to adopt AI responsibly and effectively [5]. Yet, the overall recognition ofAI’s potential continues to drive its integration
- Conference Session
- Faculty Development: Student Engagement
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- 2025 ASEE Annual Conference & Exposition
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- Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles
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- Faculty Development Division (FDD)
thrive.IntroductionIn any educational setting, it is crucial that instructors receive feedback from students on howeffective their instruction is. Both students and instructors benefit from improvements toteaching, pedagogy, and the classroom environment [1]. Tools that provide students an avenue toexpress what works and what does not will provide instructors with critical feedback to makeintentional improvements in their classes [2]. This process is even more important at institutionsthat serve marginalized student populations, in which the normative culture and structure ofhigher education was not intended to support the success of these students.Most higher education institutions provide student opinion surveys, sometimes calledevaluations, at the end of
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- Mentorship in Engineering Leadership Development
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- 2025 ASEE Annual Conference & Exposition
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- Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami
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- Diversity
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- Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)
innovation to better prepare a diversepopulation of engineers capable of addressing the sociotechnical opportunities and challenges ofthe future [1]. Much of this conversation has traditionally centered on preparing engineeringstudents with both the technical and professional skills needed to tackle these sociotechnicalchallenges, particularly engineering leadership. However, this goal depends not only on how andwhat we teach students but also on the perceptions engineering faculty have of leadership andleadership development. In their roles, faculty shape curricular change, model professionalbehaviors, and influence department and institutional cultures. Yet, many faculty do not receiveformal leadership training and frequently learn through
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Kaitlin Mallouk, Rowan University; Darby Rose Riley, Rowan University; Divya Sindhu Lekha
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- Faculty Development Division (FDD)
Development (EUFD) workshops to engineeringfaculty to support the development of entrepreneurial mindset in the faculty participants and theirstudents. EUFD workshops consist of 3 days of in-person engagement followed by a year ofcoaching and are focused on developing connections between participants andfacilitators/coaches and among participants themselves. In this project, we use a survey of EUFDparticipants to understand the role of connection in their workshop experience. Our researchquestions are: 1) How many others did participants have meaningful interactions with during theworkshops? And 2) What differences in number of meaningful interactions were there betweendifferent workshops?In our survey, participants selected who among their
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- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
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- Atota Halkiyo, Florida International University; Stephen Secules, Florida International University
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- Diversity
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- Faculty Development Division (FDD)
participants exhibited varying degrees of engagement with goodpedagogy, each with corresponding implications for racial equity. Our two key arguments are (1)Good pedagogy can pave the way for equity, including racial equity, and (2) An improvement ingeneral pedagogy and efforts to improve racially-equitable pedagogy can happen concomitantly.While good pedagogy may not guarantee (racial) equity, bad pedagogy is more likely toperpetuate (racial) inequity. We saw that when faculty members actively engage in good pedagogy that encouragesstudent participation, e.g., even utilizing simple active learning techniques like "think-pair-share"(as seen with Faculty 1) and involving students in class activities (as demonstrated by Faculty 2),they are more
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- Faculty Development and Change
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
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serving as the C0-Director of the InstituteGuillermo Aguilar, Texas A&M UniversityClaire Bowman-Callaway, Texas A&M University ©American Society for Engineering Education, 2025 Evaluating Teaching Culture Change within a Mechanical Engineering Department1. Introduction Engineering education is changing rapidly, particularly as contemporary engineeringproblems require increased curiosity, experimentation, and deeper understanding and as effortsto diversify the demographics of engineering students have intensified [1], [2]. Academicengineering departments must be prepared to adapt to these changing environments andanticipate the future needs of their diverse student