Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #37697Learning in Transition: Developing and Employing Pedagogical Supports toEnhance Student Learning in Engineering EducationDr. Eleazar Marquez, The University of Texas, Rio Grande Valley Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karan Watson P.E., Texas A&M University; So Yoon Yoon, Texas A&M University; Samantha Michele Shields, Texas A&M University; Luciana Barroso, Texas A&M University; Sunay Palsole, Texas A&M University

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Diversity

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Faculty Development Constituent Committee

, REU, RIEF, etc.).Mrs. Samantha Michele Shields, Texas A&M University Samantha Shields is an Instructional Consultant at the Texas A&M University’s Center for Teaching Excellence. She is currently working on her doctorate in Curriculum and Instruction at Texas A&M Uni- versity, where she is concentrating on Teacher Education and Technology. Mrs. Shields taught an adjunct lecturer in the College of Education’s Teaching, Learning, and Culture department before transitioning to serving as a graduate assistant in the Center for Teaching Excellence, where she helps to develop curricu- lum.Dr. Luciana Barroso, Texas A&M University Luciana R. Barroso, Ph.D., is an Associate Professor of Structural

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

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Faculty Development Constituent Committee

Paper ID #25415Faculty Embrace Collaborative Learning Techniques: Sustaining Pedagogi-cal ChangeMrs. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a Curriculum and Instruction PhD student and Graduate Research Assistant at the Univer- sity of Louisville. Her research interests include interdisciplinary faculty development, STEM identity, and retention of engineering students through career.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

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Diversity

Tagged Divisions

Faculty Development Constituent Committee

Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. Her re- search interests focus on higher education equity and access, particularly within STEM.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

Tagged Divisions

Engineering Leadership Development Division

population, utilized in counseling, educational settings,and business and professional life.”2 In engineering education, MBTI has been applied as alearning style model to improve teaching and learning in the classroom, interactions betweenprofessors and students, and leadership and teaming skills in both the academic and professionalsettings. Felder and Brent applied MBTI as one of the four learning style models to promote‘teaching around the cycle’ to better meet the learning needs of the diverse group ofstudents/learners in a class. They suggest professors can benefit by apply a learning style model,like MBTI, to ‘designing a course or curriculum, developing instructional software, forming

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

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Engineering Leadership Development Division

, designed and revised curriculum across several interdisciplinary courses, and per-formed outreach to allied groups on campus and within the broader community. All of the facili-tators have such direct experience creating change at Rose-Hulman.Our initial work included a review of current literature on change, including work by Henderson,et al. on the subject of facilitating change in undergraduate STEM education5. Henderson’s anal-ysis developed a four-part typology of change strategies based on the intended outcomes (prede- Page 24.630.4termined or emergent) and the focus of the change effort (the environment or individuals). Afterreviewing

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Robyn Paul, University of Calgary; Stephanie Hladik, University of Calgary; Marcela P Rodriguez, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

Paper ID #17141Impact of an Extracurricular Activity Funding Program in Engineering Ed-ucationMs. Emily Ann Marasco, University of Calgary Emily Marasco is a Ph.D. student at the University of Calgary. Her research focuses on creativity and cross-disciplinary curriculum development for engineering students as well as for K-12 and community outreach programs.Robyn Paul, University of Calgary Robyn is a Master’s student researching engineering leadership education at the University of Calgary. She graduated from Manufacturing Engineering in 2011 and worked in industry for a few years before returning to school.Ms

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianyu Jane Dong, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

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Faculty Development Constituent Committee

faculty engagement and to build an inclusive facultycommunity. In the College’s 2015-2020 strategic plan, a key strategic area is to “nurture acommunity of deeply engaged faculty and staff committed to enable student success throughquality curriculum, responsive teaching and active learning”. Launched in Summer 2015, theECST Teaching & Learning Academy was originally focused on professional development of newfaculty members, but quickly evolved to be a platform for open communication, socialization, andshared learning for faculty across all disciplines in the college. In the past three years, we haveseen the growth of participation of faculty, both tenured/tenure-track and adjunct faculty fromdifferent departments in the College. This rest of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Divisions

Faculty Development Division (FDD)

of underrepresented and under resourced students and engineering pedagogy. Her work spans the areas of curriculum instruction and design, program design and evaluation, and the first-year college experience. Dr Li’s research group aims to further the development of a diverse workforce in engineering and STEM. She is the PI of a NSF Scholarship in STEM grant aimed at supporting high achieving, low-income students to complete their bachelor’s degrees and continue on to graduate school. She has received several teaching awards including the UMass Lowell Award for Excellence in Innovative Teaching in 2021 and the Biomedical Engineering Teaching Award from the American Society for Engineering Education in 2021

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

Tagged Divisions

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

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

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #43897Board 128: Work in Progress: Toward a Common Sci Comm StrategyMr. Mark Blaine, University of Oregon Mark Blaine is a professor of practice who works at the intersection of storytelling and science, producing stories, developing experiential courses, and training scientists with audience analysis, strategic communication, and storytelling tools. He also works with media researchers to translate their work to best practices in science communication for journalists and strategic communications teams. At the Knight Campus, he has designed a novel, holistic approach to training scientists that seeks to

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that

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

Tagged Divisions

Faculty Development Division (FDD)

, collaborating on faculty development, mentoring undergraduate students, and supporting curriculum initiatives. I advocate for increased participation in STEM fields. Alongside my primary research, I am interested in human-computer interaction, AI in education, educational robotics, and user experience (UX) design, focusing on how technology can improve teaching and learning for all learners.Dr. Daniel Guberman, Purdue University at West Lafayette (COE) Daniel Guberman is Assistant Director for Inclusive Pedagogy in the Center for Instructional Excellence and Provost Fellow with the Office of Diversity, Inclusion and Belonging at Purdue University. He coordinates the Student Pedagogy Advocates ProgramKelsey SmartKal Holder

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

awardee, she has led multiple pioneering efforts in engineering education including multimodal methods in engineering education using sensor technologies and biophysiological tools, hidden curriculum, mentoring, active learning, professional identity, among others. She is a renowned national and international leader in engineering education earning her multiple accolades and honors through professional organizations such as the National Academy of Engineering, IEEE, and ASEE. She integrates her multiple experiences as a Chemical Engineering, Biological Engineer, Analytical Cell Biologist, and Engineering Education Researcher to tackle complex engineering education problems across the learner life span

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

settings.In higher education, AI has influenced classroom instruction, laboratory learning, researchproductivity, and administrative processes [1, 2].Within engineering education, the momentum toward AI adoption is accelerating. Traditionallylimited to robotics, automation, and control systems, AI is now being adopted more broadly,facilitating curriculum design, enabling automated assessments, and providing personalizedfeedback mechanisms [3, 4]. As faculty expand their exploration of AI’s pedagogical potential,the discourse has also highlighted concerns, such as the risk of student overreliance and thereadiness of faculty to adopt AI responsibly and effectively [5]. Yet, the overall recognition ofAI’s potential continues to drive its integration

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Stephen Mattucci, University of Guelph

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

? What have been the biggest successes of the program?Note that the protocol was not originally designed using Lattuca and Pollard’s framework;instead, the protocol was designed to broadly capture participants' perceptions and experienceswith the program. Participant responses and reviews of the literature around faculty choicesrelated to curriculum development led us to identify Lattuca and Pollard’s work as a meaningfulframe for data analysis.Data AnalysisOnce the audio-recorded interviews were transcribed by a professional transcription service,researchers analyze the data via content analysis [14] and a priori coding scheme based on theinfluences described in the Lattuca and Pollard model (i.e., individual, internal, external) toanalyze the

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

indicated that having to work on common curriculumelements, such as common foundational courses in the first and second year of new programs,with multiple departments or colleges created issues with program development. Beyondfocusing on buy-in from other science, technology, engineering, and mathematics (STEM)departments in the process, strategies for forming closer connections with other units in order todevelop shared goals and common instructional and assessment methods were discussed. Theseincluded large-scale decisions, such as choosing to merge an engineering college with the collegeof science at the institution to better support the collaborative curriculum initiatives that wereneeded.Planning for the future, allocation of resourcesItems 6

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development Division

Paper ID #18730First Impressions: Evaluating Student Performance in Demonstrating Engi-neering LeadershipDr. Meg Handley, Pennsylvania State University, University Park Dr. Handley is currently the Associate Director of Engineering Leadership Outreach in the School of Engineering Design, Technology, and Professional Programs at Penn State University. Meg received her PhD from Penn State University in Workforce Education where she studied interpersonal behaviors associated with engineering leadership. At Penn State, Meg teaches in the undergraduate Engineering Leadership Development Minor and the Engineering Leadership

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Engineering Leadership Development Division

approaches to incorporating leadership development in engineeringeducation curriculum, describe the hands-on activities incorporated in this course, and analyzethe student survey data.BackgroundWhat constitutes authentic leadership has been debated by scholars for decades. Based upon anextensive search of the literature Walumbwa et al. [1] developed a framework for leadershipincluding several components: self-awareness, relational transparency, balanced processing, andinternalized moral perspective. This framework is based upon the idea that leaders are aware oftheir own strengths and weaknesses and their own goals, that they can present their true self toothers they have relationships with, that they can objectively analyze data and present

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #26182Assessing Inclusive Teaching Training of Graduate Student Instructors in En-gineeringDr. Grenmarie Agresar, University of Michigan Grenmarie Agresar is an instructional consultant at the Center for Research on Learning in Teaching in Engineering at the University of Michigan (U-M). She earned a Ph.D. in Biomedical Engineering and Scientific Computation, a M.S. in Bioengineering, a M.A. in Education, and a B.S. in Aerospace Engineering, all from U-M. She is an experienced instructor (over 7 years to multiple age groups), and her interests include improving curriculum, and assessing student-instructor

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

learning of a particularsubject [5], combine curriculum and instructional practices [6], and are intensive and sustained[7]–[9]. However, adopting new teaching practices can be difficult [10], faculty developmentactivities do not always result in improved pedagogy [11], and many faculty who claim to useevidence-based approaches actually omit key components [12].2.1. Process Oriented Guided Inquiry Learning (POGIL)POGIL is an evidence-based approach in which student teams work on specifically designedclassroom activities [13]–[15]. Initially developed for chemistry courses (e.g., [16]–[19]),POGIL activities have been developed for many other disciplines, including material scienceand engineering [20], [21], computer science [22]–[26], and

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. S.. Shelley, California State University, Long Beach; Kenneth Wayne Santarelli P.E., California State University, Long Beach; Christopher R. Warren, California State University, Long Beach; Amelia Bahrami, California State University, Long Beach

Tagged Divisions

Engineering Leadership Development Division

high-GPA, honors track, or other special categories. It has beendesigned with the goal of transforming typical engineering transfer students into graduatescapable of rapidly assimilating into high performing professional environments. The programdesign was informed by an industry/community needs assessment as well as the AccreditationBoard for Engineering and Technology (ABET) standards. Program design addressesleadership, professionalism, and communication skill with equal importance to the engineeringskills. The sets of tools applied include leadership development tools such a personalityassessment, a proprietary strength finder tool, and curriculum tools such as active learningstrategies, learning communities and technical presentation

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana; John Ray Morelock, University of Georgia; Ella Lee Ingram, Rose-Hulman Institute of Technology; Tris Utschig, Kennesaw State University

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #25932Connecting Theory with Practice: Four Change Projects in Faculty Develop-ment for EngineeringDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests include faculty and organizational development, teaching and learning innovations, and environmental systems analysis. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the Engineering Education

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

educationacademics and engineering curriculum developers.IntroductionLeadership definition varies to a significant extent, where each definition has different area offocus 1. One of the best ways to describe leadership is the “skills approach”, that emphasizes onthe skills or abilities that can be learned or developed. For instance, enhancing personalcapability to inspire confidence and support among the people who are needed to achieveorganizational goals 2 is a competency development definition of leadership. One of the mainattributes associated with leadership is determination of a direction and influencing people inregards with values, vision, mission, and strategy 3. As the dynamics of societal development isat highest ever pace in the 21st century

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

additional sources of critical consciousness developmentinto the curriculum, enabling a more comprehensive evaluation of students' change over time.Although Castaneda’s (2019) results were counter-intuitive, it does not negate the fact thatengineers can benefit from the development of critical consciousness. Like Castaneda’s (2019) work Trbušić (2014) proposed that reforming engineeringeducation involves examining and critically questioning engineering curricula and practices. Thegoal of the work was to introduce a critical pedagogical approach to foster conscientizationamong engineers, enhancing their ethical acumen by raising awareness about a wide range ofpressing issues such as sustainability, environmental protection, poverty eradication

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan; Valerie N Johnson, University of Michigan; Heather Wagenschutz, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

opportunities that have emerged from the pandemic years? And how can we build enoughbelief in positive assumptions to inspire engineering leaders to try something new?The leadership director and external consultant set forth four key objectives. The MichiganEngineering Positive Leadership Program would enable participants to 1) learn about keyprinciples of positive leadership; 2) develop shared language and practices around positiveleadership; 3) conduct, share, and reflect on experiments with positive leadership principles inday-to-day life; and 4) expand and deepen connections with colleagues. The director andconsultant then curated content from the consultant’s broader positive leadership curriculum togenerate five major units of study that aligned

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

., women and/or Black students in engineering). He envisions researching and removing possible systemic learning barriers from the curriculum, pedagogy, assessment, and learning environment to make education more responsive to all learners. Halkiyo taught and worked at a university in Ethiopia, where he was also a principal investigator of the ”Engendering Higher Education Curricula” research project. Dr. Halkiyo is a Fulbright-Hays Fellow, where he conducted his dissertation research on global education policy transfer from the global West/North to the global South/East, specifically Ethiopia, Africa.Dr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

Tagged Divisions

Faculty Development Division (FDD)

recognized as a critical professional skill in support ofengineering design work. As such, there are a growing number of curricular initiatives to supportthe development of engineering students' empathy as a design skill [14]. These initiatives span avariety of approaches, including stakeholder engagement in human-centered design, service-learning projects, and curriculum on ethical impacts of our engineering work [18]. However,within engineering, students identified empathy as a critical interpersonal skill for buildingrelationships in their everyday lives, yet struggled to see how empathy is involved in theirengineering work [19]. This disconnect highlights the importance of emphasizing empathy as notonly an engineering design skill, but also as a