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Implementing Interconnected Faculty Development Initiatives for STEM Faculty

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48331Implementing Interconnected Faculty Development Initiatives for STEM FacultyDr. Christopher A. F. Hass, Rutgers University, New Brunswick Christopher Hass received their Ph.D. in physics at Kansas State University, and is currently a post-doctoral associate a Rutgers university. Their research focuses on faculty career trajectories and how we support faculty in developing new and existing skills to achieve their career goals. They have collaborated on NSF funded grants at Rutgers University, Kansas State University, and the Rochester Institute of Technology focusing on systemic and institutional change to

Relevance Score: 2.0587401

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

Conference Session: Faculty Development Division (FDD) Technical Session 7
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Shawna Dory, Penn State University; Sarah E Zappe, Penn State University; Stephanie Cutler, Penn State University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #42635Lessons Learned: Mental Health Initiatives for Engineering Faculty Impactson Faculty Well-beingMs. Shawna Dory, Penn State University Shawna Dory is a PhD candidate in the Education Policy Studies Department at Pennsylvania State University. She has a bachelor of arts degree in Sociology from Geneva College, and earned a master’s of education degree in Counselor Education, Student Affairs from Clemson University. Along with her role as a PhD candidate, she is also a research assistant in the Leonhard Center for Enhancement of Engineering Education at Penn State. Her research interests include gender equity and

Relevance Score: 1.4743552

BOARD #160: EFFECTIVE MENTORING PRACTICES FOR UNDERGRADUATE RESEARCH

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: EMINE FOUST, United States Military Academy
Tagged Divisions: Faculty Development Division (FDD)

challenges in undergraduate research. Recentresearch by Baker et al. [3] at Albion College highlighted the top three concerns among students:clarity of faculty expectations, consistency of experiences, and time management. Many studentsstruggle to juggle their responsibilities among busy class schedules while engaging in research.Additional hurdles include limited access to mentors, financial constraints, and inconsistentopportunities for engagement throughout their academic journey [2, 3]. However, mentoringprograms like PURM [7], UROP [8], RAMP [9], OUR PM [10], CURB [12] and GEMS [13]initiated by many universities are providing essential resources and support to first and second-year students during their research experiences.Effective Mentoring

Relevance Score: 1.1347752

WIP : Landscape of faculty involved in engineering education research in Canada

Conference Session: Faculty Development: Collaborations
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #46175WIP : Landscape of faculty involved in engineering education research inCanadaLawrence R Chen, McGill University Lawrence R. Chen received a BEng in electrical engineering and mathematics from McGill University and an MASc and PhD in electrical and computer engineering from the University of Toronto. He is a professor in the Department of Electrical and Computer Engineering at McGill University and is the Academic Lead and Faculty Scholar of the Enhancing Learning and Teaching in Engineering (ELATE) initiative in the Faculty of Engineering. His research interests include faculty development and the

Relevance Score: 0.9716921

Board 116: Lessons Learned: Building Our Capacity to Engage in Engineering Education Research

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)

, primarily composed of teaching and research faculty atNortheastern University.At the national level, there has been a significant investment in changing the way we teachengineering in higher education. As a result, there has been an increase in the number ofprograms that support the implementation of evidence-based teaching practices, scholarship ofteaching and learning, and engineering education research. While these formal programs areundoubtedly valuable, developing these initiatives poses significant challenges for institutions.Moreover, a structured approach is limited in its potential for transformational change. A moreorganic alternative approach may find application in a wide variety of institutional situations,through the development of a

Relevance Score: 0.8191324

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)

Paper ID #39868A Systematic Review of Research on Training Faculty on Well-Being in STEMProf. Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR)Chennai, India Dr.S.Renukadevi, is the Professor of Education and Head of Centre for Academic Studies and Research at the renowned NITTTR, Chennai. She has 32 year of teaching Experience, of which 27 years at NITTTR, Chennai. She holds a Master’s Degree in Computer Applications and Doctorate in Computer Applications - Engineering Education with a PG Diploma in Guidance and Counselling. Her areas of Expertise include Engineering Pedagogy

Relevance Score: 0.8085347

Empowering Faculty Members through Mooc in Techno-Pedagogical Content

Conference Session: Faculty Development Division (FDD) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

factors on college students’ higher-order thinking skills in The smart classroom environment,” International Journal of Educational Technology in Higher Education, vol. 18, no. 1, 2021.20. V. I. Marín, O. Zawacki-Richter, C. H. Aydin, S. Bedenlier, M. Bond, A. Bozkurt, D. Conrad, I. Jung, Y. Kondakci, P. Prinsloo, J. Roberts, G. Veletsianos, J. Xiao, and J. Zhang, “Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: A cross-comparative analysis,” Research and Practice in Technology Enhanced Learning, vol. 17, no. 1, 2022.21. S. Martínez-Pérez, J. Cabero-Almenara, J. Barroso-Osuna, and A. Palacios-Rodríguez, “T-MOOC for initial teacher training in digital

Relevance Score: 0.68702954

Board 120/Lessons Learned: "I Can’t Build It Because They Won’t Come": Faculty Survey Response Rates in Engineering Education Research

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rachel Ziminski, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #44051Board 120/Lessons Learned: ”I Can’t Build It Because They Won’t Come”:Faculty Survey Response Rates in Engineering Education ResearchDr. Rachel Ziminski, University of Massachusetts, Lowell Rachel Ziminski recently received her Ph.D. in the Leadership in Education program at the University of Massachusetts Lowell. Her research interests include engineering education, faculty influence on student persistence, faculty teaching preparation and creating an environment of continuous learning in higher education. Her current research focuses on faculty influence on underrepresented minority student persistence in

Relevance Score: 0.6516673

Lessons Learned from Helping Faculty "Make the Pivot" to New Research Areas through a Community of Practice

Conference Session: Faculty Development: Lessons Learned Papers and Lightning Talks
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering
Tagged Divisions: Faculty Development Division (FDD)

previous year. Some authors had also taken part in other formal training in educa-tional research, including through professional societies such as ASEE or through grants focusedon faculty development from organizations such as the NSF.The funding was not intended to be an ongoing expense, and some of the authors have discussedcreating a condensed version of ProQual to be offered internally. Similar shorter workshops basedon ProQual have also been offered at education conferences in the past, such as at FIE 2023 [9].2.3 Peer Mentoring GroupsOur peer mentoring groups, which we nicknamed brain trusts, initially started as a grant proposalaccountability group among several faculty members learning to newly write proposals in engineer-ing education

Relevance Score: 0.6516673

When You Don’t Know the Way, Walk Slowly: Our Transition from a Teaching-Intensive University to a Research-Intensive University as Professors of Engineering Practice

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)

research about, but not by, faculty in NTT roles. The second was that whileinstitutional policies did not always signal that NTT faculty roles were valued at the same levelas tenure track counterparts, we want to emphasize that we, personally, felt valued in ourrelationships with colleagues. In addition, the stories and data shared in the literature regardingthe difficulties encountered with promotion resonated strongly with our initial experience ofambiguity in our C/P roles.Lessons Learned – A Wish List Based on Our Collective ExperienceThrough our discussions, analysis, and reflections, we identified several areas where we believeour experiences could be a benefit to the faculty development community and broader audiences.Onboarding – Even

Relevance Score: 0.6515193

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

Conference Session: Faculty Development Division (FDD) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #39757Training Faculty on Mentoring Students in Higher Education inPost-Pandemic WorldProf. Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR)Chennai, India Dr.S.Renukadevi, is the Professor of Education and Head of Centre for Academic Studies and Research at the renowned NITTTR, Chennai. She has 32 year of teaching Experience, of which 27 years at NITTTR, Chennai. She holds a Master’s Degree in Computer Applications and Doctorate in Computer Applications - Engineering Education with a PG Diploma in Guidance and Counselling. Her areas of Expertise include Engineering

Relevance Score: 0.6391056

Creating Peer-Led Faculty Learning Teams to Promote Social Responsibility in Computing

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48762Creating Peer-Led Faculty Learning Teams to Promote Social Responsibilityin ComputingDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering, and broadening participation in computing and engineering fields through equitable educational policy and practice.Dr. Jane L. Lehr, California Polytechnic State University, San Luis Obispo Jane Lehr is a Professor

Relevance Score: 0.40072307

Divergent Paths to Teaching Innovation: How Three Engineering Professors Engaged with Communities of Practice

Conference Session: Faculty Development: Connections and Community
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

through their proactive, collaborative, and student-centered approaches to teaching reform. These emerging patterns raise new possibilities forexploring how CoPs might support EM in future faculty development initiatives.MethodsThe Teaching Innovation Program (TIP) is an annual initiative designed to foster teachinginnovation in undergraduate engineering classrooms at a large research-intensive MidwesternU.S. university (referred to as Midwestern Tech). Funded by the College of Engineering for overa decade, TIP encourages engineering faculty to collaborate in study teams to develop andimplement innovative teaching practices. Faculty teams submit proposals for teaching innovationprojects, and selected teams receive funding and support to conduct

Relevance Score: 0.031787127

BOARD #163: Reshaping Academic Evaluations Based on Merit and Worth

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: George E Nasr, Lebanese American University; Haidar Harmanani, Lebanese American University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Science and the Dean of the School of Arts and Sciences at the Lebanese American University (LAU). He holds a PhD in Computer Engineering from Case Western Reserve University. Dr. Harmanani has a distinguished career in academia, with expertise in computer science education and leadership. He is actively involved in computing education circles, serving as a CAC ABET Commissioner and holding memberships in professional organizations such as ASEE, IEEE and ACM. ©American Society for Engineering Education, 2025 WIP: Reshaping Academic Evaluations Based on Merit and WorthAbstractTraditional faculty evaluations often prioritize metrics such as teaching, research

Relevance Score: 0.030864026

MSI Faculty on the Rise: Strengthening Federal Grant Proposals through Cross-Institution Collaborations and Networking

Conference Session: Faculty Development: Collaborations
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

fundingagencies, faculty at MSIs are awarded notably fewer federal grants than faculty at PredominantlyWhite Institutions (PWIs) [5].While these internal factors can pose significant challenges for MSI faculty interested inpursuing research endeavors, external initiatives can serve as a bridge for these faculty, offeringsupport in the form of career development programs that share information about availableresearch supports while seeding impactful and long-standing relationships with other faculty andinstitutions [6]. Through one key initiative–the Capacity Building for Research at MinorityServing Institutions (CyBR-MSI)–the National Science Foundation (NSF) and the AmericanSociety for Engineering Education (ASEE) are actively working towards increasing

Relevance Score: 0.027962329

How Engineering Faculty Define and Value the Impact of University Service

Conference Session: Faculty Development: Collaborations
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Sean Lyle Gestson, University of Portland; Matthew Stephen Barner, University of Portland
Tagged Divisions: Faculty Development Division (FDD)

criteria and an equitable reward system that reflects thediversity of faculty service.MethodsThis research initially began with a survey piloted in the summer of 2023 through flyers postedat the 2023 Annual ASEE conference. Upon review of the initial results, the survey was revisedto improve the quality of data collection and responses. The second iteration of a survey wasadministered in the summer of 2024 again through flyers posted at the ASEE conference andlater through email solicitations with multiple ASEE divisions. The survey was designed toexplore institutional policies on university service through faculty perspectives with multipleopen-ended questions suitable for qualitative analysis. The survey asked questions related tofaculty

Relevance Score: 0.02791396

WIP: Piloting a Comprehensive Needs Assessment to Enhance Engineering Faculty Development

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

a typical needs assessment would focus solely on faculty development needs [10]. Theapproach includes documenting faculty participation in other development initiatives, currentjob-related well-being, and personal commitments since these additional factors can impact theirwork and engagement in faculty development. The data is collected through surveys and a focusgroup surrounding an overarching question: How can OFDS provide support to faculty membersconsidering the challenges and identified needs within the College of Engineering? Themethodology can be described in Figure 1.Procedure and SampleThe data collection process begins with two project researchers attending the CCEE departmentmeeting where the assessment is being piloted. They

Relevance Score: 0.027805189

Faculty Development for Chemical Engineering Professors: Opportunities Across Career Stages

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology
Tagged Divisions: Faculty Development Division (FDD)

responsibilities become increasinglyprominent. The need for mid- and late-career development initiatives focusing on these expandedroles is evident. This contribution aims to serve as a valuable resource for chemical engineeringfaculty as well as a template for other engineering faculty to do a similar analysis of facultydevelopment opportunities in their specialty across career stages. Finally, we hope to leveragethis contribution to assist our professional organization, AIChE, with creating new opportunitiesthat can address the gaps identified while also being tailored to unique career trajectories.IntroductionThe importance of faculty development in higher education cannot be overstated, as it directlyimpacts the quality of teaching, research, service

Relevance Score: 0.027764678

Faculty Development for Faculty Development – Taking Entrepreneurially Minded Learning Faculty Development to Your Campus

Conference Session: Faculty Development: Centers
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation
Tagged Divisions: Faculty Development Division (FDD)

experiencedfaculty with less seasoned colleagues to foster professional growth. Long-term initiatives, suchas learning communities or certificate programs, allow for deeper exploration of themes likepedagogical innovation, research development, and leadership skills. Online courses andwebinars have gained prominence, providing flexible, accessible opportunities for professionallearning. Faculty retreats create space for reflection, strategic planning, and collaboration, oftenaligning development efforts with institutional priorities. Additionally, peer observation andfeedback programs promote continuous improvement through constructive dialogue amongcolleagues [2]. These varied approaches ensure that faculty development can be adapted to meetthe unique

Relevance Score: 0.0274

Using Postdoctoral Summits to Provide Equitable Opportunities

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48113Using Postdoctoral Summits to Provide Equitable OpportunitiesStephanie A Damas, Clemson University Stephanie Ashley Damas is currently a graduate student at Clemson University studying to get her Ph.D. in Engineering and Science Education. Her area of interest is Diversity and Inclusion in Engineering. She holds a bachelorˆa C™s degree in electrical engiDr. D. Matthew Boyer, Clemson University Dr. D. Matthew Boyer is a Research Associate Professor of Engineering & Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences at Clemson

Relevance Score: 0.026787877

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)

between faculty interest and theiractual adoption rates. The research objectives center on examining the real-life experiences ofengineering faculty as they implement innovative teaching methods, such as EBIPs, in theircourses, aiming to gain a better understanding of the limited integration of these practices. Thispaper shares initial insights derived from exploratory interviews with engineering facultyregarding their adoption of EBIPs. This report highlights three engineering faculty (n=3) who havegenerally experienced success in implementing EBIPs within their classrooms. These patternsemerged through initial thematic analysis of their interview transcripts. This analysis emphasizesthe significance of instructors' openness to experimenting

Relevance Score: 0.026716277

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)

members from Florida A&M University (FAMU) and South Carolina State University(SCSU). The primary aim of this pilot initiative was to enhance faculty expertise in sustainableenergy, environmental justice, building decarbonization, and energy efficiency to integrate thesetopics into their curricula. The interdisciplinary workshop included participants from diversefields such as electronics, architecture, construction, sustainability, and transportation,emphasizing a holistic approach to clean energy education. Faculty members were trained by topexperts in the field, gaining insights into the latest research and practical applications related todecarbonization and renewable energy systems. This pilot study assessed the effectiveness of

Relevance Score: 0.026181938

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

Conference Session: Faculty Development Division (FDD) Technical Session 3
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso
Tagged Divisions: Faculty Development Division (FDD)

shift from facilitator to coach, and emphasizing the dual roles at play. We define acoach as a role that centers focus on the individual in one-on-one or small group engagements,uses open-ended questioning, and holds space for reflective practice, so individuals can learntools to navigate challenges and work towards their goals [14], [15]. After the initial workshop,fellows engaged in group coaching sessions with 3-5 fellows in each group. These sessions werehosted and recorded via Zoom, enabling participation without local constraints, and theopportunity for fellows and the research team to analyze session recordings and transcripts. Eachcohort had a dedicated coach and a graduate research assistant who provided administrative andlogistical

Relevance Score: 0.026054751

BOARD #168: WIP: Exploring How Mentoring Influences Sense of Belonging Among First-Year Women Engineering Faculty

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Meredith McDevitt, North Carolina State University at Raleigh
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

howmentorship influences these areas, this research seeks to understand the action through whichmentoring practices foster belonging and improve the experiences and outcomes of womenfaculty in engineering.This study provides significant implications for advancing diversity, equity, and inclusion inSTEM academia, especially within faculty development. It is important to address the specificneeds of first-year women engineering faculty because it commits to ongoing efforts towards amore inclusive academic environment. In addition, this study can inform institutional policiesand practices, addressing the value of structured and intentional mentoring initiatives as astrategy for supporting underrepresented communities in academia. This paper outlines

Relevance Score: 0.025557252

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)

diversity; and the importance ofprofessional skills, like leadership and entrepreneurship. The Leonhard Center initially focused on verypractical, student-oriented questions such as, “How do students learn hard concepts in fundamentalengineering courses?” Over time, the trends have shifted to reflect sociopolitical trends and the needs ofcurrent students and faculty. Most recently, the emphasis has been on inclusive teaching, mental wellness,and AI. Lesson learned: Centers must think about the CURRENT needs of their faculty and students while thinking forward to constantly evolve.Informed by research in both education and engineering educationThrough professional development, the Leonhard Center faculty have to be active and engaged

Relevance Score: 0.024975091

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)

interdisciplinary research, and this value served as a salient individual influence thatsupported faculty participation in the program.Internal Influence: Lack of Time and Reward StructuresWhile individual influences related to values supported participants' choices to build and helpmaintain an interdisciplinary graduate program, all participants also recognized the challengesrelated to the lack of rewards within their home disciplines for the work they do. For example,faculty are expected to teach a certain number of courses within their discipline. However,engaging in an interdisciplinary graduate program entailed teaching courses outside of theirdepartment, often with a faculty member from another department. Such initiatives were rarelyrecognized

Relevance Score: 0.024953106

Systematic Review of Faculty Adoption and Implementation of Artificial Intelligence in Engineering Education

Conference Session: Faculty Development: Grading and Artificial Intelligence
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #48184Systematic Review of Faculty Adoption and Implementation of Artificial Intelligencein Engineering EducationDeborah Moyaki, University of Georgia Deborah Moyaki is a doctoral candidate in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on enhancing the educational experience of engineering faculty and students by utilizing emerging technologies, including virtual reality

Relevance Score: 0.024835665

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)

retention ratesand increase students’ likelihood of achieving personal and career goals (AuCoin & Wright,2021, p. 608). In addition to influencing student retention, faculty also have the ability to swaystudent post-graduation pathways by inspiring the pursuit of STEM careers (Ceyhan et al., 2019,p. 255).In contrast to formal mentorship, faculty-to-student relationships can occur on an entirelyvoluntary basis in informal settings. Informal mentoring relationships may be uniquely beneficialwith more natural connections formed between mentors and mentees. Studies have found that“instructor-student relationships bear a striking resemblance to friendship in interpersonalcommunication research” and initiating these interactions organically may lend

Relevance Score: 0.024799094

Faculty Transformation: a Study of Professional Transition

Conference Session: Faculty Development Division (FDD) Technical Session 4
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

inhospitable to transitions and career paths that fall outside the dominant narrative ofthat story.This research explores the professional transitions experienced by an engineering facultymember across role types, discipline affiliations, and institution types. Though personal andfamilial transitions were also occurring, the scope of the research is major professionaltransitions initiated by an engineering faculty member (e.g., change in institution, change indepartment, change in role title or type), rather than those related to tenure and promotion,administration, and retirement. Existing studies of faculty transitions tend to focus on careerprogression for tenure-track faculty members, transitions into the academy, transitions into thediscipline of

Relevance Score: 0.024757784

Case Study: Impediments to achieving systemic changes to support diversity, equity, and inclusion in the engineering professoriate

Conference Session: Faculty Development: Broad Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

, and Inclusion (GDEI) research within engineering. Dr. Sadrinezhad is a Co-PI on an NSF-ADVANCE grant (KIND) in collaboration with three other CSU campuses (Cal State LA, San Jose State, and Cal Poly SLO). This grant aims to enhance the representation of women in engineering faculty positions across the CSU system. As part of this initiative, she serves as the director of the mentoring program and is also the College Mentoring Coordinator for faculty.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

Relevance Score: 0.024756655

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