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 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayrismir Cordero, MPA, Palo Alto College; Anna Tanguma-Gallegos PhD(c), Arizona State University ; Caroline Vaningen-Dunn, Arizona State University

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Diversity

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Faculty Development Division (FDD)

, devise and implement solutions, andutilize data to refine PDSA cycles. The PDSA is an iterative process that is normally done in 60days, or in our case in a 120-day semester, all in pursuit of addressing the shared challenge ofbroadening participation. This paper will delve into the implementation, design, and execution ofthe PDSA framework during a lightning talk.IntroductionThe Plan-Do-Study-Act (PDSA), developed by the Carnegie Foundation for the Advancement ofTeaching, is part of Continuous Improvement, “A problem-solving approach centered oncontinuous inquiry and learning”. The PDSA is a powerful tool used to accelerate improvement, itsrapid process applies a microscopic lens to programs, activities, and curricula that faculty aredoing

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42227Awakening Critical Consciousness in Engineering Education: InterdisciplinaryInsights and Strategies for Faculty DevelopmentMs. Jameka Wiggins, The Ohio State University Jameka Wiggins is a Ph.D. Candidate in Engineering Education, specializing in Organizational Change in Higher Education and Industry at The Ohio State University. Concurrently, she is pursuing a Master’s in Engineering Management. Jameka’s current research explores how engineering faculties’ positionality and lived experiences shape their critical consciousness development. As a scholar and advocate, she seeks to amplify the voices of

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., United States Air Force Academy

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Faculty Development Division (FDD)

this study. Other techniques suchas pre-class assignments or in-class work of assignments are other techniques that might beuseful.Simple policy changes can have a moderately positive effect on student learning. In myexperience, many instructors simply rinse and repeat previous course policies without muchthought. Incorporating the results of simple studies like this to make minor changes to policiescan greatly increase student learning.Often in faculty development we focus on the big topics without attention to small details such asthose presented here. Incorporating these small details into faculty development seminars ornew-faculty orientation can have a positive effect on student learning. Encouraging or evenassisting faculty in developing

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University

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Diversity

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Faculty Development Division (FDD)

-reviewed journal and conference papers research about emotions oraffection in engineering education [5]. Furthermore, there is a tendency among faculty andprofessionals to prefer the idea of engineers as rational problems solvers, rather than engineerswho also rely on their emotions and feelings in these processes [6]. Perhaps that is whyLönngren et al. (2023) [7] asserts that in order to reshape engineering education and empowerstudents with the skills, capabilities, and assurance to address future sustainability challenges,research in engineering education needs to involve emotions in the processes of teaching andlearning. Thus, this work in progress aims to serve as the foundation for future papers, wherepossible best practices can be provided

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 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Torrie A. Cropps, The University of Texas at Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle; Canek Moises Luna Phillips, Rice University; Stephen P. Mattingly, The University of Texas at Arlington; Yvette E. Pearson P.E., The University of Texas at Dallas

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Diversity

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Faculty Development Division (FDD)

historically underrepresented groups (e.g., women, people with disabilities, historically underrepresented racial and ethnic minorities).All these items, except for the “ability to contribute to an inclusive climate in the department”were developed in pairs. They were intentionally designed to help us understand whetherrespondents valued key faculty job-related qualifications differently when DEI-related constructswere introduced. Thus, we developed these paired items of applicant qualifications focused onteaching, securing funding (i.e., research), and advising and recruiting (i.e., service). This paperaddresses how search committee members evaluate STEM faculty applicants’ ability to deliverhigh quality teaching (qualification without

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Grace Panther, University of Nebraska, Lincoln Dr. Grace Panther is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Nebraska – Lincoln where she conducts discipline-based education research. Her research interests include faculty change, 3D spatial visualization, gender inclusive teamwork, and studying authentic engineering practice. Dr. Panther was awarded an NSF CAREER

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)

Paper ID #42083Faculty Development Symposium: Building a Community for Early-CareerEngineering Hispanic Faculty’s Success and AdvancementDr. Dayna Lee Mart´ınez, Society of Hispanic Professional Engineers, Inc. Dayna is a Senior Director of Research & Impact at the Society of Hispanic Professional Engineers (SHPE), where she leads a team of professionals who specialize in data-driven design and implementation of programs and services to empower pre-college students, parents, graduate students, and faculty members in STEM fields, with a particular focus on advancing Hispanic representation and success. With over 15

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

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Faculty Development Division (FDD)

academic settings. Overall, this study seeks to answer the researchquestion: How do engineering faculty perceive student use of GAI assistance in undergraduatecourse completion?Preface on Grey LiteratureIn the study of new areas such as GAI in engineering education, non-peer-reviewed sources—think tank reports, white papers, and conference papers— are crucial in expanding ourunderstanding [17], especially when peer-reviewed articles are scarce [18], [19]. Peer-reviewedliterature remains the gold standard in academia for its rigor and reliability [20], [21]. However,including carefully selected grey literature is essential for a more thorough and nuancedunderstanding of the latest developments and perspectives in rapidly evolving fields, such

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

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Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2024 Lessons Learned: “I Can’t Build It, Because They Won’t Come:” Faculty Survey Response Rates in Engineering Education ResearchObtaining faculty perspectives to enhance higher education teaching practices is an essential stepin assessing and planning professional development and training. However, procuring this crucialfeedback can often feel like an insurmountable challenge. In a recent research study aimed atgathering faculty feedback through an anonymous online survey, a notable revelation emerged –faculty members exhibit reluctance to participate in surveys. The question that arises is, how canwe gain an understanding of the collective faculty

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)

Paper ID #43000Board 121: Lessons Learned: Mapping and Mobilizing Faculty Assets forCreating Faculty-Development Programs in Engineering Ethics EducationBono Po-Jen Shih, Pennsylvania State University Bono Po-Jen Shih is an interdisciplinary scholar working in the intersection of philosophy, history, and sociology of engineering with an eye on contemporary engagement with engineering education and practice. His publications appear in Springer’s Philosophy of Engineering and Technology (PET) book series, the journal Techn´e: Research in Philosophy and Technology, and the Taiwanese Journal for Studies of Science, Technology

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

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Faculty Development Division (FDD)

Paper ID #42701Board 122: Preparing to Teach a Multi-Campus (Distributed Learning) CourseDr. Casey James Keulen, University of British Columbia, Vancouver Casey Keulen is an Assistant Professor of Teaching at the University of British Columbia, where he serves as the program advisor for the Manufacturing Engineering undergraduate program. Casey’s research interests include multi-campus instruction and the development of open educational resources.Dr. Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver Dr. Sielmann is an Assistant Professor of Teaching at the University of British Columbia in the

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42382Board 123: Work in Progress: A Case Study of a Community of PracticeModel Fostering Faculty Scholarship of Teaching and Learning of the EntrepreneurialMindset ˜ Arizona State UniversityDr. Kristen Pena, In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH), Kristen Pe˜na plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. Kristen has worked in higher education since

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Daniel Kidd, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Kelly B Crittenden, Louisiana Tech University

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Faculty Development Division (FDD)

Paper ID #42030Board 124: Work in Progress: A Framework to Develop Project-based Platformsto Support Engineering and Technology Education: Project DevelopmentCanvasMr. Casey Daniel Kidd, Louisiana Tech University Casey Kidd is a Project-Based Learning Professional who assists in the design and development of projects for multiple undergraduate engineering courses in the College of Engineering and Science at Louisiana Tech University. He is also a PhD candidate focusing on research in project-based learning. He earned a bachelor’s and master’s degree in mechanical engineering from Louisiana Tech University in the Spring of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

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Faculty Development Division (FDD)

motivate students’ deep conceptual learning, such as oral exams and the usage of visual representations (e.g., diagrams and manual gestures).Dr. Carolyn L Sandoval, University of California, San Diego Dr. Sandoval is the Senior Director of Instruction and Pedagogy and Director of the Engaged Teaching Hub at the Teaching + Learning Commons at the University of California, San Diego. She earned a PhD in Adult Education-Human Resource Development. Her research interests include adult learning and development, faculty development, qualitative methods of inquiry, and social justice education.Josephine Relaford-Doyle, University of California, San Diego Dr. Josephine Relaford-Doyle is an Education Specialist at UC San Diego

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

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Faculty Development Division (FDD)

Paper ID #41317Board 126: Work in Progress: Investigating Faculty Development Experiencesin the Context of a Teaching-focused Book ClubMarcus Melo de Lyra, The Ohio State University Marcus is a second-year Ph.D. student in the Engineering Education Department (EED) at The Ohio State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EESD program, Marcus earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande in Brazil.Dr

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)

mentoring to understand the foundation ofeffective mentoring. This model provides a framework for understanding mentor-menteeinteractions by describing the seven elements of an effective relationship: reciprocity, learning,relationship, partnership, collaboration, mutually defined goals, and development. Mentors inacademia are put in the position to orchestrate student growth through these areas by lendingtheir guidance and expertise.In order to better understand the faculty mentor experience within one-on-one and small-groupfaculty-to-student mentoring relationships in the undergraduate setting, this qualitative projectwill study a cohort of engineering faculty mentors of undergraduate engineering students at amid-sized research university in the

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

Institutes of Health, and the Paso del Norte Health Foundation have funded his research on older adults. The US Army Research Laboratory has funded Dr. Pennathur’s research on workload assessment. Dr. Pennathur has also been recently awarded two grants from the National Science Foundation in Engineering Education. In one of the grants, he is modeling how engineering faculty plan for their instruction. In a second grant, he is developing a model for institutional transformation in engineering which balances access and excellence. Dr. Pennathur is the author/co-author of over 100 publications in industrial engineering and human factors engineering. He is on the editorial board of the International Journal of Industrial

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

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Faculty Development Division (FDD)

dissemination can be simplified as a list that we useto check our work in all that we develop. 1. Develop motivation to practice better communication by connecting this science communication work to student, faculty, and institutional success. 2. Have a simple set of tools that everyone has training in and is committed to use both in their communication and in their feedback to others about how that communication has worked. 3. Plan for continuous engagement with repeated touch points that start with a mix of mandatory sessions and opt-in opportunities and build toward a common acceptance of the value of this work. 4. Reinforce a

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

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Faculty Development Division (FDD)

respected.Dr. John Ray Morelock, University of Georgia Dr. Morelock is an Assistant Professor of Practice with an emphasis on engineering education research, and the Associate Director of Educational Innovation and Impact for UGA’s Engineering Education Transformations Institute (EETI). In addition to coordinating EETI’s faculty development programming, Dr. Morelock conducts research on institutional change via faculty development, with an emphasis on innovative ways to cultivate and evaluate supportive teaching and learning networks in engineering departments and colleges. He received his doctoral degree in Engineering Education at Virginia Tech, where he was a recipient of the NSF Graduate Research Fellowship. His

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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Faculty Development Division (FDD)

data science and machine learning in understanding the links between cognition, motivation, and performance in STEM classrooms and connected activities. His research also focuses on engineering faculty professional development and developing evidence-based strategies to elevate student learning.Idalis Villanueva Alarc´on, University of Florida Dr. Villanueva is an Associate Professor in the Engineering Education Department at the University of Florida. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented groups. ©American Society for Engineering Education, 2024 A Cross-Institutional

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

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Faculty Development Division (FDD)

Paper ID #44355The Water Working Group at West Texas A&M University: A creative meansfor interdisciplinary research catalyzation and faculty developmentDr. Nathan Luke Howell, West Texas A&M University I am an associate professor examining micropollutants in natural water systems: their origins, processes that control their distribution in the environment (air, sediment, soil, and water), and their fate-and-transport and risk to biota and humans. My research includes experimental studies, field measurements, and model development. I am also investigating large deep groundwater aquifer water quality data sets to

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)

. These projects should compel students toapply theories in practical contexts, such as using principles from statics to calculate themaximum load a bridge made of wooden sticks can bear. If students do not apply theoreticalknowledge to these practical challenges, the activity serves more as a primer for theoreticalapplication, marking a transition towards T2 rather than embodying T2 itself.Furthermore, a notable gap often exists between the theory-focused T1 and theapplication-oriented T2, as well as between T2 and the industry-aligned T3 stages inengineering education. Courses in the theoretical domain are typically designed by faculty witha deep interest in theory, while hands-on, experiential courses are developed by those with apreference

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)

the Wake County Public School System in North Carolina. Her central focus revolves around enhancing the overall educational experience for students and offering comprehensive support to faculty members in areas such as research, teaching, mentorship, and career development. Megan is a holder of both a Ph.D. and a Master’s degree in Engineering and Technology Education from North Carolina State University. Additionally, she earned a bachelor’s degree in Math and Science Middle Childhood Education from the University of Dayton. Her overarching mission is to create inclusive pathways for students from diverse backgrounds, enabling them to embark on successful careers in engineering.Dr. Joel J. Ducoste, North Carolina

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

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Faculty Development Division (FDD)

taskforce developed a new Structured peer review (both a summative and formative versions)based evidence-based best practices [16-18], examples from other universities, andfeedback from the MU community that was aligned with the four dimensions. A similarapproach was also taken to build a new self-reflection instrument to complete the multi-dimensional evaluation of teaching. Examples of each measure is included in theAppendix.This paper examines the responses from a faculty focus group on their perceptions on thebenefits and challenges of the evaluation measures. Additionally, students were surveyedto examine their perceptions of the student feedback form. The work presented isbeginning to answer the question of: How can revised teaching

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

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Diversity

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Faculty Development Division (FDD)

seniorleadership due to numerous barriers related to the workplace environment and support provided.Studies [2], [9] [10] have reported the slow progress of women and women of color faculty due tobiased hiring and promotion processes. It is reported in NSF 2023 CEOSE Report [11] thatintersectional identities in STEM are needed to broaden participation in STEM.Building Networks: Difficulty of being included in networks. Being part of a strong networkcan provide women engineering faculty with various benefits, including a sense of belonging,mentorship and guidance, collaboration opportunities, and professional development, to name afew. However, building networks for women engineering faculty can be very challenging andmay vary depending on the resources

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

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Diversity

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Faculty Development Division (FDD)

Paper ID #43215Unveiling the Impact of Teachers’ Beliefs on Student Development in RuralSTEM Education: Roles of Classroom Evaluation, STEM Literacy and SubjectTypeYi WangFangyuan ChaiYuan LiuJun ZhuJing Jin ©American Society for Engineering Education, 2024Unveiling the Impact of Teachers’ Beliefs on Student Development in Rural STEM Education: Roles of Classroom Evaluation Practice, STEM Literacy and Course Subject Yi Wang1, Fangyuan Chai1*, Yuan Liu1, Jun Zhu1, Jing Jin11 Graduate School of Education, Beijing Foreign Studies University, Beijing 10080,China.*Correspondence: No 19 Xisanhuan North Road, Haidian District

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

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Faculty Development Division (FDD)

acrossdifferent entities within an institution and across institutions. To increase skills in data analysisfor staff and faculty, our institution, The University of Texas at El Paso (UTEP), started aninitiative to institutionalize the systematic use of data and knowledge to develop and implementinitiatives designed to increase the success of students in Science, Technology, Engineering, andMathematics (STEM) disciplines, particularly those from underserved communities. Theories ofchange note the complex set of factors that influence such outcomes [1] [2]. Our institutionidentified key progress metrics related to STEM programs and began diagnosing emergent issuesthat arose from data analysis. In addition, UTEP administers a student climate survey with

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

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Diversity

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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