Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

, “Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving Institutions,” in ASEE Annual Conference & Exposition, Tampa, FL, 2019.[5] M. R. Kendall, A. Coso Strong, I. Basalo, G. Henderson, D. Ural, and M. Williams, “Co- Designing an Engineering Education Research Agenda,” Public Research Report, 2019. Accessed: Sep. 11, 2019. [Online]. Available: http://eel.utep.edu/hsi/workshop- outcomes.html[6] G. Henderson, M. R. Kendall, I. Basalo, and A. C. Strong, “Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Aug. 11, 2019. [Online]. Available

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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Diversity

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Faculty Development Division (FDD)

underrepresented groups in engineering by exploring their experiences, engaging in critical questioning, and offering support. Outside of academic studies, Jameka serves as an ambassador for her department, reviewer for ASEE, and active volunteer for a Columbus STEM non-profit See Brilliance. Jameka has been recognized by her undergraduate institution for her commitment to achieving the vision of the Ronald E. McNair Scholars Program and most recently by her department for her scholarship as a graduate researcher. Jameka strives to be a well-rounded scholar and exhibit her dedication to people and scholarship.Dr. Monica Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

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Diversity

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Faculty Development Division (FDD)

Paper ID #42901The ICE Faculty Development Program (Integrating Curriculum with EntrepreneurialMindset) – Then and NowDr. Andrew L Gerhart, Lawrence Technological University Andrew Gerhart, Ph.D. is a Professor of Mechanical Engineering at Lawrence Technological University. He is a Fellow of the Engineering Society of Detroit and is actively involved in ASEE and the American Society of Mechanical Engineers. He serves as Faculty Advisor for the American Institute of Aeronautics and Astronautics Student Chapter at LTU, director of IDEAS (Interdisciplinary Design and Entrepreneurial Applications Sequence), chair of the First

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

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Diversity

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Faculty Development Division (FDD)

of Applied Research in Higher Education, 2019.[5] R. Korte, S. Brunhaver, and S. M. Zehr, "The socialization of STEM professionals into STEM careers: A study of newly hired engineers," Advances in Developing Human Resources, vol. 21, no. 1, pp. 92-113, 2019.[6] C. J. Finelli and J. E. Froyd, "Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment," Advances in Engineering Education, 2019.[7] N. T. Buswell, "The Purpose of a PhD in Engineering: Where Does Teaching Fit In?," Studies in Engineering, 2021, doi: 10.21061/see.8.[8] N. M. Hewitt and E. Seymour, "A long, discouraging climb," ASEE Prism, vol. 1, no. 6, pp. 24

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

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Diversity

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Faculty Development Division (FDD)

forward: A retrospective examination of ADVANCE,” Adv. J., vol. 3, no. 1, 2022.[20] K. Zippel and M. M. Ferree, “Organizational interventions and the creation of gendered 9 knowledge: US universities and NSF ADVANCE,” Gend. Work Organ., vol. 26, no. 6, pp. 805–821, 2019.[21] A. N. Akulli, Embeddedness of foreign-born faculty at comprehensive universities in the United States. Michigan State University, 2015.[22] ASEE, “Engineering and Engineering Technology by the Numbers,” American Society for Engineering Education, Washington DC, 2020.[23] NSB-NSF, “The STEM Labor Force of Today: Scientists, Engineers and Skilled Technical Workers

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

: Diversity and collaboration in an undergraduatepreengineering course,” Mind, Culture, and Activity, vol. 24, no. 4, pp. 285-296, 2017.[24] H. Yi. “Robotics and kinetic design for underrepresented minority (URM) students inbuilding education: Challenges and opportunities,” Computer Applications in EngineeringEducation, vol. 27, no. 2, pp. 351-370, 2019.[25] Gates et al. “The computing alliance of Hispanic-serving institutions: Supporting Hispanicsat critical transition points,” ACM Transactions on Computing Education (TOCE), vol. 11, no. 3,pp. 1-21, 2011.[26] A. C. Strong, M. R. Kendall, G. Henderson, and I. Basalo. “Impact of faculty developmentworkshops on instructional faculty at Hispanic-serving institutions,” in ASEE Annual Conference&

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

2024Abstract In this paper, we present preliminary research findings regarding the impact of theMaking Academic Change Happen (MACH) curriculum. Engineering education graduatestudents who were enrolled in different doctoral programs were exposed to the MACHcurriculum in one of three settings: the MACH workshop in 2017 that included severalgraduate students among the attendees (faculty, administrators, etc.); the Emerging EngineeringEducators MACH workshop that was designed specifically for early career faculty and graduatestudents in 2019; and the National Science Foundation Revolutionizing EngineeringDepartments (RED) project change community monthly Zoom calls that occurred from 2015 to2023. In this paper, we focus on graduate student

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

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Faculty Development Division (FDD)

access. This study isrepresenting their voices after 4 years (2019 -2023) of implementation of an active learningpedagogy described as experiment-centric pedagogy. A total of seven STEM fields participatedin their implementation of the ECP during the study period. A survey of 17-items which hasbeen validated, was adopted from Carroll et al [4] and administered to all faculties that haveparticipated in the 4 year program. A total of ten (10) faculty which represent diverse STEMfields are included in this study. Notably, out of the 7 STEM disciplines that the implementationof the ECP was done, only 6 fields department feedback were captured in this preliminaryfinding. The 17-items have 5-point Likert scales that range from strongly disagree to

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

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Faculty Development Division (FDD)

into Practice, vol. 41, no. 4, pp. 249-254, 2002.42. N. T. Long, N. T. H. Yen, and N. V. Hanh, "The Role of Experiential Learning and Engineering Design Process in K-12 STEM Education," International Journal of Education and Practice, vol. 8, no. 4, pp. 720-732, 2020.43. V. Wilczynski and R. Adrezin, "Higher education makerspaces and engineering education," presented at the ASME International Mechanical Engineering Congress and Exposition, vol. 50571, American Society of Mechanical Engineers, 2016.44. T. D. Drayton, "Beyond the Maker Movement: A Preliminary Partial Literature Review on the Role of Makerspaces in Engineering Education," presented at the 2019 ASEE Annual Conference & Exposition, 2019.45. Bartle, Emma

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

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Faculty Development Division (FDD)

EngineeringAccreditation Commission’s inclusion of communication as a core learning outcome required for allengineering students has significantly motivated a collective focus on how to effectively teachcommunication skills within required engineering curriculum (ABET Engineering AccreditationCommission, 2007; Williams, 2001). A second driver for embedding communication skills across thecurriculum is the growing body of research on the school-to-work transition for early-careerengineers. Broadly, research on the school-to-work transition suggests that engineering graduatesface significant challenges with communication in the workplace and feel unprepared for professionalskills more broadly in engineering practice (Ford et al., 2019; Gewirtz et al., 2018; Howe et

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

507 765 1272 60.1% 2015 515 899 1414 63.6% 2016 527 1051 1578 66.6% 2017 519 1199 1718 69.8% 2018 512 1203 1715 70.1% 2019 515 1202 1717 70.0% 2020 577 974 1,551 62.8% 2021 553 1,046 1,599 65.4% 2022 584 1,029 1,613 63.8% 2023

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

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Faculty Development Division (FDD)

, Oct. 2019, doi: 10.1186/s40594-019-0185-0.[8] M. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Methods Source, 3rd Edition. SAGE Publication, 2014.[9] J. Saldaña, The Coding Manual for Qualitative Researchers, Second Edition. Thousand Oaks, California: SAGE Publication, 2013.[10] K. Charmaz, Constructing Grounded Theory, Second Edition. Thousand Oaks, California: SAGE Publication, 2014.[11] C. Nancy, E. Douglas, and W. Hilson, “Qualitative Research Basics: A Guide for Engineering Educators.” [Online]. Available: https://eer.engin.umich.edu/wp- content/uploads/sites/443/2019/08/Chism-Douglas-Hilson-Qualitative-Research-Basics-A- Guide-for-Engineering-Educators.pdf[12] A. Brooks, K. Heath, S. Brown, H

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

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Diversity

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Faculty Development Division (FDD)

The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering Leadership Development framework, and promoting student motivation. Dr. Kendall is the Past Chair of the Engineering Leadership Development Division of ASEE. ©American Society for Engineering Education, 2024 Faculty transformation: a study of professional

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

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Diversity

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Faculty Development Division (FDD)

Paper ID #43973Board 125: Work in Progress: Faculty Experiences and Learning ThroughOral-Assessment Implementation in Engineering CoursesDr. Minju Kim, University of California, San Diego Minju Kim is a postdoctoral scholar at the Engaged Teaching Hub at the UCSD Teaching+Learning Commons. Minju received her Ph.D in Experimental Psychology at UC San Diego. With Engaged Teaching Hub, Minju has designed TA training materials for oral exams and have conducted quantitative analysis on the value of oral exams as early diagnostic tool (Kim et al., ASEE 2022). Minju is interested in designing assessments that can capture and

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Penn State University; Sarah E Zappe, Penn State University; Stephanie Cutler, Penn State University

Tagged Divisions

Faculty Development Division (FDD)

, S. Zappe, and I. Osunbunmi, “Lessons Learned: FacultyDevelopment Book Club to Promote Reflection among Engineering Faculty on Mental Health ofStudents,” presented at the ASEE Annual Conference & Exposition, 2024.[9] “About,” Mental Health First Aid, Oct. 18,2013. https://www.mentalhealthfirstaid.org/about/[10] Calm, “Experience Calm,” Calm, 2019. https://www.calm.com/ (accessed Jan. 25,2024).

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)

´ Engineering Education Network (REEN), visiting Ecole Nationale Sup´erieure des Mines in Rabat, Morocco as a Fulbright Specialist, receiving an FSE Top 5% Teaching Award, receiving an ASEE Educational Research and Methods Division Apprentice Faculty Award, receiving a Frontiers in Education New Faculty Award, and being named an ASEE Fellow. ©American Society for Engineering Education, 2024 Establishing a Framework for the Effective Mentorship of Junior Engineering FacultyAbstractThis research paper proposes a preliminary framework for understanding the factors contributingto effective faculty-to-faculty mentorship within engineering and the specific impacts of thesefactors on junior engineering faculty

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

faculty to implementinstructional changes. This includes embedding EM into their curriculum.MethodsA CoP was established by the Ira A. Fulton Schools of Engineering Learning and Teaching Hubto provide a space for faculty members with a shared interest in the Scholarship of Teaching andLearning (SoTL) and the integration of EM to meet regularly, discuss implementation andresearch around EM in their classrooms, with the ultimate goal to submit research contributionsto the 2024 American Society for Engineering Education (ASEE) annual conference. The CoPmeetings were held virtually via Zoom throughout the fall 2023 and spring 2024 semesters atArizona State University. Meetings centered on providing resources related to scholarship, EMactivities and

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

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Diversity

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Faculty Development Division (FDD)

Dallas Dr. Yvette E. Pearson is Vice President for Campus Resources and Support at The University of Texas at Dallas. A Fellow of the American Society of Civil Engineers (ASCE) and the American Society for Engineering Education (ASEE), Pearson is recognized globally for nearly 30 years in higher education, particularly for her work to advance sustainability, access, and opportunity in STEM education and practice. Her university-based and consulting efforts have led to over $40M in funding for projects to support initiatives in STEM and changes to policies and practices of global engineering organizations. Pearson is a registered Professional Engineer, an ENVISION® Sustainability Professional, and a Commissioner on

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

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Faculty Development Division (FDD)

, developing accessible and inclusive XR content that meets the needs of all learners, includingthose susceptible to VR sickness, remains a critical area for future exploration within this network.Acknowledgement:One of the authors developed the strategies based on the knowledge gained through participationin the “Unleashing Academic Change, a faculty development national workshop from theEngineering Unleashed network [10].References[1] L. Taylor and S. J. Hattingh, “Reading in Minecraft: A Generation Alpha Case Study,”TEACH J. Christ. Educ., vol. 13, no. 1, Oct. 2019, doi: 10.55254/1835-1492.1388.[2] Y. M. Kong, “Gamifying Higher Education for Generation Alpha: Aligning CognitiveBehavioral Needs with Business Value through a Human-Centered

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

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Diversity

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Faculty Development Division (FDD)

School; most recently, she completed her MPA at California State Polytechnic University, Pomona, and MBA at Cornell Tech. She has published in multiple academic journals including ASEE, ROPPA, and APPAM. Additionally, her scholarly work has been featured in Forbes magazine. She believes that research can inform diversity, equity, and inclusion (DEI) policies and programs to one day have a workforce that is representative of the society it aims to serve. ©American Society for Engineering Education, 2024 Faculty Development Symposium: Building a Community for Early-Career Engineering Hispanic Faculty’s Success and Advancement.Background and MotivationIn

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

-institutional perspectives, thecommunity also brings together teams that are at different stages of the change process, withdifferent levels of experience with changemaking. The inter-cohort aspect of the communityallows us to examine the diffusion of knowledge and practices in the network.Data Collection & AnalysisWe leverage our access to the exhaustive set of meetings to systematically address howtransformative learning, development and exercise of change agency take place in a cross-institutional, cross-cohort community of transformation. To that end, we analyzed the totalpopulation of the monthly CoT sessions (N=31) from 2017-18, 2018-19, and 2019-20 academicyears. All teams that were funded at the time (N=21) from the first four cohorts of