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

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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

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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

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University

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Diversity

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Faculty Development Division (FDD)

) valence, which is the quality of emotions consisting of positiveor negative factors, and (b) activation, which is composed of activating or deactivating energy[11]. For this study, we will employ the concept of academic emotions, along with its twodimensions and factors, as depicted in Figure 1.Figure 1. Representation of the two dimensions of academic emotions and its two characterizing factors[11]MethodsThe study was conducted during the spring semester of 2024 at a PWI (Predominantly WhiteInstitution) in the United States. As a case study and work in progress, we identified twoinstructors from the electrical engineering department who teach foundational EE courses. Theseinstructors were selected because they are part of a larger NSF-funded

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, Georgia Institute of Technology; Kelly J Cross, Georgia Institute of Technology; Julia Machele Brisbane, Georgia Tech

Tagged Topics

Diversity

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Faculty Development Division (FDD)

literature review, Computers & Education, Volume 141, 2019, 103612, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.103612.[4] R. Schulz, B. Smaradottir, A. Prinz and T. Hara, "User-Centered Design of a Scenario- Based Serious Game: Game-Based Teaching of Future Healthcare," in IEEE Transactions on Games, vol. 12, no. 4, pp. 376-385, Dec. 2020, doi: 10.1109/TG.2020.3033437.[5] Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., ... & Konty, M. (2012). Refining the theory of basic individual values. Journal of personality and social psychology, 103(4), 663.[6] Smolen, L. A., Colville-Hall, S., Liang, X., & Mac Donald, S. (2006). An empirical study of

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

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Faculty Development Division (FDD)

of the author and do not purport to stateor reflect the position of the United States Government or any agency thereof, including the UnitedStates Military Academy, the Department of the Army, or the Department of Defense.References 1. L. T. Eby, T. D. Allen, S. C. Evans, T. Ng, and D. Dubois, “Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals”. Journal of Vocational Behavior, 72(2), 254-267, 2008. https://doi.org/10.1016/j.jvb.2007.04.005 2. W. B. Johnson, L. L. Behling, P. Miller, and M. Vandermaas-Peeler, “Undergraduate Research Mentoring: Obstacles and Opportunities”, Mentoring & Tutoring: Partnership in Learning, 23(5), 441

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

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Diversity

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Faculty Development Division (FDD)

strategies. There are more than 32713 faculty members at diploma-level technicalinstitutions and 409412 faculty members at undergraduate technical institutions (AICTE2021). Out of which, around 20000 faculty members are getting trained in content andpedagogical training through various training programmes offered at the government traininginstitutions. Only 20% of the faculty members are only trained; however, the remaining needto be empowered periodically through various training modes. The need to increase thetraining programme is difficult due to the three main reasons: (a) Institutions are not willing to spare faculty members due to shortage. (b) The Importance of techno-pedagogical training and its implementation is difficult. (c) The

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

department, so I’m keeping those tools and resources in my back pocket right now.” In the second stage of our project, we plan to follow up with Participant A in order tounderstand if they have moved the MACH tools from a “back pocket” to the forefront in theacademic change work they are pursuing now. For Participant B, the challenge they experienced before the MACH workshop focusedon working as a graduate assistant for a course that had inherent problems, primarily withgrading. In their interview, Participant B reflected that while they could see that grading in thecourse was “not good,” their position as a GA meant that they didn’t have adequate authority tomake the changes that they saw as necessary: “I don’t feel as if I’m in a

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lawrence R Chen, McGill University; Amanda Saxe, McGill University

Tagged Divisions

Faculty Development Division (FDD)

future. By reducing barriers, providingresources, and building a community that supports evidence-based practices, Faculty-specificinitiatives with available funding to support such programs can have a positive impact onengaging faculty more deeply in their teaching.References[1] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How LearningWorks: 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.[2] B. Oakley, B. Rogowsky, and T. J. Sejnowski, Uncommon Sense Teaching: PracticalInsights in Brain Science to Help Students Learn. New York: TarcherPerigee, 2021.[3] J. M. Lang, Small Teaching : Everyday Lessons from the Science of Learning. San Franciso:Jossey-Bass, 2016.[4] P. K. Agarwal and P

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

demographics, establishing that diverse perspectives and experiences arehighlighted. Additionally, longitudinal studies are critical to unpack the long-term outcomes ofmentoring programs, specifically, their effect on career advancement and retention forunderrepresented faculty in engineering fields. By investing in structured and intentional facultymentoring programs, academic institutions can enhance their diversity, equity, and inclusiongoals while fostering a culture of belonging and support for all faculty communities.References[1] McGee, E. O., Main, J. B., Miles, M. L., & Cox, M. F. (2021). An intersectional approach toinvestigating persistence among women of color tenure-track engineering faculty. Journal ofWomen and Minorities in Science

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, Florida,USACorrespondenceAtota B. Halkiyo, 10555 W Flagler St, Miami, FL 33174 | Florida International University,U.S.AEmail: ahalkiyo@fiu.edu 1AbstractThe issue of race-based disparities in higher education, particularly in engineering, is a pressingconcern in the United States. Many faculty developers are actively seeking ways to bridge thisgap and foster racial equity, including workshops for culturally responsive pedagogy. Facultydevelopment workshops and seminars are inherently constrained by limited time, limitedconnection to and responsiveness to each faculty’s context, and limited ability to exploreeffective interventions. This paper presents

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

% 8% 5% Disagree 0% 20% 40% 60% 80% 100% Strongly DisagreeFigure 1. Chart showing the sense of belonging among both students and faculty members.In terms of understanding the importance of diversity in engineering (Figure B1, Appendix B),Most engineering students (72%) affirm their understanding of diversity and its importance toengineering. When asked about the role of diversity in engineering, 45% strongly agree thatdiversity can provide benefits to the field, and an additional 22% agree. In contrast, 21% ofstudents strongly disagree, and 12% hold a neutral perspective

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, in turn, lead to negative outcomes, such as impacted cognitivefunctions [11] and eventual burnout [30].The associate professor, Alex – “I hate that hierarchy of mentor-mentee.” Alex identifies as aLatina scholar and Faculty of Color. For mentorship to be effective, she believes, " [b]uilding …trust is key. Then, being strategic about goals and … provid[ing] strategic advice." Alexdescribes strategic as “not just any advice, [like] ‘oh, here's this [random workshop],’ but reallylooking at it as a roadmap. You have a strategic plan of where [does the mentee] see [themself]in the next three, five years.” Alex considers a mentor someone who understands their menteeand avoids espousing generic advice: “As a senior mentor, you need to have some

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College

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Diversity

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Faculty Development Division (FDD)

recognized and utilized within the broader academiccontext while supporting them. b. This work is also situated within the transnationalism framework [11] because wecollected narratives from scholars across different ethnicities who are employed at differentinstitutions within the US. Transnational space generally indicates the impact of intersectionalrelationships in a geopolitical context. The idea of transnationalism challenges the rigid andbinary idea of nationalism that defines the modern nation-state. The definition oftransnationalism, in contradict the idea of nationhood and posits a significant shift in theunderstanding of borderlands and national identities, moving towards more synergistic activitiesthat are host country-specific. Also

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas, Austin

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Diversity

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Faculty Development Division (FDD)

/00221546.2020.1775058.• [4] C. B. Wright and N. L. Vanderford, "What faculty hiring committees want," Nature Biotechnology, vol. 35, no. 9, pp. 885-887, 2017.• [5] M. A. D. Sagaria, "An exploratory model of filtering in administrative searches: Toward counter-hegemonic discourses," The Journal of Higher Education, vol. 73, no. 6, pp. 677-710, 2002, doi: 10.1353/jhe.2002.0055.• [6] N. Bhalla, "Strategies to improve equity in faculty hiring," Molecular biology of the cell, vol. 30, no. 22, pp. 2744-2749, 2019.• [7] A. Jonsson and G. Svingby, "The use of scoring rubrics: Reliability, validity and educational consequences," Educational research review, vol. 2, no. 2, pp. 130-144, 2007, doi: 10.1016/j

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

Tagged Divisions

Faculty Development Division (FDD)

responded to recent increases in research-track hires by recruiting a senior research faculty memberto serve as a mentor. While these adjustments have improved inclusivity, further refinements are neededto ensure the program continues to meet the specific needs of all faculty types.References:Beach, A. L., Sorcinelli, M. D., Austin, A. E., & Rivard, J. K. (2016). Faculty development in the age ofevidence: Current practices, future imperatives. Stylus Publishing.Bloom, J. L., Hutson, B. L., & He, Y. (2013). The Appreciative Advising Revolution. Champaign, IL:Stipes Publishing.Boice, R. (1992). The New Faculty Member: Supporting and Fostering Professional Development. SanFrancisco, CA: Jossey-Bass.Brown, B. (2018). Dare to lead: Brave work

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University

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Faculty Development Division (FDD)

5-9, 1989.[5] L. C. Moll and J. B. Greenberg, "Creating Zones of Possibilities: Combining Social Contexts for Instruction," in Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, L. C. Moll Ed. Cambridge University Press: Cambridge, 1990, pp. 319-348.[6] G. Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy," American Educational Research Journal, vol. 32, no. 3, pp. 465-491, 1995.[7] G. Gay, Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press, 2000.[8] T. J. Yosso, "Whose culture has capital? A critical race theory discussion of community cultural wealth," Race Ethnicity and Education

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1279.Diemer, M. A., McWhirter, E. H., Ozer, E. J., & Rapa, L. J. (2015). Advances in the Conceptualization and Measurement of Critical Consciousness. The Urban Review, 47(5), 809–823. https://doi.org/10.1007/s11256-015-0336-7Eckel, P. D., & Kezar, A. (2003). Key Strategies for Making New Institutional Sense: Ingredients to Higher Education Transformation. Higher Education Policy, 16(1), 39–53. https://doi.org/10.1057/palgrave.hep.8300001Gioia, D. A., Thomas, J. B., Clark, S. M., & Chittipeddi, K. (1994). Symbolism and strategic change in academia: The dynamics of sensemaking and influence. Organization Science

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linjue Wang, University of Michigan

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, no. 3, pp. 101–111, Jul. 2016, doi: 10.1080/87567555.2015.1088818.[7] A. Kezar and D. Maxey, “Faculty matter: So why doesn’t everyone think so,” Thought & Action, vol. 2014, no. 2014, pp. 29–44, 2014.[8] K. Aldrup, B. Carstensen, and U. Klusmann, “Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes,” Educ Psychol Rev, vol. 34, no. 3, pp. 1177–1216, Sep. 2022, doi: 10.1007/s10648-021-09649-y.[9] “Students Demand Endless Flexibility — but Is It What They Need?,” The Chronicle of Higher Education, Feb. 13, 2023. https://www.chronicle.com/article/course-correction (accessed Feb. 28, 2023).[10] J. Walther, M. A. Brewer, N. W. Sochacka

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

Tagged Topics

Diversity

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Faculty Development Division (FDD)

continue using it to enhance student engagement and success.References 1. Litzler, E., & Young, J. (2012). Understanding the risk of attrition for engineering students. Journal of Women and Minorities in Science and Engineering. 2. Geisinger, B. N., & Raman, D. R. (2013). Why they leave: Understanding student attrition from engineering majors. International Journal of Engineering Education. 3. Sánchez, Y. , Nicholson, N. and Hebbard, M. 2019. Familismo teaching, A Pedagogy for Promoting Student Motivation and College Success, SUNY Press. 4. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college. Change: The Magazine of Higher Learning. 5. Laal, M. and Ghodsi, S. M

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Lopez, Universitat Politecnica de Catalunya; Raúl López Sánchez, Universitat Politècnica de Catalunya; Josep Fernandez, Barcelona School of Informatics - Universitat Politecnica de Catalunya-BarcelonaTech

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Faculty Development Division (FDD)

government has made available a collection of projects developed indifferent educational centres, centralized by CESIRE (Centre for Pedagogical Resources forSupport in Innovation and Educational Research). The platform includes a search engine thatallows filtering by educational levels and subjects. Below are three notable examples of educational projects: 1) Project "Exploring Different Biological Processes Using CO2 and O2 Sensors": This project raises initial research questions such as: a) Exploration of photosynthesis and respiration, b) Comparison between the respiration of animals and plants, c) Factors that increase the respiration rate in seeds, and d) Analysis of alcoholic fermentation and biotechnological

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

which provided the opportunityto share freely and candidly about their experiences. Due to the nature of the study, research design,and context, the authors identified the following limitations: (a) small sample size; (b) self-developed survey instrument; (c) convenient sampling procedure.Although students enrolled in this course were provided the same survey, the authors are keenlyaware of factors that impact students learning experiences, particularly individual learning stylesand learning needs. The survey did not require students to list their preferred way of learning anddid not invite them to disclose specific impediments to learning. Future research in this area maybenefit from including such information and will be a topic of high

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

adapted from “Engineering InstructionAction Team (E-IAT): Improving Teaching Methods in Engineering” [1] Flipped Classroom Instrument Lecture-Based Classroom Instrument Section A: Prior to classroom observations Section A: Prior to classroom observations The observer reviews the course material on The observer reviews the course material on the course LMS, meet with the instructor to the course LMS, meet with the instructor to discuss the approach to the course, student discuss the approach to the course, student challenges and issues, and plan for observed challenges and issues, and plan for observed lessons lessons Section B: Flipped Classroom

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

abundance gaps. This sixth session also featured a well-receivedpositive leadership card game, in which class participants presented real-life requests for helpand other players shared cards to recommend particular strategies.Figure 2: Timeline and content for Michigan Engineering Positive Leadership ProgramA sizable chunk of learning occurred outside of the formal sessions, in accordance with thepattern of learning, experimentation, and reflection. From the outset, each participant receivedthe entire purchased curriculum with links to videos, articles, and reflection questions to allowfor self-paced learning and further dissemination. (See Appendix B for reflection questions.)Prior to each session, the faculty developers invited participants to

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Maria-Isabel Carnasciali, Merrimack College

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, NicoleVilleneuve, and Julie Zwiesler-Vollick who assisted in the early development of the ICE; SriCondoor (Saint Louis University), Glenn Gaudette (Boston College), Doug Melton (Kern FamilyFoundation), Joe Tranquillo (Bucknell University), and Cheryl Bodnar (Rowan University) whoworked with the authors to develop ICE into what it is today.References[1] Kern Entrepreneurial Engineering Network, https://engineeringunleashed.com/about.[Accessed Jan. 29, 2023].[2] R. M. Felder and R. Brent, “The National Effective Teaching Institute: Assessment of Impactand Implications for Faculty Development,” J. Eng. Educ., vol. 99, no. 2, pp. 121–134, 2010,doi: 10.1002/j.2168-9830.2010.tb01049.x.[3] A. F. Mckenna, A. M. Johnson, B. Yoder, R. C. Chavela Guerra, and R

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., U.S. Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

the NFO program participation and taking thesurvey. The limited sample size of 18 total participants over three years and lack of a controlgroup for comparison make it difficult to draw meaningful conclusions or to generalize theresults to a larger population. Future work will attempt to address each of these shortcomings.Refences[1] College Factual, “USAFA Demographics & Diversity Report,” College Factual.[2] Joseph Lowman, Mastering the Techniques of Teaching. San Francisco, CA: Jossey-Bass, Inc., 1984.[3] E. Seymour and N. M. Hewitt, Seymour & Hewitt - Talking About Leaving, Why Undergraduates Leave The Sciences. Boulder, Co: Westview Press, 1997. doi: 10.2307/2655673.[4] W. Buskist, J. Sikorski, T. Buckley, and B. K