Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

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Faculty Development Division (FDD)

barrier in cultural perspectives of inequality.While Title IX as written attends to gendered discrimination it is important to carry forward thisequality afforded to gender towards all ways our programming may be invisibly discriminatory.Constraints such as learning new systems have not found to be a substantial need, although notedfor some programs (Item 17), however this training may not be evenly distributed. One suchexample of distribution of training can be addressed with Item 28 - Faculty do not receive thetraining required to properly address issues in Mental Health. Common discussions regarding“As we want engineers to be gritty, how do we balance mental health and resilience?” took placewithout resolution. This may be a common challenge

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)

institutionsseeking to meaningfully embed DEI into their institutional DNA (e.g., Kezar, 2015; Kezar, 2021;Watson et al., 2023).Lastly, garnering faculty buy-in, which emerged as a challenge two times more often than thenext most-cited challenge, is a pervasive and understandable concern. In addition to resistancefrom those whose values incline them away from DEI, there are those who may be inclined tosupport DEI but who are overwhelmed with continuing pressures and institutional restructuringdue to budget cuts and COVID, not to mention other new initiatives to which faculty areexpected to respond. For many faculty, DEI is only one more new thing that will require morecourse changes, more grading, and fewer resources before it gets eclipsed by the next

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Faculty Development Division (FDD)

toredefine engineering education, offering a new lens through which universities, departmentchairs, and faculty can prepare, evaluate, and train engineers for the challenges of the 21stcentury.IntroductionThe rising cost of college education and the accompanying increase in student debt over thepast decade have become major public concerns [1-5]. While a college degree can lead tomany benefits [6], the rise of online course providers such as Coursera, edX, MITOpenCourseWare [7] call into question whether the same knowledge and skills can be acquiredmore economically and effectively elsewhere [7-10]. As Rose [10] put it: “If college does not lead to skill gains, it is difficult to argue that attending college will lead to positive

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

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Faculty Development Division (FDD)

the AAUP in 2009What is evident from the first three columns of the table is that there is a great deal of agreementamong the analysis of Lyken-Segosehe et al [2], the AAUP statement, and our universityguidelines, although the language is somewhat different. In the last column of the table are thestatements of our group of faculty on their written post-its. They were able to identify most ofthese elements as well. Numbered items in the last column mean that two or more groups offaculty identified that item, and a group sometimes used two phrases that we have put in thesame cell of the table. The most prevalent ideas among our faculty concerned fair grading, butrespect for individual students, transparency about course expectations, and the

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

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Faculty Development Division (FDD)

with customized EBIPs suited for theirunique teaching environments. Faculty who observed increased student engagement utilized real-world applications facilitated by extensive experience and institutional support. This study'sfindings point to the importance of adaptable teaching methods, emphasizing the need forinstructors to tailor EBIPs to their specific teaching contexts. These results underscore theimportance of individualized strategies for effectively adopting EBIPs into educational settings.IntroductionAs a part of the NSF IUSE project, this paper seeks to explore the limitations and successes ofengineering faculty implementing EBIPs. Although earlier research indicates a willingness andinterest among faculty to incorporate new

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, journalism, etc., do not communicate, although theywill need to work together in the future to create viable new paths forward. A hurdle tocurriculum change is that faculty have not been trained in sustainability concepts and typicallydo not teach across colleges. They are also unsure of how to address DEI, not wanting to get itwrong and cause harm as they experiment in the classroom. Some programs have therefore takena “train the trainer” approach, holding faculty workshops [1, 2]. The effectiveness of suchworkshops is not altogether clear; for example, instructors’ confidence in identifying effectiveways to include sustainability into their courses may not increase. We focused squarely onequipping faculty by providing demos and boosting

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

, participants discussed class duration often in conjunction with concern aboutsacrificing time to implement EBIPs at the cost of covering enough material. This concernappeared among most of the EBIPs but was especially prevalent among responses discussingactive learning. For example, one assistant professor respondent highlighted the perceived riskaround not fulfilling material coverage expected of them: “Preparing active learning activitiestakes a lot of time and it's often not clear how much class time they will take up, or if they will beeffective. As a new faculty member, I am somewhat hesitant to use active learning strategiesbecause I need to make sure I cover the required material, and it feels risky to try new things.”This concern highlights

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

1,161engineering faculty. Out of these 1,161 survey respondents, there were 26 Black Facultymembers and 51 Hispanic faculty members that responded. In these survey responses, the teamanalyzes the survey data, additionally coding the open-ended questions. The demographicinformation included 21 Black men, 5 Black women, 35 Hispanic men, and 16 Hispanic women. To supplement the survey data, the team reached out to the respondents to conduct thephenomenological longitudinal two-interview series. In the first round of interviews, the teamconducted 14 interviews. The second interview included nine participants a year later. The teamhad three participants that did not complete the second interview. To make up for the attrition,there was a push for new

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)

Tables 2 and 3 below. Theseexamples are based on data collected as part of a study of engineering student perceptions ofempathic concern expressed by engineering faculty [28].Scenario 1:As faculty, you notice that a student in your senior engineering design course seems off. Whilethey were previously active and engaged with their group, they missed several team meetingsand seemed distracted and distant. In general, they look rather distraught. You take time tocheck in with them after class, and the student becomes flustered and emotional. As part of yourconversation, you uncover that the student is dealing with several personal issues outside theircoursework.Here is how the framework for empathy could be applied in this scenario:Table 2

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

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Diversity

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Faculty Development Division (FDD)

obtaining an EdD from Hamline University. ©American Society for Engineering Education, 2024 Nursing + Engineering: Lessons Learned in Interdisciplinary Facilitator Dynamics for Faculty DevelopmentAbstractThis paper presents lessons learned from the first year of an interdisciplinary facultydevelopment team exploring the impact of a humanistic model for faculty development through aCommunity of Practice. We will share how our team dynamics would have improved had wegone through the Concerns-Based Adoption Model prior to implementing our programming tobetter gauge our own perceptions and what impact would look like among our participants.IntroductionIn many

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

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Faculty Development Division (FDD)

, stating, “So, there are two challenges, one is how can I mergesecurity with privacy and how can I explain this to students even before they enroll in thiscourse. That's probably the most challenging part.” (Professor H). In this quote, the participantdescribes his frustration in deciding how his new course should present new content and satisfystudents’ expectations. This challenge can be related to their lack of experience designinglearning experiences for engineering students.Teaching challenges – implementing/using new technology or teaching methodsWhen faculty were asked about their experiences in the classroom, most described issues usingthe university’s learning management system, managing technology in hybrid settings, or usingteaching

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

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Faculty Development Division (FDD)

Engineering Education, 2024 Lessons Learned: Faculty Development Book Club to Promote Reflection among Engineering Faculty on Mental Health of StudentsIntroductionIt is a real difficult challenge walking through this world full of monsters when our own bodies and minds can be monstrous. - Sarah Rose CavanaghIn universities around the U.S., mental health issues are on the rise [1], [2], [3]. College studentsare at increased mental health risks due to major mental health problems manifesting during earlyadulthood [4], and significant life changes (e.g., changes in independence, environment, and socialsupport, academic pressures/competition) [5], [6]. While

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Clinical/Professional (C/P)faculty face unique challenges in adjusting to and defining a new role. This paper presents thepersonal experience, collaboration, analysis, and lessons learned developed by three suchindividuals. It is intended to provide insights for communities concerned with the professionaldevelopment of those in similar transitions.For clarity, we use non-tenure track (NTT) as an umbrella term to describe faculty with full-timestatus, who are on limited-term contracts, are promotion-eligible, but differ from their tenure-track/tenured (TT/T) counterparts in that they are not eligible for tenure. For the purpose of ournarrative, we use “NTT faculty” when the generalized umbrella term is more appropriate, butotherwise we use “C/P

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)

ofinternational students is perceived as too high [32], [33]. This has led to efforts to keepinternational student numbers low enough to maintain a perceived balance that would be moreacceptable to domestic students. Such attitudes indicate that some faculty members in hardsciences may be less sympathetic to the unique challenges faced by international students.While these attitudes may not be universal, they highlight the need for increased awareness andsupport for international students in these fields [32], [33].International students face unique challenges related to language proficiency and culturaldifferences. Faculty report that issues with international students' understanding and use ofEnglish is a major concern because these issues lead to

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)

foregone conclusion, faculty have responded with varying degrees of enthusiasm,resignation, and denial. And as with most issues of pedagogy, there is lively disagreement amonginstructors about whether and how to use LLMs with their students [1][2], with some prohibitingLLM use and others swiftly integrating them into their course assignments [3][4][5].Lagging behind an enthusiastic integration of LLM-based course tools by some in highereducation is a serious discussion of ethical concerns and questions about LLMs themselves; thisfailure may stem in part from a reluctance to voice concerns in the face of institutionalenthusiasm and pressure to “fully embrace” LLMs or risk being labeled a “dinosaur” [1][6].Regardless of cause, this lack of discourse

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

and the goals of the new student feedback instrument. In addition, both student faculty responses indicated that it was hard to gauge the “inclusive” dimension in an engineering classroom. Similar issues with the student evaluation of teaching have been found in other previous studies [23-25]. The faculty concerns on the peer-review form were that the form may be used only in one class, and it would be hard to gage the overall course and the feedback would be the opinion of only one (imperfect) reviewer. Also, the time it takes to complete a peer review and who conducts a peer review were challenges. For the self-reflection form, the challenges were in the time it took to complete the form and that not all the questions seemed relevant to

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

, 2024 Faculty perspectives on undergraduate use of Generative Artificial Intelligence (GAI) assistance: A work-in-progressAbstractThis work-in-progress paper explores faculty perspectives regarding student use of GenerativeArtificial Intelligence (GAI) assistance tools, such as ChatGPT, to complete engineeringcoursework. A common debate in engineering and computer science exists about how facultyshould address GAI tools (i.e., prevent their usage in order to maintain academic integrity, teachstudents the new technologies, or establish regulatory guidelines in higher education). WhileGAI continues to disrupt traditional educational paradigms, its full impacts on teaching andlearning are currently unknown. Such work 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

Tagged Divisions

Faculty Development Division (FDD)

interactions between teams and limited influence beyond the boundaries of theirown teaching and projects. This issue raises an important question about the impact of the EIPon engineering departments in our institution: “How can we change the EIP to extend itsbenefits more broadly across engineering departments?”EIP participants’ suggestions to improve the engineering faculty members’ participation in thecommunities of practice1. Involvement of New FacultyMany faculty members emphasized the involvement of new engineering faculty to expand thecommunities of practice for teaching innovation. The members of the EIP team vary. Someteams have new faculty members. Nevertheless, the number of new faculty members isrelatively low in EIP teams. For instance

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

motivated our decision to go remote. High on thelist of concerns were the presence of faculty involved in the program on multiple campuses andpandemic-related travel issues. While the community-building efforts may have suffered somefrom online meetings, we were able to bring in a much broader collection of speakers once travelwas not a factor.After providing a modest token of appreciation for our guest speakers, the lack of spending ontravel allowed us to be more creative with the award. We invested in education research booksfor participants for reference as they advance in the field. Finally, we were able to randomlyaward ten memberships to the American Society for Engineering Education for members andparticipants.Featured Community EventsThe

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

community-building such as what they feltwas provided by this workshop series. The Lecturers’ Community of Practice wasoverwhelmingly well-received by lecturers, despite the research team’s concern around itscondensed nature.The focus of this paper is on the intentional decisions made by the research and facilitation teamto provide a professional development experience catered to non-tenure track faculty. In thispaper, we also highlight what aspects of the workshop resonated with lecturers, particularly thosedesigned with lecturers in mind, and those unexpectedly helpful for the participants. This paperadds to the conversation on providing more workshops on inclusive teaching for NTT Faculty,who play a critical role in making our programs

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

Scholarship of Teaching and Learning,” International Society for the Scholarship of Teaching and Learning (ISSOTL), 2022. https://issotl.com/ (accessed Dec. 09, 2022).[6] P. Young, “Generic or discipline‐specific? An exploration of the significance of discipline‐specific issues in researching and developing teaching and learning in higher education,” Innov. Educ. Teach. Int., vol. 47, no. 1, pp. 115–124, Feb. 2010, doi: https://doi.org/10.1080/14703290903525887.[7] A. Jenkins, “Discipline‐based educational development,” Int. J. Acad. Dev., vol. 1, no. 1, pp. 50–62, 1996, doi: 10.1080/1360144960010106.[8] S. V. Chasteen and R. Chattergoon, “Insights from the Physics and Astronomy New Faculty Workshop: How do new physics

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)

feeling like I’m bending myselfinto a pretzel are the best for me to tackle.” Such concerns about genuineness may hint at abelief in an innate capacity for positive leadership, which research suggests is vastly outweighedby intentionality [16]. The faculty members’ desires for authenticity may also speak to theimportance of constructing one’s positive leadership in alignment with the core self, as well asthe ongoing need for support in actualizing new knowledge.Value and InstitutionalizationEven as some faculty grappled with practicing positive leadership principles in academia, theirassessments of the training program were markedly positive, with words like “well-done” andeven “fantastic” surfacing. Some participants, like Helen, recognized the

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)

with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time program for third, fourth and fifth graders to introduce them to renewable energy. ©American Society for Engineering Education, 2023 Redesigning the Course & Teacher Ratings: Method, Outcomes, and Lessons LearnedLess than one year into the COVID-19 pandemic, the provost and faculty union leadership atHofstra University, a midsized private university in Hempstead, New York, agreed that the timewas right for a reevaluation of the student evaluation of teaching (SET) process and policy, whichincluded a Course and Teacher Ratings (CTR) system and Peer Observation of Teaching

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

. doi: 10.17226/10999[6] National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington, DC, USA: The National Academies Press, 2005. doi: 10.17226/11338[7] S. E. Brownell and K. D. Tanner, “Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity?,” CBE—Life Sci. Educ., vol. 11, no. 4, pp. 339-346, 2012. doi: 10.1187/cbe.12-09-0163[8] M. Borrego, J. E Froyd, and T. S. Hall, “Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments,” J. Eng. Educ., vol. 99, no. 3, 185–207, 2010. doi: 10.1002/j.2168-9830.2010

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

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Faculty Development Division (FDD)

. Science and Engineering Indicators 2022,” National Science Board, National Science Foundation, Alexandria, VA., NSB-2021-2, 2021. Accessed: Jan. 29, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20212[24] K. E. Foote, W. Li, J. Monk, and R. Theobald, “Foreign-born scholars in US universities: Issues, concerns, and strategies,” J. Geogr. High. Educ., vol. 32, no. 2, pp. 167–178, 2008.[25] N. P. Rita and M. Karides, “‘I have an accent, so people know I’m not from here’: a racial and ethnic analysis of international STEM faculty in Hawai ‘i,” Ethn. Racial Stud., vol. 45, no. 10, pp. 1873–1895, 2022.[26] R. Wells, “International Faculty in US Community Colleges.,” New Dir. Community Coll., vol. 138, pp. 77–82, 2007.[27] L

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)

Active, Blended, Collaborative Legend: Enduring Outcome Activities Workshop Topics/Related Concepts Participants/Existing Frameworks Figure 1. Concept Map of Curricular Priorities for the Faculty Development Workshop 4Philosophy of Engagement and Curricular PrioritiesThe enduring outcomes of the workshop concerned an internalization of various active, blended,collaborative pedagogies of engagement that are particularly effective for teaching engineeringstudents. Participants of the workshop also demonstrated through their reflections 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

Tagged Divisions

Faculty Development Division (FDD)

are working to find better ways to evaluation teaching. Peerevaluation of teaching is used by many institutions; however, these evaluations commonly lacksubstance. Teaching portfolios are also commonly used as a tool for teacher reflection leading toefforts of improvement. Yet concerns persist about the nature and effectiveness of teachingevaluation.Over the past five years, Brigham Young University has developed a process built on the conceptthat peer review can be an effective tool for the evaluation of teaching just like it is for theevaluation of scholarship. In this process, the faculty member is responsible to providesubstantive evidence of the effectiveness of their teaching efforts in a teaching portfolio. Peerreviewers then evaluate

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Year Engineering Experience committee, supervisor of the LTU Thermo-Fluids Laboratory, coordinator of the Certificate/Minor in Aeronautical Engineering, and faculty advisor of the LTU SAE Aero Design Team. Dr. Gerhart conducts workshops on active, collaborative, and problem-based learning, entrepreneurial mindset education, creative problem solving, and innovation. He is an author of a fluid mechanics textbook.Dr. Maria-Isabel Carnasciali, Merrimack College Maria-Isabel Carnasciali is the new founding Associate Dean of the School of Engineering and Computational Sciences at Merrimack College (MA). Previously, she spent 13 years at the University of New Haven (CT) where her last role included four years as Assistant

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

of the participants (9). (2) We did not anticipate the prospect of such a group not only achieving “results” in the form of more scholarly productivity and externally funded research but serving as vehicle for encouragement, growth, accountability, and collegiality between faculty from disparate fields. In a word, we did not set out to use WWG for faculty development. Yet, we believe that it is occurring. (3) We thought we knew what issues were important to our region for water. In some ways, we did. Yet we found that, when you want to conduct research or education projects that not only generate peer-reviewed publications but need to show tangible benefit to local people, you must spend time

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

experience in remote learning, most faculty and students still prefer traditional face-to-face teaching [1], but the experience of the remote classroom has undoubtedly changed the waywe engage in traditional face-to-face courses today and moving forward. Various studies havebeen conducted regarding the issues and outcomes of the COVID-19 pandemic [2-9]. The impacton university students [2, 4], university centers for teaching and learning (CTLs) [6, 7], and publicK-12 school systems [5, 8] have been initially documented, but further studies regarding the lastingimpacts of the pandemic are sure to come. A question that remains is: in what ways have we seenpositive change to our higher-educational courses as a result of the pandemic? This study aims