Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret Ruth Hammond, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

advising capacity for over 12 years, Margaret is the current Director of Advising Innovation and Assessment in Penn State’s College of Engineering where she works to provide support and guidance on academic advising best practices for professional and faculty academic advisers, oversees assessment efforts, and the development and implementation of advising innovation.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University

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Faculty Development Division (FDD)

. Traditional Methods: A Six-thousand Student Surveyof Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics, vol.66, no. 1, 1998.[13] P. Terrenzini, A. Cabrera, C. Colbeck, J. Parente, and S. Bjorklund, “Collaborative Learningvs. Lecture/discussion: Students’ Reported Learning Gains,” Journal of Engineering Education,vol. 90, no. 2, pp. 123-130, 2001.[14] D. Boud, “PBL in perspective,” Problem-based Learning in Education for the Professions,D. Boud, Ed. Higher Education Research and Development Society of Australasia, 1985, p. 13.[15] B. Duch, S. Groh, and D. Allen, The Power of Problem-based Learning: A Practical "Howto" for Teaching Undergraduate Courses in any Discipline. Sterling, VA: Stylus, 2001.[16] N. Bradbury

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

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Faculty Development Division (FDD)

of Kerala, and Chief Technology Officer for Elegance Technologies, Inc.Dr. Patricia B. Campbell, Campbell-Kibler Associates Patricia B. Campbell, PhD, President of Campbell-Kibler Associates, Inc, has been involved in research and evaluation on science, technology, engineering and mathematics education and issues of race/ethnicity, gender and disability for over 30 years. He ©American Society for Engineering Education, 2023 The CS POGIL Activity Writing ProgramAbstractThis evidence-based practice paper describes the CS POGIL Activity Writing Program (AWP),a faculty development program to help computing faculty create classroom activities for ProcessOriented Guided Inquiry

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate Youmans, Colorado School of Mines

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Faculty Development Division (FDD)

, C. R. (1958). The Characteristics of a Helping Relationship. The Personnel and Guidance Journal, 37(1), 6–16. https://doi.org/10.1002/j.2164-4918.1958.tb01147.x[5] Christe, B. (2013). The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review. Journal of STEM Education, 14(1), 22–26.[6] Baston, D. (2011). These Things Called Empathy: Eight Related but Distinct Phenomenon. In J. Decety & W. Ickes (Eds.). The Social Neuroscience of Empathy (pp. 3–15). Cambridge, MA: A Bradford Book[7] Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2). 95-103. https://doi.org/10.1037/h0045357[8] Cech, E. A

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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Diversity

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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 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arun R. Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M. Cynthia Hipwell, Texas A&M University; Mindy Bergman, Texas A&M University; David Christopher Seets; Emma Edoga, Texas A&M University; Luis Angel Rodriguez; Guillermo Aguilar, Texas A&M University

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Faculty Development Division (FDD)

change are (a) a faculty development series focused oninnovation and data-driven change, and (b) the creation of faculty driven communities of practiceor "soft wired" teams that support each other and sustain incremental change across semesters asfaculty cycle in and out of courses. Ultimately, the goal of this project is to enhance adepartmental culture in Mechanical Engineering where faculty regularly discuss currentcurricular effectiveness and are empowered to develop pedagogical innovations that enable allstudents and faculty to thrive.For the first objective, our aim is to help faculty reduce effort and risk in implementingpedagogical changes. Faculty already have investigative and experimentation-driven processes inplace for research and a

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher A. F. Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

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Faculty Development Division (FDD)

://aspenphys.org/index.html (accessed Jan. 17, 2023).[13] American Physical Society, “APS - Meetings & Events,” 2023. http://www.aps.org/meetings/index.cfm (accessed Jan. 17, 2023).[14] S. Franklin, E. C. Sayre, and M. B. Kustusch, “PEER: Professional Development Experiences for Education Researchers,” in ASEE Proceedings, 2018, p. 14. [Online]. Available: https://peer.asee.org/peer-professional-development-experiences-for-education-research ers[15] E. Wenger, Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1999.[16] A. D. Robertson, R. Scherr, and D. Hammer, Eds., Responsive Teaching in Science and Mathematics. New York: Routledge, 2015. doi: 10.4324/9781315689302.[17] S. El-Adawy, S

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

M Cynthia Hipwell, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; Arun R Srinivasa, Texas A&M University; Guillermo Aguilar, Texas A&M University; Karan Watson P.E., Texas A&M University; Mindy Bergman; Rujun Gao, Texas A&M University; David Christopher Seets, Texas A&M University

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Faculty Development Division (FDD)

the cohort 1 (a) and cohort 2 (b) sessions of the department facultyteaching retreat. Table 2 summarizes the number of individuals in each session and the Freemandegree centrality associated with each session’s Fig. 4 interaction network. The cohort 1 and cohort2 sessions were both found to be decentralized, validating the unstructured rotation phase’s goalof the Antigua Forum format. The low centrality score (close to zero) indicates that almost everyparticipant interacted with a larger number of other participants. Comparing the centrality scoresof the Cohort 1 and Cohort 2 sessions, it is evident the Cohort 2 session had more uniqueconversation interactions occurring. This trend is also somewhat visible in Fig. 4, with moreparticipants in

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

reportedthe emotions they experienced were typical during the semester went from 34% to 76%. In Fall2020, participants reported their emotions as being typical around 50% of the time with a low of41% in Week 4 and a high of 53% in Week 14. Lastly, a majority of participants reported typicalemotions throughout Spring 2021 with the percentage increasing from 60% at the start of thesemester to 78% by the end of the semester. There was, however, a drop to 51% in Week 6.The percentages of participants that selected at least one positive emotion in each positiveemotion category are displayed in Figure 2. In this figure, half of the emotion categories aredisplayed on the top (Figure 2(a)) and the other half are displayed on the bottom (Figure 2(b

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Kayla Osen

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff Knowles, Oregon State University; Amy L. Brooks, Oregon State University; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University; Mustafa Aljabery, Oregon State University

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 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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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sally J. Pardue, Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University; Taylor Chesson, Tennessee Technological University; Lenly J. Weathers, Tennessee Technological University; J.W. Bruce, Tennessee Technological University; Joseph C. Slater P.E., Tennessee Technological University

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

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Faculty Development Division (FDD)

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

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

Tagged Topics

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) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

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Faculty Development Division (FDD)

. G. Oblinger, ‘Approaches that work: How authentic learning is transforming higher education’, EDUCAUSE Learning Initiative (ELI) Paper, vol. 5, no. 2007, 2007.[9] E. Wenger, ‘Communities of practice’, Communities, vol. 22, no. 5, pp. 57–80, 2009.[10] M. A. Siegel et al., ‘Faculty Learning Communities as a Route to Inclusive Excellence in STEM’, Handbook of STEM Faculty Development, p. 259, 2022[11] B. Hutson and H. Downs, ‘The college STAR faculty learning community: Promoting learning for all students through faculty collaboration’, The Journal of Faculty Development, vol. 29, no. 1, pp. 25–32, 2015.[12]  D. Cox, ‘Fostering the scholarship of teaching and learning through faculty learning communities

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Lani Draper, Texas A&M University; Sunay Palsole, Texas A&M University; Sandra R. Childers, Texas A&M University

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Faculty Development Division (FDD)

Paper ID #40082Board 115: LESSONS LEARNED: A 360 Degree Review of Faculty Develop-mentResourcesDr. Randy McDonald, Texas A&M University Dr. Randy McDonald is the Director of Learning Design and Distance Education for the College of En- gineering at Texas A&M University where he leads a design team in the development of online programs for academic and workforce education. Prior to coming to Texas A&M, Randy worked at Stephen F. Austin State University for twenty-five years in a variety of roles including tenured faculty member in the College of Education, director of instructional technology and distance

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

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

Conference Session

Faculty Development Division (FDD) Technical Session 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

Tagged Topics

Diversity

Tagged Divisions

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