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)

Paper ID #37231The CS POGIL Activity Writing ProgramDr. Helen Hu, Westminster College of Salt Lake City Helen H. Hu received her Ph.D. in computer science from the University of Utah. She is a Professor of Computer Science at Westminster College and a member of the ACM. Her research interests include active learning pedagogies and broadening participation iTricia D. ShepherdDr. Clifton L. Kussmaul, Green Mango Associates, LLC Clif Kussmaul is Principal Consultant at Green Mango Associates, LLC. Formerly he was Associate Professor of Computer Science at Muhlenberg College. Visiting Fulbright-Nehru Scholar at the University

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)

ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal

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)

interests and trajectories.The communicative principle draws on the idea that all research happens in conversation withthe larger research community. Dissemination of one’s work is an integral part of being partof a research community. As such, throughout the entire field schools, writing anddiscussions occur with the goal of disseminating work to the broader community. Generativewriting is a mechanism that is incorporated throughout the field school, underlining the ideathat writing at all stages of the research process is part of research.The playful principle draws from the fluid nature of research, where research will evolve andchange as we engage in it and make that process enjoyable. In PEER, this principle isincorporated in the design and

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Ava Samuel, Purdue University

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Faculty Development Division (FDD)

, Somewhat Disagree, Neutral, Somewhat Agree, Strongly Agree). I found that participating in the Entrepreneurially-Minded (EM) Scholarship of Teaching and Learning (SOTL) Virtual Writing Group (VWG) professional development experience… • Was a good use of my time. • Promote relationship development among participants • Enhanced networking opportunities. • Provide a useful protocol tool for peer feedback. • Offered greater reinforcement and understanding of the entrepreneurial mindset. • Explained potential dissemination outlets. • Highlighted the core components of writing a SOTL article. • Improved my writing skills. • Improved my research skills. • Improved my curriculum development skills. 2. Overall

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

EMINE FOUST, United States Military Academy

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Faculty Development Division (FDD)

Student FIGURE 1: Key contributors to a successful mentoring program. There are also peer mentoring programs available. Many of these programs are tailored tohelp incoming students get involved with research early. For example, the Office of UndergraduateResearch (OUR) peer mentor (PM) program [10] at the University of Nevada is a year-longprogram that pairs freshmen with students who have prior research experience. OUR PM hasvirtual research readiness workshops on lab safety, writing a research paper, and preparing aneffective poster presentation [10]. Similarly, Kennesaw State University (KSU) has a peerambassador program [11] to support UREs. They work with students who are accepted to the first-year scholars’ program. The first

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

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Faculty Development Division (FDD)

and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective and

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)

recommendation.5. Considering whether peer review letters should be included in P&T dossiers, as is required by current policy. We speculate that committees may hold back on putting substantive feedback in writing for fear of harming the candidate during tenure review. Allowing peer- review letters to stand alone and not be made part of tenure review may encourage more honest and helpful feedback.6. Developing effective mechanisms for supporting faculty whose research discipline and/or workload falls outside of department/college/university norms.7. Developing training and resources to support mentoring of faculty based on departmental peer review and P&T documents as well as mentees’ assigned workloads (because all UD reviews are

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

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Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2025 Work in progress: Scaffolding faculty success and retention through a learner’s approach to faculty developmentAbstract — Assistant professors in research-intensive environments typically begin theirappointments with demonstrated excellence in research and knowledge creation. They possess theskills to identify and solve relevant research problems and effectively navigate the peer-reviewprocess to publish in leading academic outlets. However, they may have limited experience inother critical aspects of their roles, such as teaching, advising, group management, proposaldevelopment, securing funding, and engaging in meaningful service opportunities. Nevertheless,mastery of these

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

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Diversity

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Faculty Development Division (FDD)

research over pedagogy.The Resilient Innovator’s story highlights the transformative potential of communities of practicein supporting faculty collaboration and driving systemic change, even in the face of institutionalresistance.The Writing Integration ChampionThe Writing Integration Champion’s journey began with a shared frustration over students' poortechnical writing skills. Reflecting on initial discussions with colleagues, he recalled, “We weresaying, ‘The students had poor technical writing and they’re not getting better. What can wedo?’” These conversations revealed a lack of understanding about teaching technical writingeffectively. He explained, “We realized we don’t really understand how to teach technical writingand that we need to

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

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Faculty Development Division (FDD)

students on their writing, presenting and communicating skills, building the professional competencies required for leadership roleKelly Scarff, Virginia Polytechnic Institute and State University Virginia Tech, Collegiate Assistant Professor, Mechanical Engineering DepartmentAngelo Biviano, Virginia Polytechnic Institute and State UniversityMs. Christine Burgoyne, Virginia Polytechnic Institute and State UniversityCaroline Finlay Branscome, Virginia Polytechnic Institute and State UniversityKathleen Carper, Virginia Polytechnic Institute and State UniversityDr. Sara L Arena, Virginia Polytechnic Institute and State University Sara L. Arena received a B.S. in Engineering Science and Mechanics (2007), M.S. in Biomedical Engineering

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University

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Diversity

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Faculty Development Division (FDD)

outcomes by the end of the program: ● Understand key concepts in QISE ● Possess strong mixed methods research skills ● Work effectively with a diverse research team to execute convergence research ● Possess strong communication skills to support presentations, papers, and grant proposals ● Develop an increased cultural awareness, sensitivity, humility, and responsiveness that allows them to connect research questions with actions that can break down barriers to social progress. ● Understand the research paper writing process, resulting in authorshipThese competencies will be developed through research on existing projects, the development ofthe cohort’s convergent research project, classes (as appropriate), an

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra McCall, Utah State University

Tagged Divisions

Faculty Development Division (FDD)

academic settings. Overall, this study seeks to answer the researchquestion: How do engineering faculty perceive student use of GAI assistance in undergraduatecourse completion?Preface on Grey LiteratureIn the study of new areas such as GAI in engineering education, non-peer-reviewed sources—think tank reports, white papers, and conference papers— are crucial in expanding ourunderstanding [17], especially when peer-reviewed articles are scarce [18], [19]. Peer-reviewedliterature remains the gold standard in academia for its rigor and reliability [20], [21]. However,including carefully selected grey literature is essential for a more thorough and nuancedunderstanding of the latest developments and perspectives in rapidly evolving fields, such

Conference Session

Faculty Development at Various Career Stages

Collection

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)

have developed an intensive month-longNew Faculty Orientation (NFO) program based on a variety of published research. The uniquecomponent of this program is the amount of time spent practicing teaching in front ofexperienced instructors and peers. The structure, content and research basis of the NFO programis described in this paper. In this study, post-NFO measures of instructor self-efficacy werecollected using the College Teaching Self-Efficacy (CTSE) Scale and results are presented.CTSE survey results showed that the new faculty rated themselves confident in instructionalplanning (3.69/5.0), instructional delivery (4.22/5.0), classroom management (4.38/5.0) andassessment (3.93/5.0). Practice teaching lessons in front of peers and

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

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Faculty Development Division (FDD)

. The purpose of thiscohort-based engineering faculty professional development is to further incentivize faculty tocreate curricular change by providing the opportunity to receive funding but also generatescholarly products that will be recognized in their career advancement (or P&T). The firstsection (2.1) summarizes the Curriculum Development component of the professionaldevelopment experience. The second section (2.2) summarizes the Scholarship of Teaching andLearning (SOTL) Virtual Writing Group (VWG) component of the professional developmentexperience.2.1 Curriculum Development For the curriculum development, faculty participants completed training on how bio-inspired design and STEAM (science, technology, engineering, arts

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

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Faculty Development Division (FDD)

previous year. Some authors had also taken part in other formal training in educa-tional research, including through professional societies such as ASEE or through grants focusedon faculty development from organizations such as the NSF.The funding was not intended to be an ongoing expense, and some of the authors have discussedcreating a condensed version of ProQual to be offered internally. Similar shorter workshops basedon ProQual have also been offered at education conferences in the past, such as at FIE 2023 [9].2.3 Peer Mentoring GroupsOur peer mentoring groups, which we nicknamed brain trusts, initially started as a grant proposalaccountability group among several faculty members learning to newly write proposals in engineer-ing education

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

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Faculty Development Division (FDD)

by focusingon empathy and listening, exploring audience needs in a way that leads to sharply definedproblem statements. Through a process of divergent and convergent thinking, participants areasked to first generate lots of ideas and reflect on them with a group of peers, then narrow whatthey will write, say, or show, using quick sharing tools like storyboards or flow outlines andtesting both their messages and strategy. Then they give and receive critical feedback in realtime, allowing them to refine their approach and iterate through the process again until ready. Wefocus on practice for our trainees, emphasizing simple, memorable tools – the Elements – thatcan be applied at a variety of scales. A great illustration of this is a

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Faculty Development Division (FDD)

activities, reflective journaling, games, etc. Suchreal-life or interactive techniques can provide opportunities to practice being effective teachersand mentors. Creative strategies can lead to better communication and interpersonal skills, andproblem-solving techniques by asking relevant or specific types of questions in differentscenarios. It can additionally boost the confidence of faculty members to handle and navigatedifficult situations. C) Learning from diverse institutional contextsDuring the workshop, it was noted that different faculty members had unique experiences andchallenges in their respective institutions. In some breakout sessions, while pairing theparticipants, they were strategically grouped together with peers from different

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nathan Luke Howell, West Texas A&M University; Kenneth R. Leitch P.E., West Texas A&M University; Anirban Pal, West Texas A&M University

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Faculty Development Division (FDD)

group field trips, and preparing grant applications throughformal concept papers. In this Work-In-Progress paper, we explain the study design for the near term thatwill examine how faculty have been impacted in their participation in the form of in-depth individualinterviews and a survey. At the time of writing, no direct data has been collected as this data is forthcomingin summer and fall of 2024. Any faculty elsewhere who have struggles in areas of junior faculty mentoring,the balance between research and teaching, and growing interdisciplinary research at your institution maybenefit from the lessons we are learning.KEYWORDSinterdisciplinary; water research; faculty development; community connections; integrated research andeducation

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)

institution is relatively small, these young scholars arealmost invisible when compared to students, staff, and faculty at an institution [2]. There is alsono one size fits all solution for postdocs to improve in all the ways needed to becomecompetitive candidates in the highly competitive market for the tenure-track jobs less than 20%of them will eventually obtain [3]. Nowell et al.’s [3] systematic review of professional development (PD) of postdocsthoroughly examined what was and was not working for post doctoral PD. One of the areas theyidentified as an important skill postdocs wanted to learn or further develop were “grant,manuscript, and proposal writing” and improving their presentation skills. Teaching skills sawthe greatest

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)

forinternational graduate students, but with support and understanding, these students can adaptand achieve despite these difficulties [25].The success of international graduate students is greatly influenced by the social and academicrelationships they build. Research indicates that peer and graduate student support cansignificantly contribute to international students' success [22], [27]. Developing academic-centered relationships with professors and peers is critical for sharing knowledge andexperiences, which can help international students overcome academic and social challenges.Although some international students report being too busy to engage in social activities,studies have shown that having a friend who understands their situation can be

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

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Diversity

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Faculty Development Division (FDD)

metacognitive reflection submissions to the learning management system,(6) Disseminate findings with a SoTL manuscript, and(7) Complete evaluations.Requirements for the SoTL manuscript were as follows: (1) fill in the manuscript template usingthe headings provided, (2) write a paper that includes a minimum of 4000 words and a minimumof 20 citations, and (3) include the phrase “entrepreneurial mindset” in the title, abstract,introduction, and literature review. Additional details can be found here:https://www.sotlaccelerator.com/ Figure 1. Example Schedule (Spring 2023) ParticipantsThe SoTL Accelerator professional development program was delivered virtually. As such, theparticipants included 30 engineering instructors

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

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Faculty Development Division (FDD)

support faculty career development and education research.Dr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates faculty development and peer-support groups based on pedagogical development and peer teaching observations. His research interests include student and faculty motivation, computer programming pedagogy, and faculty pedagogical development.Mary Elizabeth Emenike, Rutgers, The State University of

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)

ofAgriculture and Life Sciences (CALS).Returning TAs at UW-Madison attend a required training called ReTA, a much shorter programheld virtually for 1.5 hours to focus on lessons learned from prior experience. This focusempowers TAs to give each other advice rather than relying on facilitators as experts. NEO andReTA both have virtual courses through the University Learning Management System, Canvas,with quizzes, readings, and reflections that participants are expected to complete independentlybefore their synchronous sessions meet. They also maintain access to the resources after thetraining is completed for reference throughout the semester as needed.Both institutions have made peer feedback of presentations a priority, a useful skill for

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Daniel Guberman, Purdue University at West Lafayette (COE); Kelsey Smart; Kal Holder, Purdue University at West Lafayette

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Faculty Development Division (FDD)

]. Each student works directlywith a faculty member throughout the entirety of a course, attending at least one class sessioneach week (in most cases in our program, they attend all class sessions). Additionally, they meetwith the instructor outside of class, either weekly or biweekly, and meet in groups with peers andprogram facilitators for mentorship, reflection, and guidance. Students are recruited primarily byword of mouth. This includes recommendations from instructors, students in the program, andstaff members who work directly with students and have attended presentations about theprogram (including our academic success center, academic advisors, and cultural center staff).When students express interest, we interview them to help them

Conference Session

Faculty Development: Collaborations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University

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Diversity

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Faculty Development Division (FDD)

groups experienced certain aspects ofthe program.ResultsCollaborations from CyBR MSI programming lead to motivation and confidence in submittingfederal grant opportunitiesSurvey results indicate the value of CyBR-MSI in supporting participants’ confidence andmotivation to submit federal grant proposals. Descriptive results show that participants agreed tostrongly agreed (1 = strongly disagreed, 2 = disagreed, 3 = agreed, 4 = strongly agreed) thatparticipation in a CyBR-MSI program exposed them to new federal grant opportunities (x̄ =3.14/4.00) and encouraged them to apply for federal funding (x̄ = 3.27/4.00). These faculty alsofelt more confident in their ability to write grant proposals (1 = not at all confident, 2 =minimally confident, 3

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Rae Jing Han, University of Washington; Elizabeth Litzler, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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Faculty Development Division (FDD)

the programare represented in the dataset, with members from a mean of 12 teams (min=5; max=17)participating in each of the meetings, alongside the REDPAR leadership, and guest attendees.Seven out of the 31 meetings (23%) featured guest presenters.At the time of writing, two more cohorts have been funded by the RED program, for a total of 30teams. We expect the underlying structure of the community meetings and the types ofinteractions analyzed here to be similar in more recent CoT meetings.For the analysis, we transcribed and qualitatively analyzed the meetings using Dedoosequalitative data analysis software. Our codebook includes the variety of topics covered at eachmeeting (e.g., sustainability of change, building strategic partnerships

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

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Faculty Development Division (FDD)

postsecondary campuses, instructional development programs are typically offered by theteaching and learning centres of universities and colleges. These campus-wide programs, alongwith engineering-specific programs, are usually available to faculty members and graduatestudents in engineering. Possible structures of these programs can be workshops, courses, andseminar series; consulting, mentoring, and partnering arrangements’ learning communities; andteaching certification programs [6]. Other professional development activities for teachingimprovement include reading literature, or writing an article or chapter on teaching, learning orassessment, and attending an engineering education conference [7]. These efforts were found tobe positively related to

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Faculty Development Division (FDD)

mentoringinteraction systems: • Microsystems: Direct, person-to-person interactions, such as those between graduate students and their peers, faculty, staff, and family. • Mesosystems: Interactions between different microsystems, like departments and colleges, which can either support or conflict with each other. • Ecosystems: Networks that influence development at a broader level, such as Graduate Schools, governing boards, and communities. • Macrosystems: Larger societal factors, including historical, political, and economic influences. When considering race, gender, and other social factors, research shows that many STEMmentoring programs in academia operate from a deficit-based perspective [19]-[25]. McGee

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

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Faculty Development Division (FDD)

diversity, equity, and inclusion in the STEM fields through innovative, evidence-based strategies and is driven by a commitment to enhancing equity in all learning and working spaces. Lara has a diverse professional background that spans non-profit, legal, and educational sectors. She served as the Director of Development & Training at The Arc New London County, where she led grant writing efforts, cultivated community partnerships, and provided technology training. Her earlier roles include working as a Paralegal Advocate at the Connecticut Legal Rights Project, offering legal services to individuals with mental illness, and as Program Director at Literacy Volunteers of Greater New Haven, where she managed

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

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Faculty Development Division (FDD)

different. Without showing these documents, we then asked faculty to work ingroups of three or four to write down answers to the following prompt: “Without reference tothose documents, what are the main things in your own professional code of conduct governingteaching and/advising?” We encouraged them to frame their own codes in positive terms, that is,what they would do, rather than what they would not do. They wrote these down on post-its forlater reference, and we collected these at the end of the session.Before reporting out on their own codes, we discussed faculty responsibilities as given in • The AAUP Statement on Professional Ethics (www.aaup.org/report/statement- professional-ethics), • Our own university’s 53 page Faculty