Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

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Diversity

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Faculty Development Division (FDD)

through cross-disciplinaryintegration, equipping students to solve real-world problems [41], [42]. In pursuit of this goal, humanities subjects like language and history are integral,enhancing metacognition and other 21st-century competencies [43]. Moreover, ahumanistic emphasis within STEM curricula is paramount, as neglect here can erodestudent motivation and engagement [44].7. Conclusion In this study, we endeavored to examine the impact of rural teachers’ beliefsregarding STEM education on student growth. The evidence gathered demonstrates anoteworthy positive relationship between the educational convictions of rural teachersin the realm of STEM and their practices relating to classroom assessments.Additionally, the study shed light

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)

2024Abstract In this paper, we present preliminary research findings regarding the impact of theMaking Academic Change Happen (MACH) curriculum. Engineering education graduatestudents who were enrolled in different doctoral programs were exposed to the MACHcurriculum in one of three settings: the MACH workshop in 2017 that included severalgraduate students among the attendees (faculty, administrators, etc.); the Emerging EngineeringEducators MACH workshop that was designed specifically for early career faculty and graduatestudents in 2019; and the National Science Foundation Revolutionizing EngineeringDepartments (RED) project change community monthly Zoom calls that occurred from 2015 to2023. In this paper, we focus on graduate student

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

within particular institutions. Unlike traditional one-time workshops, which arelimited in the breadth and depth of what can be covered, the regular meetings of the RED CoTaddress the need to disseminate innovations to the broader community by establishingcommunication pathways across institutions [1].Team members recognize the power of these opportunities for cross-pollination and advocate foreven more engagement in these diffusion processes: Sch 4 Co-PI / Ed Rsch: Or if not discipline specific, it could be strategy specific. We’re already comparing and contrasting what we are doing—we could dig into this more so that we can learn more in-depth from each other. If there are activities in different projects that really

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Penn State University; Sarah E Zappe, Penn State University; Stephanie Cutler, Penn State University

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Faculty Development Division (FDD)

.” Student quotes highlighted theimportance of learning mindfulness through the app, and connecting mindfulness learned fromthe app to concepts in the course, including innovation and creative thinking. One student said,“mindfulness will boost and stimulate creative thinking, and the concepts learned in thiscourse will enable me to transform creativity into practical innovation.”Conclusion As can be seen through these three examples, the center’s initiative to align with aholistic faculty development approach was very well-received by faculty, staff, administrators,and students who participated in the offerings. All feedback received in evaluations fromparticipants of the projects was positive and highlighted community-building, being better

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)

thermodynamics, simulations of materials processing, and smart materials modeling and design. His teaching interests include the use of technology for education, especially in the area of engineering mechanics and in effective teaching methodologies and their impact on student progress in mechanical engineering.Rujun Gao, Texas A&M University Ph.D. student in Mechanical Engineering, Texas A&M University.Prof. M. Cynthia Hipwell, Texas A&M University Dr. Hipwell has been working in the area of technology development based upon nanoscale phenomena for over 20 years. She received her B.S.M.E. from Rice University and her M.S. and Ph.D. in Mechanical Engineering from the University of California, Berkeley. Upon

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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Diversity

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Faculty Development Division (FDD)

between effort to implement and positive impact on students,engaging students, and improving the accessibility of course content.We intend to present this work in the traditional lecture style.Keywords: Pandemic, COVID-19, Engineering Education, Learning StrategyIntroThe COVID-19 pandemic has had far-reaching impacts on our society. It changed the way wetravel, communicate, and gather. It undoubtedly changed the way that we educate and learn aswell. With a rapid shift from traditional face-to-face courses to remote courses in March 2020came countless novel problems that university systems and faculty had to rapidly address.Universities had to maintain the health and safety of students - many of which reside on collegecampuses far from their

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)

were students. Faculty were supported with teaching resources and byattending three one-on-one hour-long sessions with the FLC facilitator. They also administeredthree “micromoment” activities (2-30 minutes) in their classes, which gave them an opportunityto start with simple implementations of EML in the classroom.With strong community support, immediate implementation of the pedagogy, and focus on valueto participants, the UNC-Chapel Hill KEEN FLC (UNC KEEN FLC) is a model for faculty toimprove their teaching and to create enriched student experiences. By making the pedagogicalchanges manageable, faculty are more likely to be successful in implementing and sustaining thispractice. In this paper, we describe how this three-year FLC was

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

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Diversity

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Faculty Development Division (FDD)

recognizesigns of student distress. While instructors are open to supporting student mental health, they feeltheir primary role is to connect students in distress with mental health resources or services [12],[13], [14]. It has been reported that most college educators have had some level of training relatedto student mental health, but their confidence in their ability to navigate conversations aboutanxiety, depression, or general stress remains low [3]. In engineering, faculty development trainingon mental health has been limited to brief informational sessions on what mental health resourcesare available on campus, with no time spent on how to recognize, discuss, or refer students indistress [3]. Consequently, the engineering education community is

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

fundamental understanding of the research area andthe basis for our study's objectives: (1) to better understand how engineering faculty membersperceive their participate in communities of practice for teaching innovation supported by anannual funding program and (2) to make the program better to enhance the communities ofpractice. The findings from previous studies provide a foundation for understanding thepotential impact of the EIP program on student learning outcomes, faculty development, andinstitutional change.MethodsIn Fall 2023, we conducted a faculty survey to examine how engineering faculty perceived theirexperience in the education innovation program.We aim to investigate how faculty members evaluated their experience on the EIP projects

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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Diversity

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Faculty Development Division (FDD)

engineering institutions?This work-in-progress paper provides valuable insights into the experiences of faculty memberswho participated in a CoP focused on integrating an EM into their instructional practices usingSoTL. The exploration of these experiences serves as a guide for the advancement of effectivefaculty development programs. By investigating the challenges and benefits encountered byparticipants, the study aims to inform the design and facilitation of similar professionaldevelopment communities related to scholarship and SoTL.BackgroundScholarship of Teaching and LearningScholarship of Teaching and Learning (SoTL) has emerged as a critical focus for educators inengineering education striving to enhance pedagogical practices and student

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)

Texas at El Paso Veronica A. Carrillo is a staff member at The University of Texas at El Paso who provides administrative and project management support. She earned a BBA in Management Information Systems from the University of Notre Dame. Beyond her professional responsibilities, Veronica is deeply passionate about civic engagement. Her involvement in her neighborhood association provides helpful insights into community building and engagement strategies that support the university’s mission to enhance student success. ©American Society for Engineering Education, 2024 WIP: A Knowledge Graph to Share and Discover High-Impact Practices and Support Decision-Making

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)

of post-COVID-19 obligate well-being trainingamong faculties which would also benefit the students. To guide students on well-being andto overlook adversities, faculties need to effectuate well-being in their lives. This reviewpaper provides a foundation to establish the necessity of Faculty Development Programmeson well-being. This paper will be presented by the traditional lecture method.IntroductionTeachers are the frontline workers responsible for promoting learning. Their contribution tothe realm of education has shifted from mere knowledge providers to a much more complexrole. Their role in enhancing the skill, attitudes, and knowledge of the students hasoverwhelming responsibility on them [1]. Also, teachers have a significant impact

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell

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Diversity

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Faculty Development Division (FDD)

, vol. 19, no. 4, pp. 413-432, 2018.[18] Y. L. Zhang, and T. O. Allen, “Challenges and support: Transfer experiences of communitycollege engineering students,” Journal of Applied Research in the Community College, vol. 22,no.1, pp. 43-51, 2015.[19] D. L. Jackson, “Making the connection: The impact of support systems on female transferstudents in science, technology, engineering, and mathematics (STEM),” Community CollegeEnterprise, vol. 19, no. 1, pp. 19-33, 2013.[20] Y. J. Wong, H.-L. Cheng, R. C. McDermott, K. Deng, and K.M McCullough, “I believe inyou! Measuring the experience of encouragement using the academic encouragement scale,” TheJournal of Positive Psychology, vol. 14, no. 6, pp. 820-828, 2019, doi:10.1080/17439760.2019.1579357.[21

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Megan Morin, ASHLIN Management Group; Vinayak Vijayan, University of Dayton; Timothy Reissman, University of Dayton

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Faculty Development Division (FDD)

. Student engagement was one of the greatest successes in this FLCfor rapid EML micromoment implementation. As noted by one participant: “The greatest success was that the activities broke the monotone nature of the lectures; the students seemed more active and engaged during and after the activity. Both activities that I tried, I believe, also helped the students learn the concepts better.”All respondents agreed to recommend this EML micromoments FLC to other faculty andincorporate micromoment activities in their future courses. One of the respondents concurred thatthese activities are low effort and can make a significant impact. If multiple classes implementthese activities, the students will learn the entrepreneurial mindset

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

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Diversity

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Faculty Development Division (FDD)

Paper ID #42083Faculty Development Symposium: Building a Community for Early-CareerEngineering Hispanic Faculty’s Success and AdvancementDr. Dayna Lee Mart´ınez, Society of Hispanic Professional Engineers, Inc. Dayna is a Senior Director of Research & Impact at the Society of Hispanic Professional Engineers (SHPE), where she leads a team of professionals who specialize in data-driven design and implementation of programs and services to empower pre-college students, parents, graduate students, and faculty members in STEM fields, with a particular focus on advancing Hispanic representation and success. With over 15

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)

experience. Our study also highlights the multi-faceted nature ofthe growth that occurs to reflection. Aside from student improvement, reflection can lead toimproved communication between the instructor and students [15] and enhanced research skills.Realizing these benefits depends upon clear instruction and scaffolding. Many students maycome into the classroom with different beliefs about reflection, its importance, and its usefulnessin engineering. Providing explicit instruction on the benefits of reflection for metacognition andlifelong learning [16] may help in ensuring students understand the importance and impact ofquality reflective practices. Rubrics, along with appropriate scaffolding [17], can help easestudents into reflection and provide

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Diversity

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Faculty Development Division (FDD)

civil and environmental engineering.Dr. Nicole Farkas Mogul, University of Maryland, College Park Nicole Mogul is a professor of engineering ethics and Science, Technology and Society at the University of Maryland, College Park.Dr. David Tomblin, University of Maryland, College Park David is the director of the Science, Technology and Society program at the University of Maryland, Col- lege Park. He works with STEM majors on the ethical and social dimensions of science and technology. David also does public engagement with science andAndrew Elby, University of Maryland, College Park Andrew Elby’s work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive

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

Tagged Divisions

Faculty Development Division (FDD)

. In this paper, we explore if and how GTA teaching identitychanges over time with a focus on the impact of pre-semester and academic-year teachingprofessional development. Specifically, we aim to examine how professional development incombination with teaching experience contributes to GTAs’ understanding of their role andagency in classroom instruction and student learning. While this study considers GTAs ratherthan faculty, it focuses specifically on GTAs’ roles as instructors and as facilitators of studentlearning, and it examines how GTAs view their role and develop their identity as teachers. Forthis reason, it aligns well with topics of interest to faculty developers and those studying facultyteaching professional development.This paper

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)

the adoption andimplementation of an innovative active learning pedagogy by instructors and faculty at one of theHBCUs in the United States is the main emphasis of this study. By Examining the uniqueobstacles and opportunities experienced by educators, our goal is to comprehend the aspects thatfoster or hinder the implementation of active learning techniques in HBCUs. In this descriptivequantitative study, we adopted a validated survey instrument with 17 items that were divided intofour factors: student engagement and preparation, support for instruction, teacher comfort andconfidence, and institutional environment/rewards. We evaluated these elements to comprehendthe challenges and lessons of instructors and faculty members at our

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)

their advisers are less likely toreport stress-related issues [33].To promote a more inclusive and effective advising approach for graduate internationalstudents, it is important to shift from an ethnocentric to an intercultural approach [38]. Thisapproach recognizes and values the differences between cultures and draws on the strengths ofboth to support student development [38]. To achieve this, it is crucial to increase faculty'sunderstanding and appreciation of both their own and their advisees' cultures. As such, furtherresearch should investigate the experiences of faculty in advising graduate internationalstudents [40] and explore how intercultural communication competence can impact theadviser-advise relationship. Acknowledging and

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

identified issues that may be changed in the future, and are summarized asfollows: ● Difficulty evaluating students’ spoken communication skills in debate given the division of labor among team members (some take on roles as speakers, others play a part in research). An alternative approach may be to assign the team equal grades. ● For the Op-Ed assignment, some students fail to “come down on a side” or offer a more resolute position. This results in an op-ed with a hidden or unclear bottom line and a random or disconnected structure. It also impacts the panel debate since debating teams are not really in opposition to each other.Case Study 4: Switching to Inductive Learning to Increase Student

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Faculty Development Division (FDD)

mentorship, (3) lack of a community of practice around mentorship, and (4)difficulty finding and sharing mentorship-related content and materials. Subawardparticipants often voiced their desire for greater opportunities to collaborate withothers engaging in mentorship efforts, specifically desiring a seamless mechanismto share resources with one another as they are identified or developed (visit Table2 for a summary of select project assets developed by subawards).Table 2. Selected Assets by Type and Funding CycleThe PI team has addressed the communication and resource challenges through thefacilitation of virtual and in-person convenings that provide opportunities fornetworking, idea-sharing, and community building. A portion of the developedassets

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)

function on multidisciplinary teams, understand professional and ethical responsibility, communicate effectively, understand the impact of engineering solutions in a global societal, environmental, and economic context, recognize the need for and be able to engage in lifelong learning, and understand contemporary issues (Shuman et al., 2005, p. 41).Anticipating the approval of the proposed DEI-related changes in early 2023, a group of 20institutions, led by Pennsylvania State University (PSU), gathered in October 2022 to brainstormthe strategies and challenges of integrating DEI into undergraduate engineering programs. Theevent drew 71 participants organized into 19 teams (primarily grouped by institutional

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)

; Bosman, L. (2019). The role of faculty mentoring in improving retention and completion rates for historically underrepresented stem students. International Journal of Higher Education, 8(2), 39. https://doi.org/10.5430/ijhe.v8n2p39DeAngelo, L., Mason, J., & Winters, D. (2015). Faculty engagement in mentoring undergraduate students: How institutional environments regulate and promote extra-role behavior. Innovative Higher Education, 41(4), 317–332. https://doi.org/10.1007/s10755-015-9350- 7Ingraham, K. C., Davidson, S. J., & Yonge, O. (2018). Student-faculty relationships and its impact on academic outcomes. Nurse Education Today, 71, 17–21. https://doi.org/10.1016/j.nedt.2018.08.021Lechuga, V. M. (2011

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

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Diversity

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Faculty Development Division (FDD)

, however,provides substantial evidence that messages and cues within the learning environment influencestudent motivation. This study demonstrates that student outcomes in math can be improved byteaching faculty about this science of motivation and how to support student motivation throughmessages and instructional practices. Supporting such evidence-based professional developmentcan be an effective strategy for improving student outcomes overall and equity gaps in math.Appendix - Motivating Learners Course Description References[1] Meiselman, A. Y., & Schudde, L. (2022). The Impact of Corequisite Math on CommunityCollege Student Outcomes: Evidence from Texas. Education Finance and Policy, MIT Press,17

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)

percent of students reported that their instructors werereceptive to their learning needs. At a microlevel, however, the data revealed certain areas in whichinstructors can make efforts to enhance current communication and instructional practices. Onewas the consistency for faculty to effectively communicate course expectations. Specifically,twenty-two percent of the participants mentioned the instructor did not clearly communicatecourse expectations during remote instruction.I. BACKGROUND AND MOTIVATIONBackgroundAccording to ongoing research efforts, classroom environment, which alludes to the tone, climate,or ambience influencing the setting, has a profuse impact on student engagement, success, andlearning in engineering education [1], [2], [3

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

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Faculty Development Division (FDD)

, and individuality of learning, ranging from engaging as an individual learner toengaging in collaborative learning with others.Faculty InformationThe College of Engineering currently has an enrollment of 2700 students, 90% of which areundergraduate students, with a predominant focus on undergraduate education and workforcedevelopment. These undergraduate students are enrolled in well-established programs such aschemical engineering, civil and environmental engineering, computer engineering, computerscience, electrical engineering, engineering technology, general engineering, and mechanicalengineering offered through the seven departments housed within the CoE. These programs aresupported by 83 faculty members comprised of 68 tenured/tenure

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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Faculty Development Division (FDD)

worked with the researchers to use the analyzed data to build detailed case studies ofhow their teaching approaches combined a PCK focus with student-centered learning.Results and DiscussionLessons Learned from Classroom ObservationsOur observations revealed common practices utilized by instructors to promote students’ learningof disciplinary knowledge. These practices include dynamic class introductions, such asreviewing the semester schedule or starting with engaging stories and small talk, fostering asupportive atmosphere, and demonstrating concern for students' well-being. In one instance, aninstructor built a sense of community by discussing a previous field trip and sharing details aboutupcoming events. Instructors also engaged in a

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maya Menon, Virginia Tech; Marie C. Paretti, Virginia Tech; Margaret Webb, Virginia Tech

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Faculty Development Division (FDD)

Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication, collabo- ration, and identity in engineering.Margaret Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of displaced engineering students, understanding the supports and

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)

Learning Learning Outcomes Are the course learning outcomes clear, appropriate to the course, and consistent with program outcomes? Do the learning outcomes reflect the Aims of a BYU Education? Are learning outcomes effectively communicated to students? Is the course well-organized? Learning Activities Are learning activities well-designed and appropriate to the course? Do the learning activities promote student engagement? Do the learning activities effectively facilitate the achievement of learning outcomes? Learning Assessment Are assessment instruments aligned with learning outcomes? Are assessments effective measures of student learning? How well are students achieving the learning outcomes