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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: 1.6488122

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: 0.0321742

Divergent Paths to Teaching Innovation: How Three Engineering Professors Engaged with Communities of Practice

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

research over pedagogy.The Resilient Innovator’s story highlights the transformative potential of communities of practicein supporting faculty collaboration and driving systemic change, even in the face of institutionalresistance.The Writing Integration ChampionThe Writing Integration Champion’s journey began with a shared frustration over students' poortechnical writing skills. Reflecting on initial discussions with colleagues, he recalled, “We weresaying, ‘The students had poor technical writing and they’re not getting better. What can wedo?’” These conversations revealed a lack of understanding about teaching technical writingeffectively. He explained, “We realized we don’t really understand how to teach technical writingand that we need to

Relevance Score: 0.029780453

Work in Progress: Preparing an Interdisciplinary cohort of Postdoctoral Scholars for Convergent Quantum Education Research

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

outcomes by the end of the program: ● Understand key concepts in QISE ● Possess strong mixed methods research skills ● Work effectively with a diverse research team to execute convergence research ● Possess strong communication skills to support presentations, papers, and grant proposals ● Develop an increased cultural awareness, sensitivity, humility, and responsiveness that allows them to connect research questions with actions that can break down barriers to social progress. ● Understand the research paper writing process, resulting in authorshipThese competencies will be developed through research on existing projects, the development ofthe cohort’s convergent research project, classes (as appropriate), an

Relevance Score: 0.028808594

Using New Faculty Orientation in an Aeronautical Engineering Department with High Faculty Turnover and Low Levels of Experience to Produce Competent First-Year Instructors

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Richard T Buckley P.E., U.S. Air Force Academy
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

have developed an intensive month-longNew Faculty Orientation (NFO) program based on a variety of published research. The uniquecomponent of this program is the amount of time spent practicing teaching in front ofexperienced instructors and peers. The structure, content and research basis of the NFO programis described in this paper. In this study, post-NFO measures of instructor self-efficacy werecollected using the College Teaching Self-Efficacy (CTSE) Scale and results are presented.CTSE survey results showed that the new faculty rated themselves confident in instructionalplanning (3.69/5.0), instructional delivery (4.22/5.0), classroom management (4.38/5.0) andassessment (3.93/5.0). Practice teaching lessons in front of peers and

Relevance Score: 0.02527484

BOARD #162: Lessons Learned: Designing Powerful Questions to Foster Empathetic Mentorship for Engineering Faculty through a Faculty Professional Development Workshop

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)

activities, reflective journaling, games, etc. Suchreal-life or interactive techniques can provide opportunities to practice being effective teachersand mentors. Creative strategies can lead to better communication and interpersonal skills, andproblem-solving techniques by asking relevant or specific types of questions in differentscenarios. It can additionally boost the confidence of faculty members to handle and navigatedifficult situations. C) Learning from diverse institutional contextsDuring the workshop, it was noted that different faculty members had unique experiences andchallenges in their respective institutions. In some breakout sessions, while pairing theparticipants, they were strategically grouped together with peers from different

Relevance Score: 0.022701327

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: 0.021266831

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: 0.020732116

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: 0.020353168

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: 0.019738756

MSI Faculty on the Rise: Strengthening Federal Grant Proposals through Cross-Institution Collaborations and Networking

Conference Session: Faculty Development: Collaborations
Collection: 2025 ASEE Annual Conference & Exposition
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

groups experienced certain aspects ofthe program.ResultsCollaborations from CyBR MSI programming lead to motivation and confidence in submittingfederal grant opportunitiesSurvey results indicate the value of CyBR-MSI in supporting participants’ confidence andmotivation to submit federal grant proposals. Descriptive results show that participants agreed tostrongly agreed (1 = strongly disagreed, 2 = disagreed, 3 = agreed, 4 = strongly agreed) thatparticipation in a CyBR-MSI program exposed them to new federal grant opportunities (x̄ =3.14/4.00) and encouraged them to apply for federal funding (x̄ = 3.27/4.00). These faculty alsofelt more confident in their ability to write grant proposals (1 = not at all confident, 2 =minimally confident, 3

Relevance Score: 0.018776476

The role demands of Black faculty mentors in engineering

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

mentoringinteraction systems: • Microsystems: Direct, person-to-person interactions, such as those between graduate students and their peers, faculty, staff, and family. • Mesosystems: Interactions between different microsystems, like departments and colleges, which can either support or conflict with each other. • Ecosystems: Networks that influence development at a broader level, such as Graduate Schools, governing boards, and communities. • Macrosystems: Larger societal factors, including historical, political, and economic influences. When considering race, gender, and other social factors, research shows that many STEMmentoring programs in academia operate from a deficit-based perspective [19]-[25]. McGee

Relevance Score: 0.016094122

Enhancing engineering faculty implementation of inclusive pedagogy through an inclusive excellence faculty development program

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)

, cohort members actively apply the training in phase one by redesigning one oftheir courses. Each faculty incorporates the principles, strategies, and practices learned to thecontext of one of their courses, and then during the academic year directly following phase one,faculty teach the redesigned version of their course, directly practicing their new knowledge andskills is a real-world teaching context. Throughout this phase, faculty receive ongoing supportthrough both the instructor of the program as well as peer collaboration through the cohort. Weensure that all cohort members have the tools and resources needed to successfully integrateinclusive teaching practices into their course.We launched our first cohort in spring 2024, successfully

Relevance Score: 0.015264876

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: 0.015120292

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)

activities primarily focus on generative assistance, data analysis, computing efficiency,and research writing, GenAI-enhanced teaching encompasses preparing lessons, generatingsyllabi, creating assessments, engaging students, and developing lesson plans. Furthermore, theethical and safe use of GenAI must be considered, particularly in addressing issues such asmisinformation, bias, hallucinations, and privacy risks [6], [7], [8]. The emergence of GenAI necessitates a change throughout higher education [9], withfaculty playing an integral role in ensuring its success [10]. As key drivers of this transformation,faculty must proactively respond to the rise of GenAI, even before institutions formalize policiesand processes to guide its integration

Relevance Score: 0.0148197245

From Good Pedagogy to Racial Equity: Experimenting with what works in Engineering Classrooms

Conference Session: Faculty Development: Broad Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Atota Halkiyo, Florida International University; Stephen Secules, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

pedagogical techniques that enhance active learning, e.g.,implementing "think-pair-share" exercises. We observed a noticeable shift from teacher-orientedpedagogy to learner-oriented one, particularly through implementing ALM—"think-pair-share,"and encouraging students to stand up and share their reflections (see photo 1), walk to the frontof the classroom and write their answers on the board (see photo 2), and move around everycorner of the classroom (see photo 3). 8 This shift in pedagogy increased the participation of all students, including students ofcolor. In photo 1, an African American male student stood up in front of his peers and

Relevance Score: 0.013620796

Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP Use

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

mentorship insupporting EBIP adoption. Theoretical saturation was achieved when no new themes or insightsemerged from the data.Rigor and trustworthiness were supported through reflexive memo-writing, peer debriefing, andthe use of constant comparative analysis to enhance credibility [25]. Team members who werefamiliar with the project but not involved in the interviews or analysis reviewed the findings toprovide an addition check on accuracy and validity [27]. Ethical considerations includedobtaining informed consent, protecting participant confidentiality, and ensuring secure datastorage [28]. These measures upheld ethical integrity and strengthened the dependability of thestudy.By employing constructivist GT, this study provided a nuanced

Relevance Score: 0.013418044

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: 0.01284181

Unpacking Engineering Faculty’s Discrepant Views of Mentoring through the Lens of Attachment Theory

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

or deviant (i.e., outlier) cases, the participants expressed markedly differentperceptions than their peers about mentorship. Each called into question or doubted whether theirexperiences should be labeled as mentorship. These were not anticipated responses fromparticipants choosing to participate in a study about effective mentorship [7], [8]. While otherparticipants shared negative stories or gave examples of ineffective mentorship, none expressedreluctance or refusal to label their support relationships as mentorship. The seeminglycontradictory combination of providing mentorship while questioning or invalidating one’s ownmentorship experiences motivated a closer examination of these faculty members’ stories todetermine what lessons could

Relevance Score: 0.0080261305

From Pilot to Practice: Establishing Neuroinclusive Teaching Practices for Long-Term Impact

Conference Session: Faculty Development: Student Engagement
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

stressed out, right? And I think the situation with the neurodiverse students, it was probably even worse, right? I mean, just sitting at their home in a corner with a tablet or a laptop. So, I thought I would start a discussion board on Husky CT so that the students can socialize a little bit… But with time during the semester… the motivation to write on the board waned. So, I didn't have as much response toward the end… So, that I discontinued altogether.”Personalized SupportSome instructors encouraged students to consider connecting with campus resources they reportchallenges such as difficulty concentrating, inadequate exam time, or significant test anxiety.Professor Spark describes sharing resources in one-on-one