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The CS POGIL Activity Writing Program

Conference Session: Faculty Development Division (FDD) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #37231The CS POGIL Activity Writing ProgramDr. Helen Hu, Westminster College of Salt Lake City Helen H. Hu received her Ph.D. in computer science from the University of Utah. She is a Professor of Computer Science at Westminster College and a member of the ACM. Her research interests include active learning pedagogies and broadening participation iTricia D. ShepherdDr. Clifton L. Kussmaul, Green Mango Associates, LLC Clif Kussmaul is Principal Consultant at Green Mango Associates, LLC. Formerly he was Associate Professor of Computer Science at Muhlenberg College. Visiting Fulbright-Nehru Scholar at the University

Relevance Score: 2.3555367

Work in Progress: How to Get Faculty to Use and Leverage Makerspaces in Their Courses — A Peer-To-Peer Mentoring Model

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal

Relevance Score: 1.6406102

A Professional Development Program for Emerging STEM Education Researchers

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology
Tagged Divisions: Faculty Development Division (FDD)

interests and trajectories.The communicative principle draws on the idea that all research happens in conversation withthe larger research community. Dissemination of one’s work is an integral part of being partof a research community. As such, throughout the entire field schools, writing anddiscussions occur with the goal of disseminating work to the broader community. Generativewriting is a mechanism that is incorporated throughout the field school, underlining the ideathat writing at all stages of the research process is part of research.The playful principle draws from the fluid nature of research, where research will evolve andchange as we engage in it and make that process enjoyable. In PEER, this principle isincorporated in the design and

Relevance Score: 0.04505702

WIP: Teaching Evaluations for Teaching Improvements

Conference Session: Faculty Development Division (FDD) Technical Session 7
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sarah Lynn Orton P.E., University of Missouri, Columbia
Tagged Divisions: Faculty Development Division (FDD)

and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective and

Relevance Score: 0.032885052

The Hidden Curriculum. Navigating Promotion and Tenure at University of Delaware

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

recommendation.5. Considering whether peer review letters should be included in P&T dossiers, as is required by current policy. We speculate that committees may hold back on putting substantive feedback in writing for fear of harming the candidate during tenure review. Allowing peer- review letters to stand alone and not be made part of tenure review may encourage more honest and helpful feedback.6. Developing effective mechanisms for supporting faculty whose research discipline and/or workload falls outside of department/college/university norms.7. Developing training and resources to support mentoring of faculty based on departmental peer review and P&T documents as well as mentees’ assigned workloads (because all UD reviews are

Relevance Score: 0.032138493

Learning from Experience: A Faculty-Led Collaborative Inquiry Exploring Evidence-Based Strategies for Embedding Communication Skills Across Engineering Curricula

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
Tagged Divisions: Faculty Development Division (FDD)

students on their writing, presenting and communicating skills, building the professional competencies required for leadership roleKelly Scarff, Virginia Polytechnic Institute and State University Virginia Tech, Collegiate Assistant Professor, Mechanical Engineering DepartmentAngelo Biviano, Virginia Polytechnic Institute and State UniversityMs. Christine Burgoyne, Virginia Polytechnic Institute and State UniversityCaroline Finlay Branscome, Virginia Polytechnic Institute and State UniversityKathleen Carper, Virginia Polytechnic Institute and State UniversityDr. Sara L Arena, Virginia Polytechnic Institute and State University Sara L. Arena received a B.S. in Engineering Science and Mechanics (2007), M.S. in Biomedical Engineering

Relevance Score: 0.029225523

Faculty Perspectives on Undergraduate Use of Generative Artificial Intelligence (GAI) Assistance: A Work-in-Progress

Conference Session: Faculty Development Division (FDD) Technical Session 8
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Michaela Harper, Utah State University; Cassandra McCall, Utah State University
Tagged Divisions: Faculty Development Division (FDD)

academic settings. Overall, this study seeks to answer the researchquestion: How do engineering faculty perceive student use of GAI assistance in undergraduatecourse completion?Preface on Grey LiteratureIn the study of new areas such as GAI in engineering education, non-peer-reviewed sources—think tank reports, white papers, and conference papers— are crucial in expanding ourunderstanding [17], especially when peer-reviewed articles are scarce [18], [19]. Peer-reviewedliterature remains the gold standard in academia for its rigor and reliability [20], [21]. However,including carefully selected grey literature is essential for a more thorough and nuancedunderstanding of the latest developments and perspectives in rapidly evolving fields, such

Relevance Score: 0.028442962

Engineering Faculty Professional Development: Scholarship of Teaching and Learning (SOTL) Dissemination for Curriculum Integrating Entrepreneurial Mindset, STEAM, and Bio-Inspired Design

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette
Tagged Divisions: Faculty Development Division (FDD)

. The purpose of thiscohort-based engineering faculty professional development is to further incentivize faculty tocreate curricular change by providing the opportunity to receive funding but also generatescholarly products that will be recognized in their career advancement (or P&T). The firstsection (2.1) summarizes the Curriculum Development component of the professionaldevelopment experience. The second section (2.2) summarizes the Scholarship of Teaching andLearning (SOTL) Virtual Writing Group (VWG) component of the professional developmentexperience.2.1 Curriculum Development For the curriculum development, faculty participants completed training on how bio-inspired design and STEAM (science, technology, engineering, arts

Relevance Score: 0.024533287

Board 128: Work in Progress: Toward a Common Sci Comm Strategy

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon
Tagged Divisions: Faculty Development Division (FDD)

by focusingon empathy and listening, exploring audience needs in a way that leads to sharply definedproblem statements. Through a process of divergent and convergent thinking, participants areasked to first generate lots of ideas and reflect on them with a group of peers, then narrow whatthey will write, say, or show, using quick sharing tools like storyboards or flow outlines andtesting both their messages and strategy. Then they give and receive critical feedback in realtime, allowing them to refine their approach and iterate through the process again until ready. Wefocus on practice for our trainees, emphasizing simple, memorable tools – the Elements – thatcan be applied at a variety of scales. A great illustration of this is a

Relevance Score: 0.02259192

The Water Working Group at West Texas A&M University: A creative means for interdisciplinary research catalyzation and faculty development

Conference Session: Faculty Development Division (FDD) Technical Session 11
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

group field trips, and preparing grant applications throughformal concept papers. In this Work-In-Progress paper, we explain the study design for the near term thatwill examine how faculty have been impacted in their participation in the form of in-depth individualinterviews and a survey. At the time of writing, no direct data has been collected as this data is forthcomingin summer and fall of 2024. Any faculty elsewhere who have struggles in areas of junior faculty mentoring,the balance between research and teaching, and growing interdisciplinary research at your institution maybenefit from the lessons we are learning.KEYWORDSinterdisciplinary; water research; faculty development; community connections; integrated research andeducation

Relevance Score: 0.021516018

Evaluation of a Postdoctoral Early Career Fellowship Program Developing Future Faculty Members

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

institution is relatively small, these young scholars arealmost invisible when compared to students, staff, and faculty at an institution [2]. There is alsono one size fits all solution for postdocs to improve in all the ways needed to becomecompetitive candidates in the highly competitive market for the tenure-track jobs less than 20%of them will eventually obtain [3]. Nowell et al.’s [3] systematic review of professional development (PD) of postdocsthoroughly examined what was and was not working for post doctoral PD. One of the areas theyidentified as an important skill postdocs wanted to learn or further develop were “grant,manuscript, and proposal writing” and improving their presentation skills. Teaching skills sawthe greatest

Relevance Score: 0.021151012

What Is Intercultural Communication Competence and Why We Need to Talk About It: A Call for Awareness among STEM Faculty

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

forinternational graduate students, but with support and understanding, these students can adaptand achieve despite these difficulties [25].The success of international graduate students is greatly influenced by the social and academicrelationships they build. Research indicates that peer and graduate student support cansignificantly contribute to international students' success [22], [27]. Developing academic-centered relationships with professors and peers is critical for sharing knowledge andexperiences, which can help international students overcome academic and social challenges.Although some international students report being too busy to engage in social activities,studies have shown that having a friend who understands their situation can be

Relevance Score: 0.020671353

Scholarship of Teaching and Learning (SoTL) Accelerator Program: Overview, Results, and Lessons Learned

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

metacognitive reflection submissions to the learning management system,(6) Disseminate findings with a SoTL manuscript, and(7) Complete evaluations.Requirements for the SoTL manuscript were as follows: (1) fill in the manuscript template usingthe headings provided, (2) write a paper that includes a minimum of 4000 words and a minimumof 20 citations, and (3) include the phrase “entrepreneurial mindset” in the title, abstract,introduction, and literature review. Additional details can be found here:https://www.sotlaccelerator.com/ Figure 1. Example Schedule (Spring 2023) ParticipantsThe SoTL Accelerator professional development program was delivered virtually. As such, theparticipants included 30 engineering instructors

Relevance Score: 0.020267643

TA Training at Two R1 Institutions: A Comparative Analysis

Conference Session: Faculty Development Division (FDD) Technical Session 5
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

ofAgriculture and Life Sciences (CALS).Returning TAs at UW-Madison attend a required training called ReTA, a much shorter programheld virtually for 1.5 hours to focus on lessons learned from prior experience. This focusempowers TAs to give each other advice rather than relying on facilitators as experts. NEO andReTA both have virtual courses through the University Learning Management System, Canvas,with quizzes, readings, and reflections that participants are expected to complete independentlybefore their synchronous sessions meet. They also maintain access to the resources after thetraining is completed for reference throughout the semester as needed.Both institutions have made peer feedback of presentations a priority, a useful skill for

Relevance Score: 0.019683158

How Communities of Transformation Support Change Agency

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)

the programare represented in the dataset, with members from a mean of 12 teams (min=5; max=17)participating in each of the meetings, alongside the REDPAR leadership, and guest attendees.Seven out of the 31 meetings (23%) featured guest presenters.At the time of writing, two more cohorts have been funded by the RED program, for a total of 30teams. We expect the underlying structure of the community meetings and the types ofinteractions analyzed here to be similar in more recent CoT meetings.For the analysis, we transcribed and qualitatively analyzed the meetings using Dedoosequalitative data analysis software. Our codebook includes the variety of topics covered at eachmeeting (e.g., sustainability of change, building strategic partnerships

Relevance Score: 0.018105699

Instructional Development at a Time of Involuntary Changes: Implications for the Post-Pandemic Era

Conference Session: Faculty Development Division (FDD) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Qin Liu; Greg Evans P.Eng.; Milad Moghaddas; Tamara Kecman
Tagged Divisions: Faculty Development Division (FDD)

postsecondary campuses, instructional development programs are typically offered by theteaching and learning centres of universities and colleges. These campus-wide programs, alongwith engineering-specific programs, are usually available to faculty members and graduatestudents in engineering. Possible structures of these programs can be workshops, courses, andseminar series; consulting, mentoring, and partnering arrangements’ learning communities; andteaching certification programs [6]. Other professional development activities for teachingimprovement include reading literature, or writing an article or chapter on teaching, learning orassessment, and attending an engineering education conference [7]. These efforts were found tobe positively related to

Relevance Score: 0.017914236

Sessions on Faculty Ethics

Conference Session: Faculty Development Division (FDD) Technical Session 1
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University
Tagged Divisions: Faculty Development Division (FDD)

different. Without showing these documents, we then asked faculty to work ingroups of three or four to write down answers to the following prompt: “Without reference tothose documents, what are the main things in your own professional code of conduct governingteaching and/advising?” We encouraged them to frame their own codes in positive terms, that is,what they would do, rather than what they would not do. They wrote these down on post-its forlater reference, and we collected these at the end of the session.Before reporting out on their own codes, we discussed faculty responsibilities as given in • The AAUP Statement on Professional Ethics (www.aaup.org/report/statement- professional-ethics), • Our own university’s 53 page Faculty

Relevance Score: 0.015639335

Inclusive Course Design Checklist: A Living Document for Faculty to Create Inclusive Classrooms

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

out how to operationalize them in theirclassrooms. Research has shown that faculty interested in pedagogical transformation areoften overwhelmed by the many tools, frameworks, and theories available [13]. One of theobjectives of this paper is to remove this burden on faculty and instructors by providing themwith an organized checklist of inclusive teaching practices stemming from variedframeworks, along with some easy-to-use resources, strategies, and examples, all in a singleresource. Further, our inclusive course design checklist is organized around the variouscomponents of teaching (e.g., writing the syllabus, selecting/training TAs, etc.) so it is (wehope) more pragmatic, accessible, and implementation-ready to educators, all the

Relevance Score: 0.015088082

Establishing a Framework for the Effective Mentorship of Junior Engineering Faculty

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)

highlighted where these dynamics have influenced mentoring in either apositive or negative manner. These include experiences related to transitions from being a studentto a peer, the mentee’s feeling of powerlessness vs. having agency, or the mentor’s limited abilityto assist the mentee. Grace shared an example: “We had been considering some ideas anyway, and this was a w- a way to formalize that. Um, and then I had to choose other people to be on the team, both from my institution and not in my institution at various stages of my career. And I thought very strategically about, like, "Who do I wanna include on this team that, you know, might write my tenure letter someday?" So, like, I wanna kinda be nice to, to

Relevance Score: 0.014946707

Bridging the Gap: Exploring Real-Life Experiences of Engineering Faculty in Implementing EBIPs

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
Tagged Divisions: Faculty Development Division (FDD)

andsensors. Emphasizing conceptual questions in assessments, Victor leverages smart classrooms forcollaborative learning and actively participates in peer observation programs for continuousimprovement.While implementing EBIPs, Victor encountered challenges specific to the Foundations ofEngineering Lab. Communication issues among students engaged in semester-long projects, likeconstructing a robot, resulted in significant hurdles, including a lack of commitment, latesubmissions, and teams falling apart. “We’re focused on a project, and we have first-year studentsthat have different skills… and commitments. Some students are more committed than others. Ihave senior students crying because they feel that the group is not responding as they want

Relevance Score: 0.013684418

Faculty Perceptions of Diversity Statements in STEM Faculty Job Applications

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Torrie Cropps, University of Texas, Dallas; Yvette E. Pearson, P.E., University of Texas, Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University
Tagged Divisions: Faculty Development Division (FDD)

marginalized graduate stu- dents in agricultural sciences by cultivating equitable mentoring relationships among students, staff, and faculty. There she coordinated M@P’s Summer Scholars Program, Peer Mentoring Program, and Invited Lecture Series. Torrie’s research interests include critical qualitative research, Black women in graduate education, equity and inclusion in agriculture + STEM, and mentoring and advising in graduate education.Dr. Yvette E. Pearson, P.E., University of Texas, Dallas Dr. Yvette E. Pearson is Vice President for Diversity, Equity and Inclusion at The University of Texas at Dallas. Her university-based and consulting efforts have led to over $40M in funding to support the success of students

Relevance Score: 0.013312357

Using Faculty Learning Communities to Create a Sustainable Community of Practice That Promotes Curricular and Instructional Change

Conference Session: Faculty Development Division (FDD) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill
Tagged Divisions: Faculty Development Division (FDD)

? Generating their own questions. Challenging assumptions. Investigating areas of their own choosing. Making predictions. Curiosity Acting on their curiosity (researching, "googling", etc.). Explore alternative or Considering multiple points of view. contrarian views of accepted Providing constructive criticism. solutions. Providing feedback to peers

Relevance Score: 0.012811463

Nuestro Impacto: An Insider Look into the Connections between Our Past Experiences and Current Teaching and Mentoring Practices

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

. At the time of this writing, they all work in a large, Southeastern research-intensive R1higher education institution in the United States. Some of the authors do not self-identify asLatiné/x but rather by their home country (Villanueva et al., 2022). All authors have differinglevels of educational experiences, both in their home country and in the United States. All havecommonly migrated to the United States as part of their professional growth. Each of themconsiders themselves to be insiders of their Latin heritage and culture but outsiders to theexperiences the other authors have faced. All recognize that their identities are non-Monolithic

Relevance Score: 0.01277992

Board 121: Lessons Learned: Mapping and Mobilizing Faculty Assets for Creating Faculty-Development Programs in Engineering Ethics Education

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University
Tagged Divisions: Faculty Development Division (FDD)

process, for example, by orienting them to the expectations of an engineering ethicsconference or journal.Our Present WorkAt the time of writing, we have only begun Step 1 of the ABCD approach. When surveyingfaculty assets, we consider faculty in our university instead of limiting them to the College ofEngineering because some engineering programs are offered in other colleges. We also recognizethat other colleges have faculty who carry out research or have experience relevant toengineering ethics from the perspectives of history, sociology, political science, law, data andinformation sciences, business, etc. In the long run, it would be desirable to recognize theirexpertise when mapping faculty assets in engineering ethics.Because our faculty