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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Diversity

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Faculty Development Division (FDD)

Paper ID #38639Evaluation of a Postdoctoral Early Career Fellowship Program DevelopingFuture Faculty MembersSydni Alexa Cobb, University of Texas, Austin Sydni Cobb is a Mechanical Engineering doctoral student and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from the illustrious North Carolina Agricultural and Technical State University in 2015, entered the engineering workforce, and has since enrolled at the University of Texas at Austin to complete her M.S. and PhD in Mechanical Engineering.Audrey Boklage

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

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Faculty Development Division (FDD)

is important for ensuring that interventions are adequately designed to supporttheir teaching development. This study used semi-structured interviews to investigate challengesand support structures that early-career engineering faculty experience during their initialtransition into the classroom. The outcome of this study will help faculty personally reflect ontheir teaching experiences and support the design of appropriate professional developmentactivities addressing actual challenges that early-career engineering faculty face.PositionalityThe primary author of this paper is an international graduate student in an engineering educationprogram who aligns with a social-constructivist perspective, which centers his understanding ofthe

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

they capture ourrealities as faculty members. Finally, three of us live the similar experiences of beinginternational faculty. We all have an insider’s insight to all of our struggles. Hence, a sense ofsolidarity and mutual respect addresses the last component relational ethics in terms of thisresearch [18].5. Co-Authors' Narratives and ExperiencesGiven the diverse backgrounds of faculty, we have outlined different perspectives and experiencesof each faculty including a personal narrative focusing on specific challenges and experiences inU.S. academia. Exploration of cultural and linguistic assets and their role in the U.S. educationalcontext, followed by a discussion on transition challenges from different career stages in academia. A. Dr

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

explained by a faculty member fromthe Dams and Water Resources department. In response to an interview prompt asking if and howfaculty members promoted respect for student differences, the faculty member explained thatstudent differences transcended nationality or ethnicity. They spoke specifically about the genderdifferences, differences in socioeconomic statuses (SES), and personality types in their classroomsand how those differences translate when enforcing school policies. One such policy was thatstudents had to leave their cameras on during online classes and exams. The faculty member wenton to explain that this policy had to be relaxed because some lower SES students had problemsjoining class because of the bandwidth demands. Another faculty

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

, faculty continue to engage in interdisciplinarygraduate education, but limited research has explored what accounts for this engagement. Tothat end, this paper explores the perspectives of faculty recently facilitating an interdisciplinarygraduate certificate program at a large, public land-grant university to understand facultydecision-making related to interdisciplinary education.To explore this issue, we use Lattuca and Pollard’s model of faculty decision-making [4] toanalyze semi-structured interviews with five faculty members of a current NSF-fundedinterdisciplinary graduate program. The framework describes the three influences of facultydecision-making: individual, such as values and beliefs; internal, such as departmental cultureand

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Division (FDD)

State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Exploring Perceived Efficacy and Support of Faculty Mentors of Undergraduate Students in Engineering AbstractThis full research paper explores the role of faculty mentors in supporting student mentees.Faculty mentors of undergraduate students have the ability to make an academic, professional,and/or personal impact on their students. For example, mentors may provide assistance withcourse planning, share career goal

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)

Paper ID #39496Are All ’EBIPs’ Created Equal? An Exploration of Engineering FacultyAdoption of Nine Evidence-Based Instructional PracticesDr. Amy L Brooks, Oregon State University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers

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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Diversity

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Faculty Development Division (FDD)

in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening participation in engineering and promoting action to change. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching

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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Diversity

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Faculty Development Division (FDD)

onDeveloping a Personal Brand, Creating Healthy Boundaries, Promotion and Tenure Process, aDeans Panel, and an Agency Panel. Open to all with free participation and registration, thisinitiative aims to make a significant impact on representation of Hispanic faculty. By offeringvaluable insights and resources, the conference seeks to empower early career faculty membersand enhance their professional journey. The provision of free participation not only breaks downfinancial barriers but also contributes to fostering a more inclusive academic community.Importantly, this initiative recognizes the profound influence of diverse faculty onHispanic/Latinx students, offering them positive role models and mentors. By strengthening thefaculty body's diversity

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)

developing a comfortable active-learning environmentin their classroom. It is arguable that harnessing this compassionate and humanistic disposition atthe early stages of an educator’s career can be further complemented by gaining exposure toEBIPs and guidance on how to specifically implement them. This momentum may then carry onand resonate with colleagues and other faculty members in the department. The foregoingstatements related to the challenges of in-class demonstrations illustrate several factors related toresource availability and EBIP implementation which are bulleted below: • Providing teaching opportunities for graduate students creates a path for individuals of a younger generation to try out alternative teaching methods and

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

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Faculty Development Division (FDD)

Paper ID #42477Bridging the Gap: Exploring Real-Life Experiences of Engineering Facultyin Implementing EBIPsStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members. Additionally, she is investigating the identity development of engineering students in capstone courses.Dr. Shane A. Brown P.E., Oregon State University

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

Paper ID #39472Board 113: Engineering Faculty’s Academic Influence on StudentPersistence: Faculty Use, Knowledge, and Comfort in ProvidingEncouragement to StudentsMs. Rachel Ziminski, University of Massachusetts Lowell Rachel Ziminski is a third year doctoral student in the Leadership in Education program at the Univer- sity of Massachusetts Lowell. Her research interests include understanding faculty influence on student persistence, faculty teaching preparation, and creating an environment of continuous learning in higher education. Her current research focuses on faculty influence on underrepresented minority student

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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Diversity

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Faculty Development Division (FDD)

inhospitable to transitions and career paths that fall outside the dominant narrative ofthat story.This research explores the professional transitions experienced by an engineering facultymember across role types, discipline affiliations, and institution types. Though personal andfamilial transitions were also occurring, the scope of the research is major professionaltransitions initiated by an engineering faculty member (e.g., change in institution, change indepartment, change in role title or type), rather than those related to tenure and promotion,administration, and retirement. Existing studies of faculty transitions tend to focus on careerprogression for tenure-track faculty members, transitions into the academy, transitions into thediscipline of

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

Paper ID #38465Unpacking Engineering Faculty’s Discrepant Views of Mentoring throughthe Lens of Attachment TheoryMrs. Jennifer Hadley Perkins, Arizona State UniversityDr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver, Ph.D., is an Assistant Professor within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Her primary areas of research include engineering ca- reer pathways and decision-making, undergraduate student persistence, professional engineering practice, and faculty mentorship. Brunhaver graduated with her B.S. in mechanical engineering from

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R Carberry, The Ohio State University

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Faculty Development Division (FDD)

reveals significant gaps in the literature, particularly withinthe field of engineering.The engineering field is often characterized by markedly different working requirements thanother fields, which presents unique challenges for engineering faculty, particularly juniorengineering faculty. These experiences have not been thoroughly investigated [3], [4]. Juniorengineering faculty must navigate complexities in research, teaching, and identity developmentwithin the academic environment [4]. Most studies of STEM-related mentorship focus onundergraduate students, graduate students, and, to a lesser extent, postdoctoral researchers [5].The lack of exploration into the challenges engineering faculty encounter in their early careerstages reinforces the

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

, andservice, typically in their third year. Such reviews are often part of contract renewal. They canalso be used to help junior faculty gain a deeper understanding of the P&T process andexpectations and to get feedback on one’s progress toward promotion. Utilizing pre-tenurereviews in this way, has the advantage of providing a mechanism that falls outside informalchannels of communication and is equally accessible to all.Our research explores UD faculty members’ experiences preparing for P&T – and, in particular,whether pre-tenure reviews (which are conducted in years 2 and 4 at UD) were useful forclarifying P&T criteria and expectations. As an exploratory study, we are first trying to figureout where people are getting their information

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

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Faculty Development Division (FDD)

that utilize a WATPS are more competitive in the global workforce[3], [5], [6]. However, there is reluctance to adopt a WATPS due to a lack of class time, time toprepare, and incentives; student resistance; and the faculty researcher/teacher identity tension [7],[8], [9], [10].A forced change requires instructors to adapt their teaching practices. Forced changes comeabout as a result of pandemics and natural and humanitarian disasters as well as accreditationmodifications and department and university unilateral academic policy decisions. In all of theseexamples of forced change, the motivation for change is external and may be time sensitive. Oneexample of a forced change was the COVID-19 pandemic; it provided an external reason

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Logan Andrew Perry, University of Nebraska, Lincoln; Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Katie Mowat, University of Nebraska, Lincoln

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Faculty Development Division (FDD)

Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford

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Diversity

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Faculty Development Division (FDD)

shift in engagement. This shift can be the result of either or both thequantity or quality of engagement perceived by faculty. Faculty likely had to develop alternativemeasures of engagement since their ability to watch students pay attention and take notes in realtime was diminished.Next faculty cited an appreciation for UDL. Faculty cited increased accessibility and equity oflecture material influenced their decision. Many online tools have been designed with this in mind,but because of the start-up time-investment of learning the tools, and not necessarily meshing wellwith in-person lecture material faculty may have been slow to adopt them. When forced by thecircumstances, and given the chance to experience the benefits of tools designed to

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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Diversity

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Faculty Development Division (FDD)

, University of North Texas Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare. ©American Society for Engineering Education, 2024 Faculty and Administrators' Servingness in Engineering Education at Hispanic Serving Institutions: A Systematic Review AbstractThis systematic review study aims to investigate the roles and contributions of engineeringfaculty members and administrators in enhancing the educational experiences of Latinx and

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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Diversity

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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 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)

theory paper discusses the role of ICC as a tool for faculty who advise internationalstudents and will focus on STEM fields. This article consists of three sections: a literaturereview of the experiences of international graduate students and faculty perspectives onworking with international students, a review of the ICC framework, and an exploration of acase method for teaching. 2. Literature review a. What do graduate international students say about studying abroad?International students choose to pursue their graduate studies in the United States for a varietyof reasons. Han and Appelbaum surveyed domestic and international graduate studentsenrolled in STEM disciplines at the ten U.S. institutions with the largest number

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

an online platform overnight, placing an additional workload on facultyacclimating to new methodologies and technology associated with online delivery. Manycolleges and universities were also faced with financial concerns, a consequence of diminishedenrollment, having to reduce overall budgets impacting the availability of resources. Now thatthe immediate danger has subsided, colleges, universities, and their faculty members are left withthe residual effects of the pandemic and are seeking to understand the new norm and better waysto serve faculty, staff, and students moving forward.PurposeThe purpose of this study was to understand the motivational factors important to engineeringand technology faculty in an urban campus setting and to