Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #37480A Qualitative Exploration of Resource-Related Barriers Associated withEBIP Implementation in STEM CoursesJeff Knowles, Oregon State University Dr. Jeff Knowles is an engineering instructor at Oregon State University who began teaching courses in 2015. His current pedagogical research is related to barriers associated with implementing Evidence- Based Instructional Practices (EBIPs) in STEM-related courses and determining what affordances can be granted to overcome such contextual obstacles. Jeff’s interests also include the numerical modeling of nonlinear wave phenomena.Dr. Amy L. Brooks, Oregon State

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)

Paper ID #39857Commonality of Failure Modes in New Engineering Program DevelopmentProf. David Robert Bruce, University of Ottawa, Canada Dr. Bruce has a passion for technology development with a focus on empowering society through altering perception and perspective by including new ways of looking at engineering.Dr. James Borrelli, Stevenson UniversityGennifer Smith, University of San FranciscoDr. Michael G. Lerner, Earlham College Michael Lerner is a computational biophysicist and convener of the Department of Physics, Engineer- ing and Astronomy at Earlham College. He teaches introductory, intermediate and advanced courses

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

critical playersin the implementation of change in universities [4]; it is critical to better understand theirperspectives on the impacts of not only university-level barriers but also individual and externalsupports (and barriers) on faculty decision-making about curricular change related tointerdisciplinary graduate education. We are thus following scholars such as Graham [11] whohave sought to explore what supports sustained change in engineering education as well as whatlimits it. In response, the research questions associated with this study are: RQ1: What are salient influences on faculty decisions to engage in an interdisciplinary graduate program? a. What was the nature of these influences (e.g., individual

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

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Faculty Development Division (FDD)

education.Ms. Rene Alejandro Noel, Universidad de Valparaiso, Chile Ren´e Noel is a Faculty at the Universidad de Valpara´ıso, Chile. Ren´e holds a MSc. In Informatics degree. Currently, Rene is a PhD student at Universidad Politecnica de Valencia, Spain, and focuses his research in software production methods, experimental software engineering, and engineering education. ©American Society for Engineering Education, 2023 Work in Progress (WIP): Examining the Impact of a Faculty Development Program in Engineering Instructor’s Teaching Practices and Perceptions on Active Learning MethodologiesAbstractDeveloping faculty’s capabilities for active learning is critical in STEM education. In

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

respect, surveying the landscape of faculty assets is crucial to creating facultydevelopment programs in engineering ethics, considering that our university has more than 20degree-granting engineering programs (including ones hosted outside the College ofEngineering) and that the College of Engineering has three centers that can provide resourcesrelated to engineering ethics (broadly construed to also include equity and cultural sensitivity)and one minor program that offers courses on ethics and equity specifically for aspiringengineers. As a first step, getting to know our faculty and existing efforts in engineering ethics,surveying their knowledge and experience related to ethics, and identifying special interestgroups are all foundational to

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

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Diversity

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Faculty Development Division (FDD)

Engineering Schools, Departments and Programs [1],the overall average retention rate for obtaining an engineering degree within 6 years was 55.9%.According to the 2021 NSF National Survey of College Graduates [2], only 65% of science andengineering college graduates had an occupation related to their highest degree. Putting this intoperspective, if 100 students enrolled in an engineering program, about 55.9% (~56 students) willcomplete the degree within six years. Of those ~56 students, 65% (~36 graduates) will enter theengineering workforce. In summary about one-third (1/3) of students who enroll in engineeringprograms will complete the degree within six years AND enter the engineering workforce.What about the other two-thirds (2/3)? Why are they

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

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Diversity

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Faculty Development Division (FDD)

Provost. She is Professor of Mechanical Engineering and enjoys teaching thermo/fluids/energy and design related courses. ©American Society for Engineering Education, 2024 The ICE Faculty Development Program (Integrating Curriculum with Entrepreneurial Mindset) – Then and NowAbstractThis evidence-based practice paper describes the creation and evolution of a faculty developmentprogram known as “Integrating Curriculum with Entrepreneurial Mindset” (ICE) that has beenoffered for more than ten years. The program began when entrepreneurially minded learning(EML) was in its infancy and has undergone continual improvement as a deeper understandingof what is required for effective EML has continued to

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

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Diversity

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Faculty Development Division (FDD)

Paper ID #38639Evaluation of a Postdoctoral Early Career Fellowship Program DevelopingFuture Faculty MembersSydni Alexa Cobb, University of Texas, Austin Sydni Cobb is a Mechanical Engineering doctoral student and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from the illustrious North Carolina Agricultural and Technical State University in 2015, entered the engineering workforce, and has since enrolled at the University of Texas at Austin to complete her M.S. and PhD in Mechanical Engineering.Audrey Boklage

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

can continue to serve as a vital resource and catalyst for the success andadvancement of Hispanic engineering faculty in academia.In evaluating the effectiveness of our program, it's crucial to consider the composition of ourparticipant pool, which primarily consists of tenure-track faculty with substantial teachingcommitments. This demographic characteristic may influence the perceived value of certainsessions, particularly those addressing teaching-related topics like culturally responsive teaching.The high ratings of these sessions could stem from the content's relevance and applicability toparticipants heavily engaged in teaching responsibilities, indicating that our program effectivelyaddresses the needs of faculty balancing teaching

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

-track faculty and 15instructors. While many faculty members are interested in engineering education, only 10% areactively engaged in the SoTL. The ESCL@Te initiative seeks to double this faculty participationin the next two years.MethodsThe ESCL@Te initiative offers a sustainable college-level approach to change byacknowledging and leveraging related programs and resources in the university environment.University EnvironmentTennessee Technological University is a public research university with more than 10,000students located in Cookeville, Tennessee. Tennessee Tech is accredited by the SouthernAssociation of Colleges and Schools Commission on Colleges (SACSCOC). SACSCOCaccreditation operates in a ten-year cycle that requires its accredited

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)

skilled professions, incoming faculty have hardly, if any, pedagogical preparation [1],especially on theoretical underpinnings of teaching and the science of how students learn.Paradigm shifts in engineering education have been focused on instructional behaviors, such asactive learning where students are provided opportunity to learn the practice of engineeringthrough “doing” [2]. Rarely do these opportunities include a focus on the relational or affectiveaspects of education, rather, they focus on design and building [2].Learning through practice is not specific to engineering education. In nursing programs, similarapproaches towards teaching and learning are utilized to engage students to learn the practice ofnursing through “doing” [2]. Both

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

approach has also been leveraged to support otherEngineering Education-related programs. For example, Innovation Corps forLearning (I-CorpsTM L), an offshoot of the NSF-funded I-CorpsTM programdesigned to support scientists and engineers in commercializing their innovations,aims to foster ‘an entrepreneurial mindset within the engineering community inorder to impact sustainability and scalability of educational innovations’ [19].Continued evolution of an EM definition and research implementation is stillemerging [20] and thoughtful consideration has been given to how the EM tenantscould support the M360 project as well as subaward project sustainability.EM for M360 was eventually operationalized through the following overarchinggoals: (1

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

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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

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

Paper ID #42502WIP: Piloting a Comprehensive Needs Assessment to Enhance EngineeringFaculty DevelopmentDr. Megan Patberg Morin, North Carolina State University Dr. Megan Morin (she/her) is the Associate Director for Engineering Faculty Advancement within the College of Engineering at North Carolina State University. Megan’s career path includes previous roles as a Senior Project Specialist at ASHLIN Management Group, a KEEN Program Coordinator at UNC-Chapel Hill, an Education Coordinator/Graduate Assistant for the FREEDM System Center and PowerAmerica Institute at NC State University, and a middle school teacher within

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

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Faculty Development Division (FDD)

Paper ID #43458Transitions in Engineering Leadership: Interim to Permanent Deans andChairsDr. Michael James McGinnis, LeTourneau University Dr. Michael J. McGinnis is the Dean of Engineering and Engineering Technology at LeTourneau University where he has focused faculty in creating ”t-shaped” engineers. The lower part of the ’t’ represents technical skills, the cross piece represents softer skills like leading, following, communicating, grit, drive, and conflict resolution -skills that help us build relationships and connect to other people. The upper portion of the ’t’ represents that God is above all and in all.Dr

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

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Faculty Development Division (FDD)

from her experience design surgical instru- ments in the medical device industry, leading diversity and outreach initiatives for MIT’s Office of Engi- neering Outreach, and launching STEM programs in Design Thinking, Computer Science, and Robotics at a K-12 charter school. As an engineering educator and researcher, she is passionate about breaking down barriers and transforming engineering into a more inclusive field. In addition, her teaching focuses on the implementation of authentic project-based learning to develop students’ 21st century skills such as collaboration and ill-structured problem-solving. ©American Society for Engineering Education, 2023 Conceptual Framework

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

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Diversity

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Faculty Development Division (FDD)

overseen by a global nonprofit organization with a long historyof implementing projects in Iraq. This organization initiated a collaboration between a US-basedinstitution with highly ranked and respected engineering programs and one of Iraq’s topuniversities. The engineering colleges of both Universities set out to collaborate on meetinginternational quality standards, through faculty exchange and professional development,curriculum development, and joint projects. In this evidence-based research paper, we present both the details of the design of theprofessional development workshop as well as the findings of the ensuing research conducted bymembers of the partnering institutions and organizations. The sections are presented as follows

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

women student persistence in engineering education, and first-generation student persistence in engineering education. Shawna has also done work related to sexual misconduct and Title IX implementation in higher education.Dr. Sarah E Zappe, Penn State University Dr. Sarah Zappe is Director of the Leonhard Center for the Enhancement of Engineering Education and Assistant Dean of Teaching and Learning at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement.Dr. Stephanie Cutler, Penn 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

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

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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 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

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Diversity

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Faculty Development Division (FDD)

Paper ID #37107Navigating Faculty Identity Development through the Tenure and PromotionProcess as Black and Hispanic Engineering FacultyDr. Maria L. Espino, University of South Carolina Maria Luz Espino earned her doctorate degree in the Higher Administration Program in the School of Ed- ucation at Iowa State University. She obtained her Masters’s degree in Educational Policy and Leadership at Marquette University in her hometown of Milwaukee, WI. She completed her Bachelors degrees at the University of Wisconsin-Madison with a double major in Community and Nonprofit Leadership and Gen- der and Women studies. As a scholar

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)

transition and to betterunderstand the emergent themes related to early-career faculty’s experiences of the teachingenvironment and the types of support resources they used to cope with their transition into theclassroom. The framework has been used to assess transitions for various populations, includinggraduate program alumni [25], engineering faculty [26], and military veterans [27].MethodsParticipants and recruitmentThe participants (Table 1) for this study were early career faculty at a Southwestresearch-intensive (R1) University. Early-career faculty were defined as any faculty with four orfewer semesters of experience in an academic educator role (i.e., employed as full-time,part-time, or adjunct faculty members). Five participants agreed to

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

ofaccomplishment, interest in academic work, and exposure to new ideas (Zellers et al., 2008, p.558). Recognizing the benefits of mentorship, many universities implement mentoring initiativesin their undergraduate programs to promote increased overall retention in addition to individualstudent growth. Despite the importance of faculty mentoring undergraduate students, there is agap in understanding what enables faculty mentors to feel effective in their roles. The majority ofstudies focus on student-related outcomes and do not delve into the mentors’ side of therelationship. Addressing this gap can serve to enhance the quality of education by providinguniversities with data on how to bolster mentoring as a crucial pillar of the student supportsystem

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)

institutional motivation forEBIP adoption, revealed a significant motivation disparity that influences instructional decisions[13]. Finally, each of the participants individually highlighted student-related barriers thatimpacted the adoption and continuation of EBIPs.First, the identified knowledge gap between the academic research in engineering education andthe integration of EBIPs into classrooms underscores the necessity of targeted professionaldevelopment programs. Faculty members express a longing for training that focuses on innovativeteaching methods, with positive feedback stemming from experiences in workshops andconferences dedicated to such practices [14]. To bridge this gap, there is a crucial need for traininginitiatives or mentorship

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

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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

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

searching for alternative waysto actively involve faculty in educational issues related to the mental health of engineering students– such as the implementation of faculty book clubs.Book clubs have been previously used as a professional development tool in higher education [15],[16], [17]. However, the use of book clubs to explore educational issues is less popular in sciencefields, and even less in engineering [18], [19]. Thus, this Lessons Learned paper focuses ondescribing our experience of running a summer book club for supporting engineering facultydevelopment on critical educational issues related to the mental health of college students. Thebook club invited engineering educators from a large R1 institution in the Mid-Atlantic toparticipate

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia Jr. , Texas State University

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Faculty Development Division (FDD)

address theimportance of effective communication in a hybrid learning context can greatly strengthen facultymembers’ ability to realize instructional and program goals. One recommendation is to develop astrategic plan that responds to the needs of engineering faculty. This plan can encompassprofessional development sessions, the creation of asynchronous learning modules, guest lecturesby leading experts in the field, and other online resources. Moreover, College of Engineeringleadership can embrace an interdisciplinary approach by collaborating with personnel fromdifferent colleges such as those from education, communications, and technology to developrobust learning experiences for engineering faculty.At a microlevel, the data revealed certain

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Faculty Development Division (FDD)

muchmaterial or be as rigorous [7].However, research suggests that faculty professional development programs can help removeseveral obstacles to the adoption of active learning. Teachers' abilities, expertise, and self-assurance in implementing these strategies can be enhanced through workshops, communities ofpractice, and other active learning-related training [8], [9]. Adoption of active learning is alsobeing gradually encouraged by institutional incentives for teaching excellence and changingperspectives about effective instruction [6]. Funding from agencies such as the National ScienceFoundation is also supporting the adoption of active learning pedagogies across diverseeducational settings. In the end, clearing up misunderstandings regarding the

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

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Diversity

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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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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Faculty Development Division (FDD)

otherBIPOC students at Hispanic-Serving Institutions (HSIs). Recognizing the pivotal role of HSIs inattracting and retaining racially minoritized students in engineering programs, the study seeks tocomprehensively understand how faculty engage in teaching, mentoring, and supporting thesestudents and how administrators' leadership and support services influence the overalleducational landscape in engineering programs at HSIs.Drawing on existing scholarship emphasizing the importance of diversity, equity, and inclusionin higher education, particularly within engineering, the study will select and analyzeapproximately 37 peer-reviewed articles and conference proceedings published from 2010 to2022. Employing predefined inclusion and exclusion criteria

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

, therefore, recognizes the value and existingcontributions of engineering instructional faculty and seeks to provide the support structures thatacknowledge their desire to build their leadership capacity towards educational change.Drawing upon prior work exploring EIFs [5], [6], [7], our EIF case study research [8], [9], andexisting educational development scholarship, a professional development program wasdesigned, which included a group coaching component. The AMPLIFY Institute encompassed atwo-day, on-site “kick-off” workshop, virtual coaching sessions, and a virtual celebratory event.These activities brought together thirty-six EIF participants from thirteen HSIs across the UnitedStates, from different disciplines, and levels of their careers