Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

-com.https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2247480Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021, November 22).Conceptualizing ai literacy: An exploratory review. Computers and Education: ArtificialIntelligence. https://www.sciencedirect.com/science/article/pii/S2666920X21000357Selwyn, N. (2019). Should robots replace teachers? AI and the Future of Education. (1st ed.)Polity Press.Yeter, I. H., Yang, W., & Sturgess, J. B. (2024). Global initiatives and challenges in integratingArtificial Intelligence Literacy in elementary education: Mapping policies and empiricalliterature. Future in Educational Research, 2(4), 382–402. https://doi.org/10.1002/fer3.59Yeter, I., Rynearson, A., Ehsan, H., Rehmat, A

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Liu; Greg Evans P.Eng.; Milad Moghaddas; Tamara Kecman

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Faculty Development Division (FDD)

across all disciplines. These initiatives include digitallytransforming the faculty development program [1], rebuilding existing resources such as thelearning management system [2] and the university makerspace [3], and harnessing existingsocial networks [4]. Rather than documenting similar institutional initiatives for instructionaldevelopment, in this paper we investigated the process and the results of instructionaldevelopment among faculty members after a couple of years of involuntary changes in teachingand learning during the pandemic.Specifically, this study examined the following three aspects of instructional development amongfaculty members of a Canadian engineering school: (a) changes in teaching practices; (b) theevolving views

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

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Diversity

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Faculty Development Division (FDD)

way the program was structured. Thedifficulty of navigating all of the pitfalls that can present themselves when attempting to weave aprogram like this across six different colleges and schools cannot be understated, but the benefitsof it outweigh the trouble. This program is a true space for camaraderie and support and canserve as a model for other universities looking to implement a similar program.Acknowledgements We would like to thank the University of Texas at Austin’s Office of the Vice Presidentand Provost for inviting us to interview fellows in their program.References[1] Main, Joyce B., Yanbing Wang, and Li Tan. "The career outlook of engineering PhDs: Influence of postdoctoral research positions on early career salaries

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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Faculty Development Division (FDD)

conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] Excelencia in Education (2023a). “Hispanic–serving institutions (HSIs): 2021–22,” 2023.[Online]. Available: https://www.edexcelencia.org/media/2105[2] A. M. Núñez, J. Rivera, J. Valdez, and V. B. Olivo. “Centering Hispanic-serving institutions’strategies to develop talent in computing fields,” Tapuya: Latin American Science, Technologyand Society, vol., 4, no. 1, 1842582, 2021.[3] B.L. Scott, S. M. Muñoz, and S. B. Scott. “How whiteness operates at a Hispanic ServingInstitution: A qualitative case study of faculty, staff, and

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University

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Faculty Development Division (FDD)

, no. 6, pp. 24-28, 1992.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, "Leaving Engineering: A Multi- Year Single Institution Study," Journal of Engineering Education, vol. 101, no. 1, pp. 6- 27, 2012, doi: https://doi.org/10.1002/j.2168-9830.2012.tb00039.x.[14] E. E. Shortlidge and S. L. Eddy, "The trade-off between graduate student research and teaching: A myth?," PloS one, vol. 13, no. 6, p. e0199576, 2018.[15] S. Sohoni, Y. Cho, and D. P. French, "A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training," Advances in Engineering Education, vol. 3, no. 3, p. n3, 2013.[16] R. D. Watts and A. O. Brightman, "Crossing the line: When does the involvement of human

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

? (i.e., why did you do it this way? How would you have responded if xyz happened instead today?) 8. What class content was particularly interesting/engaging? 9. Other comments or questions.References [1] Resources for teaching evaluation guides. https://tinyurl.com/5ah3ehc3, 2021. Accessed on June 3, 2024. [2] American Sociological Association. Statement on student evaluations of teaching. www. asanet.org/studentevaluations, 2020. Accessed on February 9, 2025. [3] T. C. Andrews, P. Brickman, E. L. Dolan, and P. P. Lemons. Every tool in the toolbox: Pursuing multilevel institutional change in the DeLTA project. Change: The Magazine of Higher Learning, 53(2):25–32, 2021. [4] O. R. Arag´ on, E. S. Pietri, and B. A. Powell

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Faculty Development Division (FDD)

. "Limited learning on college campuses." Society 48 (2011): 203-207.12. B. C. Sanyal and M. Martin, "Quality assurance and the role of accreditation: An overview," Report: Higher Education in the World 2007: Accreditation for Quality Assurance: What is at Stake?, 2007.13. J. S. Eaton, "An Overview of US Accreditation. Revised November 2015," Council for Higher Education Accreditation, 2015.14. D. G. Rodionov, I. A. Rudskaia, and O. A. Kushneva, "The importance of the university world rankings in the context of globalization," Life Science Journal, vol. 11, no. 10, pp. 442-446, 2014.15. S. N. S. Sahuri et al., "Engineering Education: Program Ranking and Student Interest," ASEAN Journal of Engineering Education, vol. 2, no. 1, 2015.16

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

SSKG:StudentSuccess (b) Individual: SSKG:iLink_REU Annotations: dc:source < https://ilink.cybershare.utep.edu/> dc:description “The iLink group provides research and training opportunities for undergraduate and graduate students through multiple research projects funded by different agencies, organizations and industry partners.” Types: SSKG:UGResearchProgram (c) ObjectProperty: SSKG:impacts SubPropertyChain: SSKG:ReportedIn o SSKG:DescribesOutcomeFigure 3. (a) Description of the SSKG High Impact Practice class, (b) an example of anUndergraduate Research Program instance individual, and (c) an Object Property

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

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Diversity

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Faculty Development Division (FDD)

conducted a literature review on inclusive classrooms in order to familiarize ourselves with the existing theories and frameworks on inclusive teaching (e.g., [8], [14]–[16]) as well as the practices on inclusive teaching in STEM education (e.g., [17]–[19]) as noted in the earlier section. In addition to peer-reviewed theory papers, we also reviewed publicly available resources and inclusive teaching strategies shared by Centers of Teaching and Learning across different universities (e.g., [20]–[23]) b. Design Thinking Session: We conducted a 45-minute long design thinking session with a group of approximately 16 participants comprising students and instructors, all affiliated with the Designing Education

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

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Faculty Development Division (FDD)

forcedchange.AcknowledgementsThis work was made possible by grants from the National Science Foundation (NSF 2027471and 2105156). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proc. of the Nat. Acad. Sci., vol. 111, no. 23, pp. 8410-8415, 2014.doi: 10.1073/pnas.1319030111[2] G. D. Kuh, J. Kinzie, J. A. Buckley, B. K. Bridges, and J. C. Hayek. “What matters to student success: A review of the literature,” National

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renukadevi Selvaraj, The National Institute of Technical Teachers Training and Research (NITTTR) Chennai, India ; Subathradevi Subramoniam

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Diversity

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Faculty Development Division (FDD)

. and Lindblom-Ylänne, S. (2008) “Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education,” Learning and Instruction, 18(2), pp. 109–120. Available at: https://doi.org/10.1016/j.learninstruc.2007.01.008.[13] Trigwell, K. (2011) “Relations between teachers’ emotions in teaching and their approaches to teaching in higher education,” Instructional Science, 40(3), pp. 607–621.[14] Cilliers, P. (2010) “Difference, identity, and complexity,” Philosophy Today, 54(1), pp. 55–65. Available at: https://doi.org/10.5840/philtoday201054135.[15] Onyura, B. et al. (2016) “A mandala of faculty development: Using theory-based evaluation to explore contexts, mechanisms and outcomes

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

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Faculty Development Division (FDD)

, A. J. Cavanagh, X. Chen, W.M. Trochim, J. K. Waterhouse, M. J. Graham, and B. A. Couch. "Benefits of a college STEMfaculty development initiative: Instructors report increased and sustained implementation ofresearch-based instructional strategies." Journal of Microbiology & Biology Education 21, no.pp. 21-2, 2020.[8] J. Michael. "Faculty perceptions about barriers to active learning." College teaching 55, no.2, pp. 42-47, 2007.[9] K. Kiemer, A. Gröschner, A.-K. Pehmer, and T. Seidel. "Effects of a classroom discourseintervention on teachers' practice and students' motivation to learn mathematics and science",Learning and instruction 35, pp. 94-103, 2015.[10] M. DeMonbrun, C. J. Finelli, M. Prince, M. Borrego, P. Shekhar, C. Henderson

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #43034A Predictive Study on the Adoption of Active Learning at HBCUs amongEngineering FacultyMr. Pelumi Olaitan Abiodun, Morgan State University Pelumi Abiodun is a current doctoral student and research assistant at the department of Civil Engineering, Morgan State University, Baltimore, Maryland. Pelumi got his BSc and MSc degree in Physics from Obafemi Awolowo University, where he also served as a research assistant at the Environmental Pollution Research unit, in Ile-Ife, Nigeria. As part of his contribution to science and engineering, Pelumi has taught as a teaching assistant both at Morgan State University

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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Faculty Development Division (FDD)

Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

structure to the course, students were provided with regular opportunities for deliberatepractice with the course content as recommended in [14]: a) pre-class, low-stakes assignmentsthat consist of a short reading assignment, viewing of a YouTube video, listening to auditorydemonstrations, or a combination accompanied by a series of short questions; b) the class periodswere modified to increase in-class time for active participation to at least 50% of the lecture; c)approximately weekly homework assignments; and d) exam preparation assignments will berequired. More details about each of these strategies can be found in Table 2.Table 2. Strategies to add structure to the course. Item Description 1. Weekly pre-class

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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Diversity

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Faculty Development Division (FDD)

Polytechnic Institute and State University Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech. She holds an honorary position at the University of Cape Town. Her research on the student experience of learning, focusing mainly on science and engineerinDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

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Faculty Development Division (FDD)

professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 22 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. Through the SUSTAINDr. Yilin Feng, California State University, Los Angeles Yilin Feng is an assistant professor at California State University, Los Angeles. She received her Ph.D. degree from Purdue University. Her research interest is in airport simulation, operation, and management.Dr. Gustavo B Menezes, California State University, Los Angeles Menezes is a Professor of Civil Engineering at Cal State LA. His specialization is in Environmental and Water Resources Engineering. Since becoming part of the

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

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Diversity

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Faculty Development Division (FDD)

Paper ID #39827Developing a Grounded Framework for Implementing Ungrading in aDisciplinary ContextDr. Sarah Marie Coppola, University of Washington Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engi- neering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how technology and systems design affects people’s performance and health. Coppola’s research explores bias in technology and how to measure and quantify its impact. She has stud- ied sex/gender differences caused by interface design, healthcare sociotechnical systems, and

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University

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Faculty Development Division (FDD)

Paper ID #46044WIP - Building A Stronger Curriculum: A Comprehensive Model for EnhancedEvaluationDr. Cameron Robert Rusnak, Lincoln University - Missouri Dr. Cameron R. Rusnak is an Assistant Professor of Engineering at Lincoln University. Throughout his academic career, he has been dedicated to enhancing undergraduate education by continuously refining his teaching methods to improve student learning outcomes. His efforts focus on creating an engaging, supportive, and effective learning environment that fosters both academic growth and practical understanding.David Heise, Lincoln UniversityZeyad Mahmoud Alfawaer, Lincoln

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

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Faculty Development Division (FDD)

approaches (if any) are foregrounded? 8. Is the theoretical theory a change theory or framework? a. Yes b. No c. Not sure or N/A 9. What are the findings in terms of challenges and strategies?ResultsThe nature of the IJSE literatureThe annual number of published articles in the International Journal of STEM Educationsteadily rose from 2014, peaking in 2022 and then mildly declining thereafter. Conversely,the number of included articles remained less than 10 each year and reached its maximum in2019 and 2022. 80 70 60 50 40 30 20 10 0 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 # of articles published in the year # of

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason, P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity

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Faculty Development Division (FDD)

andconnectedness are prompt dimensions that help to make visible the design space of teamingprompts. In addition to describing these dimensions, the paper also discusses practicalimplications and future research opportunities made possible by identifying these dimensions.BibliographyCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitativeanalysis. Sage.Davis, B., & Sumara, D. (2014). Complexity and education: Inquiries into learning, teaching,and research. Routledge.Gaver, W. (2012, May). What should we expect from research through design?. In Proceedingsof the SIGCHI conference on human factors in computing systems (pp. 937-946).Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Eric James Rapos, Miami University; Nathaniel Bryan

Tagged Divisions

Faculty Development Division (FDD)

learningcomforts. However, board games, align well with engineering and computing, and are lessintimidating for faculty to even attempt to learn. Still, physical learning might be an area of futureresearch in the space of role reversal.References [1] A. L. Beach and M. D. Cox, “The impact of faculty learning communities on teaching and learning,” Learning Communities Journal, vol. 1, no. 1, pp. 7–27, 2009. [2] T. Lowe, “An experiment in role reversal: teachers as language learners,” ELT Journal, vol. 41, no. 2, pp. 89–96, 1987. [3] B. A. Beyerbach, “Developing a technical vocabulary on teacher planning: Preservice teachers’ concept maps,” Teaching and Teacher Education, vol. 4, no. 4, pp. 339 – 347, 1988. [Online]. Available: http

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

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Faculty Development Division (FDD)

., “Active learning increases student performance in science, engineering,and mathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014, doi: 10.1073/pnas.1319030111.[4] National Research Council, Division of Behavioral and Social Sciences and Education,Board on Science Education, and N. Kober, Reaching Students: What Research Says aboutEffective Instruction in Undergraduate Science and Engineering. Washington, D.C., UnitedStates: National Academies Press, 2015.[5] E. Seymour and A.-B. Hunter, Eds., Talking about Leaving Revisited: Persistence,Relocation, and Loss in Undergraduate STEM Education. Cham: Springer InternationalPublishing, 2019. doi: 10.1007/978-3-030-25304-2.[6] L. R. Lattuca, I

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

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Diversity

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Faculty Development Division (FDD)

engineering studentsdevelop a specific way of thinking and approaching problem-solving that is characterized by curiosity,connections and a focus on creating value [5]. By cultivating an entrepreneurial mindset, engineeringstudents can learn to be more creative, adaptable, and resilient in their professional and personal livesregardless of whether they choose to become entrepreneurs or intrapreneurs. Because of the seeminglynatural overlap between makerspace skill development and EML, faculty development efforts that mergethe two frameworks have been created. B-FAB, or the Bucknell Fabrication workshop, was a 3-dayexperience for faculty and staff to introduce makerspace equipment, discuss pedagogy, and plan forclassroom implementation [6]. The Kern

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering

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Faculty Development Division (FDD)

what engineering doctoral students aspiring to faculty careers learn from faculty mentors,” in ASEE Annual Conference and Exposition, 2009. [Online]. Available: https://peer.asee.org/4611[4] N. Reynecke, A. Marnewick, and J.-H. Pretorius, “Factors influencing research in an engineering faculty,” in IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), Dec. 2017, pp. 145–149.[5] K. K. Karukstis, “Starting a successful research program at a predominantly undergraduate institution,” Journal of Chemical Education, vol. 85, no. 3, p. 343, Mar. 2008.[6] C. L. Dahlberg, C. King-Smith, and B. Riggs, “Building a laboratory at a primarily undergraduate institution (pui),” BMC Proceedings, vol. 15

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

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Faculty Development Division (FDD)

.[7] J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn: Brain, Mind, Experience, and School: Expanded Edition. 2000.[8] H. Kathuria and D. W. Becker, “Leveraging Course Quality Checklist to Improve Online Courses,” J. Teach. Learn. with Technol., vol. 10, no. 1, pp. 400–407, 2021, doi: 10.14434/jotlt.v10i1.31253.[9] D. Kurnia Tari and D. Rosana, “Contextual Teaching and Learning to Develop Critical Thinking and Practical Skills,” 2019, doi: 10.1088/1742-6596/1233/1/012102.[10] K. D. Tanner, “Promoting student metacognition.,” CBE Life Sci. Educ., vol. 11, no. 2, pp. 113–120, 2012, doi: 10.1187/CBE.12-03-0033.[11] B. Oakley, B. Rogowsky, and T. Sejnowski, Uncommon sense teaching

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Faculty Development Division (FDD)

professional development series on faculty conceptions of diversity andinclusion in the classroom?” 15 faculty, across 6 STEM disciplines, and two cohorts, wereinterviewed over the span of two years to discuss, a) their lived experience, b) the professionaldevelopment curriculum, c) its impact on their pedagogical practices and, d) recommendedprogrammatic enhancements. The anticipated research results will show that faculty professionaldevelopment, focused on inclusion, creates more opportunities for meaningful engagement inSTEM between faculty and minoritized students, cultivates a culture of inclusion, and gives facultypractical application and tools that ensures their curriculum is inclusive; thereby, increasingundergraduate degree completion. This

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

Tagged Topics

Diversity

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Faculty Development Division (FDD)

cultural orientation: The ability to favorably evaluate cross-cultural situations. This concept is related to cosmopolitanism, reduced ethnocentrism, open-mindedness, inquisitiveness, curiosity, and respect. • Cultural self-efficacy: The ability to believe that you can achieve a goal in a cross- cultural context. b. Analyze dimensionThis dimension describes a person's capacity to take in, assess, and synthesize pertinentinformation without the prejudice of preconceived beliefs and stereotypical thinking [14]. Thesub-dimensions are self-awareness, social monitoring, perspective taking, and culturalknowledge. • Self-awareness: The ability to understand the impact of one’s own culture, values

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)

mental health problems in PhD students," Research policy, vol. 46, no. 4, pp. 868-879, 2017.[6] R. L. Bonner, C. B. Stone, S. Mittal, W. Phillips, and R. L. Utecht, "Preparing academics to teach: Example of a structured method of preparing doctoral students in business programs to teach," Journal of Management Education, vol. 44, no. 4, pp. 435-463, 2020.[7] T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford, "Evidence for a mental health crisis in graduate education," Nature biotechnology, vol. 36, no. 3, pp. 282- 284, 2018.[8] J. Posselt, "Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being," The Journal of