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)

chairs, deans, student success units, and university leadership toutilize the framework to determine and uniquely predict workforce demands and competitiveskills required of graduates and focus their energy and efforts on those targeted competencieswithin their program. We recognize the need for broad experiences and topics within anengineering program, and recommend increasing translational experiences in engineeringdegrees to provide the important skills required in the workforce to increase job placement andprogram goal achievement.Minimizing loss, increasing goal alignment, and improving student translational skills are allgoals of the translational engineering education model. We recognize that programs andcourses are constrained by time

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)

Paper ID #42733Faculty Perspectives on Undergraduate Use of Generative Artificial Intelligence(GAI) Assistance: A Work-in-ProgressMichaela Harper, Utah State University Michaela Harper is a graduate student at Utah State University specializing in engineering education with a background in Environmental Studies, focusing on STEM and non-traditional education. Her interest predominantly lies in understanding the underlying nature of things, bringing an exploratory and explanatory approach to her research, including the impacts of disruptive technology on engineering, a field popularly deemed as ”tech-savvy.”Dr. Cassandra

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica Rosenberg; Marco Brizzolara, George Mason University

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Faculty Development Division (FDD)

retention of a diverse group of students in the STEM disciplines. She has developed and implemented education programs that span K-20, researched improvements to STEM classroom education, and is working to develop a career-ready quantum workforce.Marco Brizzolara, George Mason University ©American Society for Engineering Education, 2024Title: Graduate students’ development of teaching skills and identityAbstract: This Work in Progress paper focuses on exploring how graduate teaching assistants’(GTAs’) identity around teaching evolves during their time as a GTA. Studies have shown thatthere is a need to prepare graduate students for their responsibilities as a GTA and, in manycases, for future faculty roles

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)

objective of the authors which is to increase retention rates inengineering education, enhance academic preparation, and to increase the number of minorities inSTEM fields and graduate school. It is important to note that the recommendations generated fromthe study are not intended to be firmly established practices but are provided as considerations andsuggestions that may be useful for faculty seeking to understand more about the nuances of hybridlearning. The information drawn from the study are topics that can be utilized to engage in anongoing dialogue about how to best serve students in various contexts. These research objectivesare believed to be attained by identifying, designing, and implementing effective pedagogicalmethods that will be

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

deployed in a variety of contexts, from the National ScienceFoundation’s Revolutionizing Engineering Departments (RED) program to the KernEntrepreneurial Engineering Network (KEEN) conference, and summer professionaldevelopment workshops for faculty, along with targeted consulting with numerousinstitutions. From 2012 to 2017, the MACH workshop was offered annually on our campus toSTEM faculty and administrators. In 2017 and 2019, the focus of the workshop was emerging engineering educators, bothgraduate students and post-doctoral students who work in STEM fields. By offering a targetedMACH for these stakeholders, we sought to impact the next generation of STEM faculty andadministrators. Conventionally, the primary experience of graduate

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)

, University of North Texas Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare. ©American Society for Engineering Education, 2024 Faculty and Administrators' Servingness in Engineering Education at Hispanic Serving Institutions: A Systematic Review AbstractThis systematic review study aims to investigate the roles and contributions of engineeringfaculty members and administrators in enhancing the educational experiences of Latinx and

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

underrepresented groups in engineering by exploring their experiences, engaging in critical questioning, and offering support. Outside of academic studies, Jameka serves as an ambassador for her department, reviewer for ASEE, and active volunteer for a Columbus STEM non-profit See Brilliance. Jameka has been recognized by her undergraduate institution for her commitment to achieving the vision of the Ronald E. McNair Scholars Program and most recently by her department for her scholarship as a graduate researcher. Jameka strives to be a well-rounded scholar and exhibit her dedication to people and scholarship.Dr. Monica Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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Faculty Development Division (FDD)

through participatory, design-based, and reflective activities. Alignedwith the role of a facilitator, the team imparted knowledge and relevant expertise to support theEIF as they scoped out their project ideas. With the workshop’s focus on collective development,fellows were encouraged to adopt multiple perspectives or lenses to reflect on topics related toempathizing with their students, educational leadership, agency, and their HSI context. Asfacilitators, we provided a collaborative space for the EIF to ask questions, and challengeconcepts shared, and in turn, we generated insights as they individually reflected on their projects[10].The facilitators during the kick-off workshop also became coaches for group coaching sessions,highlighting a

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

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Faculty Development Division (FDD)

emerging research projects into ongoing programmatic activities that seek to improve the retention of first-generation and deaf/hard-of hearing students in STEM disciplines.Dr. Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology Eleanor C Sayre, PhD is a Professor of Physics at Kansas State University. Dr. Sayre is a co-Director of the Professional development for Emerging Education Researchers (PEER) program and the Research Di- rector of PhysPort.org. She has over 80 peer-reviewed publications in discipline-based education research. Her lab conducts research on how university faculty members become better at their jobs, including their pedagogical practices as well as their growing expertise in

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

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Faculty Development Division (FDD)

and Medicine. He currently holds a postdoc appointment with two institutions at Penn State University—the Rock Ethics Institute and the Leonhard Center for Enhancement of Engineering Education—to facilitate exchange and collaboration between philosophers and engineers. Prior to joining Penn State, he was a postdoctoral research fellow at the Science History Institute working on the history of engineering ethics education. Shih earned his PhD and MS in science and technology studies (STS) from Virginia Tech. He also has a graduate certificate in engineering education (ENGE) from Virginia Tech and a Bachelor of Science in electrical engineering from National Taiwan University.Dr. Sarah E Zappe, Pennsylvania State

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

anequal number of male and female team members. One-third of us identify as a first-generationcollege undergraduate student, a first-generation PhD graduate student, or a first-generationimmigrant to the United States. We currently serve at a Public R1 University in the United Statesand bring varied and rich experience to higher education, inspired by our diverse educationand/or teaching backgrounds throughout the world. We have been students or instructors in theeducational systems of countries in Europe, Central Asia, East Asia, SouthEast Asia, and theUnited States. As educators and researchers, we aim to implement and investigate pedagogicalapproaches that empower students from diverse backgrounds to succeed and develop their

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Octavio Mattasoglio Neto, Instituto Mauá de Tecnologia; Gabriel Monesi Souza

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Faculty Development Division (FDD)

indicated in the National Curricular Guidelines (DCNs) establishedby Ministry of Education and Culture (MEC) of Brazil, for Engineering programs [13].Skills developed with Project Based Learning Sesoko & Mattasoglio Neto [11] outlined the benefits of employing Project BasedLearning (PBL) in comparison to traditional teaching. They highlighted: 1. The student learns to seek tools and methodologies to address problems and undertake projects. 2. The student learns to work collaboratively within a team, encompassing skills such as listening to diverse opinions, presenting ideas, committing to tasks, taking responsibility, generating activity reports, demonstrating leadership and adaptability

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) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

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Faculty Development Division (FDD)

culture of usable feedback from multiple levels. 5. Apply design thinking as a powerful framework to enhance the quality of all communication, starting with familiar presentations and topics and challenging assumptions about what works and what doesn’t.We acknowledge a unique opportunity with the Knight Campus as a generously funded startupresearch institution. As we’ve built programming, we’ve done so with the support andcommitment of our leadership and kept the programs lean and low cost. Our hope is to use thisopportunity to pioneer approaches that would scale in all institutions and bring the best practicesof science communication more to the center of scientific training in general. We would like

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)

(multimedia usually) with the content of a topic beforeclassroom time so that students can come to the class with that knowledge, and the instructor usestime class for practical activities. The instructors indicated the use of the technique with YouTubevideos and texts.Participants also indicate they have continued including student-centered learning practicesleveraged during the program, such as cooperative problem solving, intensive opportunities forpractice in class sessions, continuous formative assessments, and the inclusion of technology usedby youth (e.g., mobile phones) with pedagogical purposes. In general, participants’ descriptionsindicate that they seem to have appropriated the tools promoted in the program. However, we needmore data

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)

experiential learning. Kristen is a first-generation student and received her Doctor of Education degree in Leadership and Innovation from ASU. Her research interests include engineering faculty professional development, faculty-student interactions, first-generation college students, and retaining students in STEM fields.Mrs. Jennifer Hadley Perkins, Arizona State University Hadley Perkins is a third-year Ph.D. Student in the Engineering Education Systems & Design Program at Arizona State University. Her research interests include Graduate Students’ Teaching Formation, Faculty Development & Mentorship, Curriculum Design, and Virtual instruction. She earned a BS in Mechanical Engineering from the University of

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)

outcomes(SLOs), and accreditation requirements create an opportunity for sequential course developmentin both undergraduate and graduate curricula. Simultaneously, this makes the foundation for aconcentration or an area of specialization (respectively) within the degree path(s). The paperaims to propose a framework that offers the ability to create an agile curriculum that can respondto industry needs and generate student recruitment and retention. In addition, the paper analyzesthe perspectives of industry participants on promoting opportunities for educators to upgradetheir skill set and knowledge base with advancements in the construction industry.Keywords: Construction curriculum, Faculty Development, VDC concentration, curriculumdevelopment

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)

theopportunity to teach, but I took a teaching course on how to teach … in the science field.And that's where I learned a lot more about, um, pedagogy and, and really building yourcurriculum based on your audience”. The preceding passage further highlights how theacademic and professional trajectories taken by P46 have led to a mindset which embracesflexibility and an evolving educational landscape. Participant P46 also discusses their teachingphilosophy, stating that, “...every time I present, I want to be interactive and I want to beengaging. I don't wanna just be sitting in front of the class…I wanna kind of, I want toappear to be a human, um, to them, to them instead of like this professor or at that time,this graduate student”. P46 is sincere in

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret Ruth Hammond, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

of their degree, the intent behind course sequencing, and how they are developingthe necessary breadth and depth to be proficient in their future professional realms.Need for a Shared Advising ModelFaculty are one of the best resources for advising on topics related to their discipline and thetechnical curriculum. Most faculty do not have a background in student development theories,educational psychology, and/or experience in student affairs settings, making them ill-positioned(and often not comfortable) in helping students navigate the social and emotional landscape ofcollege life, reflect on personal development as they transition into adulthood, explore the non-technical aspects of their undergraduate experience, and interpret university

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

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #36855Work In Progress: The Benefits and Challenges of Faculty Developmentthrough Interdisciplinary Public OutreachCassondra Wallwey, Virginia Tech Cassie Wallwey, PhD is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective feedback in engineering and mathe- matics courses, improving engineering student motivation and success, and understanding exclusion in engineering to fight its weed-out culture. Cassie has her Ph.D. in Engineering Education from Ohio State University, where she worked as a Graduate Research Assistant

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

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Faculty Development Division (FDD)

entrepreneurial education.Dr. Prateek Shekhar, New Jersey Institute of Technology Prateek Shekhar is an Assistant Professor – Engineering Education in the School of Applied Engineering and Technology at the New Jersey Institute of Technology. He holds a PhD in Mechanical Engineering from the University of Texas - Austin, an MS in Electrical Engineering from the University of Southern California, and a BS in Electronics and Communication Engineering from India. Dr. Shekhar also holds a Graduate Certificate in Engineering Education from Virginia Tech. Prior to his current appointment, he worked as a Postdoctoral Researcher and Assistant Research Scientist at the University of Michigan. He is the recipient of the 2018 Outstanding

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)

and self-organizing as far as topic. This difference makes the Antigua forumformat more suited for innovation, creating something new, and solving problems. An important aspect of our TCORPS RED program has been the initiation of an annualdepartmental teaching retreat. As an Adaptation and Implementation grant, the original intent forthe retreat was to follow the learnings of the ASU RED team and use the retreat to develop acommon vision and mission for teaching in department using the Education Value Canvas [7]. Thefirst retreat was conducted online via zoom during the Covid 19 pandemic using the Mural co-creation platform, an online digital whiteboard for teams to collaborate [8]. Mural enabledengagement of all faculty in the

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University

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Faculty Development Division (FDD)

to address the research questions through the current knowledge base. The reviewcentered on peer-reviewed journal articles from the last ten years (2012-2022) on the topic ofone-on-one or small-group faculty mentoring of undergraduate students.Faculty participants in mentorship programs typically consist of professors, research assistants,and other instructors in the university setting. The faculty are paired, either formally orinformally, with a student mentee or mentees who will be under their guidance for an amount oftime. A 2016 study conducted in Turkey found that mentoring may last beyond an assignedduration, with some relationships lasting for decades (Anafarta & Apaydin, p. 27). Mentors canbe generally described as falling under

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)

Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

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Diversity

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Faculty Development Division (FDD)

Paper ID #42619TA Training at Two R1 Institutions: A Comparative AnalysisMs. Haley Briel, University of Wisconsin, Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr. Deesha

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison

Tagged Divisions

Faculty Development Division (FDD)

community of their own. At Cornell, theirtrainer considers this a key strength of the program: “I’m really proud of the way our TAconsultants come together. They build a community that they don’t necessarily get in theirengineering programs.”What is the primary program content?Generally, we found that the topics covered in TA training by our study institutions wereremarkably similar. Most programs focus on practical strategies for use in the classroom, ratherthan theoretical pedagogical frameworks. Graduate students are interested in transferableskills: Stanford’s Bioengineering training course, BIOE 296, is marketed informally as such:“we’re going to teach you about teaching, but it could apply to any career you pursue, frommentoring undergrads to

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)

. For institutions looking to createtheir own sessions on faculty ethics, we recommend keeping these sessions active. Ourparticipants generated their ideas of ethical guidelines and discussed their ideas with one another.They also had opportunities to reflect on how their responses compared to literature as well astheir own institutional guidelines. The chance to discuss a case study took discussions fromtheoretical rules to practical aspects of evaluating alternatives and decision making. Ourexperience with young faculty and graduate students suggests that these sessions do not drawpeople in on their own, and would be better integrated as topics in a program or course oninclusive teaching, or a set of sessions that include teaching

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

. Additionally, this analysis supplies initialdata guiding OFDS and the CCEE department in addressing high priority needs for facultydevelopment in the following semester.Preliminary ResultsIn the survey, 13 of 25 participants reported previously attending faculty development and thatthey strongly believe faculty development is important for their professional growth (M=4.38with 5=strongly agree, 1=strongly disagree). General recommendations for faculty developmentfacilitation included providing valuable content with quality feedback, structured time, andaligning with faculty interests. Faculty also ranked different topics on a 5-point Likert scale with5 indicating “most interesting,” and 1 indicating “least interesting” within four focus areas:research

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

Education, vol. 33, no. 4, pp. 385–403, Aug. 2008, doi:10.1080/03075070802211729.[4] A. E. Austin, “Preparing the Next Generation of Faculty: Graduate School as Socialization tothe Academic Career,” J Higher Educ, vol. 73, no. 1, pp. 94–122, 2002, doi:10.1353/jhe.2002.0001.[5] A. E. Austin, M. D. Sorcinelli, and M. Mcdaniels, “The Scholarship of Teaching andLearning in Higher Education: An Evidence-Based Perspective,” 2007.[6] N. T. Buswell, “The Purpose of a PhD in Engineering: Where Does Teaching Fit In?,”Studies in Engineering Education, vol. 1, no. 1, p. 83, Jan. 2021, doi: 10.21061/see.8.[7] M. Deane Sorcinelli, “New conceptions of scholarship for a new generation of facultymembers,” New Directions for Teaching and Learning, vol. 2002, no. 90

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

Tagged Divisions

Faculty Development Division (FDD)

perplexing or inaccessible to the typicalengineering educator who may have technical background in their own engineering disciplinebut less fluency in educational research [6]. Further, beliefs can play a substantial role indecision-making around instruction. For example, faculty beliefs about sustainability caninfluence their level of integration of sustainability topics into their courses [7]. Taken together,situational and individual influence lead to context-specific barriers among engineering facultyincluding individual challenges with adapting EBIPs to engineering topics in their courses,keeping up with rapidly changing technologies and institutional demands, and pressure tosacrifice time used for teaching preparation and innovation for both