Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Diversity

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Faculty Development Division (FDD)

affiliation).Before the three-day convening, teams submitted a draft version of their plans to address thechanges proposed by ABET as well as the results of an institutional inventory of their DEIresources. Throughout the workshop, teams further developed their plans and gave feedback toand received feedback from at least two other teams.In this paper (written from the perspective of the external evaluators, with contributions frommembers of the planning team), we identify common issues across institutions related to theimplementation and assessment of DEI that might be navigated collaboratively based ondocument analysis and participants’ survey responses. Specifically, we discuss the challengesand supports commonly expressed by event participants

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

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Diversity

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Faculty Development Division (FDD)

appreciation of informal lunch periods embedded within the session.Although the team questioned the time spent on lunch during the session, our participants felt ithelped them to discuss the content and build community. Participants also reported in both thein-person CoP and online SLG that they were more likely to make changes to their pedagogybecause we asked them to frame each session’s content within one course and to not consider alltheir courses, which could lead to being overwhelmed and reduce chances of pedagogicalchange. As we plan for our next iteration of programming, these lessons learned will reinforceelements that went well.We learned lessons from challenges the team encountered. Lessons learned regarding ourdisciplinary perspectives and

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Faculty Development Division (FDD)

, and mental models were introduced. Examples were sharedby faculty who had already begun to incorporate sustainability concepts into their courses.During the workshop, the participants planned concrete changes to their own courses anddiscussed changing the curriculum across the 4 years of the undergraduate experience. BackgroundTraditionally, sustainability has not been part of the standard engineering curriculum. Bysustainability we mean meeting human needs (current and future) within planetary boundaries,covering social (including diversity, equity, and inclusion, DEI), environmental, and economicaspects. As an additional challenge, various disciplines across the campus are siloed, so thatstudents in business, the arts, engineering

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

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Diversity

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Faculty Development Division (FDD)

©American Society for Engineering Education, 2024 Apoyando y Modificando el Currículo: Supporting our Next Generation Latinx STEM StudentsAbstract Work in Progress(WIP) Paper: To address inequity within higher education, the NSFINCLUDES ALRISE Alliance (NSF#2120021) has empowered faculty to modify theircurriculum, tackle inequity issues within Hispanic Serving Institutions (HSIs), and aim forsystems change benefiting Latinx/e students in STEM. Inequity manifests in various formswithin the classroom, by adjusting the curriculum, faculty can establish an equitable learningenvironment. The Plan-Do-Study-Act (PDSA) approach within the ALRISE Alliance equipsSTEM Team faculty with the tools to identify problems

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

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Diversity

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Faculty Development Division (FDD)

, 2025 Work in Progress: Preparing an Interdisciplinary Cohort of Postdoctoral Scholars for Convergent Quantum Education ResearchBackgroundThis Work-in-Progress paper describes the professional development efforts planned for a cohortof three postdoctoral scholars who will engage in convergence research to advance equity andinclusion in the emerging field of quantum information science and engineering (QISE). Theoverall project is funded by an NSF Organizational Postdoctoral Research Fellowship. Thefellows will be drawn from a diverse set of fields, including physics, engineering, STEMeducation, psychology, sociology, and cultural studies. Together, they will explore researchquestions that build an understanding of how quantum

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

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Diversity

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Faculty Development Division (FDD)

. Faculty will reflect on the importance of using empathy and their interaction with students in teaching. 2. Faculty will apply the concept of empathy with equity-focused teaching strategies in their classroom settings. 3. Faculty will create an action plan to enact empathy in their teaching approaches towards their students. 2. Purpose of the workshop: Empathy in Equity-focused TeachingAs empathy is a component of the strategic vision of the College of Engineering at the University ofMichigan, this “Teaching with Empathy” workshop can potentially attract many faculty interested inincorporating more equity-focused teaching in their classrooms. Empathy, a learnable and teachable skill[10], can be a great starting point for the faculty’s equity

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

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Diversity

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Faculty Development Division (FDD)

engineering studentsdevelop a specific way of thinking and approaching problem-solving that is characterized by curiosity,connections and a focus on creating value [5]. By cultivating an entrepreneurial mindset, engineeringstudents can learn to be more creative, adaptable, and resilient in their professional and personal livesregardless of whether they choose to become entrepreneurs or intrapreneurs. Because of the seeminglynatural overlap between makerspace skill development and EML, faculty development efforts that mergethe two frameworks have been created. B-FAB, or the Bucknell Fabrication workshop, was a 3-dayexperience for faculty and staff to introduce makerspace equipment, discuss pedagogy, and plan forclassroom implementation [6]. The Kern

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Diversity

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Faculty Development Division (FDD)

them with the training, support, and resources they need toincorporate technology effectively into their lesson plans. One key benefit of empoweringteachers with technological tools is that it can help level the playing field regardingeducational access.Technology can provide new opportunities for students who may need access to specificresources or information. It facilitates students to attend online lectures/webinars and otherlearning resources from any experts (national/international), thus providing learning beyondboundaries. Another benefit is that technology can make learning more engaging andinteractive for students since they are digital natives [Otto and Strimel, 2022]. The effectiveuse of technological tools helps them to stay

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

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Diversity

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Faculty Development Division (FDD)

Very PoorResults & DiscussionBecause the focus of this study is on improving the teaching abilities of new faculty, responsesof returning faculty are not presented. Results of the self-efficacy survey are show in Figure 2through Figure 5. The data is segmented by the four main factors described in the survey:instructional planning, instructional delivery, classroom management and assessment.Figure 2 shows the average of all responses to each instructional planning question in the CTSEsurvey. Figure 2. New faculty responses to the CTSE survey questions measuring self-confidence in instructional planning. The text of each CTSE question is shown in Appendix A, Table 6.New faculty appear to be relatively confident across all questions

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

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Diversity

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Faculty Development Division (FDD)

improvement as a result of focused development in postdoc training according toanother study in this review. Other areas related to career planning were mentioned as skillspostdocs wanted to learn, including negotiating, interviewing, promotions, handling rejection,and managing uncertainty. Other important components needed for a postdoc to develop are supportive mentorshipand a community. The quality of the mentorship a postdoc receives can heavily influence theirsatisfaction in their role. This could negatively impact the increased productivity postdocs havein research publications by causing the postdoc to feel unprepared and take another position,stretching their time as a postdoc past the productive peak of 3 years [4]. In Nowell et al’s

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

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Diversity

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Faculty Development Division (FDD)

success, cultural competence, and criticalconsciousness, educators can help all students thrive academically while also developing a deepappreciation for their own and others' cultural identities. This approach not only enhances studentlearning but also prepares them to be thoughtful, engaged citizens in a diverse world.PurposeThe purpose of this paper is to assess the impact of phase one of our faculty developmentprogram, particularly its impact on engineering faculty’s understanding and implementation ofinclusive and equitable pedagogies. We focus on how participants plan to incorporate thestrategies, tools, and concepts learned during the training in phase one into their teachingpractices. By examining the changes in faculty members

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Faculty Development Division (FDD)

DEI in engineering has shifted from focusing on individuals’needs to prioritizing systemic and cultural changes [3]. Despite numerous initiatives and fundingopportunities, systemic change remains elusive, often hindered by entrenched barriers withininstitutional structures and cultures, and may face challenges in the execution andimplementation of planned interventions.To better understand the obstacles to systemic change, this case study examines theimplementation of a multi-campus systemic change initiative undertaken by four California StateUniversity campuses (Fresno State, Cal Poly SLO, San Jose State University (SJSU), and CalState LA) titled ‘Kindling Inter-university Networks for Diverse Engineering FacultyAdvancement (KIND) [4]. The

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

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Diversity

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Faculty Development Division (FDD)

approaches to complexinstructional challenges.While these traditional models provide valuable insights into the process of pedagogicaltransformation, they tend to assume a more normalized and planned approach to educationalchange. They often overlook the complex, context-dependent factors that influence teachingpractices. Contemporary research increasingly challenges these linear models, suggesting thateducational transformation is a more dynamic and iterative process influenced by individualagency, institutional structures, and broader contextual constraints.2.5 Intersection of Mentorship and Instructional PracticesReflection is a key mechanism in pedagogical development, particularly in STEM highereducation. Research shows that critical reflection

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ann Rockett, Clemson University ; D. Matthew Boyer, Clemson University

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Diversity

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Faculty Development Division (FDD)

of neurodivergence and a desire to prioritize it in theirlives.The interview results were then analyzed and classified into question categories to help finalizethe results and gather the proper data. Potential limitations to this study were the distribution ofthe primary survey among the university population. The survey was distributed to clubs andorganizations on campus, including honors societies, athletic groups, and additional class andresidential hall groups. To achieve a more significant faculty, staff, and administrationpopulation, we plan to distribute the survey institutionally to increase that specific demographicof participants. Additionally, the interview questions limited the interviewee to theirimplementation of knowledge

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Faculty Development Division (FDD)

scholars being positioned as the first and/oronly faculty of their demographic in their engineering departments; historical resistance in thecollege to open conversations about issues of race; and a culture steeped in stereotypical ways ofworking (e.g., male-dominated and predominantly white). Culpepper et al. (2021) note similar structural barriers and institutional challenges thatoften impede the success of many postdoctoral conversion programs, too. Structural issues inFaculty Development Divisionthese programs include racial biases, unwelcoming environments, and limited definitions andconceptions of excellence. Institutional challenges might involve ambiguous plans about thepostdoc-to-faculty conversion process and inadequate mentoring

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

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Diversity

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Faculty Development Division (FDD)

grouped into cohorts based on theirdiscipline or sub-discipline (e.g., first-year engineering design, solid mechanics, electronics,etc.). The faculty in each cohort worked together during the workshops (brainstorming andbouncing ideas off each other) and also met regularly throughout the semesters to refine coursecontent and share successes. At the conclusion of the week-long workshop, each faculty memberreported on an idea for a course module and an action plan. During the following year, thefacilitators would meet with the faculty for reporting (i.e., accountability) sessions. At the end ofthe academic year, each faculty member would close-the-loop with a report of pluses (successes)and deltas (changes for the following course offering). During

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University

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Diversity

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Faculty Development Division (FDD)

) Grading can stimulate effort, (d)Grading allows faculty to recognize and document mastery, (e) Grading can form part ofprogram assessment activities. Also discussed the impact of grading and reminded that mostliterature finds that grading is inherently demotivating, especially for intrinsic motivation (ascontrasted with extrinsic motivation) [12], [13].What should we grade: Discussed the concept that NOT everything needs to be graded andlinked having a grading plan back to the ‘why’s’ of grading. Discussed spot grading, rotatinggrading, completion credit (with potential benefits of time efficiency, targeted feedback andimproved student focus). [14]When should we grade: Discussed grading rhythms (grading earlier in the semester is moreuseful for

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

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Diversity

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Faculty Development Division (FDD)

or loosely defined [14] - [16]. Finally, research indicates that uncertaintysurrounding the standards by which one is being evaluated can lead to professionaldissatisfaction and can (perhaps unnecessarily) complicate one’s ability to plan and present acompelling case for promotion [17].There is debate about whether it would help to make written criteria and guidelines morecomprehensive [18]. Alternatively (or in addition), departments can rely on various types ofmentoring mechanisms as a means of clarifying the process. One such mechanism, which hasreceived relatively little discussion in the literature, can be found in pre-tenure peer reviews.Many universities have a process by which faculty are reviewed on their teaching, research

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

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Diversity

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Faculty Development Division (FDD)

ResearchInfrastructure Assessment Tool (RIAT), a self-assessment of an individual’s understanding ofSponsored Research Office (SRO) services available at one’s institution. MSI-RFP was scaledup into the CyBR-MSI: Infrastructure Research Readiness (CyBR-MSI:IRR) (CNS-2233087)that sought to (1) help participants assess campus research infrastructure and prioritizeimprovements; (2) form a community of practice among researchers and research infrastructure 3administrators from MSIs focused on capacity building of research infrastructure; and (3) co-create, with campus leadership, an action plan for research ready infrastructure for strong grantproposals for NSF CISE core programs, through a Community of Practice (CoP

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

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Diversity

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Faculty Development Division (FDD)

highly experienced and different in that they occupydifferent positions in the system of power within higher education (assistant teaching professorand full professor).Table 1. The instances of ungrading analyzed for this paper.Instance Title Instructor Number of Level Amount students ungradedA1 Ergonomics and Biomechanics First author 9 BS, MS, PhD 100%A2 Inclusive Design First author 37 MS 100%E1 Empirical Traditions in [redacted] Second author 8 PhD 100%E2 Capstone Design Planning

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

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Diversity

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Faculty Development Division (FDD)

workshop’s impact.Evaluation and Impact AssessmentThe study evaluates workshop effectiveness based on participant responses and engagementlevels. Data from the pre-and-post surveys are analyzed to identify trends in belonging,awareness, and perceived retention. Thematic analysis of qualitative responses helps uncover keythemes related to mentorship support and professional identity development.Workshop Implementation Status The workshop series has not been implemented yet. The design phase is currently underway,with plans for initial sessions to be launched in the near future. Data collection will commenceonce the workshops are conducted, and findings will be analyzed to assess their impact onfaculty belonging, awareness, and retention. This

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42382Board 123: Work in Progress: A Case Study of a Community of PracticeModel Fostering Faculty Scholarship of Teaching and Learning of the EntrepreneurialMindset ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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Diversity

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Faculty Development Division (FDD)

Polytechnic Institute and State University Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech. She holds an honorary position at the University of Cape Town. Her research on the student experience of learning, focusing mainly on science and engineerinDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and

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

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Diversity

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Faculty Development Division (FDD)

creating an inclusive classroom environment. - How do you plan to support a welcoming classroom environment as a TA? Teaching Assistant This section offers strategies for faculty ❏ Work with the TAs to identify roles and Interactions on how they can better interact with TAs responsibilities in accommodating students with as part of creating an inclusive various needs environment for the teaching team. - Work with the Office of Accessible Education

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo

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Diversity

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Faculty Development Division (FDD)

has conducted a self-assessment of its policies andpractices related to hiring, onboarding, retention, and advancement. Using these self-assessments,they have also developed or are in the process of developing action plans to make changes to theircampus policies and practices that are expected to improve the potential for increasing the 4representation of women from URM backgrounds in their engineering professoriates andimproving equity for women faculty from URM backgrounds and FB/FT women faculty.Mentoring Events: From Spring 2022 to Spring 2024, the mentoring program has organizedseven two-hour speed mentoring events, one each semester, providing

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

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Diversity

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Faculty Development Division (FDD)

recommend an already-developed rubric [12] or create their ownthat search committees can use as-is or adapt to their own needs. As a result of this study onsearch committees, we have developed rubrics for our institution for both DEI statements andoverall candidate evaluation at all stages of the faculty search process that are adaptable to anydiscipline. An interesting theme that arose from the interviews was how search committees talkedabout DEI, including how they evaluated DEI statements, what was considered evidence of acommitment to DEI (e.g., past activities or ideas for future contributions), and how importantDEI was in comparison to research and teaching. We plan to write a future paper addressingthese topics.References• [1

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

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Diversity

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Faculty Development Division (FDD)

? Why? • How would you explain the concept of neurodiversity now (Year 5)? Focus Course Interventions Example • What are some of the aspects of the course that you have redesigned? Questions • Why did you decide to implement these changes? • Have you changed, added, or removed anything about your redesigned course (since last year)? • What formats for delivering instruction have you used this year? Focus Course Redesign Process Example • How would you describe the process of planning inclusive instruction? Questions • What support or resources supported you in the redesign process? • What limits or

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho

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Diversity

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Faculty Development Division (FDD)

—something especially valuable forthose who may feel their perspectives are not typically centered in academic spaces.Additionally, it is important to remain aware of how communication styles can inadvertentlysilence voices. When students have internalized that their contributions are undervalued, theymay speak less—not from lack of insight, but from prior learned restraint. Attuning to thisdynamic is key to creating environments where every student can participate meaningfully.2. Think in Terms of PossibilityIn collaborative planning sessions with new institutional partners, I often hear limitations surfacequickly: “We can’t because…” or “We don’t have the resources to…” These statements, thoughwell-intentioned, often reflect conditioned patterns

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

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Diversity

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Faculty Development Division (FDD)

suggestions. The majority of studentshad no suggestions, but among those who did, common themes included the following-flexibility in selecting the group members instead of having the instructor assign them randomly,incorporating peer grading to ensure fair assessment and accountability, and offering extra creditactivities to help strengthen group bonds.Conclusion In my experience, class family model has proven to be an effective strategy for fosteringcollaboration, improving learning outcomes, and building lasting relationships among students.While challenges like uneven work distribution can arise, they can be mitigated through clearguidelines and proactive communication. Based on these experiences, I plan to refine theapproach further and

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Faculty Development Division (FDD)

departments and work culture. However, someparticipants indicated the need for further follow-up initiatives for their department leadershipand additional tools to implement short- and long-term actions. Despite having thought leaders ateach table, many were equally engaged with the participants, which affected the documentationprocess. For future events, we plan to simplify facilitation with guided questions and providetraining for designated recorders. Based on feedback and our experience with previous sessions,we recommend conducting all forums and workshops in a single mode, either entirely in-personor fully virtual, for consistency, accessibility, and effective delivery.As part of our expansion, we are developing a one-year “CARE Certified