Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 9

Collection

2016 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #15272Promoting the Entrepreneurial Mindset through Faculty DevelopmentDr. William M. Jordan, Baylor University William Jordan is the mechanical engineering department chair at Baylor University. He has B.S. and M.S. degrees in metallurgical engineering from the Colorado School of Mines, an M.A. degree in theology from Denver Seminary, and a Ph.D. in mechanics and materials from Texas A & M University. He teaches materials-related courses and does work in the area of mechanical behavior of composite materials. He is also interested in entrepreneurship and appropriate technology in developing countries.Ms

Conference Session

Critical Success Factors for Technopolis Creation

Collection

2007 Annual Conference & Exposition

Authors

William Nunnally, University of Missouri - Columbia; James Thompson, University of Missouri; Steve Wyatt, University of Missouri - Columbia

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2007-443: ENTREPRENEURSHIP, ECONOMIC DEVELOPMENT, AND THEENGINEERING FACULTY MEMBERWilliam Nunnally, University of Missouri - Columbia William Charles Nunnally W. C. Nunnally received the B.S degree, the M.S. degree and the PH.D. degrees in electrical engineering from Texas Tech University in Lubbock, Texas in 1969, 1971, and 1974 respectively. After serving in the US Army, he joined the magnetic fusion engineering group at the Los Alamos National Laboratory in 1974. Dr. Nunnally's eleven year tenure at Los Alamos included assignments in the laser fusion group, the laser isotope separation group, the plasma physics group, the proton storage ring -accelerator group, and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

Tagged Topics

NSF Grantees Poster Session

Paper ID #6568Faculty Development Using Virtual Communities of PracticeDr. Russell Pimmel, University of Alabama (Emeritus) Dr. Russell Pimmel has degrees from St Louis University and Iowa State University. He has held faculty positions at Ohio State University, University of North Carolina, University of Missouri, and Univer- sity of Alabama and engineering positions at Emerson Electric, Battelle Northwest, McDonnell-Douglas, and the National Science Foundation. His research interests focus on interactive pedagogies and faculty development.Dr. Ann F. McKenna, Arizona State University, Polytechnic campus Dr. Ann F

Conference Session

New Trends in ECE Education II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Lisa G. Huettel, Duke University; Wayne T. Padgett, Rose-Hulman Institute of Technology; Kathleen E. Wage, George Mason University; John R. Buck, University of Massachusetts, Dartmouth

Tagged Divisions

Electrical and Computer

for faculty collaboration designed tobroaden the use of innovative practices in engineering classrooms. A recentrecommendation from the Innovation with Impact report called for increasing facultyawareness about effective teaching innovations as well increasing engagement inengineering courses (Jamieson & Lohmann, 2012). The focus of this research study is onhow small, long-term faculty groups can be used as a model to encourage suchinnovations and improvements in teaching. In addition to developing a faculty teachingdevelopment process, the project also involves the creation of sharable resources forinnovative teaching. While there are many general resources for teaching, we seek tocreate resources specifically for electrical and computer

Conference Session

Tricks of the Trade: Outside Class

Collection

2004 Annual Conference

Authors

Kirk Schulz; Noel Schulz

Session 1475 Faculty Development – The Future of Engineering Education Noel N. Schulz and Kirk H. Schulz Bagley College of Engineering Mississippi State UniversityABSTRACTThe economic woes of the last several years have hit universities hard. Endowments havelittle or no return. Corporate funding is harder to get. More and more people arecompeting for National Science Foundation dollars where supply is not meeting thisincreased demand. Operating budgets have been reduced providing little or no travelfunds for faculty. Senior faculty who often teach multiple classes are

Collection

2001 Annual Conference

Authors

Linda Broadbelt; L. Catherine Brinson; Kathleen Issen; Brad Kinsey

Session 2655 Preparing Future Engineering Faculty: A Professional Development Series Kathleen A. Issen, Brad Kinsey, L. Catherine Brinson, Linda J. Broadbelt Clarkson University / Northwestern UniversityAbstractThe Preparing Future Engineering Faculty Professional Development Series was initiated in 1999as a means for engineering graduate students considering academic careers to learn more aboutthe profession they may soon join. The series consisted of several faculty panel discussions thatcovered the topics of hiring

Collection

2000 Annual Conference

Authors

John Mitchell; Katherine Sanders; Chris Carlson-Dakes; Patrick Farrell

Session 3422 Faculty Development Workshops on the Road: What’s Missing? Katherine Sanders, Chris Carlson-Dakes, John Mitchell, Pat Farrell University of Wisconsin – MadisonAbstractA common model for faculty development in higher education is what we refer to as the “visitingscholar” model. We have participated in this model for a number of years, and find it has someserious drawbacks, and is quite limited in its ability to help faculty reconsider and change whatthey do on a continuing basis. That is, unless a campus has an

Collection

1998 Annual Conference

Authors

Richard M. Felder

Session 1213 FACULTY DEVELOPMENT: GETTING THE SERMON BEYOND THE CHOIR Richard M. Felder Rebecca Brent North Carolina State UniversityA reform movement has been active in higher education for several decades. The proponents ofchange argue that the traditional teacher-centered approach to classroom instruction, whichemphasizes lecturing, individual effort, and competition for grades, is not particularly effectivefor promoting learning and skill development. They claim that a more balanced approachincorporating

Collection

1997 Annual Conference

Authors

Walter Buchanan

Session 2347 Expectations for Faculty Development in Engineering Technology Walter W. Buchanan Oregon Institute of Technology AbstractThere is probably nothing more important to a new faculty member than to find out what isexpected to achieve promotion and tenure. In many institutions, however, what is expected toachieve these goals is vague and unclear. This article lays out ways an institution can make itclear to a new faculty member what needs to be done to have a good chance to achievepromotion and tenure through a realistic plan of

Collection

1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

Section 1213 Re-engineering Faculty Development: Lessons LEA/RNed Carol Fulton and Barbara L. Licklider Iowa State UniversityIncreasingly, over the past two decades, industry, government leaders and the public havedecried the state of affairs in higher education. The general consensus is that institutions are notpreparing students to meet the demands of the next century. In response, faculty on college anduniversity campuses nationwide find themselves in the midst of efforts to re-engineer theircurricula1 and re-engineer the conduct of instruction.2 Frequently overlooked in this

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Continuing Professional Development

Paper ID #18739Work in Progress: The Impact of Faculty Development Workshops on Shift-ing Faculty Teaching Beliefs and Classroom Practice toward Student Cen-terednessMs. Elizabeth Lopez, Arizona State University Elizabeth Lopez is a Master’s student at Arizona State University studying biomedical engineering. She has undergone the undergraduate engineering curriculum and has facilitated the implementation of evidence-based instructional strategies in the biomedical senior design course. In JTFD, she has evaluated and analyzed the shift in instructor fidelity towards student-centered learning.Dr. Yong Seok Park, California

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

Continuing Professional Development

Paper ID #16167Talking ”Faculty Development” with Engineering Educators, Then Talking”Engineering Education” with Faculty Developers: A Collaborative Reflec-tion on Working Across CommunitiesDr. Alexandra Coso Strong, Franklin W. Olin College of Engineering Alexandra Strong is an Assistant Professor for Systems Design and Engineering at Olin College of En- gineering. She joined Olin after completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning and a Ph.D. in Aerospace Engineering from Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace

Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Jason Keith; Adrienne Minerick

Teacher" by McKeachie10.Both of these sources offer excellent advice on how to develop a course including syllabi,textbooks, lectures, exams, and grading. Tools for helping students learn are also widelydiscussed. "The New Professor's Handbook"11 and "The Effective, Efficient Professor"12are particularly useful sources for managing time, teaching as well as conductingresearch, obtaining grants, publishing, reviewing, and presenting results. Additionalresources on mentoring and managing a research lab include "Making the Right Moves"and supervising PhD students13,14.Boice's book, "Advice for New Faculty Members" with it's 'everything in moderation'theme is extremely valuable15. In the introduction, Boice notes that novice professorstend to falter

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #38351Engineering Faculty Professional Development: Scholarship of Teachingand Learning (SOTL) Dissemination for Curriculum IntegratingEntrepreneurial Mindset, STEAM, and Bio-Inspired DesignDr. Lisa Bosman, Purdue University at West Lafayette Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.Dr. Katey Shirey, eduKatey LLC, STEAM Education Services Dr. Katey Shirey, founder of eduKatey, LLC in DC, combines expertise in science, art, engineering, and

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)

build helpingrelationships will help support faculty in implementing empathy as a teaching practice in theircourses.Empathy in Engineering EducationBefore exploring empathy as a teaching practice, it is important to acknowledge the growingbody of work around empathy in the engineering education field [15]. Early work on empathy inengineering measured empathy as a component of an engineer's emotional intelligence. Inparticular, measures of students’ empathy found that physics and computer engineering studentshad significantly lower empathy than non-engineering students [16]. These studies suggest thatengineers have the opportunity to develop empathy as an interpersonal skill to advance theirprofessional success.Empathy has more recently been

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

graduate education, faculty hiring, and the pathway to an academic career. ©American Society for Engineering Education, 2023 Lessons Learned: Faculty Search Committees’ Attitudes Towards and Against Rubrics Gabriella Coloyan Fleming, Maura BorregoIntroduction Faculty search committees are the gatekeepers to the next generation of tenure-trackfaculty [1]. The tenure-track faculty search process typically follows similar steps: 1)development and marketing of the position, 2) narrowing the candidate pool from all applicantsto a “long list” for first-round interview (often, on the phone or a video call), 3) conducting first-round interviews, 4

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Program developing Future Faculty MembersAbstract This evidence-based practice paper describes and evaluates the first year of a postdoctoralprofessional development early career fellowship program. The aim of this program was toidentify promising early career scholars from atypical backgrounds, such as research areas oridentities underrepresented in their discipline, and further develop them into more competitivefaculty candidates. We evaluated four main goals of the program: providing professionaldevelopment activities; facilitating the transition to tenure track positions; creating a network ofpeers and mentors; and attracting faculty candidates that value diversity, equity, and inclusion tothe University. To

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology; Christopher O'Neil, Wentworth Institute of Technology; Michael J D'Agostino, Wentworth Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #39579Leveraging Faculty Externship to Develop New Concentrations andSpecializations in Construction Management CurriculaDr. John Cribbs, Wentworth Institute of Technology Dr. John Cribbs is currently the Associate Dean of the School of Management and an Assistant Pro- fessor of Construction Management. Dr. Cribbs earned his MArch degree from the Herberger Institute of Design and the Arts and his Ph.D. in Construction Management from the Del E. Webb School of Construction, both located within Arizona State University’s flagship campus located in Tempe, AZ. His research focuses on modular design and construction

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

Tagged Divisions

Faculty Development Division (FDD)

EM, a training manual forresearch faculty in STEM disciplines [14]. This version of the seminar was replicated at anotherten research universities. A total of 22 sessions were conducted [15]. Between 2007 to 2011, theUWM faculty continued to work on adaptations of EM into nine discipline-specific mentor-training curricula. The Center for the Integration of Research, Teaching, and Learning at UWconducted field-test on all developed training materials before they were subsequently used totrain research mentors across the country [16]. A multidisciplinary team from the Clinical and Translational Science Award (CTSA) -funded institutions adapted EM to train mentors in clinical and translational research in 2010.The new curriculum was

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Faculty Development Division (FDD)

classroom, the scope and breadth of techniques can be confusing (oroverwhelming) for the beginner. Questions such as “where do I begin,” “how deep is the studentlearning,” or “how much prep-time is necessary” are common. A mind map has shown to beuseful in categorizing and sorting through the plethora of techniques. The mind map has beenused in scores of faculty development workshops and presented to more than 1000 facultymembers who are focusing on the implementation of active (and student-centered) learning. Thehierarchical mind map breaks down collaborative and non-collaborative classroom techniqueswith the collaborative techniques divided into four “levels” of preparation and studentengagement. This paper can be presented as either a lightning

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff Knowles, Oregon State University; Amy L. Brooks, Oregon State University; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University; Mustafa Aljabery, Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

resources and support are needed for faculty to effectively adopt EBIPs. Ourspecific research inquiries revolve around the following questions: • What resource-related barriers exist in the context of EBIP implementation in engineering classrooms? • What departmental, institutional, and cultural changes can be made to better align with instructor needs and expectations?An in-depth understanding of faculty needs related to the foregoing questions will be potentiallytransformative to engineering faculty development efforts and departmental resource allocation.2. Literature Review:Previous qualitative studies have explored the issues surrounding EBIP awareness and adoptionrates by examining the decision-making processes on an

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

address contextual challenges to EBIPadoption and develop solutions which may be modified to satisfy requirements on a classroom-by-classroom basis.IntroductionEvidence-based instructional practices such as active, problem-based, and case-based learninghave widely been shown to improve student learning and success in the classroom. Previousresearch has found that most engineering faculty have some knowledge or awareness of EBIPsand the benefits of using them in their courses. However, uptake of EBIPs in engineering coursesis lagging among engineering faculty, with fewer faculty members reporting the consistentincorporation of these instructional methods in their classrooms. Research has pinpointedchallenges to adopting EBIPs in engineering

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #39087”Say It Anyhow You Can”: Unpacking How Engineering Faculty MembersApproach Culturally Relevant Engineering Education at an Iraqi UniversityMoses Olayemi, Purdue University, West Lafayette Moses Olayemi is a Doctoral Candidate and Bilsland Dissertation Fellow in the School of Engineering Education at Purdue University. His research interests revolve around the professional development of engineering educators in low resource/post-conflict settings and the design and contextualization of in- struments to measure the impact of educational interventions. Research projects on these topics have and are currently

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

Tagged Divisions

Faculty Development Division (FDD)

, theteam conducted interviews with ten groupings of key external stakeholders. The outcome of thesix-month study was a twenty-page summary of interview findings with recommendations foractions categorized in four categories using the change typology presented by Henderson [2]. Animplementation team of engineering faculty partnered with education faculty during thesubsequent years (2015-2018) to offer short professional development workshops guided by theinternal study and its recommendations. Example outcomes of the prior implementation isdeveloping a new model for long-term collaborative faculty development and adopting theCOPUS instrument[3] as an observation protocol to help faculty become aware of theirinstructional strategies for engaging

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

form of verbal persuasion used to not only motivate, but to influenceindividuals’ choices. Encouragement aligns with the need for engineering faculty to positivelyinfluence URM students to persist in their engineering program. Previous research measuresstudent perceptions of receiving encouragement, but little is known regarding the faculty’sperception of providing encouragement.Researching faculty’s perception of providing encouragement identifies a gap in potential factorsimpacting students’ long-term engineering retention decisions. This gap in literature is especiallyimportant in engineering academic climates, which are described by URM students as “chilly.”Implications may reveal opportunities for professional development to address

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #40082Board 115: LESSONS LEARNED: A 360 Degree Review of Faculty Develop-mentResourcesDr. Randy McDonald, Texas A&M University Dr. Randy McDonald is the Director of Learning Design and Distance Education for the College of En- gineering at Texas A&M University where he leads a design team in the development of online programs for academic and workforce education. Prior to coming to Texas A&M, Randy worked at Stephen F. Austin State University for twenty-five years in a variety of roles including tenured faculty member in the College of Education, director of instructional technology and distance

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Sangster, Northeastern University; Andrew L. Gillen, Northeastern University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #38012Board 117: WIP: Exploring the Teaching Journey of Early-careerEngineering FacultyMr. Marcus Vinicius Melo de Lyra, Arizona State University Marcus is a second-year Ph.D. student in the Engineering Education Systems and Design (EESD) Program at Arizona State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EESD program, Marcus earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande, both in Brazil.Dr. Adam R

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research ini- tiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Dr. Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ben Mertz, Rose-Hulman Institute of Technology; Curtiss Larry Davis II, Rose-Hulman Institute of Technology; Daniel Tetteh-Richter; Kay C. Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

for Learning & Technology staff to better support faculty, hands-on workshops tofamiliarize novice users to the tool, and advanced training sessions for early adopters to sharebest practices and innovative uses of the tool.In the summer of 2022 three professional development opportunities were developed and offeredrelated to Gradescope. These were a basic Gradescope training workshop, and advanced usersGradescope workshop, and a “Technology in the Classroom” panel session for new facultyonboarding. The institute provided a stipend of $100 for faculty to attend either of the first twoworkshops. The instructional design team within the Learning & Technology departmentcreated the basic training workshop which would walk participants