Displaying results 1 - 30 of 56 in total
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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: Broad Impact
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
- Tagged Divisions
- Faculty Development Division (FDD)
Paper ID #47952Y(Our) story: A collaborative autoethnographic reflection of a faculty communityof practice to promote equity-oriented engineering educationDr. Jay Mann, University of Illinois at Urbana - Champaign Jay Mann is Director of the Academy for Excellence in Engineering Education (AE3) in the Grainger College of Engineering at the University of Illinois Urbana-Champaign. Dr. Mann is a twenty-five-year veteran educator with previous experience as a high school classroom teacher, school administrator, and teacher educator. He is a three-time graduate of the University of Illinois (A.B. in History; M.Ed. in
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Tagged Topics
- 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
- Tagged Topics
- 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
- Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University
- Tagged Divisions
- Faculty Development Division (FDD)
Science at Seattle University. She holds a B.S. in Architectural Engineering from Yonsei University, South Korea, and an M.S. and Ph.D. in Computer Science from the University of Denver. Her research interests include spatial and spatio-temporal data mining, health informatics, mobile computing, big data analytics, and GIS.Dr. Julie Homchick Crowe, Seattle University Julie Homchick Crowe is an Assistant Professor in the Communication and Media Department at Seattle University who specializes in rhetorical studies, critical media studies, and science and technology studies. Her research focuses on the ways in which health and science discourse reflect political ideologies, particularly in the areas of infectious disease
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
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: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University
- Tagged Divisions
- Faculty Development Division (FDD)
near-peer and more seniorfaculty members who engage with early-career colleagues. Engagement events can be designedas gateways into meaningful mentorship and institutional service for faculty members who wererecently promoted, essentially providing an experiential learning environment in academiccitizenship. The article reflects on strengthening academic culture in an era where quantitativemetrics, online training, and electronic communications often act as a curtain that isolates facultymembers from human interactions. Altogether, this article explores mechanisms for elevatingfaculty success through scaffolding and the strategic use of near peers in faculty developmentworkshops and communities concerned with all dimensions of faculty
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut
- Tagged Divisions
- Faculty Development Division (FDD)
, andholding oneself accountable for results [3] They often emphasizes reflection and dialoguethrough sharing experiences and engaging in intellectual discussion. While these activities arecrucial for professional growth, at this university they often fall short of inspiring action ormeaningful change in teaching practices, student engagement, or broader institutional practices.As faculty engage in reflective discussions, they may recognize areas for improvement, butwithout a clear mechanism for translating knowledge into action, their reflections remaintheoretical.There is an increasing call for an action-oriented approach, where the expectation is that facultywill not only share and learn from one another, but also translate those discussions into
- Conference Session
- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Atota Halkiyo, Florida International University; Stephen Secules, Florida International University
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- Diversity
- Tagged Divisions
- 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: 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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 and Change
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
- Tagged Divisions
- Faculty Development Division (FDD)
involve shared responsibility andaccountability among colleagues, last for at least one full semester, and are focused and concrete[13]. Many faculty development approaches utilize frameworks that focus on reflectiveteaching, aimed at encouraging individual faculty members to reflect on their teaching andimprove their instruction [14]. By focusing on individual development, faculty members havemore autonomy in decision making for their classrooms, empowered to use new pedagogicalapproaches and contribute to larger institutional change [11]. Common reflective teachingapproaches include educating faculty members about various instructional possibilities,encouraging them to collect experimental data within their own classrooms, and enabling
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette
- Tagged Divisions
- Faculty Development Division (FDD)
]. Each student works directlywith a faculty member throughout the entirety of a course, attending at least one class sessioneach week (in most cases in our program, they attend all class sessions). Additionally, they meetwith the instructor outside of class, either weekly or biweekly, and meet in groups with peers andprogram facilitators for mentorship, reflection, and guidance. Students are recruited primarily byword of mouth. This includes recommendations from instructors, students in the program, andstaff members who work directly with students and have attended presentations about theprogram (including our academic success center, academic advisors, and cultural center staff).When students express interest, we interview them to help them
- Conference Session
- Faculty Development Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University
- Tagged Divisions
- Faculty Development Division (FDD)
, honest feedback on teaching style, communication, and overall classroom engagement. • Exit interviews with students: Individual interviews with graduating students will offer insights into their overall learning experience and perceived preparedness for their careers. These interviews will be conducted on a one-on-one basis. These conversations offer a chance to reflect on the “big picture” and often bring forward thoughtful feedback that wouldn’t come up in a typical survey. • Interdisciplinary peer-to-peer evaluation: In this unannounced review, an interdisciplinary faculty member observes a lecture to provide feedback on the
- Conference Session
- Faculty Development: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
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: Round Table Discussions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University
- Tagged Divisions
- Faculty Development Division (FDD)
within a College of Engineering, and was started well before doctoral degree granting programswere established. It is one of the pioneering centers for the enhancement of engineering education in theUnited States [2].As we enter the 35th year of the Leonhard Center’s existence, we reflect on its accomplishments. The purposeof this paper is to describe the Leonhard Center and its impact; utilizing an artifact analysis of advisory boardmeeting minutes and annual reports submitted by Leonhard Center-funded project grantees; as well as adiscussion of the lessons learned after decades of contributions to College of Engineering program faculty,curricula, and teaching and learning.Overview of the Leonhard CenterAt its launch, the Leonhard Center
- Conference Session
- Faculty Development: Student Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
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: Centers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University
- Tagged Divisions
- Faculty Development Division (FDD)
engaged. When educators feelthe PD meets their needs, they are more likely to actively participate, reflect on their learning,and apply new ideas in their teaching. High satisfaction can boost motivation to implement whatthey've learned, as participants perceive the PD as valuable and relevant.2. BackgroundDeveloping effective scholarship of teaching and learning (SoTL) practices can help support theadoption of active learning practices, which continues to be a challenge in engineering education[10]. Moreover, adopting effective SoTL practices allows a gateway to improved studentlearning and broadening participation as engaging in SoTL requires faculty to think morecritically as they adopt and disseminate research-based practices. However, the
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- Faculty Development: Lessons Learned Papers and Lightning Talks
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering
- Tagged Divisions
- Faculty Development Division (FDD)
. 2.2). We also established a series of small, weekly peermentoring groups that we refer to as brain trusts, intended to help faculty support each other’sexploration of new research areas (Sec. 2.3). Both of these activities were intended to build a com-munity of practice [7] among us during this time of joint exploration and/or transition, helping usestablish common goals, concepts, practices, and paradigms within our group, despite differencesin factors such as discipline, rank, and length of service at Olin College.Though relatively early in our efforts to support exploration and transition in new research areas,our group sought to reflect on our experiences and the lessons that we have learned. Thus in thispaper, we analyze discussions
- 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
- Tagged Topics
- 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) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- 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: Grading and Artificial Intelligence
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering
- Tagged Divisions
- Faculty Development Division (FDD)
% on.Since the course was in a flipped-classroom format, students would watch videos each week andtake notes with a requirement to include at least two questions. These three deliverables were therequired tokens designated with clearly defined standards and considered the baseline ofunderstanding for Fluid Mechanics to carry into future courses. Other tokens included homeworkproblems, reflective learning journals, video note question revisits, time tracking sheets, andin-class activities. These were considered helpful to be successful in the required tokens, butwere not considered required to pass the course.In addition to the required tokens for the aforementioned deliverables, four other required largerdeliverables were calculated into their grade
- Conference Session
- Faculty Development: Connections and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
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
- Tagged Topics
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Conference Session
- Faculty Development and Change
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Xiaping Li, University of Michigan
- Tagged Divisions
- Faculty Development Division (FDD)
codes.These codes can be further classified into eight “analyzer” codes, eight “collapsed”categories, or a “novel” grouping aimed at differentiating learning activities. By structuringclassroom interactions in this manner, COPUS enables researchers to systematically analyzeinstructional practices and student engagement patterns. While observational approachesoffer valuable insights into real-time classroom dynamics, they differ from studies thatprimarily rely on faculty self-reports.The research methodologies represented in the reviewed studies included quantitative (n=10),qualitative (n=15), and mixed-methods (n=17) approaches (Table 2), reflecting diversestrategies to investigate active learning in STEM education. Quantitative methods
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- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison
- Tagged Divisions
- Faculty Development Division (FDD)
TA, akin to a traditional apprenticeship. Others have college-leveltraining programs, conducted in condensed workshops, facilitated by a team of staff, andpresented to hundreds of TAs per semester. Others have ongoing programming throughout theyear with a larger sustained time commitment. Each approach requires differing levels ofresources and reflects the differences between institution types.Given the variability of TA training models, the authors sought to gain insight into the currentstate of training across multiple institutions. In doing so, we demonstrate that there may not beone universally applicable approach to train our teaching assistants, but there is value in sharingknowledge of possible strategies, content and models to
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- Faculty Development: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Isabel Anne Boyd, Georgia Institute of Technology; Kelly J Cross, Georgia Institute of Technology; Julia Machele Brisbane, Georgia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
and ensure the game remains effective and adaptable for its goals. Ultimately, GLA contributes to a better understanding of how users interact with and learn from gaming platforms developed for learning. We developed a gaming platform as an innovative tool to support engineering faculty inexploring diversity, equity, and inclusion (DEI) concepts in a safe, interactive environment. Thelarger project encourages users to reflect on their personal values and how these values aboutDEI influence their professional activities including interactions with students and colleagueswith marginalized or non-centered identities. Our proprietary game was developed by a gamingcompany on a platform that features scenario-based learning [4], where
- Conference Session
- Faculty Development: Lessons Learned Papers and Lightning Talks
- 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; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson
- Tagged Divisions
- Faculty Development Division (FDD)
well as underlining moments of positive change, which contributed to developing ourmission statement. Next, we moved on to crafting our vision statement. Using a template fromOnStrategy [15], a strategic planning consulting firm, we followed a set of criteria: the visionshould represent at least five years into the future, provide a clear direction, be bold andambitious, and include high-reaching, descriptive assertions. We also remembered that themission and vision must align and work together seamlessly. This structured, reflective processwas intended to lead us to the first draft of our mission and vision statements that would guidethe next phase of discussion and iteration as we continued to define the identity and direction ofour office.2