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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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassondra Wallwey, Virginia Tech; Renee M. Desing, Oregon State University; Rachel Louis Kajfez, The Ohio State University

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Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2023 WIP: The Benefits and Challenges of Faculty Development through Interdisciplinary Public OutreachAbstractThis WIP paper will highlight emergent findings from a research project related to the facultydevelopment benefits and challenges that arose when STEAM (science, technology, engineering,arts, and mathematics) researchers engaged in interdisciplinary public outreach events. Withincreasing calls for interdisciplinary research teams and task forces, the need for faculty todevelop their interdisciplinary networks and cross-discipline communication skills is at an all-time high. Similarly, recent global events and crises have highlighted the need to increase andimprove the publics

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

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Faculty Development Division (FDD)

Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and a deputy editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate research assistant at the Tufts’ Center for Engineering Education and Outreach. ©American Society for Engineering Education, 2023 Unpacking Engineering Faculty’s Discrepant Views of Mentoring through the Lens of Attachment TheoryAbstractThe term mentorship can be interpreted in a variety of ways. This research paper examines theinterpretation and individual mentoring experiences of three engineering faculty across ranks tocapture their

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

the meantime, the information contained herein canhelp practitioners interested in trying ungrading.BibliographyCameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards onintrinsic motivation: The myth continues. The Behavior Analyst, 24(1), 1-44.Chamberlin, K., Yasué, M., & Chiang, I. C. A. (2018). The impact of grades on studentmotivation. Active Learning in Higher Education, 1469787418819728.Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitativeanalysis. Sage.Currie & Hubrig, A. (2022). Care Work Through Course Design: Shifting the Labor ofResilience. Composition Studies, 50(2).Dosmar, E., & Williams, J. (2022). Student Reflections on Learning as the Basis for

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

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Faculty Development Division (FDD)

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 Leadership Development framework, and promoting student motivation. Dr. Kendall is the Past Chair of the Engineering Leadership Development Division of ASEE. ©American Society for Engineering Education, 2024 Faculty transformation: a study of professional

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

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Faculty Development Division (FDD)

Texas A&M University, serves engineering faculty by managing course design projects and providing support to faculty through one-on- one consultations, presenting workshops, and developing online training and tutorials. She has over 18 years of experience in Higher education in libraries, web development, instructional design, and distance learning, where she has offered workshops and classes to undergraduate students and K-12 teachers. She also holds an online adjunct faculty position at the University of Arizona Global Campus, teaching Information literacy and research skills to adult learners.Dr. Sunay Palsole, Texas A&M University Dr. Palsole is Assistant Vice Chancellor for Remote Engineering Education

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

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Faculty Development Division (FDD)

. Journal of Advanced Nursing, 35(3), 317–325. https://doi.org/10.1046/j.1365-2648.2001.01848.x[24] Zaki, J. (2017). Moving beyond Stereotypes of Empathy. Trends in Cognitive Sciences, 21(2), 59–60. https://doi.org/10.1016/j.tics.2016.12.004[25] Baston, D., Duncan, B., Ackerman, P., Buckley, T., & Birch, K. (1981). Is Empathic Emotion a Source of Altruistic Motivation? Journal of Personality and Social Psychology, 40(2), 485-498. https://doi.org/10.1037/0022-3514.40.2.290[26] Rogers, C. R. (1975). Empathic: An Unappreciated Way of Being. The Counseling Psychologist, 5(2), 2–10. https://doi.org/10.1177/001100007500500202[27] Wispe, L. (1986). The distinction between sympathy and empathy: To call forth a concept, a

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

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Faculty Development Division (FDD)

” cohorts attend through Information andCommunications Technology (ICT) such as video conferencing equipment.MCI courses offer many benefits to students, faculty and administration [1]–[3]. These includean increase in accessibility to educational opportunities including: experts in the field, a varietyof courses, and recognized, credible programs with consistent standards. Improving educationalpossibilities for students in remote communities, without requiring relocation, can be atremendous opportunity for rural students. Instructors benefit by expanding their perspectives byhaving students from different backgrounds living in different contexts, increasing their classsize, and typically gaining access to resources at other institutions

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University

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Faculty Development Division (FDD)

relationships, and (4)outcomes resulting from the mentees’ mentorship experiences, encompassing both positive andnegative impacts. This paper describes the first 3 categories of codes as a preliminary step to thefuture endeavor of connecting mentoring behaviors, structures and contexts to desired outcomesfor engineering faculty mentees.Trustworthiness was established through research triangulation wherein the first and secondauthors independently analyzed and then discussed a set of four transcripts to establish commondefinitions of the codes; the third and fourth authors were used to resolve disagreements.Interrater reliability between the first and second authors was assessed using another set of fourtranscripts, wherein each code met the minimum

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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Faculty Development Division (FDD)

byshow of experience in their curriculum vitae or through a teaching demonstration during theirinterview. It is very common for new and experienced faculty and instructional staff to have littleto no formal training in teaching, and those who do have typically sought it out on their own.The UW College of Engineering has offered dedicated TA training for over 25 years through theCollaboratory of Engineering Education and Teaching Excellence (CEETE) and the organizationfrom which it grew, Teaching and Learning Services. This training was the first complete TATeaching and Learning training program of its kind at the University and addressed teaching andlearning skills, onboarding information, and professional and instructor identity development[10

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

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Faculty Development Division (FDD)

faculty developmentABSTRACTWest Texas A&M University is a Primarily Undergraduate Institution (PUI). The university has historicallybeen focused on pedagogy for K-12 educators and growing a more educated workforce across manydisciplines, which is why we have been and still are a PUI with continued focus on undergraduate education.However, beginning in 2021, a group of 10-15 faculty who have grown know to each other in areas ofagricultural science, natural science, computer science, engineering, and social science have found itadvantageous to make common cause through a scarce natural resource that seems to come up often ineducation, rural life, business, and policy in our region--water. We have therefore been meeting as facultyresearchers who

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

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Faculty Development Division (FDD)

they had in mind.A study of the lessons provided suggests the hypothesis that faculty are interested inimprovements and indeed know what improvements are needed, but they lack a systematicinnovation cycle approach, a way to evaluate the scope of their projects, and means for assessingthe outcomes and then modify their innovations appropriately.Based on this, the TAMU RED project is focused entirely on culture change via facultydevelopment and partnership, eschewing prescriptive notions of curricular change entirely. Theaim is to create a culture that is faculty driven, encourages a sustained process of incrementalimprovement and responsiveness to student learning through experimentation, measurement, andsharing. Two key levers in this culture

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

institute," presented at 2009 Annual Conference & Exposition, June 2009, pp. 14-177.[7] R. M. Felder and R. Brent, "Active learning: An introduction," ASQ higher education brief, vol. 2, no. 4, pp. 1-5, 2009.[8] A. L. McGrath, "Personal reflection: An early introduction to SoTL and the shaping of an academic career," International Journal for the Scholarship of Teaching and Learning, vol. 6, no. 2, p. 29, 2012.[9] K. Mohd-Yusof and N. Samah, "From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences," Scholarship of Teaching and Learning in the South, vol. 6, no. 2, pp. 7-32, 2022. DOI: 10.36615/sotls.v6i2.279[10] M. Borrego, "Development of engineering

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

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Faculty Development Division (FDD)

ofstudent GAI use in coursework have been identified, including but not limited to ethical andaccess concerns, the understanding that GAIs are another disruptive technology, and recognizedbenefits for students who use GAIs—though those benefits were weighted against potentiallydetrimental effects. Each represents a potential recommendation and topic to address as thisresearch continues.References[1] S. Makridakis, "The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms," Futures, vol. 90, pp. 46-60, 2017.[2] H.-K. Lee, "Rethinking creativity: creative industries, AI and everyday creativity," Media, Culture & Society, vol. 44, no. 3, pp. 601-612, 2022.[3] X. Zhai, "ChatGPT User Experience: Implications

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff Knowles, Oregon State University; Amy L. Brooks, Oregon State University; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University; Mustafa Aljabery, Oregon State University

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Faculty Development Division (FDD)

University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses. Amy’s research interests meet at the intersection of sustainable and resilient infrastructure, emotions in engineering, and engineering identity formation.Elliott Clement

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

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Faculty Development Division (FDD)

theory to projects, with a list of the cognitive skills relevant to training students on experiential learning. ● Transition (⇆): Learning experiences that support transition between T2 and T3 ● Practice (T3): We describe how project experiences move to practice through internships and applications and list the relevant cognitive skills associated with T3. ● Community (T4): Students apply their skills from internship experiences to their careers and real world practices with the goal of serving society.Fig. 1. The translational engineering education (TEE) model describes the five stages oftranslating student skills to societal benefits.Our framework extends beyond its five defined stages by emphasizing the critical

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

, which gives educators a feeling of connectionto their lives and direction. Studies have shown that development programs help them feelintrinsically motivated in their roles as a teacher [15] and increases engagement in work [20].The last dimension according to Ryffs is personal growth, which can be improved by theability to continuous development through training programs [21]. Therefore, it has beenevident through various studies that the dimensions of Well-being can be improved throughfaculty development programs.The world is changing at an alarming phase. Countries aregoing beyond economic prosperity towards the harmony of the citizens as an indicator ofdevelopment [22]. Teachers sculpt the future of the nations, and this mandates the focus

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

educationand STEM education. Our current roles involve working at HSIs, where we have conductedresearch on the serving nature of these institutions in our scholarly pursuits. Our professional andscholarly backgrounds shape our perspectives and insights into HSI servingness, given ourspecific focus on the intersection of Asian identity and the HSIs' mission.Driven by our commitment to promoting racial equity and social justice, our endeavors aredirected towards leveraging the serving nature of HSIs. Through our professional and academicpursuits, we aim to contribute to the advancement of equity in higher education, particularlywithin the context of HSIs, which aligns with our shared values and aspirations for a moreinclusive and just

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

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Diversity

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Faculty Development Division (FDD)

that requires periodic iteration and feedback. Tothis end, we recently conducted workshops with students and faculty members from the sameuniversity one year after the initial release of the checklist to ensure that we are up-to-datewith our thinking about inclusive teaching practices.This paper presents the inclusive course design checklist and the methodology we followed todevelop and refine the framework. Our hope is for faculty and instructors to learn from andleverage this checklist to design equitable and inclusive courses, as well as to contribute theirlearnings to a living checklist document that can be shared more broadly beyond oneinstitution.Keywords: faculty development, inclusive teaching, course designIntroduction and Literature

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

impact on studentengagement, retention, and workforce development. The use of active learning techniques inSTEM fields has grown in popularity as a successful way to improve undergraduate students'educational experiences and academic performance. Active learning aims to increase studentparticipation, foster self-efficacy, and motivate students to pursue careers in STEM fields.Over the past few decades, active learning has grown in popularity as a set of teaching strategiesin higher education. In contrast to traditional passive learning through lectures, active learninginvolves students directly in the learning process [1]. Active learning is a teaching strategy thatinvolves involving students in the process of learning by using collaborations

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

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Faculty Development Division (FDD)

of technical projects that empower the next generation of engineering students.Francisco Osuna, The University of Texas at El Paso Francisco Osuna is a Software Engineer with a Master’s in Computer Science from The University of Texas at El Paso with over 15 years of experience designing and developing robust software systems. Francisco spearheaded the design and development of Engage, a groundbreaking student success information management system that has been adopted by over 25 national academic institutions. This project alone has transformed academic administration by streamlining processes, reducing reporting overhead by an impressive 95%, and delivering on-time results through meticulous project management.Angel

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

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Faculty Development Division (FDD)

casestudy, as explained next. Our sessions were attended voluntarily by about 10 experienced (mostwith 5+ years of teaching) tenure-line and instructional faculty, all of whom were members ofour usual audience of faculty who are interested in evidence-based teaching.First session on faculty ethics: an exploration of ethical guidelines in higher educationIn the first session we discussed briefly what it means to be a member of a profession, rather thanbeing a practitioner of a craft or just having a job. A profession is a group that is “organized toearn a living by openly serving a certain moral ideal in a morally permissible way beyond whatlaw, market, and morality would otherwise require.”[1] Some of the elements of a profession arethat it

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity

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Faculty Development Division (FDD)

andconnectedness are prompt dimensions that help to make visible the design space of teamingprompts. In addition to describing these dimensions, the paper also discusses practicalimplications and future research opportunities made possible by identifying these dimensions.BibliographyCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitativeanalysis. Sage.Davis, B., & Sumara, D. (2014). Complexity and education: Inquiries into learning, teaching,and research. Routledge.Gaver, W. (2012, May). What should we expect from research through design?. In Proceedingsof the SIGCHI conference on human factors in computing systems (pp. 937-946).Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

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Faculty Development Division (FDD)

whatchange could be attributed to which program and why?The challenging scenario described makes necessary the design of comprehensive studies aimed atanalyzing the long-term effects of professional development programs. Although advanced in K-12 (e.g., [12], [26]), the study of the long-term effects of programs in STEM higher education isincipient. Beyond evaluations of wide programs involving faculty from multiple departments (e.g.,[27], [28]), Emery and colleagues’ longitudinal study design offers one of the few examples of anintegrative proposal for the analysis of the long-term outcomes of a professional developmentprogram in STEM but does not publish results yet [10]. To contribute to the ongoing discussion,we will explore the application of

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

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Faculty Development Division (FDD)

recognition, all aimed at collaborative software mod- eling. He also is actively researching the use of games in teaching and faculty development, and is an avid tabletop gamer in his spare time.Nathaniel Bryan ©American Society for Engineering Education, 2023 WIP - Let’s Play - Improving our Teaching by Reversing Roles and being a Learner with Board GamesAbstractThe focus of this work-in-progress (WIP) paper is on the creation and evaluation of a facultydevelopment activity to improve teaching through reflection and empathy. Our intervention takesthe form of a Faculty Learning Community (FLC) where staff and faculty participants havefrequent opportunities to experience role reversal

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

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Faculty Development Division (FDD)

in a variety of other CoPs through UNC’s Center for FacultyExcellence and through the KEEN Network.As higher education undergoes a transformation in how instruction is facilitated, it is moreimportant than ever to meet faculty where they are in terms of their pedagogy and experience.The implementations of these approaches in Year 3 led to a significant increase in the adoption ofEML and a boost in the effectiveness of the FLC, suggesting that these practices could have aneven greater impact in the future. Finally, it is essential to recognize that faculty are overworked,and the pressure to integrate effective strategies can be stressful and overwhelming.References[1] A. P. Samaras, M. Hjalmarson, L. C. Bland, J. K. Nelson, and E. K

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University

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Diversity

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Faculty Development Division (FDD)

, duty and law,” Forensic Sci. Res., vol. 6, no. 4, pp. 341–346, doi:10.1080/20961790.2021.1970887.[9] L. Baran and P. K. Jonason, “Academic dishonesty among university students: The rolesof the psychopathy, motivation, and self-efficacy,” PLoS ONE, vol. 15, no. 8, p. e0238141, Aug.2020, doi: 10.1371/journal.pone.0238141.[10] M. Krishnamurthi, “Creating Value in Engineering Education Through A Master’s LevelGraduate Seminar Course,” 2013.[11] “Academic Integrity Policy | Office of Student Conduct and Conflict Resolution.”https://osccr.sites.northeastern.edu/academic-integrity-policy/ (accessed Jan. 28, 2023).[12] “Academic Integrity Quiz | Office of Student Conduct.”https://sites.udel.edu/studentconduct/aiquiz/ (accessed Jan. 28, 2023).[13

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

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Faculty Development Division (FDD)

://doi.org/10.5585/dialogia.n36.18188‬‭Engineering Unleashed‬‭. (2023). Engineering Unleashed - Entrepreneurial Mindset.‬ ‭https://engineeringunleashed.com/mindset‬‭Felder, R. M., Brent, R., & Prince, M. J. (2011). Engineering Instructional Development: Programs, Best‬ ‭Practices, and Recommendations.‬‭Journal of Engineering Education‬‭,‬‭100‬‭(1), 89–122.‬ ‭https://doi.org/10.1002/j.2168-9830.2011.tb00005.x‬‭Grierson, A. L., Tessaro, M. L., Grant, C., Cantalini-Williams, M., Denton, R., Quigg, K., & Bumstead, J.‬ ‭(2012). The Bricks and Mortar of our Foundation for Faculty Development: Book-study within a‬ ‭self-study professional learning community.‬‭Studying Teacher Education‬‭,‬‭8‭(‬ 1), 87–104

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

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Diversity

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Faculty Development Division (FDD)

students?International students are academically well-prepared and hardworking. Research studies haveconsistently highlighted the exceptional academic performance of international students [29],[30]. These students are highly motivated and goal oriented, striving to achieve their academicgoals by putting in the necessary effort and hard work [31]. Unruh's study emphasizes thedetermination and commitment of international students, who go through immense effort tocome to study in the US, often leaving behind their families and loved ones [31].International students contribute to the internationalization of campuses and bring diverseviews and global perspectives to class discussions and assignments. Their presence oncampuses helps to bring a diverse

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

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Faculty Development Division (FDD)

published as Mentor Training for Clinical and TranslationalResearchers. Its training activities addressed six research mentor competencies: (1) maintainingeffective communication; (2) aligning expectations; (3) assessing understanding; (4) addressingdiversity; (5) fostering independence; and (6) promoting professional development. The trainingfollowed the original design, which was a process-based approach. Through facilitateddiscussions of case studies and activities, the small group of mentors learned the six mentoringcompetencies, tried out different mentoring strategies, and solved mentoring challenges. Thetypical training format was four sessions of one to two hours of interactive discussion withfacilitation over two months. The curriculum was