Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

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Faculty Development Division (FDD)

that better map to the fourdimensions and allow instructors to view their effectiveness in each dimensionlongitudinally with time. These new items were validated and tested using a team offaculty including those with expertise in psychometrics. The form also implemented bestpractices through (a) question design focusing on student learning opportunities andexperiences and (b) statistical analyses addressing potential negative biases that mayemerge in the data. The new instrument was tested for reliability and validity throughsound survey design methodology and pilot testing the year prior to universityimplementation. 1Structured peer review was lacking in existing teaching evaluations. The TFELT

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

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Diversity

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Faculty Development Division (FDD)

)engaging with faculty requires consideration of faculty motivation: Insights from a faculty motivation survey. The Journal of Faculty Development, 36(3), 77-81.[32] Stokowski, S., Li, B., Goss, B. D., Hutchens, S., & Turk, M. (2017). Work motivation and job satisfaction of sport management faculty members. Sport Management Education Journal, 12(2), 80-89. https://doi.org/10.1123/smej.2017-0011Appendix A Survey Questions Assigned to Herzberg’s 2 Factor Motivation Theory Hygiene Motivation• The overall level of campus support positively • I am provided adequate resources for personal impacts my motivation as a

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

]. Available:https://open.umn.edu/opentextbooks/textbooks/79. Accessed: February 8, 2024.[2] B. Holtom, Y. Baruch, H. Aguinis, and G. Ballinger, “Survey response rates: Trends and avalidity assessment framework,” Human Relations, vol. 75, no. 8, pp.1560-1584, 2022, doi:10.1177/00187267211070769.[3] V. Menon, and A. Muraleedharan, “Internet-based surveys: relevance, methodologicalconsiderations and troubleshooting strategies,” General Psychiatry, vol. 33, no. 5, 2020, doi:10.1136/gpsych-2020-100264.[4] R. Sammut, O. Griscti, and I.J. Norman, “Strategies to improve response rates to websurveys: a literature review,” International Journal of Nursing Studies, vol. 123, no. 104058,2021, doi: 10.1016/j.ijnurstu.2021.104058.[5] A. Johri and B.M. Olds, “Situated

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Retention and Time-to-Graduation Benchmarks for Undergraduate Engineering Schools, Departments and Programs. Washington, DC: Brian L. Yoder," 2016.[2] National Science Foundation, "National Survey of College Graduates (NSCG)," 2021.[3] K. Muenks et al., "Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class," Journal of Experimental Psychology: General, vol. 149, no. 11, p. 2119, 2020.[4] B. A. Al-Sheeb, A. Hamouda, and G. M. Abdella, "Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors," Journal

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

, internal, or external)? b. How do these influences act as supports or barriers to faculty decision- making about engaging in interdisciplinary graduate education?Research Context: Disaster Resilience and Risk Management (DRRM) ProgramThis study explores faculty experiences in an interdisciplinary graduate program funded throughthe National Science Foundation Research Traineeship (NRT) program at a large land-grantuniversity in the United States. Importantly, the NRT program grew out of an existingcollaboration that created a university-funded interdisciplinary graduate program and willcontinue after the NRT concludes with the support of both the university’s graduate school and alarge

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University

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Diversity

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Faculty Development Division (FDD)

University of Virginia in Biomedical Engineering. She is committed to developing more inclusive teaching and research practices.Ms. Abigail T Stephan, Clemson University Dr. Abigail (Abby) Stephan is a Research Assistant Professor in the Department of Psychology and an affiliated faculty member at the Institute for Engaged Aging at Clemson University in South Carolina. Her research explores a) the influence of intergenerational relationships in family, community, and educational contexts on learning, development, and well-being across the lifespan and b) examines social and psychological factors that promote healthy aging. In addition to taking an ecological, systems-oriented perspective, her work often employs a mixed

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blessing Isoyiza ADEIKA, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Kingsley Matthew, Morgan State University; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Olorunfunmi Samuel Shobowale, Morgan State University

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Diversity

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Faculty Development Division (FDD)

.11, no. 1, p. 14, Feb. 2024, doi: 10.1186/s40594-024-00474-7.[2] L. Farrell and L. McHugh, “Exploring the relationship between implicit and explicit gender-STEM bias and behavior among STEM students using the Implicit Relational AssessmentProcedure,” J. Context. Behav. Sci., vol. 15, pp. 142–152, 2020, doi: 10.1016/j.jcbs.2019.12.008[3] A. J. Samuels, “Exploring culturally responsive pedagogy: Teachers’ perspectives on fosteringequitable and inclusive classrooms,” in Proc. SRATE Journal Winter 2018 Conf., vol. 27, no. 1,pp. 22–30, 2018[4] B. Dewsbury, and C. J. Brame, "Inclusive Teaching," CBE—Life Sciences Education, vol. 18,no. 2, article fe2, June 2019, doi: 10.1187/cbe.19-01-0021.[5] S. L. O’Leary, M. L. Shapiro, and P. T. Toma

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

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Diversity

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Faculty Development Division (FDD)

process.Two layers of member-checking were conducted amongst the last two authors as well asadditional Latiné/x faculty in engineering who were adjacent to this work and acknowledged atthe end of the paper. From the analysis, four themes were identified: (a) Counter-storytelling, (b)Structural Determinism (c) Language Origins, and (d) Community Cultural- Navigational,Aspirational, Social, and Familial Capital. Two emerging themes identified were Arrebatos andNepantla; and Hidden Curriculum. From the findings, a collective narrative was generated byweaving the stories and experiences of the authors. From the narrative, we conclude withrecommendations for future faculty development programs as they consider faculties’ non-Monolithic backgrounds

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

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Diversity

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Faculty Development Division (FDD)

Engineering Departments (RED) grant. A set of inclusive teaching standards (I-standards) was developed collaboratively within the department, incorporating principles fromthe UDL framework, best practices for inclusive teaching from the literature, and the strengthbased approach on neurodiversity [8]. Peer observers use the I-standards to evaluate the syllabus,course materials and teaching performance and provide a set of recommendations to theinstructors with the goal of enhancing accessibility, flexibility, and engagement of students withdiverse learning preferences. The observation process includes the following aspects: a)students’ interaction; b) use of media/whiteboard; c) student-faculty engagement, d) achievementof learning objectives. The

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

for Engineering Education Annual Conference, 2021.[5] C. Bishop-Clark and B. Dietz-Uhler, Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Stylus Publishing, LLC, 2012.[6] L. Bosman, N. Duval-Couetil, and K. Jarr, "Mentoring Engineering Educators with an Entrepreneurial Mindset–Focused SOTL Professional Development Experience," in 2022 ASEE Annual Conference & Exposition, 2022.[7] L. Bosman and K. Shirey, "Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers," in 2022 ASEE Annual Conference & Exposition, 2022.[8] Bosman and Fernhaber, Teaching the Entrepreneurial

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Baka, Youngstown State University; Cory Brozina, Youngstown State University

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Faculty Development Division (FDD)

Midwest. Two research questions will be examined: a. What are the factors that enable faculty mentors of undergraduate engineering students to feel effective in their role? b. How can engineering faculty be supported to enhance their mentoring interactions?The primary focus of this study will be to fill a critical gap in the understanding of facultymentoring of undergraduate students by investigating the factors that enable faculty mentors tofeel effective and proposing strategies for their support.IntroductionTo fully understand the feelings and needs of faculty mentors, it is first critical to understand theroles they play in their students’ lives. Faculty mentors are professors who voluntarily meet withand mentor students, usually

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #48184Systematic Review of Faculty Adoption and Implementation of Artificial Intelligencein Engineering EducationDeborah Moyaki, University of Georgia Deborah Moyaki is a doctoral candidate in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on enhancing the educational experience of engineering faculty and students by utilizing emerging technologies, including virtual reality

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

Tagged Topics

Diversity

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Faculty Development Division (FDD)

based on assigned workload, per policy).References[1] L. Ponjuan, V. M. Conley, and C. Trower, “Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues,” The Journal of Higher Education, vol. 82, no. 3, pp. 319-346, May/June 2011.[2] R. E. Zambrana, R. Ray, M. M. Espino, C. Castro, B. D. Cohen, and J. Eliason, “‘Don’t Leave Us Behind’: The Importance of Mentoring for Underrepresented Minority Faculty,” American Educational Research Journal, vol. 52, no. 1, pp. 40–72, Feb. 2015.[3] D.F. Zellers, V. M. Howard, and M. A. Barcic, “Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel,” Review of Educational Research, vol. 78, no. 3, pp. 552

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

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Diversity

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Faculty Development Division (FDD)

Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

service and outreach. Taylor & Francis, 2023.[12] D. J. Malik and N. D. Lees, “Making faculty evaluation count,” Department Chair, vol. 11, no. 12, pp. 6–8, 2000.[13] J. W. Creswell, “Research Design: Qualitative, Quantitative, and Mixed Methods Approaches,” Research design Qualitative quantitative and mixed methods approaches, vol. 16, p. 189, 2014, doi: http://dx.doi.org/10.1016/j.math.2010.09.003.[14] K. M. MacQueen, E. McLellan-Lemal, K. Kay, and B. Milstein, “Codebook Development for Team-Based Qualitative Analysis,” CAM Journal, vol. 10, no. 2, pp. 31–36, 1998, doi: https://doi.org/10.1177/1525822X980100020301.[15] M. B. Miles, M. A. Huberman, and J. Saldaña, Qualitative Data Analysis. A Methods Sourcebook. 2014

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

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Diversity

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Faculty Development Division (FDD)

approach. In the discussion, webuild recommendations for collaborative professional development of faculty and discuss nextsteps.We draw on the literature of professional learning and instructor development, which purportsthe following tenets of effective practice: a) professional development should continue over timeto create change [3], b) professional development should build on the lived experiences offaculty learners [4], and c) professional development should be reflective in nature [5] . Ourcurriculum design features a spiral introduction of materials [6] described in the literature asreviewing concepts over time with greater depth at each iteration [7]. Our effort of embeddingsocial responsibility in the computing curriculum draws on other

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities

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Diversity

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Faculty Development Division (FDD)

and campuses, and evenwithin many individual campuses, that made carrying out some of the major goals of the grantsuch as development of a system-wide faculty dashboard and administration of the grant itselfquite challenging.Additional important factors that contributed to the challenges are: a) considering the CSUsystem is predominantly a teaching institution, faculty Co-PIs tend to have much higher teachingloads. The grant budget underestimated the time required by the faculty. b) The powerdifferential between the faculty Co-PIs and administrators could hinder the progress. This is especially true when there are several tenure-track or tenured faculty without any administrative experience serving as Co-PIs. The faculty can certainly

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

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Faculty Development Division (FDD)

, O. A. Adedokun and G. C. Weaver, “Teachers’ perceptions of rural STEM teaching: Implications for rural teacher retention”, The Rural Educator, vol.33, no.3, 2012.[35] Y. Hu, Q. Zhang and B. Wu, “Analyzing teaching characteristics and interaction patterns of STEM classroom from the perspective of multi-dimensional evaluation”, Chinese Journal of Distance Education, vol.42, no.9, pp.44-52, 2022.[36] K. Mitchem, D. Wells and J. Wells, “Using evaluation to ensure quality professional development in rural schools”, Journal of research in rural education, vol.18, no.2, pp.96-103, 2003.[37] C. Zhao, W. Zhao and Z. Jiang, “The Design of 5E Inquiry Teaching Model for STEM Education”, Modern Educational Technology, vol.29

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

/national-benchmark-reports/workforce2019/(accessed October 24, 2022).[7] M. A. Beasley, and M. J. Fischer, “Why they leave: The impact of stereotype threat on theattrition of women and minorities from science, math and engineering majors,” SocialPsychology of Education, vol. 15, no.4, pp. 427-448, 2012.[8] G. Lichtenstein, H. L. Chen, K. A., Smith, and T. A. Maldonado, “Retention and persistenceof women and minorities along the engineering pathway in the United States,” in CambridgeHandbook of Engineering Education Research, Cambridge: Cambridge University Press, 2014.[9] E. Seymour, and N.M. Hewitt, Talking About Leaving: Why Undergraduates Leave theSciences, 1st ed. Boulder, CO, USA: Westview Press, 1997.[10] E. Seymour, and A. B. Hunter

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #45627BOARD #163: Reshaping Academic Evaluations Based on Merit and WorthDr. George E Nasr, Lebanese American University Dr. George E. Nasr has been Provost at the Lebanese American University (LAU) since 2018, following his tenure as Dean of the LAU School of Engineering. He holds a Ph.D. in Electrical Engineering from the University of Kentucky and has published extensively on energy modeling and engineering education. He is an active member of IEEE and ASEE and serves on various international educational committees.Dr. Haidar Harmanani, Lebanese American University Haidar Harmanani is a Professor of Computer

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette

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Faculty Development Division (FDD)

Paper ID #48374BOARD #166: Student Pedagogy Advocates: Enhancing Teaching and LearningThrough Student-Faculty Partnerships (WIP)Ms. Barbara Fagundes, I hold a Ph.D. in Engineering Education and an M.S. in Computer Science, focusing on integrating computational thinking into pre-college education. My experience includes developing and implementing engineering and computer science curricula and actively participating in professional development for teachers to establish inclusive and innovative learning environments. At Purdue University’s Center for Instructional Excellence (CIE), I work as a postdoctoral researcher

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University

Tagged Divisions

Faculty Development Division (FDD)

Engineering Education, 2023 Faculty Development by DesignAbstractBased on fourteen years of work by the McCormick Teaching Excellence Institute in CornellEngineering (MTEI), this evidence-based practice paper presents a framework for planningprograming focused on engaging all our engineering faculty with their own next step towardsteaching excellence.As an R1 school, most of our tenure track engineering faculty are focused on research, but theyare also aware of the growing push towards more student-engaged teaching methods than purelecturing. However, perceived barriers (especially time) frequently limit actual, personal change.We have developed a teaching pyramid that categorizes teaching levels by competence

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #39102Faculty Workshop on Teaching SustainabilityProf. Elisabeth Smela, University of Maryland College Park Received a BS in physics from MIT and a PhD in electrical engineering from the University of Penn- sylvania. Worked at Link¨oping University in Sweden and then Risø National Laboratory in Denmark as a research scientist before joining Santa Fe Science and Technology as the Vice President for Research and Development. Joined the Department of Mechanical Engineering at the University of Maryland in 2000. Served as the Associate Dean for Faculty Affairs, Diversity Officer, and Equity Administrator for the

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marie E. Evans, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver

Tagged Topics

Diversity

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Faculty Development Division (FDD)

Paper ID #47228Lessons Learned: Motivational Factors for Engineering Faculty Seeking ProfessionalDevelopment for Inclusive TeachingMarie E. Evans, University of Colorado Denver Marie Evans is a professional that works within diversity and inclusion initiatives and assists in conducting qualitative research focused on working towards a more equitable society.Prof. Tom Altman Dr. Altman received his Ph.D. in Computer Science from the University of Pittsburgh. He specializes in optimization algorithms, formal language theory, and complex systems. He has published a book and over 90 journal/refereed papers. He received

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vicki V. May, P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College; Eugene Korsunskiy

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Faculty Development Division (FDD)

, Dartmouth College Petra Bonfert-Taylor is the Associate Dean for Diversity and Inclusion and a Professor and Instructional Designer at the Thayer School of Engineering at Dartmouth College. She received her Ph.D. in Math- ematics (summa cum laude) from Technical University of Berlin (Germany) in 1996 and subsequently spent three years as a postdoctoral fellow at the University of Michigan before accepting a tenure-track position in the Mathematics Department at Wesleyan University. She left Wesleyan as a tenured full pro- fessor in 2015 for her current position at Dartmouth College. Petra has published extensively and lectured widely to national and international audiences. Her work has been recognized by the National

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #39857Commonality of Failure Modes in New Engineering Program DevelopmentProf. David Robert Bruce, University of Ottawa, Canada Dr. Bruce has a passion for technology development with a focus on empowering society through altering perception and perspective by including new ways of looking at engineering.Dr. James Borrelli, Stevenson UniversityGennifer Smith, University of San FranciscoDr. Michael G. Lerner, Earlham College Michael Lerner is a computational biophysicist and convener of the Department of Physics, Engineer- ing and Astronomy at Earlham College. He teaches introductory, intermediate and advanced courses

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M Wadzuk, Villanova University; Victoria Minerva, Villanova University

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Faculty Development Division (FDD)

Paper ID #47723Faculty Development to Facilitate Institutionalization of the Engineers forOne Planet FrameworkDr. Bridget M Wadzuk, Villanova UniversityVictoria Minerva, Villanova University ©American Society for Engineering Education, 2025 Work In Progress: Faculty Development to Facilitate Institutionalization of the Engineers for One Planet FrameworkIntroductionAs we continue to train engineering students to become professional engineers, sustainabilitymust be viewed as a foundational principle and priority in engineering education and design. TheLemelson Foundation (TLF) developed the Engineering for One Planet (EOP

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #39402Faculty Perceptions of Diversity Statements in STEM Faculty JobApplicationsDr. Torrie Cropps, University of Texas, Dallas Dr. Torrie Cropps is a Postdoctoral Research Associate in the Office of Diversity, Equity, & Inclusion at University of Texas at Dallas. Her research there focuses broadly on strategies to promote equity for marginalized populations in engineering. Torrie earned her PhD in Agricultural Education from Pur- due University and served as the Educational Outreach Coordinator for the Mentoring@Purdue program. Mentoring@Purdue (M@P) an initiative aimed at increasing the numbers of

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

Paper ID #37038Case Study: Encouraging Faculty Adoption of New Grading SoftwareDr. Ben Mertz, Rose-Hulman Institute of Technology Dr. Ben Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He spent 7 years as a part of a lecturer team at Arizona State University before joining the Mechanical Engineering Department at Rose-Hulman as an Assistant Professor in 2018. His research interests in Engineering Education include teaching teamwork skills and implementing non-traditional content delivery