Displaying all 20 results
- Conference Session
- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University
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- Faculty Development Division (FDD)
University ©American Society for Engineering Education, 2025 WIP - Building a Stronger Curriculum: A Comprehensive Model for Enhanced Evaluation Abstract This work in progress (WIP) describes a proposal for a 5-faceted approach to evaluation. The evaluation of a course or academic program serves as a critical tool in determining whether the educational objectives are being met and plays an essential role in advancing the pedagogical practices within the course or program. These evaluations typically involve both student assessments and departmental reviews, providing a comprehensive perspective on
- Conference Session
- Faculty Development Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator
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- Diversity
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- Faculty Development Division (FDD)
sustainability, risk analysis, cost estimation, and concrete performance. He also has significant expertise in STEM education and research, particularly in innovative teaching methodologies and curriculum development aimed at enhancing student engagement in STEM fields. Dr. Khalafalla has authored numerous peer-reviewed journal articles, conference proceedings, and technical reports. He earned his Ph.D. in Civil Engineering from Auburn University, an M.S. in Civil Engineering from the University of Tennessee at Chattanooga, an MBA from the University of Khartoum, and a Master of Science in Law (MSL) from Northwestern University.Dr. Tejal Mulay, Florida A&M University - Florida State University Dr. Tejal Mulay is a
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- 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)
activity,informed by the Integrated Competing Values Framework (ICVF; [4]) and designed to fosterstructured reflection for engineering faculty. Developed within the AMPLIFY Institute, ourapproach emphasizes the importance of introspection and self-assessment as an opportunity toreflect on leadership growth opportunities. Therefore, we provide here a brief overview of theimportance of reflection, the ICVF framework, suggestions for implementation based on ourdevelopment and piloting efforts, and the handout for others to adapt to their own facultydevelopment contexts.Role of Reflection in Bolstering Faculty Leadership DevelopmentUnderstanding why reflection is a powerful mechanism for faculty leadership developmentrequires examining its theoretical
- Conference Session
- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
of CRP empower educators to design inclusive curricula and adopt teachingmethods that appreciate and celebrate cultural diversity [12]. Notably, in the field of engineering,the adoption of CRP is gaining traction through university-specific faculty developmentinitiatives, which is an encouraging trend [13]. Engineering faculty are demonstrating motivationand commitment to enhance their inclusive teaching skills and integrate inclusive pedagogy intheir classrooms [14].In response to this expanding need, we have developed and launched a faculty developmentprogram aimed at addressing the gap in inclusive teaching among engineering faculty. Ourprogram seeks to equip faculty with the skills and knowledge to create more inclusive
- Conference Session
- Faculty Development: Connections and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Faculty Development Division (FDD)
-research question from theperspective of the faculty advisor.RQ1. What factors influence underserved [Ph.D. graduate student(s)/faculty advisor(s)] as theyengage in mentoring relationship? Sub-RQ1. What does it mean to be a [Ph.D. graduate student/faculty advisor] in amentoring relationship in your field? Sub-RQ2. How does hidden curriculum influence the role of a [Ph.D. graduatestudent/faculty advisor] in a mentoring relationship in your field?RQ2. What does it mean to address issues that may arise in a mentoring relationship between aPh.D. graduate student and faculty advisor in your field?Research Paradigm and Interpretive Framework This study is positioned from an epistemological philosophical perspective within
- Conference Session
- Faculty Development Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- 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 Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Faculty Development Division (FDD)
Kanika Sood, California State University, Fullerton Daisy Tang, California State Polytechnic University, PomonaThis work-in-progress study describes our grant-funded efforts in developing a computer sciencefaculty learning community (FLC) across six California state institutions. With an emphasis onsocially responsible computing (SRC), the faculty development effort that prepares faculty forSRC lesson implementation has integrated social scientists with computer science faculty in therotating leadership team. It works collaboratively to facilitate dialog around experiences ofimplementing lessons that focus on social justice and ethical decision-making. Our data-drivenFLC and course transformation effort was initiated by
- Conference Session
- Faculty Development Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University
- Tagged Divisions
- Faculty Development Division (FDD)
& Koehler, 2006). It provides an overview of a multifaceted approach to integratingtechnology into teaching, in the domains of technological, pedagogical and content knowledge.As stated by Mishra et al. (2023) successful integration requires the amalgamation of all threedomains. Technological knowledge (TK) involves effectively using digital tools in teaching.Pedagogical knowledge (PK) covers designing lessons, assessing students and adapting teachingstyles. Content knowledge (CK) is the understanding of the subject being taught and ability toteach the subject matter comprehensively. Fig. 1: Tpack framework (tpack.org).Mishra et al. (2023) note that in the context of AI integration into higher education, there
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kaitlin Mallouk, Rowan University; Darby Rose Riley, Rowan University; Divya Sindhu Lekha
- Tagged Divisions
- Faculty Development Division (FDD)
networkcharacteristics that are relevant to this study.Engineering Unleashed Faculty Development WorkshopsKEEN offers a variety of multi-day workshops for faculty to participate in each year. Amongthose are: Integrating Curriculum with Entrepreneurial Mindset (ICE), Problem Solving Studio(PSS), MakerSpark: A Framework for Developing EM Making Activities, Making with EMAcross the Curriculum (MEM), and Enhancing Inclusive Teaching Practices through EMLearning (EIT). The workshops of interest took place in the summer of 2023 in several locationsacross the United States [5]. Each workshop had between two and four facilitators who workedwith participants during the workshop and two to four coaches who met participants during theworkshop and then engaged with
- Conference Session
- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Atota Halkiyo, Florida International University; Stephen Secules, Florida International University
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- Diversity
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- Faculty Development Division (FDD)
., women and/or Black students in engineering). He envisions researching and removing possible systemic learning barriers from the curriculum, pedagogy, assessment, and learning environment to make education more responsive to all learners. Halkiyo taught and worked at a university in Ethiopia, where he was also a principal investigator of the ”Engendering Higher Education Curricula” research project. Dr. Halkiyo is a Fulbright-Hays Fellow, where he conducted his dissertation research on global education policy transfer from the global West/North to the global South/East, specifically Ethiopia, Africa.Dr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University
- Tagged Divisions
- Faculty Development Division (FDD)
ideas on curriculum innovations and interdisciplinary collaborations. Our workshopaimed to provide faculty with a foundational understanding of generative AI, fosterinterdisciplinary discussions on its implications, encourage critical thinking on its responsibleuse, and support curriculum integration aligned with Jesuit values, which focus on educating thewhole person for a just and humane world. As an essential part of the summit shaping institution-wide discussions on AI integration, our workshop drew 35 faculty members from all fivecolleges at the university, with 70% of the attendees representing their respective departments,engaging in critical discussions on the multifaceted implications of generative AI in highereducation.In this paper
- Conference Session
- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University
- Tagged Divisions
- Faculty Development Division (FDD)
and themes that emerged as focal pointsfor the center as communicated through their work with an industry advisory board, from the first meeting ofthe board in 1991 through the year 2024. To reiterate, the themes were found through reviewing archivalrecords of past advisory board meetings. The timeline highlights the major themes that the Leonhard Centerpursued by year. Important dates related to the Leonhard Center are also highlighted by year. Overarchingthemes included student development (SD); faculty development (FD); DEI initiatives, including genderequity and racial/ethnic equity; informing the curriculum (CUR); entrepreneurship (ENT); globalization(GLO); online programs (OP); ethics (ETH); graduate education (GE); entrance to
- Conference Session
- Faculty Development and Change
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Xiaping Li, University of Michigan
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- Faculty Development Division (FDD)
insuccessfully implementing evidence‐based teaching. Furthermore, while integrating activelearning can be challenging in any STEM field, engineering education presents an especiallyinstructive case due to its strong connections to real-world problem-solving and itsintersection with multiple scientific and mathematical domains. Because engineering studentsoften take courses in physics, chemistry, and mathematics, the broader STEM context directlyinfluences their academic journey and preparation for professional practice. Byacknowledging and addressing the complexities involved, faculty developers and engineeringeducation researchers can capitalize on active learning’s proven benefits, ultimatelyimproving teaching effectiveness and student success across
- Conference Session
- Faculty Development: Centers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation
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- Faculty Development Division (FDD)
serving as Assistant Provost for Academic Assessment and Faculty Development. Since 2014, Dr. Carnasciali has facilitated and coached workshops for faculty focused on integrating curiosity, connections, and value creation into the curriculum, helping students develop skills for solving complex, real-world challenges. Her research explores the role of informal learning environments, decision-making frameworks, and mindset development in fostering innovative problem-solving. As an advocate for experiential and entrepreneurial education, she brings deep expertise in integrating these principles into engineering programs and broader faculty development efforts.Dr. Andrew L Gerhart, Lawrence Technological University Andrew
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Diversity
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- Faculty Development Division (FDD)
, and service butoften fail to adequately recognize and reward faculty contributions that directly advance specificinstitutional priorities. This paper aims at bridging this gap by introducing a new framework thatincludes the concept of worth as an additional measure. The paper explores the implementation ofthis integrated approach for engineering and science faculty at a private university, utilizingbibliometrics, strategic contributions, and analyses of faculty perceptions across factors likegender, age, rank, and field. The findings underscore the need to balance merit and worth, offeringa more comprehensive reflection of faculty contributions within institutional contexts.This Work in Progress (WIP) Paper will be presented as a poster.1
- Conference Session
- Faculty Development: Connections and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
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- Diversity
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- Faculty Development Division (FDD)
their studies over theacademic year. These projects often focus on enhancing student engagement, integrating newtechnologies, and addressing discipline-specific teaching challenges. By creating an organizedopportunity for faculty to collaborate and experiment, TIP has been a supporting structure forteaching innovation.We used a qualitative case study to explore how three senior tenured engineering professorsparticipated in teaching-focused communities of practice (CoPs) at a large research-intensivepublic university in a Midwestern U.S. over a decade. We chose a case study approach becausewe focus on providing in-depth understanding of individual participants’ unique experiencewithin their real-life contexts [10]. This approach allowed us to
- Conference Session
- Faculty Development: Collaborations
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Blessing Isoyiza ADEIKA, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Kingsley Matthew, Morgan State University; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Olorunfunmi Samuel Shobowale, Morgan State University
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- Diversity
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- Faculty Development Division (FDD)
supporting the goals of CR frameworksCR/COPUS FusionImplementing CR-focused strategies in STEM education requires dismantling systemic barriersthat limit teacher autonomy and agency, Which helps to empower teachers to make decisions basedon their knowledge and goals for social justice is crucial for creating equity-centered classroomsThe integration of CR principles into curriculum design, as demonstrated by the use of evidence-centered design (ECD), ensures that learning opportunities are accessible and relevant to diversestudents, promoting engagement and success in STEM [9].State of CR in the STEM ClassroomAn effective curriculum and instructional methodology are designed to accommodate all learnerswithout conferring undue advantages to any
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Diversity
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- Faculty Development Division (FDD)
awardee, she has led multiple pioneering efforts in engineering education including multimodal methods in engineering education using sensor technologies and biophysiological tools, hidden curriculum, mentoring, active learning, professional identity, among others. She is a renowned national and international leader in engineering education earning her multiple accolades and honors through professional organizations such as the National Academy of Engineering, IEEE, and ASEE. She integrates her multiple experiences as a Chemical Engineering, Biological Engineer, Analytical Cell Biologist, and Engineering Education Researcher to tackle complex engineering education problems across the learner life span
- Conference Session
- Faculty Development: Student Engagement
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama
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- Diversity
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- Faculty Development Division (FDD)
, ensuring that diverse perspectives, case studies, and examples are integrated into the curriculum. This will help ensure that students are exposed to a broader range of viewpoints. 4. Assist student organizations with resources and guidance on fostering inclusivity. Support student leaders in promoting diverse representation and creating spaces where all students feel welcome and have opportunities to lead.5.2 Faculty MembersFaculty members should 1. Foster an environment where all students feel valued and respected, ensuring that students from diverse backgrounds can engage comfortably in discussions on diversity. 2. Integrate diverse real-world examples and case studies into their teaching to reflect a
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette
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- Faculty Development Division (FDD)
Paper ID #48374BOARD #166: Student Pedagogy Advocates: Enhancing Teaching and LearningThrough Student-Faculty Partnerships (WIP)Ms. Barbara Fagundes, I hold a Ph.D. in Engineering Education and an M.S. in Computer Science, focusing on integrating computational thinking into pre-college education. My experience includes developing and implementing engineering and computer science curricula and actively participating in professional development for teachers to establish inclusive and innovative learning environments. At Purdue University’s Center for Instructional Excellence (CIE), I work as a postdoctoral researcher