Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

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Diversity

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Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

Paper ID #47450Enhancing Leadership Capabilities of Engineering Instructional Faculty Throughan ICVF-Based Reflection ActivityDr. Meagan R. Kendall, University of Texas at El Paso An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering

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)

Paper ID #45554Cycles of Implementation and Improvement: How Reflection and FeedbackDrive EBIP UseStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental

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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Diversity

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Faculty Development Division (FDD)

assess and reconstruct their professional practices that influence their mindset andreform engineering education.Introduction Critical consciousness is an advanced educational pedagogy to liberate the masses fromsystemic inequity maintained and perpetuated by interdependent systems and institutions (Freire,1970; Jemal, 2017). It is often situated in the context of analyzing oppressive systemic forcesusing the cyclic process of critical reflection, critical motivation, and critical action. Critical reflection is defined as the process of individuals analyzing their reality andsocial inequities (e.g., economic, racial/ethnic, and gender inequities) that constrain well-beingand human agency. Authors argue that individuals who are

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)

doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

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Diversity

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Faculty Development Division (FDD)

finding that retention rates in earlycomputing courses at participating institutions were inequitable across demographic groups. Theultimate goal of the Broadening Participation in Computing Alliance for Socially ResponsibleComputing is to improve the retention rates of LatinX students by increasing their sense ofbelonging to the field of computer science[1] through deliberate and intentional connections ofcurriculum to real-world problems and social issues. For this paper, we focused on the facultyexperiences of our most recent summer workshop and our reflection on the FLC implementationprocess. We present our faculty survey data from June 2024 and introduce reflective focus groupfindings [2], providing conjectures about the effectiveness of our

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

Tagged Divisions

Faculty Development Division (FDD)

institutions.In response to these challenges, the “Seed to Flower” (hereafter, S2F) framework was developedto guide STEM educators on how to centralize their students in STEM education and workforceinitiatives. Rooted in six principles—consciousness, asset-based approaches, boundarybrokering, student-centeredness, data-powered insights, and reflexivity—the framework fostersopportunities to introduce, reflect upon, and act on these principles within the implementation ofexperiential learning projects. By bridging academic theory and actionable practice, Seed toFlower framework provides educators, grant leaders, and industry professionals a pathway tocollaborate and improve STEM initiatives by listening to student voices and ensuring studentexperiences are

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

George E Nasr, Lebanese American University; Haidar Harmanani, Lebanese American University

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

, and service butoften fail to adequately recognize and reward faculty contributions that directly advance specificinstitutional priorities. This paper aims at bridging this gap by introducing a new framework thatincludes the concept of worth as an additional measure. The paper explores the implementation ofthis integrated approach for engineering and science faculty at a private university, utilizingbibliometrics, strategic contributions, and analyses of faculty perceptions across factors likegender, age, rank, and field. The findings underscore the need to balance merit and worth, offeringa more comprehensive reflection of faculty contributions within institutional contexts.This Work in Progress (WIP) Paper will be presented as a poster.1

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

students. This facet of communicationwithin teaching is significant as it can avoid any conflicts, provide clarity, reflect empathy andfoster a positive learning and workplace environment.RITA Mentoring Hub, funded by the National Science Foundation (NSF) (NSF 2217477), is aninitiative to holistically and professionally develop instructional faculty members (mentors) fromthree distinct types of higher education institutions. These institutions include the University ofFlorida, Virginia Tech University, and Morehouse College. Researchers in this mentoring huborganize multiple group and one-to-one sessions by offering mentoring support, which istraditionally unavailable for instructional faculty, as previous research showed in our study thatthis

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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Diversity

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Faculty Development Division (FDD)

activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows

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

Tagged Divisions

Faculty Development Division (FDD)

inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atota Halkiyo, Florida International University; Stephen Secules, Florida International University

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Diversity

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Faculty Development Division (FDD)

insights from a semester-long collaborativeclassroom ethnography that embedded in three engineering faculty classrooms and allowed forexploration of what worked to help them learn. The study draws on a broader project with multiple data sources including an embeddedclassroom ethnography, student survey responses, faculty weekly reflective meetings, andfaculty pre-post interviews; we used the project as an intervention to guide engineering faculty intransforming their pedagogy and creating racially-equitable learning environments.Theoretically, we draw on a few conceptual frameworks, including good pedagogy (e.g.,Ladson-Billing's 1995 "good teaching"), learner-oriented pedagogies, equity pedagogy, andpragmatism. Our three faculty

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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Diversity

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Faculty Development Division (FDD)

caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine

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Diversity

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Faculty Development Division (FDD)

engagement, and cultivating a culture of inclusion addresses disparities in undergraduateSTEM degree completion.PDS participants consistently highlighted the program’s role in increasing awareness ofminoritized student experiences and encouraged reflective teaching practices. One participantnoted in response to the question to what extent, if any, do you take into consideration thebackgrounds and experiences of students in your classroom, as part of your teaching practice?“…[B]eing part of the [PDS] brought that to the forefront. [I]f I’m being perfectly honest it's notsomething that I, myself, even considered, the backgrounds of certain students, before starting thePDS. I think my approach was always, I am going to be accessible, a resource for you

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

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Diversity

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Faculty Development Division (FDD)

mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation

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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Diversity

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Faculty Development Division (FDD)

processing between meetings, (2) group discussion and processing of ourexperiences at our bi-weekly meetings, and (3) at the conclusion of the term, an iterative processof individual and collaborative review of our reflections and notes to identify and thematicallyorganize key observations and results.Our Stories (In Brief)Each of us came to Purdue University in the Fall of 2023 from private, teaching-intensiveinstitutions with enrollments between 2,500 and 3,500 students. We differed in our depth ofteaching and industry experience, which is summarized in Table 1.Table 1. Prior Teaching and Industry Experience of the Authors Author Teaching Experience Industry Experience Steve Assistant Professor (NTT

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)

a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that

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)

orientation in order to build a recordof their development as a researcher, communicator, and transdisciplinary team member. Fellowswill be asked to continuously update their portfolio and to write reflections on their progressincluding successes that they have had and barriers or challenges that they have faced eachquarter. The reflection will be discussed with mentors and fed into their individual developmentplan so that the mentors can understand what is working well and what changes need to be made.Regular Meetings: As part of their professional development, fellows will engage in regularmeetings with several different mentors and collaborators. In recognition that at least weeklyinteraction with advisors contributes to fellow’s success [1], each

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)

outcomes. Scholarssuch as Felder and Brent have emphasized the importance of disciplined inquiry into teachingmethodologies to improve the learning experiences of engineering students especially related toactive learning [6], [7]. SoTL allows educators to systematically investigate effectiveinstructional strategies and assess their impact on student learning. Previous research hasunderscored the transformative potential of SoTL emphasizing its role in shaping curriculardesign and facilitating evidence-based teaching approaches [8]. Reflective practice and practicedissemination, two key components of SoTL, holds the potential to accelerate growth not only atthe micro (classroom) level but also at the meso (institutional) and macro (national

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)

faculty’s observations and reflections about theirredesigned course. We aimed to evaluate a) what course interventions were made, b) theperceived impact of these interventions, and c) whether the interventions proved sustainable. Thelist of courses included in this study, along with their enrollment in the Fall semester in year 5 ofthe project, is presented in Table 4. Table 4. Redesigned courses included in the sample Course/Enrollment (Fall Semester – Year 5) Applied Mechanics I 173 Probability and Statistics in Civil Engineering 65 Mechanics of Materials 116 Construction Management I

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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Diversity

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Faculty Development Division (FDD)

, completion,and placement rates [9]. Study PurposeIn response, the Scholarship of Teaching and Learning (SoTL) Accelerator program (a newengineering faculty professional development program) was created, implemented, and assessed;funding was provided by the Kern Family Foundation and Arizona State University Mentorship360 Program. The SoTL Accelerator program had two core parts (Figure 1): (1) New CurriculumDevelopment, Implementation, and Assessment, and (2) Reflection and Dissemination ofFindings. The SoTL Accelerator program was delivered in a virtual, structured, cohort manner topromote accessibility, accountability, and a sense of belonging. The purpose of this paper is toprovide an overview, results, and lessons learned from 30

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

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Diversity

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Faculty Development Division (FDD)

) recruitment and incentives for engagement in TA training. Bysharing these models, readers will be able to intentionally reflect on their own training programs,consider components of our practices that could be incorporated into their own contexts, andultimately serve future faculty in other institutions.1. Institutional ContextTraining teaching assistants is a relatively new practice in higher education, and the catalyst forprograms differs in the US and UK. In the US, there are no standardized guidelines at the federallevel for teacher preparedness in higher education whereas the training that Imperial CollegeLondon conducts in the UK is largely informed by national government mandate. The DearingReport of 1997 [5] provided a formal blueprint for

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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Diversity

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Faculty Development Division (FDD)

was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this

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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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Inclusive Teaching: An Exploratory Approach to Evaluate Faculty PerceptionsAbstract:This study describes an exploratory approach to evaluate faculty perception of the peerobservation practice aimed to enhance inclusive teaching.The quality of teaching is a part of the evaluation criteria for Promotion, Tenure andReappointment (PTR) process for university faculty. The student-based evaluation of teaching isknown to have several limitations and hence cannot be the sole basis for instructor evaluation.Peer observation, self-reflection, and assessment of teaching portfolios can be employed asholistic evaluation practices. The Civil and Environmental Engineering (CEE) department at theUniversity of Connecticut (UConn) adopted a calibrated

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles

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Diversity

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Faculty Development Division (FDD)

. Reports providedto instructors on each of their classes at the end of the semester will provide useful feedback onwhich to reflect and design intentional changes for future courses.In this paper, we describe the development of the three component parts of the Eco-STEMStudent Opinion Survey as well as the proposed process of implementation. We also present theresults of confirmatory factor analyses on a pilot study of the Values and Experiences Surveys,which measures the construct reliability for the proposed constructs of climate, structure, andvibrancy. Evidence of validity will enable the institutionalization of a new process that iscentered around the voices of our students and supports the evolution of an educationalecosystem in which all can

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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Faculty Development Division (FDD)

unaware of the discipline of engineering education.As an effort to raise more awareness on the impact of engineering education research andpractice, the authors’ positionality stemmed from their reflections of their entry points into thefield of engineering education. This introspection prompted the authors to explore and share asmuch information about the discipline as was available at the time of this work.Research Approach & DesignThis exploratory study thoroughly investigated the current state of engineering education as adiscipline in the U.S. via an online content analysis of institutional or departmental websites tofind information about the faculty members working in the respective institutions. The sectionsand pages of ‘Faculty

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)

theimportance of inclusive practices and mentorship in cultivating environments whereunderrepresented communities can thrive.MethodsWorkshop Design and ObjectivesThis study includes a faculty development workshop series as the primary intervention. Theworkshops are designed to address the unique challenges faced by first-year women engineeringfaculty and to further explore how mentorship can enhance their sense of belonging in academia.Additionally, the study assesses the impact of these workshops on participants’ awareness ofmentorship benefits and their retention within engineering academia. The series integrates acombination of group mentorship activities, guided discussions, and reflective exercises to fostermeaningful engagement and collaboration

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

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Diversity

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Faculty Development Division (FDD)

heard.FindingsThe Resilient InnovatorThe Resilient Innovator's story emphasizes the power of collaboration in transforming teachingcultures, even in the face of institutional resistance. Reflecting on his initial motivation, heshared, “I think a part of a big motivation for me initially…was that I wanted to work with otherpeople to do this.” His aim was to go beyond isolated efforts and create systemic improvements.“I didn’t just want to work on my class alone…I wanted to do something that was going toinvolve multiple classes and multiple instructors,” he explained. This aspiration drove him earlyengagement with teaching-focused communities.His lived experience underscored the power of collaboration in reshaping departmental culture.“This working with

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blessing Isoyiza ADEIKA, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Kingsley Matthew, Morgan State University; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Olorunfunmi Samuel Shobowale, Morgan State University

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Diversity

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Faculty Development Division (FDD)

students'cultural contexts, affirming their identities and enhancing their engagement in STEM learningenvironments [18]. This approach emphasizes the importance of incorporating students’ culturalknowledge, experiences, and learning styles into teaching practices, fostering a sense of belongingessential for their success. By bridging the gap between students' cultural contexts and STEMcurricula, culturally responsive teaching empowers educators to create inclusive and engaginglearning environments that reflect the diversity of their classrooms.In the context of this research, culturally responsive teaching serves as a cornerstone for the CRframework, equipping educators with the tools to address the unique challenges faced byunderrepresented groups. For

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College

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Diversity

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Faculty Development Division (FDD)

have a voice in their learning through reflection and feedback, coaching canalso provide internal and psychological safety. Combined, these factors are associated withincreased confidence in teaching, which results in higher levels of instructional performance.Despite its demonstrated benefits, coaching remains less understood and underutilized comparedto other individualized professional development practices, particularly in its application to thespecific needs of faculty members and the promotion and tenure process in higher education .For the purposes of this paper, coaching as professional development for faculty refers to apersonalized approach where a designated coach works closely with the individual facultymember to identify and