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)

: Connectedness. A fifth dimension for explaining the space of teaming prompts issomething we have called connectedness to capture the various ways in which a prompt can beconnected up to something larger. For example, prompt 3 (with the focus on attendance) andprompt 4 (with the focus on grading) were constructed based on ideas that came up in previousteaming sessions. The prompts about being back on campus (prompt 1), back in the classroom(prompt 2), and back to normal (prompt 6) were constructed to create continuity with worldevents and the general context. The prompts about something you'd like students to know aboutyou (prompt 8) and a situation where you felt cared for (prompt 9) were connected to broaderdepartmental goals.These dimensions are by

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Diversity

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Faculty Development Division (FDD)

skills intoaccreditation criteria. Over two decades ago, ABET Engineering Criteria (i.e., EC2000) for thefirst time included professional skills, intended to address the demands for interpersonal skillsand global awareness among 21st Century engineers (Shuman, Besterfield‐Sacre, & McGourty,2005). In fact, a greater number of EC2000 a-k Student Outcomes pertain to professional skillsthan technical skills. This is even more the case in the current (1-7) Student Outcomes Criteria(ABET, n.d.). ABET’s reasoning behind including professional skills in Student Criteria inEC2000 is equally applicable to ABET’s current proposed inclusion of DEI elements into theGeneral Criteria: [To promote undergraduate engineering students’] ability to

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 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)

emergingtechnologies in shaping the future of engineering education.IntroductionThe advent of Generative Artificial Intelligence (GAI) has revolutionized various sectors,including shipping and manufacturing, management and hiring practices, economics and financemarkets, art and creative endeavors, and education [1]-[4]. Generative AI's intrusion intoacademic practices, particularly homework completion, is a subject that has garnered recentattention [5] and controversy [6]. Artificial Intelligence has disrupted traditional pedagogicalmethods, offering students tools that make problem-solving and homework completion moreefficient [7]. Other AI tools, such as automated grading, plagiarism detectors, and intelligenttutoring systems, have provided needed support

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)

role ofinterconnectedness, as illustrated in Figure 1 by the symbol ⇆, which signifies seamlesstransitions between stages. For instance, an experiential learning course should build upon thetheoretical knowledge from previous courses to enhance and further develop analytical skills,rather than existing as an isolated experience.We advise that experiential learning courses designed as introductory or overview sessions,which do not incorporate theoretical foundations, should be viewed as transitional phases (⇆)rather than as part of the second stage (T2). In the T2 stage, experiential learning shouldinvolve students either individually or in groups completing projects that engage advancedcognitive skills like analysis, evaluation, and creation

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Diversity

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Faculty Development Division (FDD)

outcomes in accordancewith attributes listed in the Washington Accord. The current generation of students poses asignificant challenge to the faculty members due to various factors, hence there is an urgentneed to redefine the learning space that suits the current student generation. The graduatingstudents are not meeting the requirements of the industries and employability means majorissue in technical education. The statistics show that only 39% of diploma graduates and 43%of undergraduates are getting placed after graduation (AICTE 2022). One of the main reasonsfor unemployment and underemployment is the gap in the teaching-learning process. Thefaculty members needed to connect the content to the context, by adopting active teaching-learning

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen Choi, University of Southern California

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Faculty Development Division (FDD)

responses 3 4 1 0 0Q5: Please add any comments you have about the framework. (n=4)a. "This is a good idea - a deliberate approach."b. "I liked how we could disagree about AI and still have a productive discussion."c. "The framework can have different outcomes for different people - I think that's ok since we are at least talking about it and we can see people are acting with intention. I learned a lot about LLMs such as their environmental impact."d. "The framework sparked great discussion."While not statistically relevant, these initial survey responses indicate a generally favorableresponse to the framework and related discussions about

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Jennifer Ramsey, Brigham Young University; Richard Swan, Brigham Young University; Tina M. Taylor

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Faculty Development Division (FDD)

nature, are widely used as the principle means to evaluateteaching effectiveness. While it is true that student ratings contribute essential information, ithas been demonstrated that they are insufficient for a thorough and accurate evaluation ofteaching. [1, 2]Many colleges and universities are working to develop better ways to evaluate teaching. [3-5]Peer evaluation, in a variety of forms, is used by many institutions, however, these evaluationscommonly lack critical analysis. Teaching portfolios, in a variety of forms, are also common asa tool for teacher reflection. Yet, because existing methods generally still lack substance or aretoo labor intensive, efforts to develop better processes continue.Several years ago, administrators and faculty

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

on an inwardtwoness generally experienced by African Americans’ self-perception through the eyes of othersand measures themselves based on the world that looks in with immense pity. African Americansought self (i.e., attributes that one believes one should possess (Bak, 2014)) often limits theachievement of new sight or true self-consciousness because of the conflicting identities of beingBlack and American (Lloyd, 1972; DuBois, 1897). This perspective delves into theintersectionality of consciousness, exploring the power and oppression conflicts that arise fromthe overlapping identities of African Americans. While Dubois's double consciousness is notoften credited in critical consciousness literature, it holds historical precedence and

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

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Faculty Development Division (FDD)

outcomes, and any observedchallenges encountered during implementation.All interviews were transcribed and cleaned. Thematic analysis by Braun and Clarke [13] wasthen used to identify salient themes across all the interview data collected. Specifically, we beganby familiarizing ourselves with the data through repeated readings, followed by generating initialcodes that captured key concepts and ideas, and then organizing these codes into potentialthemes, which were refined and reviewed until the final themes emerged.FindingsFour themes captured the insights from faculty and TAs on the impact of their reflectioninstructional practices in their courses during the spring 2023 semester. These include: (1)growth, (2) varied understanding of reflection

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Vajih Khan, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Abdulhamid Zaidi; Suleiman M Obeidat, Sam Houston State University; Sumith Yesudasan, Sam Houston State University

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Faculty Development Division (FDD)

implementing this research question and assessment plan, we aim to understand theeffectiveness of the integrated curriculum and faculty professional development in preparingstudents for careers in the rapidly evolving field of automated manufacturing and assembly lines.AcknowledgementThe authors would like to express their sincere gratitude to the ETEC department chair, FarukYildiz, and the esteemed former Dean of the College of Science and Engineering Technology(CoSET), John Pascarella, for their generous support in funding this crucial professionaldevelopment initiative through the Fred Pirkle endowment fund.References:[1] B. Esmaeilian, S. Behdad and B. Wang, “The evolution and future of manufacturing: A review” in Journal of Manufacturing

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

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Faculty Development Division (FDD)

development offered to POGIL instructors andauthors. Section 3 provides details on our participants and interventions. The results arepresented in Section 4, while Section 5 delves into the insights garnered, along with anylimitations encountered. Finally, Section 6 concludes with some final insights.2. BackgroundActive, evidence-based approaches to teaching and learning can improve all student outcomesand reduce achievement gaps for students from underrepresented populations (e.g., [1], [3], [4]).A variety of faculty development programs and other incentives have been used to help facultychange their pedagogy, primarily at the precollege level. In general, the most effective facultydevelopment models focus on subject matter knowledge and student

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Conference of ISPA, US In India. She has organized Symposiums, Semi- nars and Conference. She was the Coordinator of the NITTTRc Golden Jubilee Celebrations. She served as Asst. Academic Editor of the Journal of Technical and Vocational Education, Newsletter Editor of IAAP, Editorial Board of Social Engineer, Asst. Editor of JIAAP, and Member of Staff Selection Com- mittees of Govt. Institutions. ©American Society for Engineering Education, 2023TRAINING FACULTY ON MENTORING STUDENTS IN HIGHER EDUCATION IN THE POST-PANDEMIC WORLDIntroductionImproving the competence of educators to support the future generation is a major challengefor faculty developers. Teachers are obligated to develop

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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Faculty Development Division (FDD)

Paper ID #39868A Systematic Review of Research on Training Faculty on Well-Being in STEMProf. Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR)Chennai, India Dr.S.Renukadevi, is the Professor of Education and Head of Centre for Academic Studies and Research at the renowned NITTTR, Chennai. She has 32 year of teaching Experience, of which 27 years at NITTTR, Chennai. She holds a Master’s Degree in Computer Applications and Doctorate in Computer Applications - Engineering Education with a PG Diploma in Guidance and Counselling. Her areas of Expertise include Engineering Pedagogy

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

M Cynthia Hipwell, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; Arun R Srinivasa, Texas A&M University; Guillermo Aguilar, Texas A&M University; Karan Watson P.E., Texas A&M University; Mindy Bergman; Rujun Gao, Texas A&M University; David Christopher Seets, Texas A&M University

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Faculty Development Division (FDD)

learning about teaching innovation approaches in our department. Thework presented here covers 4 teams disseminating their work and 5 new teams refining their ideasat one full day, on-campus departmental education retreat. The first cohort had worked for 1 year/1-2 semesters on their education projects and the second group were working on their proposals toparticipate in the next year’s program. The results highlight the outcomes of dissemination andnew idea refinement in an Antigua forum format, in terms of faculty self-reported feelings ofinformation exchange and idea generation. The education retreat studied had a morning andafternoon session with 35 and 34 faculty in attendance, respectively, including the RED teamcohorts.MethodsAntigua Forum

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 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

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Faculty Development Division (FDD)

with Michigan Engineering’s strengths and needs:positive emotions and purpose-finding; generalized reciprocity; positive energizers andhigh-quality connections; the fundamental state of leadership; and abundance gaps. (SeeAppendix A for a glossary of these concepts.) Key metrics of success were participants’frequency of experiments with positive leadership concepts; frequency and depth of reflectionand intentionality in leadership; attention to positive developments in the College; and perceivedlevel of social connection with colleagues.Fundamental to the design of the leadership program was a professional development frameworkof “learn-experiment-reflect.” (See Figure 1.) Namely, after learning a positive leadershipconcept, participants would

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)

interdisciplinary public outreach training and events pairedwith the workload of junior faculty was noted as a difficulty, as was the lack of tangibledeliverables that could be referenced in a tenure review dossier.These emergent findings from this research left our research team with many questions andconsiderations. While the notable outcomes that emerged from participant interviewstangentially related to the development of teaching and research – two important aspects ofreceiving tenure – there still emerged a tension between participants’ engagement in thisprogram and how it related to what ‘counted’ toward earning tenure. We aim to report theseemergent findings in a more detailed manner and discuss 1) future directions for research on thewider

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

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Diversity

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Faculty Development Division (FDD)

graduate education, faculty hiring, and the pathway to an academic career. ©American Society for Engineering Education, 2023 Lessons Learned: Faculty Search Committees’ Attitudes Towards and Against Rubrics Gabriella Coloyan Fleming, Maura BorregoIntroduction Faculty search committees are the gatekeepers to the next generation of tenure-trackfaculty [1]. The tenure-track faculty search process typically follows similar steps: 1)development and marketing of the position, 2) narrowing the candidate pool from all applicantsto a “long list” for first-round interview (often, on the phone or a video call), 3) conducting first-round interviews, 4

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

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Faculty Development Division (FDD)

ECNQ (acronym forEngage, Communicate, Names, Questions) was designed and implemented as an active anddynamic approach to 1) engage students in the engineering classroom, and 2) disrupt traditionalteaching practices [14]. Particularly, the ECNQ model establishes four communication strategiesthat eliminate intimidation barriers and foster an intellectually rich and healthy environment: 1)verbally encourage student participation during lecture sessions, 2) communicate with studentsbefore and after class, 3) learn student names, and 4) pose non-intuitive questions to spark curiosity[2].According to the model, it is necessary – as an initiative from faculty members – to encouragestudent participation during lectures which is an approach intended to

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

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Faculty Development Division (FDD)

the Frank Lloyd Wright School of Architecture (Taliesin West). Outside of the classroom, he is engaged with the Associated General Con- tractors of America (AGC), Massachusetts Chapter’s, Virtual Design and Construction Group. Dr. Cribbs has presented on both the national and international stages discussing topics related to modular and offsite construction techniques, BIM and other data-centric design/construction workflows, pedagogical models for training the future of the construction industry and research specific findings that are scalable to the industry at large. He is a Leadership in Energy and Environmental Design (LEED) Accredited Profes- sional (AP) in the Building Design and Construction (BD+C

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

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Faculty Development Division (FDD)

a content analysis of SET items and the dimensions that peerobservations of teaching should assess according to the existing faculty policy series. (Table 1.)The core competencies fell into four key areas: Learning/Development, Class Climate, Instruction,and Assignments/AssessmentsTable 1. General Competencies Evaluated via CTRs (Course Teacher Ratings) and PeerObservation of Teaching CTR Items General Competency Peer Observation of Teaching Dimensions (FPS#49) In your opinion, the instructor Demonstrating Subject Mastery of the material presented demonstrates a mastery of the Mastery in light of the current state of subject that is

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)

asmentorship provided to faculty, by other faculty. We specifically propose establishing acomprehensive framework articulating the behavioral, contextual, and structural factors thatinfluence the effective mentorship of junior engineering faculty. Mentorship can serve as acritical resource for junior faculty who are navigating the complex terrain of academia. Facultymentorship is not merely a transactional exchange but a multifaceted relationship thatsignificantly impacts career trajectories and personal growth. Effective faculty-to-facultymentorship has long been associated with positive outcomes, including professionaldevelopment, career satisfaction, and success [1], [2]. The current, extant understanding of whatmakes faculty mentorship effective

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)

is aimed at examining the nature of HispanicServing Institution (HSI) scholarship related to engineering education and what implications aredrawn for faculty and administrators in engineering at HSIs. Based on the 2021-2022 estimates,approximately one in six colleges and universities in the United States, District of Columbia, andPuerto Rico meet the criteria1 to be designated as an HSI in the United States [1]. HispanicServing Institutions carry the responsibility of educating a large proportion of the nation’sracially and ethnically minoritized and low-income students [1]. HSIs play a vital role inattracting, enrolling, and retaining Latinx and Black, Indigenous, and People of Color (BIPOC)students in engineering and computer science

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

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Diversity

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Faculty Development Division (FDD)

a university teaching certificate program." Studies in Graduate and Postdoctoral Education 11.3 (2020): 233-248.[6] Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. SAGE.[7] Jemal A. Critical Consciousness: A Critique and Critical Analysis of the Literature. Urban Rev. 2017 Nov;49(4):602-626. doi: 10.1007/s11256-017-0411-3. Epub 2017 May 2. PMID: 29657340; PMCID: PMC5892452.[8] Yosso, Tara J. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, ethnicity and education 8.1 (2005): 69–91. Web.AppendicesAppendix A: Interview ProtocolAbout you 1. General background information (outcome of this question could be a

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

. Lastly, themes were organized into individual and situational barriers for easierinterpretation. Because there were several commonalities and emergent differences leading tovaried adoption of each EBIPs, we performed cross-case synthesis [15] to compare the emergentbarriers to adoption across all EBIPs. Table 1. Definitions of EBIPs from Borrego, et al. [14] and number of corresponding responses to open-ended survey questions EBIP Description No. responses Active learning A general term describing anything course-related that all

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

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Diversity

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Faculty Development Division (FDD)

”, vol. 32, no. 2, Apr. 2008, doi: 10.1080/03098260701731215.[5] Brown HN. Mentoring new faculty. Nurse Educ. 1999 Jan-Feb;24(1):48-51. doi:10.1097/00006223-199901000-00014. PMID: 10335214.[6] T. D. Allen and L. T. Eby, “Mentor commitment in formal mentoring relationships,” JVocat Behav, vol. 72, no. 3, pp. 309–316, Jun. 2008, doi: 10.1016/J.JVB.2007.10.016.[7] A. E. Austin, “Preparing the Next Generation of Faculty: Graduate School as Socializationto the Academic Career,” The Journal of Higher Education, vol. 73, no. 1, pp. 94–122, 2002, doi:https://doi.org/10.1353/jhe.2002.0001.[8] M. Stojanović and P. A. Robinson, “Interculturality at a US university: Internationalfaculty’s experiences with intercultural communication,” Journal

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

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Diversity

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Faculty Development Division (FDD)

is the hidden curriculumsurrounding P&T. ‘Hidden curriculum’ refers to unwritten norms, practices, and expectationsrooted in traditional routes to academic advancement. Much attention has been paid in theliterature to the effectiveness of various types of mentoring in helping faculty navigate P&T [1] -[3]. We add to this literature by focusing on the role of pre-tenure peer reviews as mentoringopportunities. These reviews are often conducted in the third year and could serve as a mentoringmoment to help faculty gain a deeper understanding of P&T standards, expectations, and wherethey stand in their progress toward tenure. To learn more about the effectiveness of these reviewsin helping faculty prepare for P&T, we conducted

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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