Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University, West Lafayette; Tiantian Li, Purdue University, West Lafayette ; Kristin Bartlett; Wanju Huang, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette

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Faculty Development Division (FDD)

Education at Purdue University. She received her Bachelor’s degree in Biological Engineering, with a concentration in Pharmaceutical Pro- cessing Engineering. Currently, she is pursuing her Master’s degree in Industrial Engineering. Tiantian has significant research experience in instrument development and validation analysis. Her research in- terests lie in developing reliable and valid measures for assessing complex engineering competencies, such as systems thinking skills. More particularly, she’s interested in assessing engineering students’ socio-technical systems thinking skills during their design process. In addition to her work on instrument development, Tiantian is also passionate about exploring the

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean Lyle Gestson, University of Portland; Matthew Stephen Barner, University of Portland

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Faculty Development Division (FDD)

engineering, dynamics, statics, and senior capstone design. His research in engineering education focuses on addressing the gap in student preparedness for the engineering workforce. He collaborates closely with engineering practitioners, faculty, and students to explore problem-solving behaviors, beliefs about engineering knowledge, and the broader understanding of what it means to be an engineer. Outside of academia, Sean enjoys staying active with family and friends through climbing, mountain biking, golfing, and camping.Dr. Matthew Stephen Barner, University of Portland Assistant Professor of Civil Engineering at University of Portland Research interests include: curriculum and faculty development

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln

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Diversity

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Faculty Development Division (FDD)

activities primarily focus on generative assistance, data analysis, computing efficiency,and research writing, GenAI-enhanced teaching encompasses preparing lessons, generatingsyllabi, creating assessments, engaging students, and developing lesson plans. Furthermore, theethical and safe use of GenAI must be considered, particularly in addressing issues such asmisinformation, bias, hallucinations, and privacy risks [6], [7], [8]. The emergence of GenAI necessitates a change throughout higher education [9], withfaculty playing an integral role in ensuring its success [10]. As key drivers of this transformation,faculty must proactively respond to the rise of GenAI, even before institutions formalize policiesand processes to guide its integration

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

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Faculty Development Division (FDD)

include graduate student training (for over 1,500over the last 10 years), faculty development (hosting over 70 workshops over the last 10 years with over1,300 participants), creating online engineering writing and presenting resources that have been viewed over300,000 times, provided initial funding for the College’s Learning Factory (the College’s maker space),provided initial funding for the entrepreneurship minor (which eventually became a university-wide minor),provided initial funding for the engineering leadership minor, and was a leader in initiating the College’smicro-credential initiatives – and many more. Themes and other major accomplishments are highlighted inthe timeline in Appendix A and discussed in the next section “Themes through

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

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Faculty Development Division (FDD)

within our group (Sec. 3) to more deeply understand how we makesense of our intellectual transitions, the effects that these have had on our research, and what thefaculty development community might be able to learn from our reflection (Sec. 4).2 Practices Supporting Faculty Research Transitions2.1 Institutional Context and PositionalityThe efforts described here took place starting in Fall 2023 at Olin College, a small PUI in thenortheastern US. According to its Carnegie Classification,1 Olin is exclusively undergraduate, verysmall (≤1000 students), and more selective (≥80th percentile based on first-year students’ testscore data), and nearly all students are residential and full-time. Olin recently began implement- 1 https

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Mindy Bergman; Yanai Y Otero La Porte, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

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Faculty Development Division (FDD)

supportinginitiatives to advance student learning in undergraduate engineering education [1]. As thecultures of academic engineering departments adapt to promote pedagogical change to bettermeet the future needs of their diversifying student populations and develop them intoexperimental and innovative engineers, a primary goal for these departments must be providingfaculty members with the necessary tools and resources to innovate in their teaching andeffectively support their students. Faculty development, an established approach utilized inachieving change in teaching practices, is aimed at providing faculty with broad pedagogicalskills or motivation and resources for self-improvement [2]. Common goals of change strategiesproposed by faculty development

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M Wadzuk, Villanova University; Victoria Minerva, Villanova University

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Faculty Development Division (FDD)

Paper ID #47723Faculty Development to Facilitate Institutionalization of the Engineers forOne Planet FrameworkDr. Bridget M Wadzuk, Villanova UniversityVictoria Minerva, Villanova University ©American Society for Engineering Education, 2025 Work In Progress: Faculty Development to Facilitate Institutionalization of the Engineers for One Planet FrameworkIntroductionAs we continue to train engineering students to become professional engineers, sustainabilitymust be viewed as a foundational principle and priority in engineering education and design. TheLemelson Foundation (TLF) developed the Engineering for One Planet (EOP

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

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Diversity

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Faculty Development Division (FDD)

University of Connecticut. She is a licensed Professional Engineer in the State of Connecticut. She received her PhD in 2011 from the University of Nevada, Reno. She has been teaching junior and senior-level design courses, as well as several large-enrollment classes. Sarira is currently serving as Assistant Director of Faculty Development at the School of Engineering and Center for Excellence in Teaching and Learning (CETL) to enhance teaching and learning effectiveness of engineering courses. She is the winner of 2021 University Teaching Fellow award, 2019 Distinguished Engineering Educator Award, and recipient of 2016, 2017, and 2018 Klewin Excellence in teaching award.Marisa Chrysochoou, University of Missouri - Columbia

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blessing Isoyiza ADEIKA, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Kingsley Matthew, Morgan State University; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Olorunfunmi Samuel Shobowale, Morgan State University

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Diversity

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Faculty Development Division (FDD)

. COPUS, developed bySmith et al. [21], captures instructional dynamics and student-faculty interactions, while theClassroom Observation Instrument COI, created by Dr. Jennifer G. Cromley and the University ofIllinois Urbana-Champaign (UIUC) Developing Equity-Minded Engineering Practitioners(DEEP) research team [6], focuses on observing and assessing culturally responsive -relatedinstructional practices. At Morgan State University (MSU), a Historically Black University(HBCU), coders formally trained by the UIUC DEEP team used both tools to analyze classroomrecordings of faculty who had undergone professional development in engaging pedagogy.Findings indicate measurable improvements and balanced engagement in the classroom. Thisfusion of COPUS and

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Amanda Saxe, McGill University

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Faculty Development Division (FDD)

Paper ID #45444If you pay for it, they will come – fostering innovation in teaching and learningLawrence 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

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College

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Diversity

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Faculty Development Division (FDD)

promotion. The tenure andpromotion process in academia is complex and challenging, particularly for Black women, whoface unique structural and institutional barriers throughout the process related to race, gender,and intersectionality [1]-[3]. Throughout this journey, many Black women experiencemicroaggressions from faculty and students, invalidation of their research, and a devaluation oftheir service contributions. Thus, coaching has evolved into a proactive tool for career andleadership development and has gained momentum in both institutional settings, such asAAC&U’s Project Kaleidoscope’s STEM Leadership Institute and Office of UndergraduateSTEM Education’s Center for the Advancement of STEM Leaders. Coaching is designed toempower and

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

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Faculty Development Division (FDD)

Paper ID #46798Faculty Development for Chemical Engineering Professors: OpportunitiesAcross Career StagesProf. Matthew W Liberatore, Trine University Matthew W. Liberatore is a Professor and Department Chair in the McKetta Department of Chemical and Bioprocess Engineering at Trine University in Angola, Indiana. He previously served on the faculty at the University of Toledo and at the Colorado School of Mines. Professor Liberatore earned his B.S. degree from the University of Illinois Chicago (UIC) and his M.S. and Ph.D. degrees from the University of Illinois Urbana-Champaign, all in chemical engineering. His expertise

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ann Rockett, Clemson University ; D. Matthew Boyer, Clemson University

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Diversity

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Faculty Development Division (FDD)

Paper ID #48565Faculty, Staff, and Administrator Experiences Supporting Neurodivergentand Neurotypical Learners in Higher EducationKatherine Ann Rockett, Clemson University Katherine Ann Rockett is a senior Biological Sciences major at Clemson University.Dr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering and Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences. ©American Society for Engineering Education, 2025 WIP: Faculty, Staff, and Administrator Experiences in Supporting

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atota Halkiyo, Florida International University; Stephen Secules, Florida International University

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Diversity

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Faculty Development Division (FDD)

, Florida,USACorrespondenceAtota B. Halkiyo, 10555 W Flagler St, Miami, FL 33174 | Florida International University,U.S.AEmail: ahalkiyo@fiu.edu 1AbstractThe issue of race-based disparities in higher education, particularly in engineering, is a pressingconcern in the United States. Many faculty developers are actively seeking ways to bridge thisgap and foster racial equity, including workshops for culturally responsive pedagogy. Facultydevelopment workshops and seminars are inherently constrained by limited time, limitedconnection to and responsiveness to each faculty’s context, and limited ability to exploreeffective interventions. This paper presents

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

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Diversity

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Faculty Development Division (FDD)

University of Virginia in Biomedical Engineering. She is committed to developing more inclusive teaching and research practices.Ms. Abigail T Stephan, Clemson University Dr. Abigail (Abby) Stephan is a Research Assistant Professor in the Department of Psychology and an affiliated faculty member at the Institute for Engaged Aging at Clemson University in South Carolina. Her research explores a) the influence of intergenerational relationships in family, community, and educational contexts on learning, development, and well-being across the lifespan and b) examines social and psychological factors that promote healthy aging. In addition to taking an ecological, systems-oriented perspective, her work often employs a mixed

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho

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Diversity

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Faculty Development Division (FDD)

Paper ID #47200Nurturing a Community of Praxis among Grant Leadership: SupportingSTEM Faculty/Educators’ Mindset Shifts through Student Centered ReflexivityDr. Janet Rocha, Arizona State University Janet Rocha, Ph.D, is the Associate Director of Research at the Center for Broadening Participation in STEM (CBP-STEM), Arizona State University. Her leadership vision involves the sustained development of mindsets and behaviors that centers students in the decision making process. She is responsible for uplifting institutional agents’ assets and strengths while enhancing their diverse toolkits through personalized

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

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Diversity

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Faculty Development Division (FDD)

projects focused on enhancing institutional capacity to foster environments that recruit, retain, develop, and compensate a thriving faculty. Her scholarship focuses on organizational environments and faculty pathway experiences. She serves on the editorial board of the Journal of Diversity in Higher Education. ©American Society for Engineering Education, 2025 Case Study: Impediments to achieving systemic changes to support diversity, equity, and inclusion in the engineering professoriateAbstractCurrent diversity, equity, and inclusion initiatives in engineering colleges largely focus onsystemic changes to improve the recruitment of women of Black, Hispanic, and Native Americanethnic

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University

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Faculty Development Division (FDD)

. Reddy Chair of Applied Mechanics and Associate Dean for Student Success at the College of Engineering. He has been with TAMU since 1997. Prior to that he was a faculty at University of Pittsburgh. He received his undergraduateYanai Y Otero La Porte, Texas A&M UniversityM Cynthia Hipwell, Texas A&M University Dr. Hipwell has been working in the area of technology development based upon nanoscale phenomena for over 20 years. She received her B.S.M.E. from Rice University and her M.S. and Ph.D. in Mechanical Engineering from the University of California, Berkeley. Upon graduation, she went to work at Seagate Technology’s Recording Head Division in Bloomington, Minnesota. During her time at Seagate, Dr. Hipwell

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

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Faculty Development Division (FDD)

Paper ID #48252Exploring Faculty Members’ Artificial Intelligence Literacy through the Lensof the TPACK Framework: A Qualitative StudyAshwin S, Nanyang Technological UniversityDr. Ibrahim H. Yeter, Nanyang Technological University Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Dr. Yeter serves as the Director of the World MOON Project and holds

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University

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Diversity

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Faculty Development Division (FDD)

Grading – PracticalImplicationsAbstractThis paper is an evidence-based practice paper describing practice techniques encapsulated in aworkshop covering grading by engineering faculty. Engineering faculty are under increasingpressure to manage their time while providing value and a quality learning experience forstudents. When surveyed, faculty indicate that one of their least enjoyed tasks is grading studentwork. Yet, the importance of feedback in the overall learning process has been well documented.This conflict – between the importance of grading versus faculty perceptions of the activity – ledto the development of a faculty workshop on grading that sought to address both of these issues.The goals of the workshop were thus to: (a) provide

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

to address the world’s toughest problems and work toward a sustainable future, with particular interests in interdisciplinary learning, real-world skill development, and faculty decision-making. ©American Society for Engineering Education, 2025 Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP UseAbstractThis conference research paper highlights that even though Evidence-Based InstructionalPractices (EBIPs) are proven to enhance student learning in engineering education, many facultystruggle with their long-term integration. Reflective practices and feedback, though crucial forrefining teaching strategies, have been underexplored in the context

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

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Faculty Development Division (FDD)

Paper ID #47579Challenges and strategies of STEM instructors in adopting active learning:Insights from a hand-search of International Journal of STEM EducationXiaping Li, University of Michigan Xiaping Li is a Ph.D. student in Engineering Education Research at the University of Michigan. Her research interests encompass faculty development and instructional change, neurodiverse college student learning experiences and outcomes, GenAI in higher education, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences. ©American Society for

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

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Diversity

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Faculty Development Division (FDD)

Kanika Sood, California State University, Fullerton Daisy Tang, California State Polytechnic University, PomonaThis work-in-progress study describes our grant-funded efforts in developing a computer sciencefaculty learning community (FLC) across six California state institutions. With an emphasis onsocially responsible computing (SRC), the faculty development effort that prepares faculty forSRC lesson implementation has integrated social scientists with computer science faculty in therotating leadership team. It works collaboratively to facilitate dialog around experiences ofimplementing lessons that focus on social justice and ethical decision-making. Our data-drivenFLC and course transformation effort was initiated by

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

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Diversity

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Faculty Development Division (FDD)

for many years and informed our narrative analysisapproach. Understanding CoPs as social learning systems allowed us to examine how sharedvalues and collaborative practices influenced each professor’s engagement with and impact onteaching innovation.As communities of practice have supported faculty in teaching and learning innovation, recentconversations in engineering education have begun to focus on the potential of developing anentrepreneurial mindset (EM) for undergraduate engineering education. EM involves fosteringcuriosity, creating connections, and generating value, skills that align with innovation andadaptability in the classroom. Although not a central focus of this study, several participantsdemonstrated behaviors aligned with EM

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

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Diversity

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Faculty Development Division (FDD)

theworkshop through post-surveys, measuring faculty preparedness, confidence, and their intent toincorporate clean energy concepts into their teaching. The findings indicate that targeted facultytraining programs can significantly improve clean energy education delivery andinterdisciplinary collaboration. Based on the outcomes, the study outlines plans for furthercurriculum development, faculty engagement, and expanding the program to benefit morestudents. Recommendations for scaling similar faculty development programs at otherinstitutions are also discussed, contributing to the overall mission of preparing future leaders inthe clean energy sector.Keywords: Faculty Development, Clean Energy Education, Building Decarbonization, STEMCurriculum

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

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Faculty Development Division (FDD)

on preparing the next generation of engineers through hands-on, mentoredresearch experiences that bridge the gap between classroom learning and real-world application,while also addressing the need for more structured mentorship training for faculty. This reviewstudy will be presented in a poster presentation format.Introduction Over the last decade, engineering education has seen significant changes, especially withthe addition of undergraduate research experiences (UREs) into standard curricula. Researchshows that these UREs bring significant advantages for both students and the faculty involved.Faculty report benefits like enhanced professional development, greater job satisfaction, expandednetworks, and recognition for developing

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

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Diversity

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Faculty Development Division (FDD)

families are stable groups persist forall lecture and lab activities throughout the semester.Formation of Class Families Literature on group activities suggests that class families sharing common interests aremore likely to develop a sense of interconnectedness and mutual support. However, as Iintroduced this approach in a sophomore course—typically attended the semester after studentsdeclare their majors—I lacked detailed insights into student interests at the start of the term.Therefore, I allocated students randomly into class families during the first lecture, ensuringthese groups remained consistent throughout the semester. To maintain coherence betweenlecture and lab activities, class families were formed accordingly. To

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Rose Riley, Rowan University; Divya Sindhu Lekha

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #45637BOARD #165: Social Connections Formed from Engaging in a Faculty DevelopmentWorkshopDr. Kaitlin Mallouk, Rowan University Kaitlin Mallouk is an Associate Professor of Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan.Darby Rose Riley, Rowan University Darby Riley is a doctoral candidate pursuing her third consecutive degree at Rowan University (Glassboro, NJ). Her research focuses on identity development in engineering education—specifically, how

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #48469BOARD #164: Shifting the Focus: Lessons Learned from the LEGACY ScholarsProgramMs. 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 underrepresented groups in engineering by exploring

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette

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Faculty Development Division (FDD)

Paper ID #48374BOARD #166: Student Pedagogy Advocates: Enhancing Teaching and LearningThrough Student-Faculty Partnerships (WIP)Ms. Barbara Fagundes, I hold a Ph.D. in Engineering Education and an M.S. in Computer Science, focusing on integrating computational thinking into pre-college education. My experience includes developing and implementing engineering and computer science curricula and actively participating in professional development for teachers to establish inclusive and innovative learning environments. At Purdue University’s Center for Instructional Excellence (CIE), I work as a postdoctoral researcher