Displaying results 391 - 420 of 34048 in total
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut
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Paper ID #48614BOARD #167: We Don’t Just Want to Talk: Professional Learning Communitieswith Action Oriented ApproachesLara Chiaverini, University of Connecticut Lara Chiaverini (she/her) is the Director of Staff and Faculty Impact & Belonging at UConn, a position she has held since 2023. In the Vergnano Institute for Inclusion (VII) within the College of Engineering, Lara leads initiatives focused on staff and faculty development, which includes creating learning communities and advancing the co-creation of meaningful assessments for effective and inclusive teaching practices in STEM education. Her work emphasizes
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University
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, we share the design aims and lessons learned from delivering the workshop tofurther the discussions on generative AI among faculty through an interdisciplinary, collaborativelens – in doing so, we identify two primary themes among our participants' perspectives ongenerative AI that are relevant to our future work: 1) a need for generative AI curriculumintegration and skill development and 2) a need for more exploration of its ethical and socialimplications.Structure of the WorkshopOur workshop explored four interconnected themes, thoughtfully chosen to promote a holisticand interdisciplinary understanding of generative AI and its societal impact. Drawing from ourexpertise in communication, philosophy, computer science, and engineering
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida
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. ©American Society for Engineering Education, 2025 Lessons Learned: Designing Powerful Questions to Foster Empathetic Mentorship for Engineering Faculty through a Faculty Professional Development Workshop Gadhaun Aslam Idalis Villanueva Alarcón Department of Engineering Department of Engineering Education Education University of Florida University of Florida Gainesville, FL Gainesville, FL gadhaunaslam@ufl.edu i.villanueva@ufl.eduAbstractThis lessons learned paper explores how engineering
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Meredith McDevitt, North Carolina State University at Raleigh
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- Diversity
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- Faculty Development Division (FDD)
experiencebarriers such as isolation, implicit bias, and an overall lack of institutional support, drasticallyimpacting their sense of belonging in academia which may hinder their career advancement [1].Additionally, the transition into faculty positions is a crucial period where access to resources,networks, and mentorship can make a substantial difference. Unfortunately, many first-yearwomen engineering faculty often lack adequate mentorship, which further intensifies theirfeelings of exclusion and marginalization [2].Mentorship in academia has been widely recognized as a key factor in addressing thesechallenges, particularly for underrepresented communities in higher education [3]. Offering andsupporting professional development, providing guidance, and
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- Faculty Development: Lessons Learned Papers and Lightning Talks
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- 2025 ASEE Annual Conference & Exposition
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- Marie E. Evans, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver
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participation in engineering. He is a registered professional engineer (PE) in California and Colorado. ©American Society for Engineering Education, 2025 Lessons Learned: Motivational Factors for Engineering Faculty Seeking Professional Development for Inclusive TeachingAbstractThis lessons-learned paper presents qualitative data on the factors motivating engineering facultyto seek professional development for inclusive teaching, that is, teaching that works for allstudents. We conducted semi-structured interviews with nine engineering faculty who had self-selected into a three-year faculty learning community (FLC) designed to address the recognizedgap between the known best practices for inclusive
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Isabel Anne Boyd, Georgia Institute of Technology; Kelly J Cross, Georgia Institute of Technology; Julia Machele Brisbane, Georgia Tech
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- Faculty Development Division (FDD)
, there is both an opportunity and a need to utilize this interest for innovative and engaging faculty development purposes [1]. For learning games to reach their full potential, the data produced by these games should be analyzed to make improvements to the game and assess users’ learning. Since each game produces unique types of data and requires different interpretive approaches, a universal method for analysis does not exist. This underscores the need to create a customized data analysis system for analyzing gaming data that can be used for this project and other games in the future. This paper presents an overview of the game’s design, its data collection process, the development of a customized analysis workflow, and the broader
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- Faculty Development: Centers
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- 2025 ASEE Annual Conference & Exposition
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- Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University
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manufacturing, new product development, and research in related fields. ©American Society for Engineering Education, 2025 An Engineering Faculty Scholarly Teaching Professional Development Program: Scholarship of Teaching and Learning (SoTL) Accelerator1. IntroductionCollege retention rates have historically been volatile, among both two- and four-year colleges.In 2023, retention attrition rates in four-year colleges from first to second year were, on average,23%, although this varied greatly between different institutions. From second to third year, theattrition rates were more stable, on average at 10% [1]. However, in engineering, retention ratesare much lower, with people commonly citing that 50% of
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- Faculty Development: Lessons Learned Papers and Lightning Talks
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- 2025 ASEE Annual Conference & Exposition
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- Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson
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Paper ID #48616Reimagining Faculty Development with an Entrepreneurial Approach Usingthe Harvard Business Review Framework and a Corporate Brand IdentityMatrixDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group
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- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Lauren Singelmann, Minnesota State University, Mankato; Catherine Mcgough Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering
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?” This challenge is consistent with a perceivedfaculty barrier identified in [3]: Increased initial faculty workload. Although participantsrecognized potential for pushback, our interviews provide evidence that this can be overcome.Barrier 2. Students’ acceptance and understanding of SBGSimilar to Barrier 1, there was also some onboarding time to be able to understand how thegrading system worked. Jessica shared, “At first just understanding what that token system waswas a little confusing. It was a little challenging, but once you understood it, that became prettyeasy, and it only took about, like, a week of the class.” Adam reported that it took longer tobecome comfortable with the system, and as such he did not develop a habit of checking
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- Faculty Development: Grading and Artificial Intelligence
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- 2025 ASEE Annual Conference & Exposition
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- Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia
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- Faculty Development Division (FDD)
into engineering curricula.Despite this growing interest, the landscape of AI adoption in engineering education remainsfragmented. There is a pressing need for a comprehensive synthesis of existing literature to mapcurrent practices and identify gaps. Understanding how faculty perceive, adopt, and implementAI in their teaching is critical for supporting informed decision-making and guiding future AIresearch and development in education.To this end, our review asks: How has AI in engineering education been adopted andimplemented by faculty? Exploring this question is essential for capturing both the promise andthe practical realities of AI integration in engineering instruction.MethodsWe conducted the systematic review in this study using the
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- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Richard T Buckley P.E., U.S. Air Force Academy
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- Diversity
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- Faculty Development Division (FDD)
have developed an intensive month-longNew Faculty Orientation (NFO) program based on a variety of published research. The uniquecomponent of this program is the amount of time spent practicing teaching in front ofexperienced instructors and peers. The structure, content and research basis of the NFO programis described in this paper. In this study, post-NFO measures of instructor self-efficacy werecollected using the College Teaching Self-Efficacy (CTSE) Scale and results are presented.CTSE survey results showed that the new faculty rated themselves confident in instructionalplanning (3.69/5.0), instructional delivery (4.22/5.0), classroom management (4.38/5.0) andassessment (3.93/5.0). Practice teaching lessons in front of peers and
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia
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years of corporate experience with companies such as Hindustan Coca-Cola Beverages Pvt. Ltd. and Saint-Gobain India Pvt. Ltd. (Research & Development). His interest in areas such as improvement in instructional techniques, faculty perspectives and teaching methodologies, drove him towards the domain of Engineering Education. Specifically, the question of how engineering education can be made more effective and engaging fascinated and motivated him to pursue research in this domain. He is working with his major professor on an NSF funded project dealing with communities and relationships that enable and empower faculty and students in engineering.Dr. John Ray Morelock, University of Georgia Dr. Morelock is an
- Conference Session
- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- 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
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the need for innovative discoveries increases in the US, there is a concomitant increased needfor postdoctoral researchers to contribute to advancing STEM [1, 2]. Postdoctoral scholarappointments have increasingly been considered informal requirements for research careers inthe industry, government, and non-profit sectors [3,4]. Further, many tenure-track faculty inSTEM fields were previously postdoctoral researchers [5]. Postdoctoral positions are commonlyviewed in academic and non-academic research-focused areas as an ideal environment forprofessional research training, skill development, and mentorship in preparation for a researchcareer. While the National Science Foundation-funded projects provided 90% of STEM postdocsin 2009, there was
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- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University
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- Faculty Development Division (FDD)
. Instructors gain clearer insights into areas needing improvement, enabling them to refine their teaching strategies and course content more effectively. The ultimate goal is to ensure that our students receive the highest quality education possible. This paper presents the proposed 5-facet evaluation approach and details its implementation, while also examining the specific benefits and considerations of each component. Through this method, we aim to set a new standard for academic evaluations, one that better supports both faculty development and student success. Keywords: program evaluation, interdisciplinary, course assessment, multi-faceted Introduction
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- Faculty Development: Collaborations
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- 2025 ASEE Annual Conference & Exposition
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- Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph
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- 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
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- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
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- Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine
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Paper ID #49700WIP Engaging Every Student: Understanding Faculty Perceptions of Access,Diversity, Equity, and Inclusion in a 2 Year Professional Development SeriesDr. Pheather R Harris, University of California, Irvine Dr. Harris has worked in postsecondary education for over two decades in various capacities. She began her career at Santa Monica College as a counseling aid at the Extended Opportunities Programs and Services office prior to her role as an Assistant Director of Admissions at the University of Southern California. She then moved to Cambridge, MA to pursue her Master’s Degree in Higher Education, with a
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Michelle C Vigeant, The Pennsylvania State University; Karen A High, Clemson University
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- Diversity
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- Faculty Development Division (FDD)
the 15-week term.6. Next stepsA mixed-methods approach will be used to analyze the data. The results from the in-classobservations and surveys will be used to inform the development of an interview protocol toexplore some of the initial findings in more detail. The interview will also be used to obtainstudents’ feedback about the effectiveness of the specific strategies implemented into the course.Purposeful sampling will be used to recruit approximately 5-7 students for interviews in theweeks following the end of the course. These findings will be used to inform changes to the nextannual offering of the course and a similar assessment method will be used.7. Implications for faculty developmentThe work of this study will benefit other faculty
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln
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and BackgroundThe need to enhance mentoring for new engineering faculty has become increasingly urgent due tosignificant social and institutional changes in higher education. According to a study of 23 deans ofcolleges of engineering (Huerta, London, & McKenna, 2022), effective onboarding and sustained supportare essential for early-career engineering faculty transitioning into their roles. These roles requireexcelling in diverse responsibilities as researchers, educators, and contributors to institutional service. Thefaculty members are tasked with conducting innovative research, securing funding, mentoring graduatestudents, disseminating findings, developing curricula, employing varied teaching strategies, and fosteringstudent
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh
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- Diversity
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- Faculty Development Division (FDD)
Paper ID #48491WIP: A Call to Action: Developing A Leadership Program that SupportsAcademic Caregivers Using the Kotter Change ModelDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group. In her current position
- Conference Session
- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- Shaylin N Williams, University of Virginia
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- Faculty Development Division (FDD)
other groups of people[3], [4], [5]. Specific scales were developed for various contexts, and evidence-based practicessuch as "goal-striving" in coaching, psychotherapy interventions, and motivational interviewinghave been adopted across fields [6], [7].Systemic Issues Impacting Engineering Education Engineering started as a discipline exclusive to military personnel [8]. Unsurprisingly, thefield has been primarily dominated by White males since its beginnings. In contemporary highereducation, the student population has become, and continues to grow, increasingly diverse [9],[10]. Many engineering programs still have trouble recruiting and retaining diverse students.Furthermore, once students are recruited, the engineering faculty makeup
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Stacy Tantum, Duke University; Sophia T Santillan, Duke University; Elizabeth Kathleen Bucholz, Duke University; Genevieve M Lipp; Benjamin Cooke, Duke University; Victoria Akin, Duke University
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- Diversity
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- Faculty Development Division (FDD)
continuous professional development as instructors, but also as summative evaluation forreappointment and promotion, as well as annual merit-based salary adjustments.Our peer teaching observation program goals are to enable and encourage continuous improve-ment of instruction and the design of learning experiences; to provide constructive feedback toinstructors and individuals who review teaching quality as part of assessment for reappointment,promotion, or annual merit-based salary adjustments; and to promote equity for all faculty, mit-igating effects of the bias demonstrated in student teaching and course evaluations. The POETprogram involves regular group meetings (roughly every three weeks) to establish a community ofpractice. These meetings
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- Faculty Development Works in Progress Session 2
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- 2025 ASEE Annual Conference & Exposition
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- David Lopez, Universitat Politecnica de Catalunya; Raúl López Sánchez, Universitat Politècnica de Catalunya; Josep Fernandez, Barcelona School of Informatics - Universitat Politecnica de Catalunya-BarcelonaTech
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- Faculty Development Division (FDD)
, education is organised into four stages. Early childhood education (before 6years) is not compulsory. Primary education, which is mandatory, covers ages 6 to 12, andcompulsory secondary education spans from 12 to 16 years old. From age 16, young people canenter the labour market, pursue vocational studies, or continue with the Baccalaureate, a two-year university-oriented. In primary education, there are no specific subjects for computer science or technology; thesecontents are integrated into subjects like environmental studies or mathematics. Digital skills andcomputational thinking are developed, focusing on data organisation, pattern recognition, andcreating guided algorithms to model everyday situations. In secondary education, the
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- Faculty Development: Works-in-Progress room 1
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- 2025 ASEE Annual Conference & Exposition
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- Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
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- Diversity
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- Faculty Development Division (FDD)
orientation program, bi-weekly group meetings, professional learning workshops, individual support and mentoring, andopportunities to engage with professional networks in and beyond the host institution. Formalprofessional development will be designed by a broad team (including both project leaders andexperts drawn from across the institution) with expertise in designing and leading professionaldevelopment for faculty, graduate students, and K-12 teachers. Fellows will engage inprofessional development through a variety of mechanisms, described below.Orientation Program: The fellowship will begin with an intensive two-week orientation programto prepare the fellows to get the most out of their two years in the cohort. The orientation willalso provide
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- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
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- Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
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- Faculty Development Division (FDD)
courses. This commitment came afterparticipation in a series of DEI faculty development workshops in the previous semester andexploration of reflection practices during the formation of the community of practice.The theoretical framework central to this work is Lave and Wenger’s (1991) communities ofpractice that emphasizes members’ coming together around a common interest to shareexperiences, to collaboratively improve their work, and to solve shared problems. Communitiesof practice are increasingly common as vehicles for faculty development, especially to promotehigh-quality, equitable instruction (Borboa-Peterson, Ozaki, & Kelsch, 2021; Hoyt, et al., 2020).As such, this paper examines the impact of a community of practice on reflective
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- Faculty Development: Connections and Community
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- 2025 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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- Diversity
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- Faculty Development Division (FDD)
application, demonstrating a commitment to evolving engineering competence in its most holistic sense. Dr. Simmons’s recent research efforts have expanded to include a nuanced exploration of communication within engineering education, specifically focusing on developing agentic communicators. Her studies delve into the complex dynamics of communication within research labs, examining how graduate students experience communication mis-cues and identifying strategies to help both students and their advisors navigate and overcome these challenges. She also investigates how faculty approach their communication with graduate students, the concerns they encounter, and the guidance they provide to cultivate stronger, more
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- Faculty Development: Student Engagement
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- 2025 ASEE Annual Conference & Exposition
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- Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles
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- Diversity
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- Faculty Development Division (FDD)
educational ecosystem for students,faculty, and staff at a majority-minority Hispanic-Serving Institution. An important aspect of thisendeavor is to obtain meaningful feedback from students about their experiences in STEMclassrooms. However, current institutional student opinion surveys lack important contextinstructors require to make decisions as they intentionally construct inclusive classroom spaces.The Eco-STEM project is developing a student opinion survey and process designed to providemeaningful feedback to instructors. Climate, structure, and vibrancy, three aspects that arecritical to evaluating the health of any healthy educational ecosystem, were used to develop thesurvey. This work is situated in the engineering education community’s
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- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison
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- Faculty Development Division (FDD)
communication, and the knowledge, skills, and competenciesthey receive at our training are transferable beyond the classroom to other domains”.However, some training programs do feel strongly that presenting foundational concepts ininstructional design is essential– even if TAs don’t currently have the ability to design courses oftheir own. Penn State’s ENGR 888 course thoroughly discusses learning objectives, backwardsdesign, and strategic course planning. Their 12-week program was developed with early careerfaculty in mind: “We kind of used what we would want new faculty to know about and then 5abbreviated and pivoted and geared it a little more toward
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- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- George E Nasr, Lebanese American University; Haidar Harmanani, Lebanese American University
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- Diversity
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- Faculty Development Division (FDD)
expanded beyond traditional teaching and research toinclude priorities shaped by the local context. For instance, a faculty member who dedicatessignificant time to developing a new curriculum that addresses a critical workforce need or whoengages in community-based research that directly impacts local communities might not receiveadequate recognition in a traditional evaluation system. Another example is the prioritization ofresearch productivity through a focus on qualitative metrics, which may overlook other valuablecontributions.Thus, there is a need for a more nuanced and comprehensive approach to faculty evaluation thatgoes beyond the traditional triad of teaching, research, and service to explicitly value andincentivize contributions aligned
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- Faculty Development Division Poster Session
- Collection
- 2022 ASEE Annual Conference & Exposition
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- Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University (CoE); Karreem Hogan
Paper ID #36555WIP: Continuous Professional DevelopmentEvelyn Sowells-boone (Dr.) Associate Professor and Interim Chair. Thank you!Karreem Hogan © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: Continuous Professional Development for Electronic Technology Degree ProgramsOverviewThis work in progress describes a project for increasing faculty competitiveness in research andscholarship. The rapid evolution of technology had highlighted the clear need for academia toequip students with the tools to succeed in the modern-day STEM
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- Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)
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- 2018 ASEE Annual Conference & Exposition
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- Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego
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- ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee
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- Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering
) the development of faculty expertise in outcomes-based course design through the use of the Instructional Module Development (IMOD) system, a self-guided web-based training tool.Dr. Susan M Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Chair of Electrical Engineering at the University of San Diego. Her teach- ing and research interests include electronics, optoelectronics, materials science, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a