Displaying results 1 - 30 of 39 in total
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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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Paper ID #46798Faculty Development for Chemical Engineering Professors: OpportunitiesAcross Career StagesProf. Matthew W Liberatore, Trine University Matthew W. Liberatore is a Professor and Department Chair in the McKetta Department of Chemical and Bioprocess Engineering at Trine University in Angola, Indiana. He previously served on the faculty at the University of Toledo and at the Colorado School of Mines. Professor Liberatore earned his B.S. degree from the University of Illinois Chicago (UIC) and his M.S. and Ph.D. degrees from the University of Illinois Urbana-Champaign, all in chemical engineering. His expertise
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- Richard T Buckley P.E., U.S. Air Force Academy
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- Conference Session
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- Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University
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the need for innovative discoveries increases in the US, there is a concomitant increased needfor postdoctoral researchers to contribute to advancing STEM [1, 2]. Postdoctoral scholarappointments have increasingly been considered informal requirements for research careers inthe industry, government, and non-profit sectors [3,4]. Further, many tenure-track faculty inSTEM fields were previously postdoctoral researchers [5]. Postdoctoral positions are commonlyviewed in academic and non-academic research-focused areas as an ideal environment forprofessional research training, skill development, and mentorship in preparation for a researchcareer. While the National Science Foundation-funded projects provided 90% of STEM postdocsin 2009, there was
- Conference Session
- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison
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Paper ID #48629A Comparison of TA Training Programs Across Multiple InstitutionsMs. Haley Briel, University of Wisconsin - Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr
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- 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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responsibilities is expected within a relatively short probationary period,presenting significant challenges. The situation may be slightly different for early-career facultymembers in academic professional track positions, yet they too must rapidly adapt to newresponsibilities. This article proposes framing early-career faculty as learners by applyingconcepts such as the zone of proximal development and community building to facultydevelopment and long-term success. Adopting a learner-centered perspective where skills arescaffolded through a learning continuum is particularly relevant given the rapidly evolvingtechnological landscape and the changing needs of student populations, which demandadaptability from faculty. This conceptual framework extends to
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- 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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Associate Professor of Physics and Astronomy and the Director of Education for the Quantum Science and Engineering Center at George Mason University. She is as an astrophysicist focusing on what we can learn about galaxy evolution from the gas and star formation properties of galaxies. She is also working to improve STEM education with a focus on the education and retention of a diverse group of students in the STEM disciplines. She has developed and implemented education programs that span K-20, researched improvements to STEM classroom education, and is working to develop a career-ready quantum workforce.Paula Danquah-Brobby, George Mason University ©American Society for Engineering Education
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- Meredith McDevitt, North Carolina State University at Raleigh
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experiencebarriers such as isolation, implicit bias, and an overall lack of institutional support, drasticallyimpacting their sense of belonging in academia which may hinder their career advancement [1].Additionally, the transition into faculty positions is a crucial period where access to resources,networks, and mentorship can make a substantial difference. Unfortunately, many first-yearwomen engineering faculty often lack adequate mentorship, which further intensifies theirfeelings of exclusion and marginalization [2].Mentorship in academia has been widely recognized as a key factor in addressing thesechallenges, particularly for underrepresented communities in higher education [3]. Offering andsupporting professional development, providing guidance, and
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- George E Nasr, Lebanese American University; Haidar Harmanani, Lebanese American University
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Science and the Dean of the School of Arts and Sciences at the Lebanese American University (LAU). He holds a PhD in Computer Engineering from Case Western Reserve University. Dr. Harmanani has a distinguished career in academia, with expertise in computer science education and leadership. He is actively involved in computing education circles, serving as a CAC ABET Commissioner and holding memberships in professional organizations such as ASEE, IEEE and ACM. ©American Society for Engineering Education, 2025 WIP: Reshaping Academic Evaluations Based on Merit and WorthAbstractTraditional faculty evaluations often prioritize metrics such as teaching, research
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- Faculty Development: Works-in-Progress room 1
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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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and BackgroundThe need to enhance mentoring for new engineering faculty has become increasingly urgent due tosignificant social and institutional changes in higher education. According to a study of 23 deans ofcolleges of engineering (Huerta, London, & McKenna, 2022), effective onboarding and sustained supportare essential for early-career engineering faculty transitioning into their roles. These roles requireexcelling in diverse responsibilities as researchers, educators, and contributors to institutional service. Thefaculty members are tasked with conducting innovative research, securing funding, mentoring graduatestudents, disseminating findings, developing curricula, employing varied teaching strategies, and fosteringstudent
- Conference Session
- Faculty Development: Lessons Learned Papers and Lightning Talks
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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; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson
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Paper ID #48616Reimagining Faculty Development with an Entrepreneurial Approach Usingthe Harvard Business Review Framework and a Corporate Brand IdentityMatrixDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group
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- Faculty Development: Collaborations
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- Sean Lyle Gestson, University of Portland; Matthew Stephen Barner, University of Portland
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©American Society for Engineering Education, 2025How Engineering Faculty Define and Value the Impact of University ServiceAbstractThis research paper presents the results from a survey meant to help define and understand whatservice at the university level is and how it is valued among engineering faculty across multipleinstitutions. Service at the university level is often poorly defined and undervalued, contributingto inequities in workload distribution and limiting faculty career progression and satisfaction.Additionally, this study seeks to identify suggestions for reward systems that offset servicecommitments such as extending the tenure clock, salary enhancements, and awards formeaningful service.A Qualtrics survey conducted in the summer of
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- EMINE FOUST, United States Military Academy
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talents [1, 2, 3]. Students show improvements in theirtechnical knowledge and communication skills, gain more professional confidence, and feel betterprepared for their future careers [1, 3]. UREs create a platform for applying theoretical knowledgeto real-world challenges and encourage students to refine their skills, which in turn bolsters theirconfidence and overall growth. Additionally, these experiences offer opportunities for networkingwith leaders in research. Mentorship often plays a pivotal role in improving retention andgraduation rates, helping students secure job positions or gain admission to graduate programs,giving them an advantage over others [1, 2, 3]. Current literature describes undergraduate research mentoring as a two
- Conference Session
- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University
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Paper ID #46044WIP - Building A Stronger Curriculum: A Comprehensive Model for EnhancedEvaluationDr. Cameron Robert Rusnak, Lincoln University - Missouri Dr. Cameron R. Rusnak is an Assistant Professor of Engineering at Lincoln University. Throughout his academic career, he has been dedicated to enhancing undergraduate education by continuously refining his teaching methods to improve student learning outcomes. His efforts focus on creating an engaging, supportive, and effective learning environment that fosters both academic growth and practical understanding.David Heise, Lincoln UniversityZeyad Mahmoud Alfawaer, Lincoln
- Conference Session
- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
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- Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College
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promotion. The tenure andpromotion process in academia is complex and challenging, particularly for Black women, whoface unique structural and institutional barriers throughout the process related to race, gender,and intersectionality [1]-[3]. Throughout this journey, many Black women experiencemicroaggressions from faculty and students, invalidation of their research, and a devaluation oftheir service contributions. Thus, coaching has evolved into a proactive tool for career andleadership development and has gained momentum in both institutional settings, such asAAC&U’s Project Kaleidoscope’s STEM Leadership Institute and Office of UndergraduateSTEM Education’s Center for the Advancement of STEM Leaders. Coaching is designed toempower and
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- Faculty Development: Connections and Community
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- 2025 ASEE Annual Conference & Exposition
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- 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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to teaching, someheld administrative or curricular leadership roles within their departments. All professors showeda strong commitment to addressing systemic challenges related to the research-over-teachingculture of their institution and to participating in CoPs to address critical problems they identifiedin the courses they taught. Their varied yet overlapping identities and career paths provided anuanced view of how CoPs can foster innovation, mentorship, and professional development inresearch-intensive contexts.We collected data from multiple sources for this study: semi-structured interviews via an onlinevideo (8–10 pages transcripts) used as the primary data source and artifacts related to their TIPparticipation. Semi-structured
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- 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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White counterparts.However, the dimensions and extent of this taxation to the mental and overall well-being extendsbeyond the trajectory of a traditional Ph.D. timeline to extend to their professional lives beyond.Furthermore, career preparation involves even aspects of helping students metacognitively thinkabout how to think of a career and doing so in ways that may uncover Black faculty mentor’svulnerabilities. These complex and intertwined narratives are barely beginning to be explored [8]-[10] and their impacts are not fully understood.Sub-Theme 4: Battlefront Role Demands Faculty participants expressed a strong commitment towards ensuring that they are holdingthe lines for other Black Ph.D. students and faculty by putting themselves
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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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- Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering
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careers, fromfirst-year assistant professors to associate and full professors with more than a decade of service,and our collective institutional service has spanned many areas including accessibility, assessment,curricular innovation, faculty development, faculty hiring, student life, and undergraduate research.2.2 Formal Training in New Research AreasThe lead author of this paper requested and received funding from the Provost’s office at OlinCollege of approximately $10,000. The majority of this amount was to support four authors totake part in the ProQual Institute, a workshop spanning around ten weeks that covers core topicsin interpretive research and research quality [8]. Two of the authors had already participated inProQual in the
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University
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communities often faced the challenges of navigating anti-DEI legislationwithout understanding its potential impact on their faculty careers. While most scholarssuccessfully transitioned to faculty roles within the university, some departments were unwillingto make the necessary sacrifices. Ultimately, these legislative actions resulted in institutionalharm to postdoc scholars, with universities and departments offering little acknowledgment ofthe damage caused.Acknowledging and Addressing Institutional Wrongdoings As a former inaugural department chair at the Ohio State, the director of the LEGACYScholars Program was keenly aware of the cultures and politics at play at the institution. Amongthese included several marginalized postdoctoral
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- 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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Paper ID #48491WIP: A Call to Action: Developing A Leadership Program that SupportsAcademic Caregivers Using the Kotter Change ModelDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group. In her current position
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- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
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- Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine
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Paper ID #49700WIP Engaging Every Student: Understanding Faculty Perceptions of Access,Diversity, Equity, and Inclusion in a 2 Year Professional Development SeriesDr. Pheather R Harris, University of California, Irvine Dr. Harris has worked in postsecondary education for over two decades in various capacities. She began her career at Santa Monica College as a counseling aid at the Extended Opportunities Programs and Services office prior to her role as an Assistant Director of Admissions at the University of Southern California. She then moved to Cambridge, MA to pursue her Master’s Degree in Higher Education, with a
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- 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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Paper ID #48220MSI Faculty on the Rise: Strengthening Federal Grant Proposals throughCross-Institution Collaborations and NetworkingMs. Randi Sims, Clemson University Randi is a current Ph.D. student in the department of Engineering and Science Education at Clemson University. Her research interests center around undergraduate research experiences using both qualitative and quantitative methodologies. Her career goals are to work as an evaluator or consultant on educationally based research projects with an emphasis on statistical analyses and big data.Kelsey Watts, University of Virginia Kelsey Watts is a postdoc at the
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- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
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- Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University
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Paper ID #48331Implementing Interconnected Faculty Development Initiatives for STEM FacultyDr. Christopher A. F. Hass, Rutgers University, New Brunswick Christopher Hass received their Ph.D. in physics at Kansas State University, and is currently a post-doctoral associate a Rutgers university. Their research focuses on faculty career trajectories and how we support faculty in developing new and existing skills to achieve their career goals. They have collaborated on NSF funded grants at Rutgers University, Kansas State University, and the Rochester Institute of Technology focusing on systemic and institutional change to
- Conference Session
- Faculty Development and Change
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- 2025 ASEE Annual Conference & Exposition
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- Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology
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Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award inJeff Knowles, Oregon State University Dr. Jeff Knowles is an engineering instructor at Oregon State University who began teaching courses in 2015. His current pedagogical research is related to barriers associated with implementing Evidence-Based Instructional Practices (EBIPs) in STEM-related courses and determining what affordances can be granted to overcome such contextual obstacles. Jeff’s interests also include the numerical modeling of nonlinear wave phenomena.Dr. Prateek Shekhar, New Jersey Institute of Technology Dr. Prateek Shekhar is an Assistant Professor
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- Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
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. The cohort also represented 7of the 10 engineering departments in our College of Engineering.Academic SuccessDuring the pre-interview, all participants emphasized the importance of equipping students withthe skills needed to succeed academically and professionally. Common strategies that they werealready utilizing in their teaching (as indicated in their pre-interviews) included making coursematerials accessible, using flexible assessment methods, and integrating real-world applicationsinto the curriculum. While all participants aimed to support student success, their specificmethods varied. For example, Diana focused on teaching students relationship-building and gritto achieve their professional career goals, while Natasha emphasized
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- Faculty Development: Student Engagement
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- Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama
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over 100 employees,while only 57% of students did. Smaller firms (under 50 employees) were more common forstudents (23%) than faculty (10%) most likely due to students securing internships or early-career roles in smaller firms, while faculty, given their advanced career stages, may have beenemployed by larger organizations. Both groups reported experience across various companytypes, including local, regional, family-owned, domestic, international, profit-driven, and non-profit organizations (Figure B16).Engineering companies’ diversity initiatives were evaluated by asking both students and facultyabout their experiences working for such companies. From the responses (Figure B17), 50% ofstudents reported their companies had a dedicated
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- Lekshmi Sasidharan, University of Arkansas
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engineering is considered as a promising career path with demand for engineersalways exceeding the supply, a lot of students struggle to persist through their undergraduatedegree programs resulting in students dropping engineering programs or changing to non-engineering majors. A lot of research has been conducted in this area identifying sundry reasonsfor this including academic, social and personal reasons. One reason identified is the criticaltransition from high school to college. It needs to be noted that the traditional engineeringstudents join their respective colleges of engineering directly after high school, having lived withtheir parents, had the company of their childhood friends and community support. From thatenvironment, they get
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- Faculty Development Division (FDD) Poster Session
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- Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut
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volunteer training and adult literacy programs. Additionally, Lara was a Site Manager for Jumpstart for Young Children, overseeing AmeriCorps members working with preschoolers to develop early literacy skills, and began her career as a Grant Writer at Action for Bridgeport Community Development. Lara holds a Certificate in Paralegal Studies from the University of Hartford (2010) and a Bachelor’s degree in English from the University of Connecticut (1999).Dr. Stephany Santos, University of Connecticut Stephany Santos is faculty in Biomedical Engineering at the University of Connecticut, with affiliate appointments in Engineering for Human Rights and Engineering Education. She is also the Executive Director and Endowed
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- Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph
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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
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- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
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- Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities
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on Challenges and Opportunities for Women in Engineering,” in 2019 IEEE AFRICON, Accra, Ghana: IEEE, Sep. 2019, pp. 1–6. doi: 10.1109/africon46755.2019.9133955.[3] J. Bennett, L. Lattuca, K. Redd, and T. York, “Strengthening Pathways to Faculty Careers in STEM: Recommendations for Systemic Change to Support Underrepresented Groups. Lessons from the APLU INCLUDES Project.,” Assoc. Public Land-Grant Univ., 2020.[4] S. Jiménez-Sandoval, V. Del Casino, L. Oka, J. Gomez, and C. Jackson-Elmoore, “ADVANCE Partnership: Kindling Inter-university Networks for Diverse (KIND) Engineering Faculty Advancement in the California State University System,” NSF Awards. [Online]. Available: https://www.nsf.gov/awardsearch/showAward
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- Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University
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last 35 years. From our experiences working with theLeonhard Center and our time reflecting while preparing this paper, we provide the following lessons learned:Reflects the socio-political themes of the times and needs of students and facultyOne goal of the Leonhard Center is to be at the forefront of educational innovation and to enable the studentswithin the College of Engineering to be as successful as possible in their future careers. Workshops, funding,and other activities are driven by what the needs of the faculty and students are as well as broader societaltrends. As reflected by Appendix A, the focus and shifts of the Leonhard Center have often reflected thesocio-political themes of the day, such as globalization, retention and