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The Voices of Our Students: Developing a Student Opinion Survey and Process to Support a Healthy STEM Educational Ecosystem

Conference Session: Faculty Development: Student Engagement
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

aerospace engineering from the University of Michigan - Ann Arbor in April 2021; her thesis included both technical and educational research. She also holds an M.S.E. in aerospace engineering from the University of Michigan - Ann Arbor and a B.S.E. in civil engineering from Case Western Reserve University, both in the areas of structural engineering and solid mechanics.Kenya Z. Mejia, San Francisco State University Dr. Kenya Z. Mejia is an Assistant Professor of Mechanical Engineering at San Francisco State University. Her work focuses on diversity and inclusion in engineering education, particularly in engineering design education.Prof. Silvia Heubach, California State University, Los AngelesDr. Gustavo B Menezes

Relevance Score: 0.53455335

Work in progress: Scaffolding faculty success and retention through a learner’s approach to faculty development

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

identity and its impact on retention, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.Dr. Karan Watson P.E., Texas A&M University Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of Electrical and Computer Engineering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the InstituteDr. Arul Jayaraman, Texas A&M University Dr. Arul Jayaraman is the Ray B. Nesbitt Endowed Chair in the Artie McFerrin Department of Chemical Engineering at Texas A&M University. He also serves as the Executive Associate Dean in the College of Engineering

Relevance Score: 0.381704

Creation and Delivery of a Faculty Workshop on Grading - Practical Implications

Conference Session: Faculty Development: Grading and Artificial Intelligence
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Michael J McGinnis, LeTourneau University
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.3560335

Evaluating Teaching Culture Change within a Mechanical Engineering Department

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

,“Changing the teaching culture in introductory STEM courses at a large research university,”Journal of College Science Teaching, vol. 47, no. 6, 2018, doi:https://doi.org/10.2505/4/jcst18_047_06_32.[5] E. H. Schein, Organizational Culture and Leadership, 5th ed. Hoboken, New Jersey:Wiley, 2017.[6] B. Schneider, V. González-Romá, C. Ostroff, and M. A. West, “Organizational climateand culture: Reflections on the history of the constructs in the Journal of Applied Psychology.,”Journal of Applied Psychology, vol. 102, no. 3, pp. 468–482, 2017, doi:https://doi.org/10.1037/apl0000090.[7] S. H. Schwartz, “Universals in the content and structure of values: Theoretical advancesand empirical tests in 20 countries.,” in Advances in Experimental

Relevance Score: 0.35386345

Faculty Coaching: A Resource for Black Women Navigating Tenure and Promotion

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.35240045

A Comparison of TA Training Programs Across Multiple Institutions

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison
Tagged Divisions: Faculty Development Division (FDD)

College of Engineering. 3The authors conducted 60-minute interviews with trainers from each institution using asemi-structured interview with a common set of questions (see Appendix A). The purpose wasto compare approaches and seek effective practices, needs, and challenges. Interviewees werealso provided with an informational sheet explaining how the interview would be conducted,what the expectations were, and how their responses would be shared (Appendix B).We are most interested in the following categories at each institution: ● Who are the key players of TA training? ● What is the primary program content? ● What are your primary

Relevance Score: 0.35129246

Y(Our) story: A collaborative autoethnographic reflection of a faculty community of practice to promote equity-oriented engineering education

Conference Session: Faculty Development: Broad Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
Tagged Divisions: Faculty Development Division (FDD)

equity-orientedengineering education has been through the creation of DEI-focused CoPs (Castillo-Montoya,Bolitzer. & Sotto-Santiago, 2023; Sanford, Paige, Parker, & Valdes Vasquez, 2023). CoPs, in thespirit of Lave’s theoretical design (1991), bring like-minded faculty together around a centralgoal or problem to address (Wenger-Trayner, E., & Wenger-Trayner, B., 2015). Throughcollectively identified norms and distributed leadership, members of these CoPs work together tolearn and to grow as equity-oriented engineering educators. Central to the success of these effortsare routine gatherings, focused dialogue, deliberate action in the classroom, subsequentreflection, and consideration for future practice. CoPs readily support the

Relevance Score: 0.33168468

WIP: A Call to Action: Developing A Leadership Program that Supports Academic Caregivers Using the Kotter Change Model

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

and intersectionality: problems and possibilities,” Equality, Diversity and Inclusion: An International Journal, vol. 31, no. 3, pp. 214–224, Mar. 2012, doi: https://doi.org/10.1108/02610151211209072.[2] K. Wullert and E. Fuentes-Afflick, ‘Supporting Family Caregivers in STEMM: A Call to Action,’ 2024.[3] D. Docka-Filipek and L. B. Stone, ‘Twice a “housewife”: On academic precarity,“hysterical” women, faculty mental health, and service as gendered care work for the “university family” in pandemic times’, Gender, Work & Organization, vol. 28, no. 6, pp. 2158–2179, 2021.[4] J. P. Kotter, ‘Leading change: Why transformation efforts fail’, in Museum management and marketing, Routledge, 2007, pp. 20–29.[5] K

Relevance Score: 0.33052218

Empowering Educators: A Pilot Study of Faculty Training on Building Decarbonization and Clean Energy Integration

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.29715073

Exploring Faculty Members' Artificial Intelligence Literacy through the Lens of the TPACK Framework: A Qualitative Study

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University
Tagged Divisions: Faculty Development Division (FDD)

-com.https://www.tandfonline.com/doi/full/10.1080/21532974.2023.2247480Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021, November 22).Conceptualizing ai literacy: An exploratory review. Computers and Education: ArtificialIntelligence. https://www.sciencedirect.com/science/article/pii/S2666920X21000357Selwyn, N. (2019). Should robots replace teachers? AI and the Future of Education. (1st ed.)Polity Press.Yeter, I. H., Yang, W., & Sturgess, J. B. (2024). Global initiatives and challenges in integratingArtificial Intelligence Literacy in elementary education: Mapping policies and empiricalliterature. Future in Educational Research, 2(4), 382–402. https://doi.org/10.1002/fer3.59Yeter, I., Rynearson, A., Ehsan, H., Rehmat, A

Relevance Score: 0.29584715

Scholarship of Teaching and Learning (SoTL) Accelerator: A Professional Development Program for Engineering Faculty

Conference Session: Faculty Development: Centers
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University
Tagged Divisions: Faculty Development Division (FDD)

, no. 6, pp. 24-28, 1992.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, "Leaving Engineering: A Multi- Year Single Institution Study," Journal of Engineering Education, vol. 101, no. 1, pp. 6- 27, 2012, doi: https://doi.org/10.1002/j.2168-9830.2012.tb00039.x.[14] E. E. Shortlidge and S. L. Eddy, "The trade-off between graduate student research and teaching: A myth?," PloS one, vol. 13, no. 6, p. e0199576, 2018.[15] S. Sohoni, Y. Cho, and D. P. French, "A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training," Advances in Engineering Education, vol. 3, no. 3, p. n3, 2013.[16] R. D. Watts and A. O. Brightman, "Crossing the line: When does the involvement of human

Relevance Score: 0.29473838

WIP: Establishing Peer Observation of Engineering Teaching (POET) as a More Effective Means of Evaluating Teaching

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stacy Tantum, Duke University; Sophia T Santillan, Duke University; Elizabeth Kathleen Bucholz, Duke University; Genevieve M Lipp; Benjamin Cooke, Duke University; Victoria Akin, Duke University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

? (i.e., why did you do it this way? How would you have responded if xyz happened instead today?) 8. What class content was particularly interesting/engaging? 9. Other comments or questions.References [1] Resources for teaching evaluation guides. https://tinyurl.com/5ah3ehc3, 2021. Accessed on June 3, 2024. [2] American Sociological Association. Statement on student evaluations of teaching. www. asanet.org/studentevaluations, 2020. Accessed on February 9, 2025. [3] T. C. Andrews, P. Brickman, E. L. Dolan, and P. P. Lemons. Every tool in the toolbox: Pursuing multilevel institutional change in the DeLTA project. Change: The Magazine of Higher Learning, 53(2):25–32, 2021. [4] O. R. Arag´ on, E. S. Pietri, and B. A. Powell

Relevance Score: 0.29473838

Work in Progress: Instructional Strategies to Promote Cognitive Belonging and Engagement in Engineering Courses

Conference Session: Faculty Development: Works-in-Progress room 1
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Michelle C Vigeant, The Pennsylvania State University; Karen A High, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

structure to the course, students were provided with regular opportunities for deliberatepractice with the course content as recommended in [14]: a) pre-class, low-stakes assignmentsthat consist of a short reading assignment, viewing of a YouTube video, listening to auditorydemonstrations, or a combination accompanied by a series of short questions; b) the class periodswere modified to increase in-class time for active participation to at least 50% of the lecture; c)approximately weekly homework assignments; and d) exam preparation assignments will berequired. More details about each of these strategies can be found in Table 2.Table 2. Strategies to add structure to the course. Item Description 1. Weekly pre-class

Relevance Score: 0.28727305

WIP - Building A Stronger Curriculum: A Comprehensive Model for Enhanced Evaluation

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University; Zeyad Mahmoud Alfawaer, Lincoln University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #46044WIP - Building A Stronger Curriculum: A Comprehensive Model for EnhancedEvaluationDr. Cameron Robert Rusnak, Lincoln University - Missouri Dr. Cameron R. Rusnak is an Assistant Professor of Engineering at Lincoln University. Throughout his academic career, he has been dedicated to enhancing undergraduate education by continuously refining his teaching methods to improve student learning outcomes. His efforts focus on creating an engaging, supportive, and effective learning environment that fosters both academic growth and practical understanding.David Heise, Lincoln UniversityZeyad Mahmoud Alfawaer, Lincoln

Relevance Score: 0.24401233

Challenges and strategies of STEM instructors in adopting active learning: Insights from a hand-search of International Journal of STEM Education

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan
Tagged Divisions: Faculty Development Division (FDD)

approaches (if any) are foregrounded? 8. Is the theoretical theory a change theory or framework? a. Yes b. No c. Not sure or N/A 9. What are the findings in terms of challenges and strategies?ResultsThe nature of the IJSE literatureThe annual number of published articles in the International Journal of STEM Educationsteadily rose from 2014, peaking in 2022 and then mildly declining thereafter. Conversely,the number of included articles remained less than 10 each year and reached its maximum in2019 and 2022. 80 70 60 50 40 30 20 10 0 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 # of articles published in the year # of

Relevance Score: 0.24324416

Lessons Learned from Helping Faculty "Make the Pivot" to New Research Areas through a Community of Practice

Conference Session: Faculty Development: Lessons Learned Papers and Lightning Talks
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanos Matsumoto, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Jean Huang, Franklin W. Olin College of Engineering; Caitrin Lynch, Franklin W. Olin College of Engineering; Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Paul Ruvolo; Georgia D. Van de Zande, Franklin W. Olin College of Engineering
Tagged Divisions: Faculty Development Division (FDD)

what engineering doctoral students aspiring to faculty careers learn from faculty mentors,” in ASEE Annual Conference and Exposition, 2009. [Online]. Available: https://peer.asee.org/4611[4] N. Reynecke, A. Marnewick, and J.-H. Pretorius, “Factors influencing research in an engineering faculty,” in IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), Dec. 2017, pp. 145–149.[5] K. K. Karukstis, “Starting a successful research program at a predominantly undergraduate institution,” Journal of Chemical Education, vol. 85, no. 3, p. 343, Mar. 2008.[6] C. L. Dahlberg, C. King-Smith, and B. Riggs, “Building a laboratory at a primarily undergraduate institution (pui),” BMC Proceedings, vol. 15

Relevance Score: 0.23737192

WIP Engaging Every Student: Understanding Faculty Perceptions of Access, Diversity, Equity, and Inclusion in a 2 Year Professional Development Series

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

professional development series on faculty conceptions of diversity andinclusion in the classroom?” 15 faculty, across 6 STEM disciplines, and two cohorts, wereinterviewed over the span of two years to discuss, a) their lived experience, b) the professionaldevelopment curriculum, c) its impact on their pedagogical practices and, d) recommendedprogrammatic enhancements. The anticipated research results will show that faculty professionaldevelopment, focused on inclusion, creates more opportunities for meaningful engagement inSTEM between faculty and minoritized students, cultivates a culture of inclusion, and gives facultypractical application and tools that ensures their curriculum is inclusive; thereby, increasingundergraduate degree completion. This

Relevance Score: 0.23722413

BOARD #161: Lessons Learned- Facilitating conversations around Generative AI and its Impact on Society among faculty from different disciplines in a Jesuit University

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Yen-Lin Han, Seattle University; Wan D. Bae, Seattle University; Julie Homchick Crowe, Seattle University; Matthew John Rellihan, Seattle University
Tagged Divisions: Faculty Development Division (FDD)

Paper ID #47390BOARD #161: Lessons Learned- Facilitating conversations around GenerativeAI and its Impact on Society among faculty from different disciplines in aJesuit UniversityDr. Yen-Lin Han, Seattle University Yen-Lin Han is Professor and Chair of the Mechanical Engineering Department at Seattle University. Dr. Han received her BS degree in Material Science and Engineering from National Tsing-Hua University in Hsinchu, Taiwan, and her PhD in Mechanical Engineering and MS in Electrical Engineering from the University of Southern California.Dr. Wan D. Bae, Seattle University Wan D. Bae is a Professor of Computer

Relevance Score: 0.23522945

BOARD #162: Lessons Learned: Designing Powerful Questions to Foster Empathetic Mentorship for Engineering Faculty through a Faculty Professional Development Workshop

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.23522945

Reimagining Faculty Development with an Entrepreneurial Approach Using the Harvard Business Review Framework and a Corporate Brand Identity Matrix

Conference Session: Faculty Development: Lessons Learned Papers and Lightning Talks
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson
Tagged Divisions: Faculty Development Division (FDD)

Caregivers in STEMM: A Call to Action,’ 2024.[8] S. A. Greyser and M. Urde, “What does your corporate brand stand for?,” Harvard[9] M. Urde, ‘The corporate brand identity matrix’, Journal of Brand Management, vol. 20, pp. 742–761, 2013.[10] C. S. Grant, B. E. Smith, L. A. Martin-Vega, and O. B. Qaqish, “Case study: Establishing a sustainable faculty development unit within a college of engineering,” in Proc. ASEE Annu. Conf. Expo., June 2016.[11] T. R. Eisenmann, ‘Entrepreneurship: A working definition’, Harvard Business Review, vol. 10, no. 5, pp. 1–3, 2013.[12] H. Barot, ‘Entrepreneurship-A key to success’, The International Journal of Business and Management, vol. 3, no. 1, pp. 163–165, 2015.[13] D

Relevance Score: 0.23517746

Using Postdoctoral Summits to Provide Equitable Opportunities

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.20727065

Faculty Development for Chemical Engineering Professors: Opportunities Across Career Stages

Conference Session: Faculty Development at Various Career Stages
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Matthew W Liberatore, Trine University; Cheryl A Bodnar, The Ohio State University; Selen Cremaschi, Auburn University; Victor Breedveld, Georgia Institute of Technology
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.203266

Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP Use

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.17324162

Living through the Culture Change: Faculty Perceptions of a Mechanical Engineering Departmental Teaching Culture Pre- and Post-Intervention

Conference Session: Faculty Development and Change
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Emma Edoga M.S., Texas A&M University; Mindy Bergman; Yanai Y Otero La Porte, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.17060247

BOARD #165: Social Connections Formed from Engaging in a Faculty Development Workshop

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kaitlin Mallouk, Rowan University; Darby Rose Riley, Rowan University; Divya Sindhu Lekha
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.14378564

Implementing Interconnected Faculty Development Initiatives for STEM Faculty

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Christopher A. F. Hass, Rutgers University, New Brunswick; Philip Reid Brown, Rutgers, The State University of New Jersey; Mary Elizabeth Emenike, Rutgers, The State University of New Jersey; Charles Ruggieri, Rutgers, The State University of New Jersey; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers, The State University of New Jersey; Gabriel Lopez Zenarosa, Stony Brook University
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.11877534

Nurturing a Community of Praxis among Grant Leadership: Supporting STEM Faculty/Educators’ Mindset Shifts through Student Centered Reflexivity

Conference Session: Faculty Development Works in Progress Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.115028515

The role demands of Black faculty mentors in engineering

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.03268193

Faculty Development for Faculty Development – Taking Entrepreneurially Minded Learning Faculty Development to Your Campus

Conference Session: Faculty Development: Centers
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.031959265

BOARD #164: Shifting the Focus: Lessons Learned from the LEGACY Scholars Program

Conference Session: Faculty Development Division (FDD) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

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

Relevance Score: 0.030918557

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