Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Stavros Valenti, Hofstra University; Kevin Patrick Nolan, Hofstra University; Lynn A. Albers, Hofstra University

Tagged Divisions

Faculty Development Division (FDD)

agreed on three guiding principles (a) Update the SET instrument to makeit a more useful instrument for faculty development; (b) Include items that capture studentperceptions of class climate; (c) Broaden the scope of teaching behaviors assessed to reflect thebroad range of course structures and effective teaching styles of our faculty.The Committee researched and compared the SET standards and processes at OU to peer andaspirant institutions. As part of this research, we examined best practices for preventing bias inresponses from students. We note that none of OUs peer and aspirant schools are using paper-and-pencil SET data collection processes. Benchmarking information and best-practice insights weregleaned for both the solicitation of

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University

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Diversity

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Faculty Development Division (FDD)

significantly contributed to the success of this initiative.References[1] M. Heirwegh, D. C. Rees, and L. Malcom-Piqueux, Postdoctoral Scholar Recruitment and Hiring Practices in STEM: A Pilot Study. 2024.[2] S. C. McConnell, E. L. Westerman, J. F. Pierre, E. J. Heckler, and N. B. Schwartz, “United States National Postdoc Survey results and the interaction of gender, career choice and mentor impact,” Elife, vol. 7, p. 40189, 2018.[3] B. Cantwell and B. J. Taylor, “Rise of the science and engineering postdoctorate and the restructuring of academic research,” The Journal of Higher Education, vol. 86, no. 5, pp. 667–696, 2015.[4] M. Denton, M. Borrego, and D. B. Knight, “US postdoctoral careers in life sciences, physical

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology

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Faculty Development Division (FDD)

https://hersnetwork.org/programs/References[1] T. T. Phuong, S. C. Cole, and J. Zarestky, "A systematic literature review of faculty development for teacher educators," Higher Education Research & Development, vol. 37, no. 2, pp. 373-389, 2017, doi: https://doi.org/10.1080/07294360.2017.1351423.[2] S. Cutler and A. C. Strong, "The Overlooked Impact of Faculty on Engineering Education," in International Handbook of Engineering Education Research: Routledge, 2023, pp. 286- 311.[3] R. M. Felder, R. Brent, and M. J. Prince, "Engineering Instructional Development: Programs, Best Practices, and Recommendations," in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds Eds

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

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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) 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

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Faculty Development Division (FDD)

. Routledge, 2013.[14] M. Borrego, S. Cutler, M. Prince, C. Henderson, and J. E. Froyd, "Fidelity of implementation of research‐based instructional strategies (RBIS) in engineering science courses," Journal of Engineering Education, vol. 102, no. 3, pp. 394-425, 2013.[15] R. K. Yin, Case study research: Design and methods. sage, 2009.[16] A. H. Espera and N. P. Pitterson, "Teaching circuit concepts using evidence-based instructional approaches: A systematic review," in 2019 ASEE Annual Conference & Exposition, 2019.[17] B. Kollöffel and T. de Jong, "Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

. 3–8, 1990.[5] K. Csavina R., C. Nethken Rochelle, and A. Carberry R., “Assessing Student Understanding of Reflection in Engineering Education,” in ASEE 123rd Annual Conference & Exposition, New Orleans, LA, Jun. 2016, pp. 1–11.[6] L. A. Sepp, M. Orand, J. A. Turns, L. D. Thomas, B. Sattler, and C. J. Atman, “On an Upward Trend: Reflection in Engineering Education,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1196.1-26.1196.13. Accessed: Feb. 06, 2024. [Online]. Available: https://peer.asee.org/on-an-upward-trend-reflection-in-engineering- education[7] J. Walther, N. W. Sochacka, and N. N. Kellam, “Emotional Indicators as a Way to Initiate Student Reflection in Engineering

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

–984, 2011, doi: 10.1002/tea.20439.[10] D. W. McMillan and D. M. Chavis, “Sense of community: A definition and theory,” J. Community Psychol., vol. 14, no. 1, pp. 6–23, Jan. 1986, doi: 10.1002/1520- 6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i.[11] G. Crisp and I. Cruz, “Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007,” Res. High. Educ., vol. 50, no. 6, pp. 525–545, Sep. 2009, doi: 10.1007/s11162-009-9130-2.[12] R. M. Felder and R. Brent, “The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development,” J. Eng. Educ., vol. 99, no. 2, pp. 121–134, 2010, doi: 10.1002/j.2168-9830.2010.tb01049.x.[13] W. B. Johnson

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

, doi: 10.2304/elea.2009.6.4.372.[9] B. Nkonge and L. E. Gueldenzoph, “Best practices in online education: Implications for policy and practice,” Bus. Educ. Dig., no. 15, pp. 42–53, May 2006.[10] T. A. Fuhrmann and J. Hoth, “Interactive online learning modules for engineering students based on JiTT and PI,” in SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting?, Berlin, Germany, 2021, pp. 825–835.[11] R. S. Harichandran, M.-I. Carnasciali, N. O. Erdil, C. Q. Li, J. Nocito-Gobel, and S. D. Daniels, “Developing entrepreneurial thinking in engineering students by utilizing integrated online modules,” presented at the 2015 ASEE Annual Conference & Exposition

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., United States Air Force Academy

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Faculty Development Division (FDD)

Paper ID #43695Exploring Motivational Tools for Homework in a Senior-Level EngineeringCourseDr. Richard T Buckley P.E., United States Air Force Academy Dr. Richard Buckley is an Assistant Professor at the US Air Force Academy Department of Aeronautics. He is the Discipline Director for the Structures and Materials discipline within the Aeronautics major. His research focuses on pedagogy and teaching techniques, as well as aircraft structural analysis, design and testing. ©American Society for Engineering Education, 2024 Exploring Motivational Tools for Homework in a Senior-Level

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

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Diversity

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Faculty Development Division (FDD)

Paper ID #42619TA Training at Two R1 Institutions: A Comparative AnalysisMs. Haley Briel, University of Wisconsin, Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr. Deesha

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #46661Living through the Culture Change: Faculty Perceptions of a MechanicalEngineering Departmental Teaching Culture Pre- and Post-InterventionEmma Edoga M.S., Texas A&M University Emma is an PhD student in the Industrial-Organizational Psychology program at Texas A&M University. Her research interests center around issues related to workplace diversity & inclusion, the experiences of Black women in the workplace, the effects of stigmatization and stereotyping, and authenticity/identity. She also has conducted research within the engineering education space, specifically focusing on teaching culture

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42103When You Don’t Know the Way, Walk Slowly: Our Transition from a Teaching-IntensiveUniversity to a Research-Intensive University as Professors of EngineeringPracticeProf. James Canino, Purdue University Jamie Canino is currently an associate professor of engineering practice at Purdue University where he focuses on integrating active learning in his classrooms. He teaches in the aerodynamics and propulsion fields and can be reached at canino@purdue.edu.Prof. Steve France, Purdue University Steve France is Assistant Professor of Engineering Practice at the Elmore Family School of Electrical and Computer

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Torrie A. Cropps, The University of Texas at Dallas; Jue Wu, University of California, Berkeley; Samara Rose Boyle; Canek Moises Luna Phillips, Rice University; Stephen P. Mattingly, The University of Texas at Arlington; Yvette E. Pearson P.E., The University of Texas at Dallas

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Diversity

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Faculty Development Division (FDD)

differences amonglearners and take the form of culturally relevant pedagogy. Ladson-Billings (1995) definesculturally relevant pedagogy as: …a pedagogy of oppression not unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment. Culturally relevant pedagogy rests on three criteria or propositions: (a) students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the current status quo of the social order (p. 160).That is, culturally relevant pedagogy acknowledges the home-community culture of the studentsand integrates these cultural nuances and

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

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Faculty Development Division (FDD)

Paper ID #41985Sessions on Faculty EthicsDr. Robert A Linsenmeier, Northwestern University Robert Linsenmeier is a Professor Emeritus of Biomedical Engineering, Neurobiology, and Ophthalmology. His interests are in the microenvironment of the mammalian retina and engineering education. His teaching is primarily in physiology for both biology and BME majDr. Jennifer L. Cole, Northwestern University Jennifer L. Cole is the Assistant Chair in Chemical and Biological Engineering in the Robert R. McCormick School of Engineering and the Director of the Northwestern Center for Engineering Education Research at Northwestern

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University

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Faculty Development Division (FDD)

vacation times and summer session teaching, while still allowing time to enact transformations prior to the start of the fall semester. Consequently, we chose to start the Institute after the July 4th holiday. We also observed that by July instructors are typically starting to think about their fall courses. 3) We included a pod format/model within the SI for several reasons: a) To ensure that participants had time during the institute to work on their course transformation plans and portfolio components b) To ensure that participants received feedback on their ideas and portfolio component drafts from their assigned Pod Mentor. c) To ensure participants could connect to

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #42477Bridging the Gap: Exploring Real-Life Experiences of Engineering Facultyin Implementing EBIPsStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members. Additionally, she is investigating the identity development of engineering students in capstone courses.Dr. Shane A. Brown P.E., Oregon State University

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Diversity

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Faculty Development Division (FDD)

psychology emphasizing applied measurement. ©American Society for Engineering Education, 2023 Addressing New ABET General Criteria Focusing on Diversity, Equity, and InclusionIntroductionIn fall 2021, ABET released proposed changes to the General Criteria for accreditingengineering programs, including (a) definitions for diversity, equity, and inclusion (DEI) and (b)changes incorporating a basic grasp of these concepts to the curriculum (Criterion 5) and faculty(Criterion 6). While some may see the explicit inclusion of DEI as a radical revision of ABETcriteria, a historical perspective shows that the proposed new requirements are an incrementalreform stemming from a steady evolution of ABET’s integrating professional

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael James McGinnis, LeTourneau University; Matthew G. Green, LeTourneau University

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Faculty Development Division (FDD)

Society for Engineering Education, 2024 Transitions in Engineering Education Leadership – Interim to Permanent Deans and ChairsAbstractThis paper describes strategies for navigating leadership transitions within engineeringdepartments, schools, and colleges. The challenge of transitions and best-practices are reviewedfor (a) those seeking or thrust into interim leadership roles, (b) those becoming permanentleaders following an interim steward, and (c) administrators supporting these transitions. Thepaper describes key issues of these transition challenges, presents theories of organizationalbehavior and leadership germane to this situation, and summarizes existing literature in thisspace. A meta-analysis

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Faculty Development Division (FDD)

.[3] N. S. King and B. Upadhyay, “Negotiating mentoring relationships and support for Black and Brown early‐career faculty,” Science Education, vol. 106, no. 5, pp. 1149-1171, 2022.[4] R. E. Zambrana, C. R. Hardaway, and L. C. Neubauer, “Beyond role strain: Work–family sacrifice among underrepresented minority faculty,” Journal of Marriage and Family, vol. 84, no. 5, pp. 1469-1486, 2022.[5] D. C. Bates and E. Borland, “Fitting in and stalling out: Collegiality, mentoring, and role strain among professors in the sciences at a primarily undergraduate institution,” Polymath: An Interdisciplinary Arts and Sciences Journal, vol. 4, no. 2, pp. 50-68, 2014.[6] E. O. McGee, D. Naphan-Kingery, M. L. Miles, and

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

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Faculty Development Division (FDD)

-career faculty from different institutions. We expect that the preliminary results of thiswork can advance improvements in the way faculty development interventions are designed inschools of engineering.References[1] D. Haviland, A. E. Austin, A. M. Ortiz, and L. Henriques, Shaping your career: A guide forearly career faculty. Sterling, VA: Stylus Publishing, LLC, 2017.[2] R. H. Stupnisky, M. B. Weaver-Hightower, and Y. Kartoshkina, “Exploring and testing thepredictors of new faculty success: a mixed methods study,” Studies in Higher Education, vol. 40,no. 2, pp. 368–390, Feb. 2015, doi: 10.1080/03075079.2013.842220.[3] L. Archer, “Younger academics’ constructions of ‘authenticity’, ‘success’ and professionalidentity,” Studies in Higher

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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Faculty Development Division (FDD)

engineering education research agendas,” in ASEE Annual Conference & Exposition, (June) 2011, pp. 22-684.[6] Z. Kovecses, “Metaphor and culture,” Acta Universitatis Sapientiae, Philologica, vol. 2, no. 2, pp. 197-220, 2010.[7] M. G. A. Hewson and D. Hamlyn, “Cultural Metaphors: Some Implications for Science Education,” Anthropology & Education Quarterly, vol. 16, no. 1, pp. 31–46, 1985, doi: 10.1525/aeq.1985.16.1.05x0849q.[8] W. C. Adams, “Conducting Semi-Structured Interviews,” in Handbook of Practical Program Evaluation, 4th ed., John Wiley & Sons, 2015, pp. 492-505.[9] S. Kvale, “Ten standard objections to qualitative research interviews,” Journal of Phenomelogical Psychology, vol. 25, no. 2, pp. 147-173, 1994.[10] M. B

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)

. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, and B. Wenger-Trayner, Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning. Routledge, 2015.[7] D. H. Meadows, Thinking in Systems: A Primer. Chelsea Green Publishing, 2008.[8] K. Luker, Salsa Dancing into the Social Sciences: Research in an Age of Info-Glut. Harvard University Press, 2008.

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation

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Faculty Development Division (FDD)

, the assignment was segmented and explicitly required completion before the semester’send to allow faculty to consult with campus colleagues. See Appendix B for details of the pre-workshop assignment deployed for the third offering. These changes led to improvedengagement during the in-person workshop and a stronger focus on entrepreneurial-mindedefforts.Lastly, the coaching model evolved substantially. In the first offering, a clear separation existedbetween facilitators and coaches, with only one of the three coaches attending the in-personsessions. For the second offering, coaches were more integrated into the in-person workshop,attending reporting sessions either in person or via Zoom. By the third offering, the teamexpanded to include

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institute of Technology; Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, University of Texas at El Paso; Brian Boswell, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

Approach”.[3] Ç. Apaydin and F. Kaya, “AN ANALYSIS OF THE PRESCHOOL TEACHERS’VIEWS ON ALPHA GENERATION,” Eur. J. Educ. Stud., no. 0, Art. no. 0, Jan. 2020, doi:10.46827/ejes.v0i0.2815.[4] A. Fombona-Pascual, J. Fombona, and R. Vicente, “Augmented Reality, a Review of aWay to Represent and Manipulate 3D Chemical Structures,” J. Chem. Inf. Model., vol. 62, no. 8,pp. 1863–1872, Apr. 2022, doi: 10.1021/acs.jcim.1c01255.[5] R. B. Loftin, M. Engleberg, and R. Benedetti, “Applying virtual reality in education: Aprototypical virtual physics laboratory,” in Proceedings of 1993 IEEE Research Properties inVirtual Reality Symposium, San Jose, CA, USA: IEEE Comput. Soc. Press, 1993, pp. 67–74. doi:10.1109/VRAIS.1993.378261.[6] L. Tarouco, B

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

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Faculty Development Division (FDD)

education,” Teaching and Teacher Education, vol. 23, no. 5, pp. 557– 571, Jul. 2007, doi: https://doi.org/10.1016/j.tate.2006.11.013.[7] A. Bandura, Self-Efficacy: The Exercise of Control, New York, NY: W. H. Freeman, 1997.[8] D. B. Morris and E. L. Usher, “Developing teaching self-efficacy in research institutions: A study of award-winning professors,” Contemporary Educational Psychology, vol. 36, no. 3, pp. 232–245, Jul. 2011, doi: https://doi.org/10.1016/j.cedpsych.2010.10.005.[9] E. T. Ortlieb, J. P. Biddix, and G. M. Doepker, “A collaborative approach to higher education induction,” Active Learning in Higher Education, vol. 11, no. 2, pp. 109–118, Jul. 2010, doi: https://doi.org/10.1177

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

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Diversity

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Faculty Development Division (FDD)

material is based upon work supported by the National Science Foundation under Grant No.(2236075). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. References[1] R. R. Baiduc, R. A. Linsenmeier, and N. Ruggeri, “Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty,” Innov High Educ, vol. 41, no. 3, pp. 237–254, Jun. 2016, doi: 10.1007/s10755-015-9348-1.[2] D. Oerther, “Using nursing theory to improve the teaching of engineering practice.,” in American Society for Engineering Education, 2017.[3] D. B

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Chronicle of Higher Education. Accessed: May 01, 2025. [Online]. Available: https://www.chronicle.com/article/here-are-the-states-where- lawmakers-are-seeking-to-ban-colleges-dei-efforts[2] K. B. Follmer, I. E. Sabat, K. P. Jones, and E. King, “Under attack: Why and how I-O psychologists should counteract threats to DEI in education and organizations,” Ind. Organ. Psychol., vol. 17, no. 4, pp. 452–475, Dec. 2024, doi: 10.1017/iop.2024.12.[3] L. M. Leslie, J. E. Bono, Y. (Sophia) Kim, and G. R. Beaver, “On melting pots and salad bowls: A meta-analysis of the effects of identity-blind and identity-conscious diversity ideologies.,” J. Appl. Psychol., vol. 105, no. 5, pp. 453–471, May 2020, doi: 10.1037/apl0000446.[4] J. Yi, H. A

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. (2010). A national analysis of minorities in science andengineering faculties at research universities (2nded.). Unpublished policy report.[5] Reybold, L. E. (2003). Pathways to the professorate: The development of faculty identity ineducation. Innovative Higher Education, 27, 235-252.[6] Sklar, D. P. (2016). Moving from faculty development to faculty identity, growth, andempowerment. Academic Medicine, 91(12), 1585-1587.[7] Whittaker, J. A., Montgomery, B. L., & Acosta, V. G. M. (2015). Retention ofunderrepresented minority faculty: strategic initiatives for institutional value proposition basedon perspectives from a range of academic institutions. Journal of Undergraduate NeuroscienceEducation, 13(3), A136.[8] Lieff, S., Baker, L., Mori