Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Robin Fowler, University of Michigan; Christopher Brooks, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

inequities. In addition, she is interested in technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Christopher Brooks, University of Michigan ©American Society for Engineering Education, 2024 Analyzing Patterns of Pre-Semester Concerns in First-Year Engineering StudentsAbstractThis complete research

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young, Gonzaga University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

elements, consideringthe differing needs of those elements, and seeking design solutions to meet those needs equitablyare all crucial to the success of public infrastructure. Failure to understand these responsibilities… can result in a failed civil engineering solution that underserves all or segments of acommunity.” Further, “the application of DEI principles is neither “political” nor “liberalprogressive ideology.” It is a professional skill essential to civil engineering design for a diversepublic” [9].Given the new ABET CEPC and increasing social concern, undergraduate civil engineeringprograms are increasingly seeking ways to integrate DEI topics into their curricula. Examples ofcompliance provided in the ASCE Commentary document [10

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N Warnock, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

matters concerning the coursesections, takes on 10% instructional responsibility.UGA courses are currently being taught in Beijing during the spring, summer, and fall terms.Each course offered onsite in Beijing spans approximately 15 weeks of instruction, followed byfinal exams. Similar to the MBB program offered in Athens, each UGA credit hour correspondsto approximately 750 contact minutes. The specific course calendar is determined collaborativelyby both institutions, ensuring alignment with official Chinese holidays and equivalence to theUGA calendar approved for the Athens campus.During the second year of the MBB program, students participate in a faculty-mentored researchproject. They work under the mentorship of a faculty member from the

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Divisions

Faculty Development Division (FDD)

toredefine engineering education, offering a new lens through which universities, departmentchairs, and faculty can prepare, evaluate, and train engineers for the challenges of the 21stcentury.IntroductionThe rising cost of college education and the accompanying increase in student debt over thepast decade have become major public concerns [1-5]. While a college degree can lead tomany benefits [6], the rise of online course providers such as Coursera, edX, MITOpenCourseWare [7] call into question whether the same knowledge and skills can be acquiredmore economically and effectively elsewhere [7-10]. As Rose [10] put it: “If college does not lead to skill gains, it is difficult to argue that attending college will lead to positive

Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

, equity, andinclusion at a given institution [6–8]. Similarly, a literature review that predated the new legallandscape focused on the preparation of engineering faculty to address DEI issues [9]. It found apaucity of studies, leading to the conclusion that faculty DEI-related beliefs are not often studied.Synthesizing the studies that do exist, the authors conclude that most engineering faculty believethat DEI efforts are important, but they do not act on those beliefs due to lack of support. Worksurrounding perceptions of DEI as an intellectual movement, political issue, and/or target oflegislation (as opposed to the DEI-related climate or willingness to enact DEI efforts) are lesscommon (In other words, the literature explores faculty beliefs

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Teaching, Boston, 1918.[5] Grinter Report, “Report on evaluation of engineering education (reprint of the 1955 report),” J. Eng. Educ., vol. 93, no. 1, pp. 74–94, 1994.[6] G. W. Clough et al., The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC: National Academcy Press, 2004.[7] R. A. Cheville, Becoming a Human Engineer: A Philosophical Inquiry into Engineering Education as Means or Ends? 2021.[8] C. Mitcham, “The True Grand Challenge for Engineering: Self-Knowledge,” Issues Sci. Technol., vol. 31, no. 1, 2014.[9] M. S. Schiro, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage, 2012.[10] S. B. Nolen, E. L. Michor, and M. D. Koretsky

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

the AAUP in 2009What is evident from the first three columns of the table is that there is a great deal of agreementamong the analysis of Lyken-Segosehe et al [2], the AAUP statement, and our universityguidelines, although the language is somewhat different. In the last column of the table are thestatements of our group of faculty on their written post-its. They were able to identify most ofthese elements as well. Numbered items in the last column mean that two or more groups offaculty identified that item, and a group sometimes used two phrases that we have put in thesame cell of the table. The most prevalent ideas among our faculty concerned fair grading, butrespect for individual students, transparency about course expectations, and the

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

David A. Butler, National Academy of Engineering; Casey Gibson, National Academy of Engineering

Tagged Divisions

Engineering Ethics Division (ETHICS)

integral partof many professional codes of conduct. Table 1 provides examples from three existing codes. organization[s] “CESER” principles • Protect, and where possible improve, the quality of built and natural environments. Engineering Council and • Maximise the public good and minimise both actual and the Royal Academy of potential adverse effects for [engineeers’] own and succeeding Engineering (2014) [5] generations. • Be aware of the issues that engineering and technology raise for society, and listen to the aspirations and concerns of others. • Engage responsibly with

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

and is foundational to the success of students.At the beginning of each quarter, new faculty should make it a point to discuss the diversity andinclusion statement with students during the first lecture and incorporate it into all course syllabi.Students should be actively encouraged to voice their thoughts or reach out to faculty membersindividually if they encounter any discomfort or concerns. New faculty member can try to engagein their classes to create a more inclusive environment by utilizing the following methods: • Generate a photo roster of all students, incorporating their preferred pronouns to respect individual identities. • Distribute an introductory questionnaire during the initial lecture includes a query about

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

sociotechnical issue, leveragingfundamental circuits topics, and introducing students to potential subdisciplines in their field.Research PlanWith a cohort of graduate students, we will develop a series of new modules. We will pre-piloteach module at a small private institution (University of San Diego), pilot it at a large publicresearch institution (University of Michigan), and then scale it to other large circuits courses.Our research questions include#1 How can graduate students apply proven course design practices to effectively integratesociotechnical issues into an introduction to circuits course?#2 What is the impact of the modules on students’ sense of social responsibility and their adherenceto normative cultural beliefs? How do these impacts

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

with customized EBIPs suited for theirunique teaching environments. Faculty who observed increased student engagement utilized real-world applications facilitated by extensive experience and institutional support. This study'sfindings point to the importance of adaptable teaching methods, emphasizing the need forinstructors to tailor EBIPs to their specific teaching contexts. These results underscore theimportance of individualized strategies for effectively adopting EBIPs into educational settings.IntroductionAs a part of the NSF IUSE project, this paper seeks to explore the limitations and successes ofengineering faculty implementing EBIPs. Although earlier research indicates a willingness andinterest among faculty to incorporate new

Conference Session

Cybersecurity Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Walter W Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Computers in Education Division (COED)

quitechallenging. By the time I received news of the externship, most companies had already set uptheir summer internships and summer programs, and many did not have the capacity to expandtheir programs to accommodate an extra faculty member.A second challenge that I faced is that while the intent of the externship was to be in person in anoffice setting, many of the offices in the local tech sector are still predominantly remote. This isespecially true of the cyber security related organizations, as the pandemic caused manycompanies to hire remote workers who have never set foot into local business offices. This ischanging, and many software engineers are beginning to return to the office, but overall, it is notubiquitous.I finally ended up adjusting the

Conference Session

Experiential Learning in ET Programs II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne M. Lucietto, Purdue University ; Dyane Roesel, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

should be able to analyze complex issues,identify solutions, and implement them effectively.Critical Thinking and Analytical Skills: Faculty members value students who can thinkcritically and analyze situations from multiple perspectives. They encourage students to approachproblems in a systematic and logical manner.Adaptability and Innovation: Given the rapidly evolving nature of technology and engineeringfields, faculty members believe that students should be adaptable and open to learning newtechnologies and methods. They encourage an innovative mindset that allows students to staycurrent with industry trends.Communication Skills: Effective communication is considered a vital skill for engineers andengineering technologists. Faculty members

Conference Session

Laboratory and Research Skill Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashlee N. Ford Versypt, University at Buffalo, The State University of New York; Jeffrey R. Errington, University at Buffalo, The State University of New York; David A. Kofke, University at Buffalo, The State University of New York; Maura Sepesy, University at Buffalo, The State University of New York; Mark T. Swihart, University at Buffalo, The State University of New York

Tagged Divisions

Chemical Engineering Division (ChED)

spring 2009, our faculty voiced concerns regarding discrepancies in the experiences thatstudents had performing research in different faculty labs, which is a sentiment also expressed byHolles and Howe [3]. Our department was interested in establishing general guidelines foractivities that all undergraduate research students should participate in. Examples includedcompleting a written report, oral presentation, literature review, etc. The department’sundergraduate committee discussed the issue and decided to split the undergraduate research forcourse credit experience into two integrated courses, with department approval, in May 2009.Fall 2009 was the first semester we required the 1-hour lecture component. The lecture sectionbrings together all

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

obtaining an EdD from Hamline University. ©American Society for Engineering Education, 2024 Nursing + Engineering: Lessons Learned in Interdisciplinary Facilitator Dynamics for Faculty DevelopmentAbstractThis paper presents lessons learned from the first year of an interdisciplinary facultydevelopment team exploring the impact of a humanistic model for faculty development through aCommunity of Practice. We will share how our team dynamics would have improved had wegone through the Concerns-Based Adoption Model prior to implementing our programming tobetter gauge our own perceptions and what impact would look like among our participants.IntroductionIn many

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Engineering Education, 2024 Lessons Learned: Faculty Development Book Club to Promote Reflection among Engineering Faculty on Mental Health of StudentsIntroductionIt is a real difficult challenge walking through this world full of monsters when our own bodies and minds can be monstrous. - Sarah Rose CavanaghIn universities around the U.S., mental health issues are on the rise [1], [2], [3]. College studentsare at increased mental health risks due to major mental health problems manifesting during earlyadulthood [4], and significant life changes (e.g., changes in independence, environment, and socialsupport, academic pressures/competition) [5], [6]. While

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Clinical/Professional (C/P)faculty face unique challenges in adjusting to and defining a new role. This paper presents thepersonal experience, collaboration, analysis, and lessons learned developed by three suchindividuals. It is intended to provide insights for communities concerned with the professionaldevelopment of those in similar transitions.For clarity, we use non-tenure track (NTT) as an umbrella term to describe faculty with full-timestatus, who are on limited-term contracts, are promotion-eligible, but differ from their tenure-track/tenured (TT/T) counterparts in that they are not eligible for tenure. For the purpose of ournarrative, we use “NTT faculty” when the generalized umbrella term is more appropriate, butotherwise we use “C/P

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

Tagged Divisions

Faculty Development Division (FDD)

foregone conclusion, faculty have responded with varying degrees of enthusiasm,resignation, and denial. And as with most issues of pedagogy, there is lively disagreement amonginstructors about whether and how to use LLMs with their students [1][2], with some prohibitingLLM use and others swiftly integrating them into their course assignments [3][4][5].Lagging behind an enthusiastic integration of LLM-based course tools by some in highereducation is a serious discussion of ethical concerns and questions about LLMs themselves; thisfailure may stem in part from a reluctance to voice concerns in the face of institutionalenthusiasm and pressure to “fully embrace” LLMs or risk being labeled a “dinosaur” [1][6].Regardless of cause, this lack of discourse

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

and the goals of the new student feedback instrument. In addition, both student faculty responses indicated that it was hard to gauge the “inclusive” dimension in an engineering classroom. Similar issues with the student evaluation of teaching have been found in other previous studies [23-25]. The faculty concerns on the peer-review form were that the form may be used only in one class, and it would be hard to gage the overall course and the feedback would be the opinion of only one (imperfect) reviewer. Also, the time it takes to complete a peer review and who conducts a peer review were challenges. For the self-reflection form, the challenges were in the time it took to complete the form and that not all the questions seemed relevant to

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

, 2024 Faculty perspectives on undergraduate use of Generative Artificial Intelligence (GAI) assistance: A work-in-progressAbstractThis work-in-progress paper explores faculty perspectives regarding student use of GenerativeArtificial Intelligence (GAI) assistance tools, such as ChatGPT, to complete engineeringcoursework. A common debate in engineering and computer science exists about how facultyshould address GAI tools (i.e., prevent their usage in order to maintain academic integrity, teachstudents the new technologies, or establish regulatory guidelines in higher education). WhileGAI continues to disrupt traditional educational paradigms, its full impacts on teaching andlearning are currently unknown. Such work is

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division (FDD)

interactions between teams and limited influence beyond the boundaries of theirown teaching and projects. This issue raises an important question about the impact of the EIPon engineering departments in our institution: “How can we change the EIP to extend itsbenefits more broadly across engineering departments?”EIP participants’ suggestions to improve the engineering faculty members’ participation in thecommunities of practice1. Involvement of New FacultyMany faculty members emphasized the involvement of new engineering faculty to expand thecommunities of practice for teaching innovation. The members of the EIP team vary. Someteams have new faculty members. Nevertheless, the number of new faculty members isrelatively low in EIP teams. For instance

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

community-building such as what they feltwas provided by this workshop series. The Lecturers’ Community of Practice wasoverwhelmingly well-received by lecturers, despite the research team’s concern around itscondensed nature.The focus of this paper is on the intentional decisions made by the research and facilitation teamto provide a professional development experience catered to non-tenure track faculty. In thispaper, we also highlight what aspects of the workshop resonated with lecturers, particularly thosedesigned with lecturers in mind, and those unexpectedly helpful for the participants. This paperadds to the conversation on providing more workshops on inclusive teaching for NTT Faculty,who play a critical role in making our programs

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

feeling like I’m bending myselfinto a pretzel are the best for me to tackle.” Such concerns about genuineness may hint at abelief in an innate capacity for positive leadership, which research suggests is vastly outweighedby intentionality [16]. The faculty members’ desires for authenticity may also speak to theimportance of constructing one’s positive leadership in alignment with the core self, as well asthe ongoing need for support in actualizing new knowledge.Value and InstitutionalizationEven as some faculty grappled with practicing positive leadership principles in academia, theirassessments of the training program were markedly positive, with words like “well-done” andeven “fantastic” surfacing. Some participants, like Helen, recognized the

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Science and Engineering Indicators 2022,” National Science Board, National Science Foundation, Alexandria, VA., NSB-2021-2, 2021. Accessed: Jan. 29, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20212[24] K. E. Foote, W. Li, J. Monk, and R. Theobald, “Foreign-born scholars in US universities: Issues, concerns, and strategies,” J. Geogr. High. Educ., vol. 32, no. 2, pp. 167–178, 2008.[25] N. P. Rita and M. Karides, “‘I have an accent, so people know I’m not from here’: a racial and ethnic analysis of international STEM faculty in Hawai ‘i,” Ethn. Racial Stud., vol. 45, no. 10, pp. 1873–1895, 2022.[26] R. Wells, “International Faculty in US Community Colleges.,” New Dir. Community Coll., vol. 138, pp. 77–82, 2007.[27] L

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Year Engineering Experience committee, supervisor of the LTU Thermo-Fluids Laboratory, coordinator of the Certificate/Minor in Aeronautical Engineering, and faculty advisor of the LTU SAE Aero Design Team. Dr. Gerhart conducts workshops on active, collaborative, and problem-based learning, entrepreneurial mindset education, creative problem solving, and innovation. He is an author of a fluid mechanics textbook.Dr. Maria-Isabel Carnasciali, Merrimack College Maria-Isabel Carnasciali is the new founding Associate Dean of the School of Engineering and Computational Sciences at Merrimack College (MA). Previously, she spent 13 years at the University of New Haven (CT) where her last role included four years as Assistant

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

of the participants (9). (2) We did not anticipate the prospect of such a group not only achieving “results” in the form of more scholarly productivity and externally funded research but serving as vehicle for encouragement, growth, accountability, and collegiality between faculty from disparate fields. In a word, we did not set out to use WWG for faculty development. Yet, we believe that it is occurring. (3) We thought we knew what issues were important to our region for water. In some ways, we did. Yet we found that, when you want to conduct research or education projects that not only generate peer-reviewed publications but need to show tangible benefit to local people, you must spend time

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division (FDD)

award in 2024. Dr. Panther has experience conducting workshops at engineering education conferences both nationally and internationally, has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments, and serves on the Australasian Journal of Engineering Education advisory committee. Dr. Panther received both her Ph.D. and M.S. in Environmental Engineering from Oregon State University.Mrs. Katie Mowat, University of Nebraska, Lincoln Mrs. Katie Mowat is a PhD Candidate at the University of Nebraska. She is an engineer that loves to work with people, learn about new ideas and developments in her field, and spend quality time with friends and family. Her goal

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

thematic analysis, which is “a method forsystematically identifying, organizing, and offering insight into patterns of meaning (themes)across a data set” [17, p. 57]. Finally, two faculty facilitators were asked to provide theirreflections as part of the subsequent results and discussion section.Results and DiscussionPreliminary results from participant interviews revealed emerging themes that illuminate thedynamics of engagement for participants in the CoP. Similar to other researchers [5], the barriersidentified encompassed concerns about time and workload constraints, compensation issues, anduncertainties surrounding expectations related to scholarship.“Sadly, my academic unit does not seem to value [entrepreneurial mindset and scholarship

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

academic landscape of highereducational institutions in the United States. Their diverse perspectives, cultural backgrounds,and expertise enrich the learning environment and contribute to the global reputation of theAmerican higher educational landscape. The landscape of U.S. higher education has experienceda notable transformation in recent years, marked by the increasing presence of internationalfaculty, especially in the fields of science and engineering[1]. This growth is evident in datahighlighting that the representation of foreign-born faculty easily surpasses that of domesticunderrepresented racial/ethnic groups. The National Center for Education Statistics (NCES) datarefers that out of 11,599 new tenure-track (assistant professor level

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43908Learning from Experience: A Faculty-Led Collaborative Inquiry ExploringEvidence-Based Strategies for Embedding Communication Skills Across EngineeringCurriculaDr. Ashley R Taylor, Virginia Polytechnic Institute and State University Dr. Ashley Taylor (she/her) is a Collegiate Assistant Professor in the Department of Biomedical Engineering and Mechanics at Virginia Tech. Her teaching and research focus on mobilizing engineering students to solve pressing real-world challenges through community-based participatory approaches. Taylor has partnered alongside communities in rural Appalachia, Nigeria, Malawi, Tanzania