Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Dr. Ann F. McKenna, Arizona State University Ann F. McKenna is the Vice Dean of Strategic Advancement for the Ira A. Fulton Schools of Engineering at Arizona State University, and is a professor of engineering in the Polytechnic School, one of the seven Fulton Schools. Prior to joining ASU, she served as a program director at the National Science Founda- tion in the Division of Undergraduate Education, and was the director of education improvement in the McCormick School of Engineering at Northwestern

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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New Haven. She previously specialized in service learning while co-directing the Engineering Projects in Community Service program at the Arizona State University. Her current research interests include engi- neering student identity, makerspaces as teaching resources, and entrepreneurial mindset. She continues to teach first-year engineering courses and supports students through mentorship and student organizations. She completed her PhD in Electrical and Computer Engineering from Georgia Tech.Joseph Smolinski ©American Society for Engineering Education, 2023 WIP: How to get faculty to use and leverage makerspaces in their courses – a peer-to-peer mentoring model.In this work-in

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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Faculty Development Division (FDD)

positivechange in the world [3], [4]. By recognizing the unique value these collaborations and connectionsbring, we can achieve gender equity and foster more inclusive and equitable academic and researchenvironments that benefit academia and society. This paper aims to provide a comprehensiveaccount of such fostering activities implemented in the engineering faculty advancement project,which was funded by an NSF ADVANCE Partnership grant to four CSU campuses, and how theparticipating institutions have fostered connections. Periodic speed mentoring sessions, held threetimes a year, bring faculty members together virtually for two-hour discussions on topics such asacademic leadership, navigating tenure, building research networks, proposal writing

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

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Paper ID #42502WIP: Piloting a Comprehensive Needs Assessment to Enhance EngineeringFaculty DevelopmentDr. Megan Patberg Morin, North Carolina State University Dr. Megan Morin (she/her) is the Associate Director for Engineering Faculty Advancement within the College of Engineering at North Carolina State University. Megan’s career path includes previous roles as a Senior Project Specialist at ASHLIN Management Group, a KEEN Program Coordinator at UNC-Chapel Hill, an Education Coordinator/Graduate Assistant for the FREEDM System Center and PowerAmerica Institute at NC State University, and a middle school teacher within

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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whileincorporating the various frameworks and traditions of inclusive teachings. For example, weleaned heavily on UDL and culturally responsive teaching principles and frameworks tosupport our sections on pedagogy and content and leveraged design justice principles tosupport our section on engaging students in design.MethodologyPositionality StatementThe objective of this positionality statement is to acknowledge and disclose our worldviewsand influences as authors relating to inclusive teaching and learning. The first authoridentifies as an Asian female and an engineering education researcher. Her experiences as aminority and an international student spurred her interest to work on research projects andinitiatives that improve ethics, diversity, and

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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, including theestablishment of personal relationships with students, the effective organization of course contentand class activities, strategies for motivating students, and the integration of course content withreal-world applications. During the lightning talk, we will share a comprehensive overview ofthe study's research findings as well as the importance of student-centered teaching practices inengineering education.Background and MotivationThe contemporary education of engineers remains a challenging domain, and a key area needingmore focus on identifying effective teaching practices, particularly in middle and upper-levelengineering classes. This lessons-learned paper, which emerged from an NSF-funded project(masked for review), explores

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

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with faculty across the United States.” o “I appreciated hearing their stories and learning from them.” o “Seeing other peoples' curriculum work was constructive and helped provide ideas for future projects in various implementation styles.” Summary of ThemesDue to space limitations, only one theme is fully shared. The other themes (and sub-themes) aresummarized in Figure 3. Figure 3. Summary of Themes and Sub-ThemesLessons LearnedThere are three key lessons learned.First, of the six tools, faculty participants found three tools particularly helpful. • Peer Feedback Tuning Protocol (https://www.sotlaccelerator.com/s/Tool-2-Peer-Feedback- Tuning-Protocol.pdf): Participants commented on the

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

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Paper ID #39087”Say It Anyhow You Can”: Unpacking How Engineering Faculty MembersApproach Culturally Relevant Engineering Education at an Iraqi UniversityMoses Olayemi, Purdue University, West Lafayette Moses Olayemi is a Doctoral Candidate and Bilsland Dissertation Fellow in the School of Engineering Education at Purdue University. His research interests revolve around the professional development of engineering educators in low resource/post-conflict settings and the design and contextualization of in- struments to measure the impact of educational interventions. Research projects on these topics have and are currently

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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a Teaching Professor in the UCSD Electrical and Computer Engineering Department. His research and teaching are focused on course redesign, active learning, and project-based learning. He also co-directs a hands-on undergraduate research program called Engineers for Exploration, in which students apply their engineering knowledge to problems in exploration and conservation.Dr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is an Associate Teaching Professor in the department of Mechanical and Aerospace Engineering, at the University of California San Diego. ©American Society for Engineering Education, 2024 Work in Progress: Faculty Experiences and Learning Through

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Faculty Development Division (FDD)

Engineering School, then as a Jefferson Science Fellow at the U.S. Department of State in 2019. Her research focuses on sensors, combining organic materials, including polymers and biological cells, with conventional devices.Dr. Vincent Nguyen, University of Maryland, College Park Vincent P. Nguyen is a Senior Lecturer at the University of Maryland, College Park. He is a founding member of the Environmental and Socially Responsible Engineering (ESRE) group who work to integrate and track conscientious engineering aspects throughout the undergraduate educational experience across the college. His efforts include formally integrating sustainability design requirements into the mechanical engineering capstone projects

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University

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. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University

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study conducted by theauthors, thus already familiar to them.Participants and settingOne of the goals of the larger project in which this WIP is situated seeks to explore theinstructional practices of instructors of foundational electrical engineering classes. Consequently,two instructors were invited to participate in this pilot study. One instructor is a female whoteaches the Embedded Systems course, while the other is a male teaching Intro to ECE Concepts;both have more than 7 years of experience teaching these courses.Data CollectionWe conducted in-person interviews with the two instructors. The interviews were video recordedand lasted between 20 to 30 minutes. All interviews were conducted by the first author, and thevideo recordings of

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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LS# LS Description P1 P2 P3 1 Leveraging web-based interactive methods to measure student understanding and adjust synchronous lecture content accordingly in real time. 2 Use of case-studies where students problem solve historical or hypothetical situations in course assignments (projects/homework/etc.) 3 Fostering collaboration and group work among students in class. (This could be assigning group projects, pairing students to work together on homework, creating “break-out rooms” for students to work on problems in synchronous class meetings or office hours.) 4 Introducing lessons (either synchronously or asynchronously) by presenting

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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Identification, and Value Creation into Problem-basedLearning Modules with Examples and Assessment Specific to Fluid Mechanics,” Proceedings ofthe 2016 ASEE Annual Conference & Exposition, New Orleans, LA, June 2016.[17] L. Liu, J. Mynderse, A. Gerhart, and S. Arslan, “Fostering the Entrepreneurial Mindset inthe Junior and Senior Mechanical Engineering Curriculum with a Multi-Course Problem-basedLearning Experience,” Proceedings of the 45th ASEE/IEEE Frontiers in Education Conference,El Paso, TX, October 2015.[18] A.L. Gerhart, D.D. Carpenter, and R.W. Fletcher, “Developing Design and ProfessionalSkills through Project-based Learning focused on the Grand Challenges for Engineering,”Proceedings of the International Symposium on Project Approaches in

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Faculty Development Division (FDD)

inengineering education at HSIs. The findings are expected to provide guidance for furtherresearch, inform policy decisions, and help shape practices that lead to a more inclusive andsupportive engineering educational environment. Specifically, we offer implications to betterserve Latinx and BIPOC engineering students and their communities at HSIs. MethodsTo better understand the implications from existing literature for engineering faculty membersand administrators at HSIs, we conducted a systematic review of literature on engineeringeducation at HSIs. This paper is part of a larger project for which we collected article data thataddressed STEM undergraduate education at HSIs. With specific inclusion

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University

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faculty” to refer to clinical and professional faculty, like ourselves, whoin addition to teaching, have some responsibility to develop a domain of practice. Looselytranslated, it is generally understood at Purdue University that C/P faculty focus on teaching and“some other thing.”Our Purpose and ProcessThis project came about as a series of conversations. First by one author (Jamie) sharing a pieceof his story with a colleague, who responded with, “Wow, I think more people would beinterested in hearing about this job shift.” Then, another conversation a short while later thatcemented the idea to document this change from teaching at a small, teaching focused school to alarge, research-focused one. During a faculty orientation session prior to

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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STEM [4]. So, although this research project applies to all UD faculty, engineering and relatedfaculty are disproportionately involved and impacted.UD has also been investing in improving departmental climates and diversity, equity, andinclusion on campus. As part of this work, in spring 2020, UD faculty participated in theCOACHE Faculty Job Satisfaction Survey. This survey, developed at the Harvard GraduateSchool of Education, measures faculty perceptions of various aspects of worklife. Despiteconducting the survey in spring 2020, a semester significantly disrupted by the COVID-19pandemic, UD’s survey response rate was 40%. COACHE determined that most responses werecollected before the disruption and performed a special analysis to determine

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

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, Architectural Technology, and a Master’s in Facility Management. His field experience includes residential and light commercial construction. He has been an architectural designer as well as superintendent for single and multi-family residential construction projects. Mr. Ray worked as an engineering design manager in the Building Components Manufacturing Industry for over fifteen years.Dr. Brandon Sorge, Indiana University - Purdue University, Indianapolis Brandon Sorge is an Assistant Professor of STEM Education Research in the Department of Technology Leadership and Communication at the Purdue School of Engineering and Technology at IUPUI. His research interests include all aspects of STEM education, espeDr. Katrenia Reed

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

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scholars from underrepresented backgrounds to pursue a degree in STEM. He has been a research affiliate on multiple NSF-funded projects surrounding equity in STEM. Brian’s research interests are college access, retention, marginalized students, community colleges, first-generation, STEM education, STEM identity development and engineering education.Dr. Henry Tran, University of South Carolina Henry Tran is an Associate Professor at the University of South Carolina’s Department of Educational Leadership and Policies who studies issues related to education human resources (HR). He has published extensively on the topic, and holds two national HR certifications. He is also the co-lead editor of the book How did we get

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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Paper ID #42823Apoyando y Modificando el Curr´ıculo: Supporting our Next Generation LatinxSTEM StudentsMayrismir Cordero, MPA, Palo Alto College Mayrismir Cordero obtained her Master’s Degree in Public Administration from St. Mary’s University in San Antonio. She knows and understands that student success is a collaborative effort. Her project management and organizational skills have led her to design programs that lead and serve a large community of multidimensional learners. After 17 years in education, her love for students, her connection with faculty and her shared identity as a Latina with the Hispanic/Latino

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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techniques.The SLG programming followed the same outline of the lead author’s learning theory course andtherefore did not include much discussion regarding facilitation of this modality.Lessons LearnedDuring the summer of 2023, we embarked on our first iteration of our CoP and SLG. We cameinto this project with a shared hypothesis that there is a missing focus on the science of learning,including the impact of interactions between faculty and students, in faculty development. Webelieve this is a key factor in why there is limited change in faculty beliefs and behaviorsregarding teaching and learning as a result of faculty development programs.Elements of our CoP programming that were successful as reported by our first cohort ofparticipants included

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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, Geographical Information System and other civil engineering discipline. He has handled several national and international projects in the area of engineering, technology and Engineering Education. He has offered MOOC programme on SWAYAM Portal in the area of Student Assessment and Evaluation, Technology Enabled Teaching Learning, Sustainable Construction Materials and Techniques, Civil Infrastructure for Smart City Development etc.Dr. Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai,India Janardhanan Gangathulasi holds both Bachelor in Engineering (Civil Engineering), Masters degree in Geotechnical Engineering from College of Engineering Guindy, Anna University, India and

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India ; Subathradevi Subramoniam

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and Psychology, Training Technology, Instruction Design, Soft Skills, Gender Studies, Student Guidance and Counselling, Mentoring, Emotional Intel- ligence, Neuro-Linguistic Programming, Yoga, Mudras and Healing techniques. She has Coordinated more than 250 short term and overseas programmes. She Coordinated the M.Tech(HRD) programme of the Institute. She has trained more than 300 international teachers and administrators. She is Offering a course on MHRD SWAYAM Platform, covering 19,500 learners in 4 batches. She has Completed 5 doctoral Dissertations in Engineering Education. She has guided M.Tech (HRD), MCA and Overseas Trainees’ Projects. She has published around 30 papers in Journals and presented sev

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Faculty Development Division (FDD)

, group projects,simulations, in-class talks, problem-solving exercises, critical thinking, and practical problem-solving exercises. Active learning, in contrast to conventional lecture-based methods, promotesstudent participation in the learning process, leading to a deeper comprehension of the subjectmatter. By encouraging active student participation instead of just passive information intake, theintention is to create a more dynamic, encompassing, and interactive learning environment.When compared to more passive approaches, an increasing amount of research shows that activelearning improves student outcomes like retention, engagement, and learning gains [2], [3].However, faculty at colleges and universities continue to adopt active learning

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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Faculty Development Division (FDD)

. Additionally, a distinct interest in fostering individual mentor/menteerelationships for scholarly pursuits emerged, indicating a desire for personalized support withinthe CoP.“But personally, I prefer to work one-to-one, like an advisor-advisee relationship. I feel like Iwill make more progress than [at] the team level,” shared Interview Participant 3. Similarly,Participant 1 noted the need for personalized, individual collaboration with another co-author tosustain their efforts, sharing, “[The CoP meetings are] like a sprint. What I'm thinking of is amarathon. I cannot see myself sustaining my interest and investment if it is a long-term project.”Conversely, several benefits that participants found emerged. Access to valuable resources andframeworks

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

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current reported effort contributes to the growing body of knowledge and resourcesgenerated by the multi-institutional Mentorship 360 (M360) project, funded by the Kern FamilyFoundation. Junior and senior faculty were interviewed to examine perceptions of mentorshipheld by faculty mentees and mentors. Comparisons across mentors and mentees providedinsights into existing alignments and misalignments regarding interpretations of effectivementorship [4], [6].A subset of engineering faculty interviewed for this project stood out as unique from otherparticipants because their perceptions of mentorship were fraught with uncertainty and/orinconsistencies despite being actively engaged in mentor-like support relationships with others.In these discrepant

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

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Faculty Development Division (FDD)

efficiency and suitability ofthe peer observation process itself; impact-related questions inquire about the effect of theprocess on the quality and outcomes of the teaching practice; and culture-related questions arerelated to the overall perceptions of the impact of the peer observation process on thedepartmental culture around teaching and faculty relationships. Finally, a set of questions isrelated to the project objective of promoting inclusive teaching practices, evaluated separately.Table 1 shows the questions related to each theme from the committee member survey (CMS)and observed faculty survey (OFS). Table 1: Grouping of survey questions across the three themes Theme Process Impact

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Torrie A. Cropps, The University of Texas at Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle; Canek Moises Luna Phillips, Rice University; Stephen P. Mattingly, The University of Texas at Arlington; Yvette E. Pearson P.E., The University of Texas at Dallas

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Dallas Dr. Yvette E. Pearson is Vice President for Campus Resources and Support at The University of Texas at Dallas. A Fellow of the American Society of Civil Engineers (ASCE) and the American Society for Engineering Education (ASEE), Pearson is recognized globally for nearly 30 years in higher education, particularly for her work to advance sustainability, access, and opportunity in STEM education and practice. Her university-based and consulting efforts have led to over $40M in funding for projects to support initiatives in STEM and changes to policies and practices of global engineering organizations. Pearson is a registered Professional Engineer, an ENVISION® Sustainability Professional, and a Commissioner on

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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Faculty Development Division (FDD)

twoinstances (A2 and E2), there were other educators involved. In both cases, the educator reportedhaving to explain ungrading and negotiate the use of ungrading in order to arrive at the ultimatedecision. Further, in the case of E2 (the capstone course), there was a department expectationthat a significant portion of the grade would be based on student performance.Dimension: Emphasis. Across the instances of ungrading, there were three instances in whichungrading mediated the entire grade (A1, A2, and E1). In the remaining instance (E2), studentswere told that the ungrading effort would account for 30% of the grade (and the rest of the gradewould be based on the capstone project effort).The notion of tradeoffs may not be relevant to motivations, but

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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Faculty Development Division (FDD)

about pedagogical practicesand challenge assumptions you may have about students. Faculty who work with teachingassistants can encourage them to engage in individual reflection using a guide reflexive practicemodel and then have a group discussion to learn from one another. To address the needs ofstakeholders, engineering faculty, and students need to become critically aware of societalstructures that impact external parties and possess the cognitive abilities to assess how thosestructures influence their professional identities and practices. Critical thinking and project application- This implication focuses on the critical thinkingand questioning benefits of critical consciousness in its application in engineering