Displaying all 4 results
- Conference Session
- Faculty Development Division (FDD) Technical Session 9
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University
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- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.Dr. Homero Murzi, Virginia Polytechnic Institute and State University Dr. Homero Murzi (he/´el/his) is an Associate Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and the University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab, where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University
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- Faculty Development Division (FDD)
. McKnight, The Future of Low-Income Neighborhoods and the People Who Reside There : A Capacity-Oriented Strategy for Neighborhood Development. Evanston, Illinois: Center for Urban Affairs and Policy Research, 1987.[17] D. Little, "Learning as dialogue: The dependence of learner autonomy on teacher autonomy," System, vol. 23, no. 2, pp. 175-181, 1995.[18] T. Lamb and H. Reinders, Eds. Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam: John Benjamins, 2008.[19] B. D. Chambers, H. Murzi, M. James, D. Gray, and H. M. Matusovich, "Course Development in a First Year Engineering Program: The Interplay of Autonomy, Peer Relationships, and Content," International Journal of Engineering
- Conference Session
- Faculty Development: Broad Impact
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
- Tagged Divisions
- Faculty Development Division (FDD)
recruitment and retention for and learning outcomes of students from diverse backgrounds(Cao, Murzi, & Chowdhury, 2023; Mejia & Martin, 2023). As such, engineering educationscholars have regularly explored strategies for course development, instruction, and assessmentthat support more equitable learning experiences for all students (Walden,Trytten, & Shehab,2018). To achieve this, scholars have focused considerable attention on faculty professionaldevelopment to strengthen a commitment to DEI efforts and to equip faculty with practices andstrategies that promote equity-oriented teaching (Bunin, Scott, Landoll, Servey, & Konopasky,2023; Secules & Masta, 2020).One successful approach to sustained faculty development to advance
- Conference Session
- Faculty Development: Round Table Discussions
- Collection
- 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)
. Educ., vol. 53, no. 2, pp. 106–116, 2002.[13] N. Huggins and H. Murzi, “Work in Progress: Culturally Relevant Pedagogy in Engineering: Understanding Faculty Perceptions,” in 2024 IEEE World Engineering Education Conference (EDUNINE), Guatemala City, Guatemala: IEEE, Mar. 2024, pp. 1–4. doi: 10.1109/EDUNINE60625.2024.10500612.[14] R. M. Desing, J. Yen, and K. Thomas-Brown, “Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program,” in Collaborative Network for Engineering and Computing Diversity (CoNECD), San Antonio, Texas, 2025.[15] J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation. Cambridge University Press, 1991.[16] J. Saldaña, The Coding