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Evaluating Teaching Culture Change within a Mechanical Engineering Department

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #46688Evaluating Teaching Culture Change within a Mechanical Engineering DepartmentEmma Edoga M.S., Texas A&M University Emma is an PhD student in the Industrial-Organizational Psychology program at Texas A&M University. Her research interests center around issues related to workplace diversity & inclusion, the experiences of Black women in the workplace, the effects of stigmatization and stereotyping, and authenticity/identity. She also has conducted research within the engineering education space, specifically focusing on teaching culture change and faculty perceptions of culture change.Dr. Rujun Gao

Relevance Score: 0.9537993

Unpacking Engineering Faculty’s Discrepant Views of Mentoring through the Lens of Attachment Theory

Conference Session: Faculty Development Division (FDD) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Northeastern University and her M.S. and Ph.D. in mechanical engineering from Stanford University.Dr. Adam R. Carberry, Arizona State University Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engi- neering, The Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred Univer- sity, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the

Relevance Score: 0.31528428

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)

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

Relevance Score: 0.31480834

Challenges and strategies of STEM instructors in adopting active learning: Insights from a hand-search of International Journal of STEM Education

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan
Tagged Divisions: Faculty Development Division (FDD)

, integration of lab andHenderson, C., implementation of SCALE-UP staff from 21 Engineering. lectureDancy, M., & (Student-Centered Active Learning successful SCALE-Beichner, R. J. Environment with Upside-down UP implementations Pedagogies) across 19 institutionsPelch, MA, & 2016 To explore how material 21 faculty Mixed USA Geoscience Clarke and Yes Case-based learning, collaborativeMcConnell, DA. development for the

Relevance Score: 0.3132643

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)

is integral to understandingthe emerging trends, existing research areas, and current landscape of this field.The research areas in engineering education are categorized into five broad areas of engineering:epistemologies, learning mechanisms, learning systems, diversity and inclusiveness, andassessment [13]. The pioneering institutions in engineering education included PurdueUniversity, Virginia Tech, Ohio State University, Utah State University and Clemson University[14]. Currently, there are M.S., Ph.D., and graduate certification programs offered in U.S.institutions in the discipline of engineering education. There are about seven (07) engineeringeducation centers working in the U.S. institutions as advertised on the institutional

Relevance Score: 0.27399585

The Hidden Curriculum. Navigating Promotion and Tenure at University of Delaware

Conference Session: Faculty Development Division (FDD) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

expectations or standards. This is what wereport on next.Peer Review as a Resource for P&TThe pre-tenure peer review process is a formalized mechanism that provides an opportunity forfaculty to gauge their progress towards tenure. As such it is a place where you might expectunwritten norms to be taught. To learn more about whether and to what extent this might be thecase at UD, we asked interviewees a series of questions about their experiences with the 2- and4-year peer-review processes. What materials were you asked to submit? Did you receivementoring along the way? What type of feedback did you receive at the end of the process? Wasone or both of the 2- and 4-year reviews helpful in preparing for tenure?We found that the pre-tenure reviews at

Relevance Score: 0.27371526

Establishing a Framework for the Effective Mentorship of Junior Engineering Faculty

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #42876Establishing a Framework for the Effective Mentorship of Junior EngineeringFacultyHimani SharmaMrs. 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 Kansas in 1997. She attended Wichita State University for graduate study, earning a Secondary Mathematics Teaching

Relevance Score: 0.27334666

A Comparison of TA Training Programs Across Multiple Institutions

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)

localize general practices and suitvarious academic contexts.MethodologyThis paper contains insights from eight training teams at seven engineering schools. Theseprograms were identified for this study based on existing professional connections and contactsmade at the 2024 American Society for Engineering Education conference in Portland, OR andthe 2024 POD Network Conference in Chicago, IL. 1. The University of Wisconsin-Madison’s College of Engineering 2. Imperial College London’s Department of Chemical Engineering 3. Stanford University’s Bioengineering and Mechanical Engineering departments 4. Penn State College of Engineering 5. Georgia Institute of Technology 6. Michigan State University 7. Cornell University

Relevance Score: 0.2719199

Case Study: Encouraging Faculty Adoption of New Grading Software

Conference Session: Faculty Development Division (FDD) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology
Tagged Divisions: Faculty Development Division (FDD)

using the tool in their classes at the institute. These would be considered the“innovators” by Rogers as they represent less than 2.5% of the total faculty at the institute asillustrated in Figure 1 [7]. At the end of the 2018-2019 academic year, institutional licenses forGradescope were purchased and the process of integrating the software with the current learningmanagement system (LMS) began. At this point, trainings were mainly informational andreference materials were posted online so that faculty could learn the basic mechanics of usingGradescope. These were appropriate for those faculty who might fall into the “early adopter” or“innovator” categories, but there was not enough faculty experience on campus to allow thosewho may fall into

Relevance Score: 0.27001014

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)

Paper ID #41543Unintended Positive Consequences of an NSF-funded System-wide CollaborationDr. Feruza Amirkulova, San Jose State University Dr. Feruza Amirkulova is an Associate Professor of Mechanical Engineering at San Jose State University (SJSU). She graduated from Rutgers University with a Ph.D. and MSc in Mechanical and Aerospace Engineering. Previously, she completed her Ph.D. in Technique, specializing in Civil Engineering from Samarkand State University. She received her BSc and MSc in Mathematics from Samarkand State University, graduating with honors. Dr. Amirkulova is the recent recipient of the Guidry Family

Relevance Score: 0.26975045

The role demands of Black faculty mentors in engineering

Conference Session: Faculty Development: Connections and Community
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

andmentoring role demand that they carry cause mental, emotional, personal, and professionaltaxations that are too numerous to count. At the same time, there are actions that universities cando, particularly in the domain of professional development to support this bright and talented groupof faculties in engineering:• Recommendation #1: Institutionalize invisible mentoring rewarding mechanisms. From the findings and from national reports [1], there is a lot of unrecognized and unacknowledged mentoring that Black faculty mentors in engineering face compared to White faculty counterparts when advising Black Ph.D. students and other underserved students. Simply keeping numerical tabs and individual development plans is not enough to support

Relevance Score: 0.26956293

Are All ‘EBIPs’ Created Equal? An Exploration of Engineering Faculty Adoption of Nine Evidence-Based Instructional Practices

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)

educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Dr. Shane A. Brown, P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmen- tal Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in ©American Society for Engineering Education, 2023 Are all ‘EBIPs’ created equal? An exploration of engineering

Relevance Score: 0.25918472

Lessons Learned from 35 Years of Impact in the Leonhard Center for the Enhancement of Engineering Education

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48008Lessons Learned from 35 Years of Impact in the Leonhard Center for theEnhancement of Engineering EducationDr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Associate Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State.Dr. Sarah E Zappe, Pennsylvania State University Dr. Sarah Zappe is Director of the Leonhard Center for the Enhancement of Engineering Education and Assistant Dean of

Relevance Score: 0.25506678

Y(Our) story: A collaborative autoethnographic reflection of a faculty community of practice to promote equity-oriented engineering education

Conference Session: Faculty Development: Broad Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
Tagged Divisions: Faculty Development Division (FDD)

assistant teaching professor in the Aerospace Engineering Department at the University of Illinois at Urbana-Champaign. He received his BS, MS, and Ph.D. in Mechanical and Aerospace Engineering from the University of California, Irvine.Prof. Caroline Cvetkovic, University of Illinois Urbana-Champaign Caroline Cvetkovic is a Teaching Assistant Professor of Bioengineering at the University of Illinois Urbana-Champaign, where she instructs courses in quantitative physiology, biofabrication, and heat transfer. She earned her B.S., M.S., and Ph.D. in Bioengineering at the University of Illinois Urbana-Champaign. She then completed a postdoctoral fellowship in the Center for Neuroregeneration and Department of Neurosurgery at

Relevance Score: 0.25397265

Empowering Educators: A Pilot Study of Faculty Training on Building Decarbonization and Clean Energy Integration

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #45865Empowering Educators: A Pilot Study of Faculty Training on Building Decarbonizationand Clean Energy IntegrationMohamed Khalafalla, Florida A&M University - Florida State University Dr. Mohamed Khalafalla is an Assistant Professor of Construction Engineering at Florida A&M University’s School of Architecture and Engineering Technology. His research expertise includes risk analysis, cost estimating, and concrete materials research. Dr. Khalafalla has contributed extensively to projects sponsored by the Department of Energy and the Tennessee Department of Transportation, conducting studies in

Relevance Score: 0.23087642

Exploring Faculty Members' Artificial Intelligence Literacy through the Lens of the TPACK Framework: A Qualitative Study

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University
Tagged Divisions: Faculty Development Division (FDD)

in discipline-specificcontexts, leveraging tools for a myriad of operations, but mostly for personal use. These includedpersonal tasks such as debugging code, running simulations, or streamlining technical processes.In relation to pedagogy, instructors have utilized tools such as LaTex databases for their students.For Non-STEM instructors, AI encompassed broader applications such as fostering criticaldiscussions and even generating conversational prompts to scaffold language practice.The influence on teaching approaches was divisive. Many instructors of the engineering field,especially mechanical and electrical, stated that AI does not influence the way they teach asubject. This related specifically to instructors of more classical

Relevance Score: 0.23070009

Bridging the Gap: Exploring Real-Life Experiences of Engineering Faculty in Implementing EBIPs

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
Tagged Divisions: 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

Relevance Score: 0.23064452

Student and Faculty Perceptions of Standards-Based Grading in Undergraduate Engineering Courses

Conference Session: Faculty Development: Grading and Artificial Intelligence
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering
Tagged Divisions: Faculty Development Division (FDD)

[6].Standards-based grading (SBG) is a specific alternative grading strategy that awards gradesbased on how many learning objectives (or standards) have been met. SBG has beenimplemented in a variety of engineering courses including Signals and Systems [7], Circuits [8],Fluid Mechanics [9], Thermodynamics [10,11], and Engineering Design [12]. SBG meets thefour pillars of alternative grading by identifying a clear list of standards, providing feedback tostudents that communicates if they have met each standard or not, assigning a grade based on thenumber of standards met, and allowing students to continue to reattempt to meet each standard –rather than just getting a low grade and moving on without learning the topic [13].Previous work has

Relevance Score: 0.22944075

Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP Use

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

– 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 Postdoctoral Researcher Award at the University of Michigan; and serves as a PI/Co-PI on multiple projects funded by the

Relevance Score: 0.22857535

Board 119: Exploring Factors and Support for Effective Faculty Mentoring of Undergraduate Students in Engineering

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
Tagged Divisions: Faculty Development Division (FDD)

Midwest. Engineering faculty and students will be defined asindividuals working for or studying in the departments of Civil/Environmental Engineering,Electrical Engineering, Mechanical Engineering, and Computer Science as these are thedisciplines covered by this university’s mentoring program.The research questions included in this qualitative study focus on faculty mentoring ofundergraduate engineering students, specifically focusing on the faculty members’ perspectiveswithin these relationships. The first question will focus on the elements that influence faculty’smentoring experiences. The question will be framed as follows: What are the factors that enablefaculty mentors of undergraduate engineering students to feel effective in their role

Relevance Score: 0.22854844

Lessons Learned: Summer Book Club to Promote Reflection among Engineering Faculty on Mental Health of Students

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

of Teaching and Learning at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement.Dr. Ibukun Samuel Osunbunmi, Penn State University Ibukun Samuel Osunbunmi is an Assistant Research Professor, and Assessment and Instructional Specialist at Pennsylvania State University. He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization. ©American Society for

Relevance Score: 0.22843963

Work in Progress: Development of an Innovative Undergraduate Engineering Academic Advising Model

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)

advising capacity for over 12 years, Margaret is the current Director of Advising Innovation and Assessment in Penn State’s College of Engineering where she works to provide support and guidance on academic advising best practices for professional and faculty academic advisers, oversees assessment efforts, and the development and implementation of advising innovation.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and

Relevance Score: 0.22822702

Board 117: WIP: Exploring the Teaching Journey of Early-career Engineering Faculty

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)

. Carberry, Arizona State University Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engi- neering, The Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred Univer- sity, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in

Relevance Score: 0.22769079

A Qualitative Exploration of Resource-Related Barriers Associated with EBIP Implementation in STEM Courses

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
Tagged Divisions: Faculty Development Division (FDD)

, Oregon State UniversityDr. Prateek Shekhar, New Jersey Institute of Technology Prateek Shekhar is an Assistant Professor - Engineering Education division at New Jersey Institute of Technology. His research is focused on examining translation of engineering education research in prac- tice, assessment and evaluation of dissemination initiatives and educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Dr. Shane A. Brown, P.E., Oregon State University Shane Brown is an associate professor and Associate

Relevance Score: 0.22638908

Teacher’s Perceptions of the Fertility in Implementing Project-based Learning in Engineering Courses

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
Tagged Divisions: Faculty Development Division (FDD)

teacher permeable to looking for a new strategy to use inclass. Anomalies, such as a lack of positive response from the current methods, can serve ascatalysts for dissatisfaction, rendering the current approach less meaningful. • intelligibility Once there is dissatisfaction, one of the necessary conditions for a new strategy to beaccepted is its intelligibility. Intelligibility refers both to understanding the structure of thestrategy and its conduct, also the evaluation mechanisms and the learning concepts that underliethe strategy. • plausibility The new strategy should align with the teacher's knowledges, including beliefs,epistemological commitments, other theories or knowledge, and previous experiences. It

Relevance Score: 0.22436582

Enhancing engineering faculty implementation of inclusive pedagogy through an inclusive excellence faculty development program

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48115Enhancing engineering faculty implementation of inclusive pedagogy throughan inclusive excellence faculty development programDr. Renee M. Desing, University of Washington Dr. Renee Desing is an Assistant Teaching Professor in the Department of Mechanical Engineering at the University of Washington. Her research interests include diversity, equity, and inclusion in the engineering classrooms and workplaces. Dr. Desing graduated from The Ohio State University with her Ph.D. in Engineering Education, and also holds a B.S. in Industrial Engineering from the Georgia Institute of Technology and a M.S. in

Relevance Score: 0.22425462

Insights into Faculty's use of Generative Artificial Intelligence systems in Engineering Classrooms.

Conference Session: Faculty Development: Grading and Artificial Intelligence
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

%) not specifying their academicrank. Departmental affiliations demonstrated disciplinary diversity across STEM fields, withrepresentation from Biological Systems Engineering (16.66%), Chemical and BiomolecularEngineering (10.60%), Civil and Environmental Engineering (6.06%), Architectural Engineeringand Construction (25.75%), Electrical and Computer Engineering (6.06%), Mechanical andMaterials Engineering (10.6%), and School of Computing (24.24%). The participants had anaverage of 12.77 (SD=10.95) years of teaching experience. This participant profile established arepresentative cross-section of academic disciplines and professional hierarchies within theinstitutional context.Institutional policy on GenAI The university studied here

Relevance Score: 0.22416773

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)

. and Lindblom-Ylänne, S. (2008) “Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education,” Learning and Instruction, 18(2), pp. 109–120. Available at: https://doi.org/10.1016/j.learninstruc.2007.01.008.[13] Trigwell, K. (2011) “Relations between teachers’ emotions in teaching and their approaches to teaching in higher education,” Instructional Science, 40(3), pp. 607–621.[14] Cilliers, P. (2010) “Difference, identity, and complexity,” Philosophy Today, 54(1), pp. 55–65. Available at: https://doi.org/10.5840/philtoday201054135.[15] Onyura, B. et al. (2016) “A mandala of faculty development: Using theory-based evaluation to explore contexts, mechanisms and outcomes

Relevance Score: 0.22327834

The Voices of Our Students: Developing a Student Opinion Survey and Process to Support a Healthy STEM Educational Ecosystem

Conference Session: Faculty Development: Student Engagement
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

misinformation beliefs. His research and academic service work center on critical STEM education, sociotechnical thinking, critical study of misinformation, and systemic change theory and practice.Dr. Corin L. Bowen, California State University, Los Angeles Corin (Corey) Bowen is an Assistant Professor of Engineering Education, housed in the Department of Civil Engineering at California State University - Los Angeles. Her engineering education research focuses on structural oppression in engineering systems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She teaches structural mechanics and sociotechnical topics in engineering education and practice. Corey conferred her Ph.D. in

Relevance Score: 0.18721722

Developing a Grounded Framework for Implementing Ungrading in a Disciplinary Context

Conference Session: Faculty Development Division (FDD) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

ungrading featured afinal artifact prepared by the student with each artifact requiring the student to identify a gradethey believe is appropriate, a conference period with the student to go over the artifact and thegrade, and attention to how to address possible disagreements during the negotiation. We alsonoticed variation within these areas.Dimension: Mechanism for students to suggest their grade. Each of the four instances ofungrading featured a final assignment in which individual students were required to identify agrade they thought would be appropriate and to offer information to support the grade. Thenature of the requested materials indicate two key choices. In instances A1 and A2, studentswere instructed to create a portfolio of the work

Relevance Score: 0.18651518

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