Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Dustin B. Thoman, San Diego State University

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Diversity

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Faculty Development Division (FDD)

social and personality psychology from the University of Wisconsin–Madison in 2007. Prior to his career in psychology, he spent six years as a teacher, coach, and social worker. Chris is a second generation educator whose grandparents were tenant farmers in Iowa and Nebraska. He tries to emulate their hard work and persistence in the pursuit of social justice. One of his favorite childhood memories is eating his paternal grandmother’s homemade fruit pies with plenty of ice cream.Dr. Dustin B. Thoman, San Diego State University Dr. Dustin Thoman is a Professor in the Department of Psychology and the Center for Research in Mathematics and Science Education at San Diego State University. He also serves as California

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

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Faculty Development Division (FDD)

. Siddiqui, C. Allendoerfer, R. Adams, and B. Williams, “Integration of Scholarship: Interconnections among Three Studies on Becoming an Engineering Education Researcher*,” Int. J. Eng. Educ., vol. 32, pp. 2352–2377, Dec. 2020.[6] S. Cutler and A. Coso Strong, “The Overlooked Impact of Faculty on Engineering Education,” in International Handbook of Engineering Education Research, Routledge, 2023.[7] L. Earle Reybold and J. J. Alamia, “Academic Transitions in Education: A Developmental Perspective of Women Faculty Experiences,” J. Career Dev., vol. 35, no. 2, pp. 107–128, Dec. 2008, doi: 10.1177/0894845308325644.[8] D. Oyserman, “Identity-Based Motivation,” in Emerging Trends in the Social and Behavioral Sciences, John Wiley &

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University

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Diversity

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Faculty Development Division (FDD)

resources to faculty that would allowgrading to provide meaningful and helpful feedback to students during the grading process, and(b) provide practical guidance to faculty on how to make the grading process more efficient,streamlined, and time-on-task effective. The current paper describes the creation andimplementation of this workshop. It includes a survey of the literature on grading practices andincludes the perceptions and feedback of the participants. It also provides the practical content ofthe workshop, allowing readers to use this material and these methods to create impactfulexperiences on their own campuses. Participants of this workshop rated the effectiveness highlyand indicated that the material presented had the opportunity to

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Faculty Development Division (FDD)

. https://doi.org/10.17226/25568.[7] Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011).Who is a mentor? A review of evolving definitions and implications for research.Journal of Management, 37(1), 280-304.[8] Ragins, B. R., & Kram, K. E. (Eds.). (2007). The handbook of mentoring atwork: Theory, research, and practice. Sage.[9] van Emmerik, I. J. H. (2004). The more you can get the better: Mentoringconstellations and intrinsic career success. Career Development International,9(6/7), 578.[10] Schrodt, P., Cawyer, C. S., & Sanders, R. (2003). An examination ofacademic mentoring behaviors and new faculty members’ satisfaction withsocialization and tenure and promotion processes. Communication Education,52(1), 17-29

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University

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Faculty Development Division (FDD)

. 2, pp. 75–86, 2014.[7] M. Scarbecz, C. K. Russell, R. G. Shreve, M. M. Robinson, and C. R. Scheid, ‘Faculty development to improve teaching at a health sciences center: a needs assessment’, Journal of Dental Education, vol. 75, no. 2, pp. 145–159, 2011.[8] N. S. Ali, K. Hodson-Carlton, M. Ryan, J. Flowers, M. A. Rose, and V. Wayda, ‘Online education: Needs assessment for faculty development’, The Journal of Continuing Education in Nursing, vol. 36, no. 1. Slack Incorporated Thorofare, NJ, pp. 32–38, 2005.[9] E. S. Oztay, S. Aydin Gunbatar, and B. Ekiz Kiran, ‘Assessing Chemistry Teachers’ Needs and Expectations from Integrated STEM Education Professional Developments’, Journal of Pedagogical

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College

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Faculty Development Division (FDD)

predominantly White colleges and universities,” Innovative Higher Education, vol. 19, no. 4, pp. 255-268, Summer 1995.[13] 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 2011.[14] P. Scott-Johnson and P. Leggett-Robinson. “A journey worth traveling: Mentoring and role models matter,” in Overcoming Barriers for Women of Color in STEM Fields: Emerging Research and Opportunities, P. Leggett-Robinson and B. Villa, Eds. New York: IGI Global, 2020, pp. 116-140.[15] T. C. Dennehy and N. Dasgupta. “Female peer mentors early in college increase

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Faculty Development Division (FDD)

education became a scientific inquiry in theU.S. between 1890 to 1910 with the goal to innovate curricular design as well as pedagogicalpractices. Engineering education as a discipline and research field aims to assist students by a)providing evidence-based practices to instructors on engineering practices [2], b) ways toenhance students’ learning experiences [3]; [4], c) incorporating effective teachingmethodologies for students [5]; [6], d) integrating technology in the classroom [7]; [8]; [9], e)refining assessment methods [10], and f) enhancing curricula to meet the needs of students andimplementing strategies to better equip the next generation of engineers [7]; [11]; [12].Understanding engineering education from a historical perspective, it

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

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Faculty Development Division (FDD)

engineering student outcomes," Advances in Engineering Education, vol. 5, no. 1, pp. 1–28, 2016.[3] B. M. Schwartz and A. Haynie, "Faculty development centers and the role of SoTL," New Directions for Teaching and Learning, vol. 136, pp. 101-111, 2013.[4] P. C. Wankat, R. M. Felder, K. A. Smith, and F. S. Oreovicz, "The scholarship of teaching and learning in engineering. Disciplinary styles in the scholarship of teaching and learning," pp. 217-237, 2023.[5] D. Boden and M. Borrego, "Academic Departments and Related Organizational Barriers to Interdisciplinary Research," Higher Education in Review, vol. 8, 2011.[6] R. Felder and R. Brent, "An analysis of fifteen years of the national effective teaching

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator

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Faculty Development Division (FDD)

BIM capabilities," Renewable and Sustainable Energy Reviews, vol. 67, pp. 811-825, 2017.[3] A. Schlueter and F. Thesseling, "Building information model based energy/exergy performance assessment in early design stages," Automation in construction, vol. 18, no. 2, pp. 153-163, 2009.[4] D. Jones, C. Snider, A. Nassehi, J. Yon, and B. Hicks, "Characterising the Digital Twin: A systematic literature review," CIRP journal of manufacturing science and technology, vol. 29, pp. 36-52, 2020.[5] Y. Peng, A. Rysanek, Z. Nagy, and A. Schlüter, "Using machine learning techniques for occupancy-prediction-based cooling control in office buildings," Applied energy, vol. 211, pp. 1343-1358, 2018.[6] R

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mireia Perera-Gonzalez, Northeastern University; Shiaoming Shi, Northeastern University

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Diversity

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Faculty Development Division (FDD)

] “Introductory Quiz | Academic Integrity | SUNY Empire State College.”https://www.esc.edu/academic-integrity/introductory-quiz/ (accessed Jan. 28, 2023).[14] “Quiz: Academic Integrity | Academic Integrity.”https://academicintegrity.uoguelph.ca/academic-integrity/quiz-academic-integrity (accessed Jan.28, 2023).[15] “University Library Website | University Library.” https://ulib.iupui.edu/ (accessed Jan.28, 2023).[16] B. Ives and A.-M. Cazan, “Did the COVID-19 pandemic lead to an increase in academicmisconduct in higher education?,” High. Educ., pp. 1–19, Jan. 2023, doi: 10.1007/s10734-023-00996-z.[17] K. W. Fu and K. S. Tremayne, “Self-efficacy and Self-control Mediate the RelationshipBetween Negative Emotions and Attitudes Toward Plagiarism,” J. Acad

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Faculty Development Division (FDD)

Paper ID #46461BOARD #162: Lessons Learned: Designing Powerful Questions to FosterEmpathetic Mentorship for Engineering Faculty through a Faculty ProfessionalDevelopment WorkshopMr. Gadhaun Aslam, University of Florida Gadhaun Aslam is a PhD Candidate & Graduate Assistant in the TWISTER Lab within the Department of Engineering Education at University of Florida (UF). His research interests include extracting data from institutional websites to understand the trajectory of engineering education, exploring student learning experiences using multi-modal tools (e.g., eye tracking and physiological electrodermal sensors

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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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 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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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 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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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) 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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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: 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) 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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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

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

Tagged Divisions

Faculty Development Division (FDD)

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