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Work in Progress: Creating Effective Prompts for “Teaming” Sessions

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

also includes electro-mechanical systems for sustainable processing of microalgae. Her work is published in venues including the Journal of Engineer- ing Education, IEEE Transactions on Education, International Journal of Engineering Education, Transac- tions of ASME, Chemical Engineering Journal, Bioresource Technology, Proceedings of the Combustion Institute, and Combustion and Flame. She is a member of the ASEE, ASME, and the Algae Biomass Organization. Dr. Shuman served as Chair for the ASEE Energy Conversion and Conservation Division. She received a Dipl. Ing. degree in mechanical engineering from Belgrade University and an M.S.M.E. and a Ph.D. from the University of Washington. She has held the title of Paccar

Relevance Score: 2.0724008

Lessons Learned about Empowering Engineering Instructional Faculty through a Group Coaching Model

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
Tagged Divisions: Faculty Development Division (FDD)

enhancing their understanding of their HSI context), and increase awareness ofavailable resources and opportunities.The group coaching approach, guided by the model of the International Coaching Federation(ICF) [16], was designed for consistent interaction throughout a semester. It included sixsessions, each centered around a specific topic, along with two extra sessions to accommodateany scheduling issues or individual meetings. Each session was divided into four parts: a 5-10-minute informal check-in for fellows to share their progress, a 10–15-minute agenda-settingperiod for reflection and objective identification for the session, a 30–45-minute groupdiscussion leveraging reflective coaching tools or open-ended, inquiry-based questions, and 10

Relevance Score: 1.4144922

Investigating Supports, Barrier and Cultural Navigations During Transitions as International Faculty Members

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

the myriad challenges they face, including mentalhealth issues, imposter syndrome, isolation, and the complexities of navigating immigrationprocesses, yet there is a gap in research capturing those experiences.2. Literature ReviewThe literature review provides an overview of research on international faculty members in theU.S., focusing on their contributions, challenges, support mechanisms, policy impacts, diversityconsiderations, and professional development opportunities [3]. A study highlighted the need formentoring, networking, and training opportunities for foreign-born faculty members and providingmore information and training for chairs, so that they are able to support and mentor their foreign-born colleagues better and captured a

Relevance Score: 1.3949661

What Is Intercultural Communication Competence and Why We Need to Talk About It: A Call for Awareness among STEM Faculty

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

that students are not ahomogenous group, even if they come from similar cultural backgrounds. Therefore, facultymembers must strike a balance between learning about their students' cultural backgrounds andgetting to know the individual, micro-level factors that shape each student's uniqueperspectives. As such, it is vital that faculty members prioritize building meaningfulrelationships with their international students and seek to understand their unique experiences,rather than relying solely on cultural stereotypes or assumptions. By doing so, they can create asupportive and inclusive learning environment that benefits all students, regardless of theircultural background. • Strategy 3 – Create a culture of respecting differencesCreating a

Relevance Score: 1.0727296

Fostering Innovation: Insights from Faculty Participation in Teaching-Focused Communities of Practice

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois at Urbana-Champaign; Chris Migotsky, University of Illinois
Tagged Divisions: Faculty Development Division (FDD)

education.ReferencesBiswas, S., Benabentos, R., & Brewe, E., Potvin, G., Edward, J., Kravec, M., & Kramer, L. (2020).Institutionalizing evidence-based STEM reform through faculty professional development andsupport structures. International Journal of STEM Education, 9(36),https://doi.org/10.1186/s40594-022-00353-zBorrego, M., & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEMhigher education: A comparison of eight change strategies. Journal of Engineering Education,103(2), 220-252.Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative ResearchPsychology. 3(2), 77–101, https://doi.org/10.1191/1478088706qp063oaBraun, V. & Clarke, V. (2019) Reflecting on reflexive thematic analysis. Qualitative

Relevance Score: 1.0595623

"Say It Anyhow You Can": Unpacking How Engineering Faculty Members Approach Culturally Relevant Engineering Education at an Iraqi University

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

$88 billion dollars’ worth of damages in the tumultuous period [1]. The United NationsHuman Refugee Agency estimates that over 1 million Iraqis are living in protracted situations andover 2 million remain internally displaced [2]. Yet, the nation has been on a steady path towardreclamation, reformation, and rebuilding of its historical, cultural, and social infrastructure [3].Education has an important role to play in supporting a country’s economic recovery after yearsof conflict and instability[4], a fact that is not lost to citizens of the republic [5]. Particularly, highereducation has a critical role in providing career development opportunities that translate intosuccessful integration in community development in both stable and

Relevance Score: 1.0568795

Inclusive Course Design Checklist: A Living Document for Faculty to Create Inclusive Classrooms

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better

Relevance Score: 1.0559583

Positive Leadership: An Intentional Approach to Faculty Leadership Development

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan
Tagged Divisions: Faculty Development Division (FDD)

participants to reflect on their leadership experiences over the pandemic years andintroduced the concepts of positive emotions and gratitude. Sessions two and three occurred infall of 2022, focusing on generalized reciprocity, positive energizers, and high-qualityconnections. Sessions four and five, which occurred in the winter and spring of 2023, unpackedthe fundamental state of leadership–a psychological state in which leaders are other-focused,results-centered, internally directed, and externally open. Related concepts were empathy,purpose-finding, core values, and growth mindset. Following the news of the dean’s transition toa provost role at another institution, the season finale addressed strategies for leading throughtransitions and leveraging

Relevance Score: 1.0558944

Addressing New ABET General Criteria Focusing on Diversity, Equity, and Inclusion

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

workshop. Before the convening, teams completed apreliminary version of their DEI Strategies Plan, identifying plans to address the proposedchanges to ABET Criteria 5 and 6. In addition, the teams conducted an internal audit of theresources that were available at their institutions to promote DEI efforts. Throughout theworkshop, teams had the opportunity to develop their plans. During two sessions, teams werepaired with other teams to review and discuss one another’s DEI Strategy Plan. The detailedSummit agenda is available at: https://www.engr.psu.edu/equity-inclusion/dei-summit-22.aspx.MethodsThe DEI Summit was a milestone event, not only for participating institutions but for all U.S.engineering institutions accredited by ABET. As the external

Relevance Score: 1.055717

Empowering Faculty Members through Mooc in Techno-Pedagogical Content

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #38908Empowering Faculty Members through Mooc in Techno-Pedagogical Con-tentDr. K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India Dr. K. S. A. Dinesh Kumar, M. E., Ph.D. is presently Professor of Civil Engineering at National Institute of Technical Teachers Training & Research (NITTTR) Chennai, Government of India. He has coordinated more than 150 training programmes for National participants and 06 International programmes in the area of Technology Enabled Teaching Learning, Student Assessment and Evaluation, Instructional Design and Delivery system

Relevance Score: 0.87108546

A Systematic Review of Research on Training Faculty on Well-Being in STEM

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

significance of teachers’ Well-being and the use of faculty developmentprograms. Nevertheless, there lies the need for a basic approach to address the Well-being ofteachers. In regards to this review study, there are heterogenous range of programs thatsupports the Well-being of teachers.References[1] Guerriero, S. (ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publishing, Paris.[2] Williams, K.C. and Williams, C.C. (2011) “Five key ingredients for improving student motivation,” Research in Higher Education Journal.[3] Schleicher, A. (2018), Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching

Relevance Score: 0.8325545

Training Faculty on Mentoring Students in Higher Education in Post-Pandemic World

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
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #39757Training Faculty on Mentoring Students in Higher Education inPost-Pandemic WorldProf. 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

Relevance Score: 0.83160317

Graduate Students’ Development of Teaching Skills and Identity

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)

two-day workshop in August 2023, seven focus groups were conducted with 3-4 GTAsin each group. We are now conducting additional one-on-one interviews to gain a deeperunderstanding of how GTA teaching identities evolve over time and explore whether there aredifferences in these experiences for international GTAs. The data from these focus groups andfrom the first five interviews provide initial findings for understanding new GTAs’ teachingidentity before they start their graduate teaching.Introduction and Research QuestionsThe Gateway2STEM project aims to foster a culture of active and inquiry-based learning inintroductory courses at a large regional public university. The project leverages course-basedcommunities of transformation (CCTs

Relevance Score: 0.59851754

Understanding Faculty Perspectives of Interdisciplinary Graduate Programs

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
Tagged Divisions: Faculty Development Division (FDD)

participation in interdisciplinary work has been going on for decades, andwhile faculty buy into the interdisciplinary initiatives, the disciplinary silos within institutionscontinue to act as a barrier to faculty engagement. In some ways, our findings suggest thatalthough the National Science Foundation has revised its funding mechanism forinterdisciplinary graduate education from IGERT (Integrative Graduate Education Research andTraining) to NRT (National Science Foundation Research Traineeship), little has changed forfaculty since Borrego and colleagues began studying IGERT programs more than a decade ago[2], [3]. The findings of the study highlight that the weight of supports lies at the individual leveland the weight of the barriers is internal

Relevance Score: 0.59633756

A Predictive Study on the Adoption of Active Learning at HBCUs among Engineering Faculty

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

, “What we say is not what we do: Effective evaluation of faculty professional development programs,” BioScience, vol. 61, no. 7, pp. 550–558, 2011.[9] M. A. Pelch and D. A. McConnell, “Challenging instructors to change: A mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors,” International Journal of STEM Education, vol. 3, no. 1, pp. 1–18, 2016.[10] P. Abiodun, O. Owolabi, A. Olude, and P. James-Okeke, “The impact of teaching noise detection and control strategies among historically black college and university student using hands-on pedagogy on student’s motivation and curiosity,” inter noise, vol. 266, no. 1, pp. 1321–1331, May 2023, doi: 10.3397

Relevance Score: 0.5960089

Work in Progress: Let's Play — Improving Our Teaching by Reversing Roles and Being a Learner with Board Games

Conference Session: Faculty Development Division (FDD) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan
Tagged Divisions: Faculty Development Division (FDD)

types andstyles of games we are able to provide a space for the participants to discuss broader teachingpractices such as the importance of technical vocabulary [3], scaffolding concepts as we teachthem [4], and the benefits of student-centered [5] learning approaches. Another critical aspect ofthis intervention is that we hope to use role reversal to remind teachers how hard it is to learn, andthis, hopefully, will allow teachers to have more empathy for their learners [6].In this paper, we describe our FLC organization, which we are conducting over the 2022-23academic year with 9 participants and 2 facilitators. We describe the 10 FLC meetings completedand planned over the execution of the FLC. In parallel, we are investigating the impacts of

Relevance Score: 0.59593326

TA Training at Two R1 Institutions: A Comparative Analysis

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

website. resources • Classrooms for presentation skills activity • Provided food and drink for NEO participants Demographic data • 50% international with a • Mostly international with a large of TAs large contingent from East- contingent from East-Asia and Asia and India central Europe. • At least 2/3 male • At least 2/3 male. Number trained • 160-180 new TAs • ~45-50 annually • 100-120 returning TAsTable 1: comparative

Relevance Score: 0.5958737

A Cross-Institutional Study of Engineering Education Faculty Profiles

Conference Session: Faculty Development Division (FDD) Technical Session 5
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

. No. 1 Purdue University 13 The University of Texas at Austin 2 Virginia Tech University 14 University of Cincinnati 3 Clemson University 15 University of Georgia 4 The Ohio State University 16 Rowan University 5 Utah State University 17 University of Texas at El Paso 6 University of Texas A&M 18 Mississippi State University 7 Florida International University 19 Louisiana Tech University 8 University of Buffalo 20 University of Nevada 9 University of Florida 21

Relevance Score: 0.5956439

Engineering Faculty Professional Development: Scholarship of Teaching and Learning (SOTL) Dissemination for Curriculum Integrating Entrepreneurial Mindset, STEAM, and Bio-Inspired Design

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette
Tagged Divisions: Faculty Development Division (FDD)

perspectives, frameworks, and paradigms. As a result, applying STEAM togetherwith bio-inspired design and the entrepreneurial mindset has the capacity to broadenparticipation among persons traditionally underrepresented in STEM, including women andminoritized populations.2.1.1 Curriculum Development - Expectations and Deliverables To receive the full program stipend, $1,750, engineering faculty participants wereexpected to (1) Complete eight hours of asynchronous preparatory work using an online learningmanagement system, (2) Attend all required virtual meeting sessions, (3) Design and implementtheir new curriculum within an engineering class with at least four students, (4) Upload theirnewly developed curriculum and implementation notes as a

Relevance Score: 0.595468

Transitions in Engineering Leadership: Interim to Permanent Deans and Chairs

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University
Tagged Divisions: Faculty Development Division (FDD)

, contrast interim management with the roleof consultants (“a consultant remains an outsider…whereas an interim manager is expected toact as an insider”), and provide a spectrum of types of interims and the potential for mis-matchbetween the interim and the organization (see Figure 1). Figure 1: Potential Mismatch of Interim vs. Organization [6]Woods et al. [4] discuss three types of transitional leadership situations: Gap Management andCritical Vacancy, Crisis Management and Turnaround, and Change and Transition Management.Woods et al. [4] quote Mooney, Semadeni & Kesner [7] who discuss six roles for interims:(1) seat-warmers (placeholders), (2) groomers (tasked with preparing another internal candidate),(3) marketers (brought

Relevance Score: 0.59546643

Unveiling the Impact of Teachers’ Beliefs on Student Development in Rural STEM Education: Roles of Classroom Evaluation, STEM Literacy and Subject Type

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
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

heavily on skilled teachers. Teachers significantly influence studentoutcomes, particularly in impoverished, remote, or transient communities [2, 3]. Thenuanced “self-internal landscape of teaching” now receives greater attention,acknowledging that a teacher’s belief system underpins their educationalmethodologies and is integral to achieving successful learning outcomes [4]. However,the acceleration of STEM education reform has heightened the demand for teacherproficiency. Research consistently points to a scarcity of specialized teachers as animpediment to STEM educational reforms, with a lack of teacher competency posing aformidable challenge to its implementation [5]. Despite the incorporation ofinterdisciplinary practices in all subjects

Relevance Score: 0.59504026

Understanding Environmental Factors in Academic Honesty Awareness Towards a Better Interpretation of Plagiarism via Turnitin Similarity Scores

Conference Session: Faculty Development Division (FDD) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

culture background[4] have been correlated withthe likelihood of plagiarism[3], [4]. Students who lack comprehension necessary to follow a classand feel uncomfortable asking critical questions, or cannot comfortably express themselves mayfeel more inclined towards dishonesty, being non-native English speakers with poor study skillsthe group with the highest risk[6]. International students likely have higher demands to succeedand invest more energy and resources (mental, financial, and familiar); which combined to the 1inherent challenges of living, studying, or working in a new place constitutes an undesirable recipefor elevated likelihood of academic

Relevance Score: 0.5949892

Conceptual Framework for Empathy as a Teaching Practice in Engineering Education

Conference Session: Faculty Development Division (FDD) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kate Youmans, Colorado School of Mines
Tagged Divisions: Faculty Development Division (FDD)

. Communicating Across Cultural and Epistemological Boundaries [Conference session] 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, United States. https://peer.asee.org/30538[16] Rasoal, C., Danielsson, H., & Jungert, T. (2012). Empathy among students in engineering programmes. European Journal of Engineering Education, 37(5), 427–435. https://doi.org/10.1080/03043797.2012.708720[17] Jacobs, E. L., de Jongh Curry, A. L., Astorne-Figari, C., Deaton, R. J., Salem, W. M., Xu, Y. J., & Roberts, S. G. (2019, June 15). The Role of Empathy in Choosing Majors. Women in Engineering Division Technical Session 1 [Conference session] 2019 ASEE Annual Conference & Exposition Proceedings, Tampa

Relevance Score: 0.59478074

Innovation Training and Its Impact on Faculty Approach to Curricular and Pedagogical Changes

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
Tagged Divisions: Faculty Development Division (FDD)

and 6 (the AGGIESprocess) was custom built by two members of the RED teams (Drs. Cynthia Hipwell and Dr.Chris Seets with experience in innovation from Seagate Technology) for education from theInnovator MindsetTM and iterative innovation approach. After the workshop, faculty can take theinnovator assessment again.Table 2: 2021 Summer Workshop Series Session 1st cohort workshop topic 1 Kick-off 2 Pedagogy and assessment sharing toolkits Psychology and teaching, learning, and thinking: What is the current 3 research on how students think 4

Relevance Score: 0.5945518

Unintended Positive Consequences of an NSF-funded System-wide Collaboration

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

positivechange in the world [3], [4]. By recognizing the unique value these collaborations and connectionsbring, we can achieve gender equity and foster more inclusive and equitable academic and researchenvironments that benefit academia and society. This paper aims to provide a comprehensiveaccount of such fostering activities implemented in the engineering faculty advancement project,which was funded by an NSF ADVANCE Partnership grant to four CSU campuses, and how theparticipating institutions have fostered connections. Periodic speed mentoring sessions, held threetimes a year, bring faculty members together virtually for two-hour discussions on topics such asacademic leadership, navigating tenure, building research networks, proposal writing

Relevance Score: 0.59427536

WIP: Developing a Framework for Ethical Integration of Technology in Instruction

Conference Session: Faculty Development Division (FDD) Technical Session 1
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Helen Choi, University of Southern California
Tagged Divisions: Faculty Development Division (FDD)

, vol. 15, no. 2, 2023. [Online].Available: https://doi.org/10.30935/cedtech/12874[24] “Code of Educator Ethics,” National Education Association, 2020. Available:https://www.nea.org/resource-library/code-ethics-educators[25] “Model Code of Educator Ethics,” National Association of State Directors of TeacherEducators and Certification, 2023. Available: https://www.nasdtec.net/page/MCEE_Doc[26] C.K.Y. Chan, "A comprehensive AI policy education framework for university teaching andlearning," International Journal of Educational Technology in Higher Education, vol. 20, no. 38,2023. [Online.] Available https://doi.org/10.1186/s41239-023-00408-3[27] C. Ganote and P. Longo, “Education for Social Transformation: Infusing Feminist Ethicsand Critical

Relevance Score: 0.5942312

Redesigning the Course and Teacher Ratings: Methods, Outcomes, and Lessons Learned

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
Tagged Divisions: Faculty Development Division (FDD)

rates. Assessment &Evaluation in Higher Education, 40 (7), 958-970.[3] Kreitzer, R.J., & Sweet-Cushman, J. (2022). Evaluating Student Evaluations of Teaching:a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform.Journal of Academic Ethics, 20, 73–84. Retrieved from https://doi.org/10.1007/s10805-021-09400-w[4] Marcham, C.L., Ade, A.M., Clark, P. & Marion J. (2020). Bias and Trends in StudentEvaluations in Online Higher Education Settings. Collegiate Aviation Review International, 38(2),34-50. Retrieved from http://ojs.library.okstate.edu/osu/index.php/CARI/article/view/8036/7417[5] Mengel, F., Sauermann, J., & Zolitz, U. (2019). Gender bias in teaching evaluations.Journal of the European

Relevance Score: 0.5939726

Exploring the Role of Emotions in Foundational Electrical Engineering Courses

Conference Session: Faculty Development Division (FDD) Technical Session 8
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Fabiola G Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

and contributes to achieving the learningoutcomes. It is also important to further investigate this topic to uncover best practices, assistingnew instructors in effectively integrating these methods from the beginning.References[1] R. M. Felder and R. Brent, “WHY STUDENTS FAIL TESTS 2. INEFFECTIVETEACHING”.[2] J. C. Turner, D. K. Meyer, and A. Schweinle, “The importance of emotion in theories ofmotivation: empirical, methodological, and theoretical considerations from a goal theoryperspective,” International Journal of Educational Research, vol. 39, no. 4–5, pp. 375–393, Jan.2003, doi: 10.1016/j.ijer.2004.06.005.[3] Committee on How People Learn II: The Science and Practice of Learning, Board onBehavioral, Cognitive, and Sensory Sciences

Relevance Score: 0.5938274

Lessons Learned: Mental Health Initiatives for Engineering Faculty Impacts on Faculty Well-being

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
Tagged Divisions: Faculty Development Division (FDD)

Strong, “The Overlooked Impact of Faculty on EngineeringEducation,” in International Handbook of Engineering Education Research, A. Johri, Ed., NewYork: Taylor & Francis, 2023.[2] G. T. Hubbard, “Holistic Faculty Development: Supporting Personal, Professional,and Organizational Well-Being,” To Improve the Academy, vol. 17, no. 20200828, Jan. 1998,doi: https://doi.org/10.3998/tia.17063888.0017.005.[3] J. Deshmukh, “Speculations on the post-pandemic university campus – a globalinquiry,” Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print,no. ahead-of-print, Jan. 2021, doi: https://doi.org/10.1108/arch-10-2020-0245.[4] S. R. Dinibutun, C. Kuzey, and M. S. Dinc, “The Effect of Organizational Climate