Displaying all 23 results
- Conference Session
- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Richard T Buckley P.E., U.S. Air Force Academy
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- Diversity
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- Faculty Development Division (FDD)
Orientation in an Aeronautical Engineering Department with Very Low Levels of New Faculty Experience to Produce Competent First-Year InstructorsAbstractThis evidence-based practice paper describes the use of both self-efficacy survey instrument andstudent feedback to measure the effectiveness of the New Faculty Orientation (NFO) program inan Aeronautical Engineering department. In our department, roughly 1/4 to 1/3 of the facultyleave and are replaced each academic year. New faculty often have no prior teaching experienceand often have only earned a master’s degree. Although relevant to the degree program, theirdegree may not be in the specific area required to teach the introductory AeronauticalEngineering course. To combat these challenges, we
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
barriers facultyexperience in providing encouragement to students. Additionally, the creation and validation of atool to measure faculty perceptions of providing encouragement can be used by institutions toidentify critical areas to strengthen how we teach in engineering.Guiding FrameworkAn extensive literature review showed the Academic Encouragement Scale (AES) and theFaculty Encouragement Scale (FES) as the best instruments to guide this research [20, 21]. Bothmeasure students’ perceptions of receiving encouragement in academic settings. Findings fromboth studies indicate that receiving encouragement increases students’ self-efficacy and outcomeexpectations.The Social Cognitive Career Theory (SCCT) guided the development of the survey
- 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
- Tagged Divisions
- Faculty Development Division (FDD)
with sixsubscales measuring six competencies: Maintaining Effective Communication (4 items),Aligning Expectation (4 items), Assessing Understanding (3 items), Fostering Independence (3items), Addressing Diversity (3 items), Promoting Professional Development (4 items). Therevalidated scale is called MCA-21 to distinguish it from the original MCA-26 [36].Newly Developed Instruments for Added Modules in EM As the NRMN Mentor Training Core expanded the EM curriculum by adding additionaltraining modules, they developed scale items to assess the training outcomes of these modules.For the self-efficacy training module, the instrument (Promoting Mentees’ Self-Efficacy – table1), which consisted of five items on a 7-point Likert scale, aims to
- 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
- Tagged Divisions
- Faculty Development Division (FDD)
Well-being to produce effective outcomes. For example, according toRyff and Singer, there are six dimensions of Well-being [11]. The first dimension is self-acceptance, which predominantly targets increasing self-efficacy and creating a strongersense of self among teachers. Faculty development programs have been shown to increaseteachers’ self-efficacy [12], which in turn improves student learning, motivation andcontentment [13], and improve teaching practices [14] as an outcome. The second dimensionis the positive relationship with others, which articulates the need for social support amongteachers to exhibit Well-being [15]. Various research has shown that learning as a groupduring faculty development programs has a significant impact on the
- 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
- Tagged Divisions
- Faculty Development Division (FDD)
of EBIPs including both situational and individualinfluences. Situational barriers include lack of pedagogical training, perceived time for effectiveimplementation, and institutional support and incentives [3]. For example, there can besituational barriers like disciplinary differences or institutional influences that promote ordiscourage the use of EBIPs in science, technology, engineering, and mathematics (STEM)courses [1, 4]. Further, engineering faculty have reported concern about the time required forboth preparation and implementing EBIPs in class. In contrast, individual barriers includeinstructional beliefs, values, goals, self-efficacy, motivations, and awareness [4, 5]. For one,many educational theories and research studies can be
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
, 2024 Identifying Barriers towards Adoption of Active Learning at HBCUs among STEM Faculty: A Preliminary StudyAbstractHigher education's promotion of diversity and inclusivity is greatly helped by historically blackcolleges and universities (HBCUs). Active learning pedagogy which places students at theepicenter of learning has been reported to aid in student engagement, retention, and workforcedevelopment. Also, the adoption of active learning strategies has grown in significance as ameans of improving undergraduate STEM students' educational experiences and academicsuccess. Moreso, this pedagogical approach attempts to increase involvement, foster self-efficacy, and inspire students in STEM fields. The experience during
- 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)
Perceptions of teaching effectiveness under in- Section 5.2 person and online modes Learning (attitudes, Interest in online versus in-person teaching Section 5.2 knowledge and skills) Self-efficacy in online teaching skills Behaviour New teaching practice introduced to meet online Section 5.2 needs Results Likelihood for teaching online versus in person Section 5.3 in the future Likelihood for using particular instructional development opportunities in the futureIn our analysis, we used the descriptive statistics and thematic analysis for
- 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)
. Additionally, there has been a positive mindset shift amongfaculty members as seeing teaching innovation as less overwhelming and more manageablethrough small, incremental changes.4. Assessment 2: Climate SurveysMethod The participants consisted of faculty members (tenure-track, tenured, and academicprofessional track) and graduate students in the MEEN department. The online climate surveywas distributed 10 times between June 2021 and June 2024 (roughly 3 times per year) to theentire department (including staff members) via Qualtrics. The content of the surveys includedthe following topics for teaching and teaching innovation: means efficacy (i.e., are theresufficient resources), self-efficacy (i.e., do I believe that I am capable of this
- Conference Session
- Faculty Development Division (FDD) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso
- Tagged Divisions
- Faculty Development Division (FDD)
Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental
- 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)
their innovationefforts. The multiple summer faculty development workshop exercises were seen as helpful, witha participant stating that the increased repetition and engagement helped them to improve in theirteaching innovation efforts. The introduction of monthly progress meetings was also beneficialfor the participants as they felt they were able to gather insights and advice from other teamswithin their cohort and apply those lessons to their own teaching innovation projects. Participantsalso noted the grant’s impact in showing the range of innovative ideas and enabling thegeneration of new ones. Additionally, participants felt that these strategies positively impactedtheir perceived self-efficacy regarding teaching innovation as they became
- 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
- Tagged Divisions
- Faculty Development Division (FDD)
. High. Educ., vol. 33, no. 5, pp. 297–315, Mar. 2009, doi: 10.1007/s10755-008-9084-x.[10] S. Kobayashi, B. W. W. Grout, and C. Ø. Rump, “Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors,” vol. 8, no. 14, pp. 13–25, Mar. 2013.[11] N. C. Overall, K. L. Deane, and E. R. Peterson, “Promoting doctoral students’ research self-efficacy: combining academic guidance with autonomy support,” High. Educ. Res. Dev., vol. 30, no. 6, pp. 791–805, Oct. 2011, doi: 10.1080/07294360.2010.535508.[12] K. G. Rice, H. Suh, X. Yang, E. Choe, and D. E. Davis, “The advising alliance for international and domestic graduate students: Measurement invariance and implications for academic
- Conference Session
- Faculty Development Division (FDD) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kate Youmans, Colorado School of Mines
- Tagged Divisions
- Faculty Development Division (FDD)
anindividualistic culture, plays a critical role in the attrition of students in STEM fields [9]. Further,to support the success of marginalized students, advocates call for changes to address large-scalecultural issues that can lead to academic burnout and emotional exhaustion [1,6].To address these challenges, several studies explored the value of student-professor relationshipsin fostering supportive learning environments. Work by Micari & Pazos [10] found that studentswho had a positive relationship with faculty earned higher grades and were more confident intheir ability to succeed in academically rigorous courses. Vogt [3] explored the impact offaculty-student interactions on students’ self-efficacy, academic confidence, and critical
- 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)
thestudent-institution relationships, which include student-instructor (“teaching”) and student-student relationships, are related to the educational interface. This interface connects the fourpsychosocial constructs of self-efficacy, emotions, belonging, and well-being, to engagement.The specific aspects of engagement to be studied related to belonging are social and behavioralas defined by Bowden et al. [16].3. Instructional strategies implementedLang [15] posited that if we promote a sense of cognitive belonging in the classroom, we canremove a significant barrier to students’ learning, i.e., students asking themselves, “Do I belonghere?” To increase this sense of belonging Lang recommends incorporating several instructionalstrategies into
- Conference Session
- Faculty Development Division (FDD) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
Development Programs Amongst Medical School Faculty Members. Journal of Faculty Development, 29(2), 51- 58.26. P. Peciuliauskiene, G. Tamoliune, and E. Trepule, “Exploring the roles of Information Search and Information Evaluation Literacy and pre-service teachers’ ICT self-efficacy in teaching,” International Journal of Educational Technology in Higher Education, vol. 19, no. 1, 2022.27. L. W. Perna, A. Ruby, R. F. Boruch, N. Wang, J. Scull, S. Ahmad, and C. Evans, “Moving through moocs,” Educational Researcher, vol. 43, no. 9, pp. 421–432, 2014.28. Polmear and D. Simmons, ‘A collaborative autoethnography: Examining professional formation and workplace sustainability in discipline-based engineering education research’, in
- Conference Session
- Faculty Development: Round Table Discussions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
requires both understanding and application. Participants alsoreported increased confidence in their ability to implement inclusive teaching practices,supported by the knowledge and resources gained from the program. This boost in confidence isin line with Bandura's theory of self-efficacy, which highlights the role of mastery experiences inbuilding self-assurance [17].One of the most exciting findings from the program is the emerging growth in participants'implementation of critical consciousness. Participants are starting to move from a generalawareness of issues to developing specific, actionable strategies to address these challenges intheir teaching. This growth aligns with Freire's [18] concept of critical pedagogy, whichemphasizes the
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
session[13]. Similarly, a key goal of NEO at UW is for participants to feel comfortable and confident ontheir first day of teaching. Because the Imperial College London training is for students of onespecific department, they offer a seminar to ensure that TAs are aware of all relevant processesand procedures within that department (e.g. expectations of the role, how to address seriousproblems in their taught sessions, how to claim payment). Some of these topics, such asaddressing problems, are also offered at NEO, but specifics about payment are not possible in amulti-department training session. Both training programs prepare handouts to help TAs developtheir self-efficacy [14]; at UW-Madison, for example, TAs are given a timesheet so they
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)
intrapersonalmechanisms: it engages self-efficacy as a determinant of action; it provides guidance on energyexpenditures; it illuminates perseverance thresholds; and it even guides emotional disposition inpotential challenges [6]. In sum, “[a]mong the types of thoughts that affect action, none is morecentral or pervasive than people’s judgments of their capabilities to deal effectively withdifferent realities,” [6]. Specifically, “[t]he metacognitive capability to reflect upon oneself andthe adequacy of one’s thoughts and actions is the most distinctly human core property of agency”that we seek to leverage in this faculty leadership development program’s design [5].The importance of reflection extends beyond theoretical frameworks into practical applicationsfor
- 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)
students’ engagement and Engineering courses. The section details confidence in hands-on lab/workshop activities; specific strategies and resources to make the hypervisibility of lab settings can cause laboratory experiences engaging and disengagement and low self-efficacy among a inclusive. certain population of students when using unfamiliar machines and tools - Avoid assumptions about
- 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)
Theory (SCT) also guides this study, focusing onobservational learning and self-efficacy as critical components in faculty development [33]. Byblending these theoretical frameworks, the study aims to explore the initial implementation of afaculty development workshop on clean energy integration, understanding its impact whileidentifying areas for improvement. This paper presents the pilot study of this ongoing researcheffort.ObjectivesThe primary objective of this pilot study was to assess the effectiveness of the BDLA workshopin enhancing faculty expertise in decarbonization and clean energy integration. Specifically, thisstudy sought to: 1. Assess changes in faculty preparedness, confidence, and intent to incorporate decarbonization
- Conference Session
- Faculty Development Division (FDD) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
, “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior research methods, instruments, & computers, no.36, pp.717-731, 2004.[31] L. S. Aiken and S. G. West, Multiple regression: Testing and interpreting interactions. Sage Publications, Inc,1991.[32] H. Song and M. Zhou, “STEM teachers’ preparation, teaching beliefs, and perceived teaching competence: A multigroup structural equation approach”, Journal of Science Education and Technology, no.30, pp.394-407, 2021.[33] I. DeCoito and P. Myszkal, “Connecting science instruction and teachers’ self- efficacy and beliefs in STEM education”, Journal of Science Teacher Education, vol.29, no.6, pp.485-503, 2018.[34] K. P. Goodpaster
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
IraqiUniversity. Each faculty member had excellent content knowledge of their respective disciplines.After a series of meetings with members of the school administration, we sent out a needsassessment survey via personalized links to the 161 faculty members in the college of engineering.The survey consisted of 11 sections including background and qualifications, current work,individualized approach to teaching, Information and Communication Technologies (ICT) self-efficacy and perceived usefulness, professional development history, school climate, and schoolculture. The primary goal of this analysis was to facilitate conversation and inform stakeholdersof the areas of interest to concentrate the efforts of the proposed faculty development workshop.The
Insights into Faculty's use of Generative Artificial Intelligence systems in Engineering Classrooms.
- Conference Session
- Faculty Development: Grading and Artificial Intelligence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
concerns regarding thesignificant role of educators in diligent handling of GenAI. As such, educators need professionaldevelopment training to efficiently integrate GenAI into their teaching practices, learn about thepotential capabilities of GenAI, and raise students’ awareness of responsible and ethical adoptionof GenAI. In support of these findings, Deng et al. [20] showed that ChatGPT improved academicaffect, motivation, and performance. Concurrently, it was found to reduce mental effort and hadno significant effect on self-efficacy. Existing reviews underscored the need for responsiblestrategies to implement GenAI and for equipping educators with evidence-based guidance on itsuse to enhance student learning. They also pointed to
- 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)
. Research-driven academic cultures often prioritize productivity over teachingexcellence, creating systemic disincentives for pedagogical innovation [7]. Faculty facechallenges balancing their research responsibilities, administrative duties, and the effort requiredto redesign courses and implement new instructional strategies [8]. Individual barriers, includingfear of failure and lack of self-efficacy, further complicate the adoption of EBIPs [6]. Manyengineering faculty members lack formal training in pedagogy, relying on their own pastlearning experiences to guide their teaching methods [9]. Furthermore, the technical nature ofengineering disciplines, with their emphasis on content depth, and departmental cultures resistantto change create