Displaying all 6 results
- Conference Session
- Faculty Development: Grading and Artificial Intelligence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia
- Tagged Divisions
- Faculty Development Division (FDD)
equitable and effective AI integration. By carrying out thiscomprehensive review, our study will guide future research, inform policy decisions, and supportthe development of AI-enhanced educational practices that are both innovative and inclusive.AppendicesAppendix A Database Search Term Using Inclusion Criteria Number ERIC (Via (Belief* OR attitude* OR perception* OR behavior OR teaching 116 EBSCO) OR assessment OR pedagogy OR practice* OR challenge* OR adoption OR implementation) AND (Engineer*) AND (("generative artificial intelligence" OR "generative AI" OR "Gen AI") OR (chatbots OR ChatGPT OR "Microsoft Copilot" OR Gemini or LLaMA) OR (LLM
Insights into Faculty's use of Generative Artificial Intelligence systems in Engineering Classrooms.
- Conference Session
- Faculty Development: Grading and Artificial Intelligence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
. The Chronicle of Higher Education has observed, One year after its release, ChatGPT has pushed higher education into a liminal place. Colleges are still hammering out large-scale plans and policies governing how generative AI will be dealt with in operations, research, and academic programming. But professors have been forced more immediately to adapt their classrooms to its presence. Those adaptations vary significantly, depending on whether they see the technology as a tool that can aid learning or as a threat that inhibits it [11]. Faculty perspectives and responses are particularly critical in professional programs suchas engineering, medicine, and teacher preparation, where the rapid integration
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 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)
, health and wellness, and human biology. She received her PhD from the University of Washington.Matthew John Rellihan, Seattle University ©American Society for Engineering Education, 2025 Lessons Learned- Facilitating conversations around Generative AI and its Impact on Society among faculty from different disciplines in a Jesuit UniversityBackgroundSince the arrival of ChatGPT, generative AI has continued to shake up higher educationinstitutions. Many institutions have scrambled to identify strategies and set policies for teachingand learning for faculty and students. One important fact to pay attention to is that generative AIimpacts all disciplines—not only those with
- 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)
content delivery, forprompting discussions and immersing students better in the content, but noted that AI cannotreplicate the empathy humans share.AI literacy influenced instructor’s technological knowledge (TK) by enabling them toexperiment with AI tools such as ChatGPT, Copilot, for tasks such as lesson planning andcontent generation. However, skepticism remained about the effectiveness of these tools intechnical fields, with Michael stating, “I tried using AI to generate slides, but it wasn’t fruitful”.Pedagogical knowledge (PK) was adapted to mitigate AI misuse by students, with instructorsincorporating probing techniques to elicit genuine responses and deeper engagement. Some hadintentionally utilized AI to generate incorrect answers to
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Conference Session
- Faculty Development at Various Career Stages
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology
- Tagged Divisions
- Faculty Development Division (FDD)
, these initiatives canhelp faculty members navigate the complexities of their careers and achieve excellence in theirmultifaceted roles. This study serves as a valuable resource for chemical engineering faculty anda template for other engineering disciplines to conduct similar analyses, ultimately promoting aholistic approach to faculty development across the engineering field.AcknowledgmentsThe authors thank assistance from the Kern Family Foundation for some support travel to thisconference and support of new faculty development initiatives. Several generative artificialintelligence tools (e.g., ChatGPT, Co-Pilot) were used to create first drafts of sections of thispaper.AppendixTable 4. Links or references to provide additional details