BOARD # 226: ASEE Faculty Teaching Excellent Task Force:  IUSE ICT Capacity Building grant results and Level 1 Registered Engineering Educator Pilot Rollout

Donald P. Visco; Jenna P. Carpenter; Elizabeth Litzler; Douglas Bohl; Charles Henderson; Alan Cheville; Rae Jing Han

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: NSF Grantees Poster Session I
Tagged Topic: NSF Grantees Poster Session
Page Count: 6
DOI: 10.18260/1-2--55584
Permanent URL: https://peer.asee.org/55584
Download Count: 2

Paper Authors

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Donald P. Visco Jr. The University of Akron

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Donald P. Visco, Jr. is the former Dean of the College of Engineering at The University of Akron and currently a Professor of Chemical & Biomolecular Engineering.

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Jenna P. Carpenter Campbell University

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Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President of Professional Interest Councils for ASEE and past

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Elizabeth Litzler University of Washington orcid.org/0000-0003-0626-8473

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Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 20 years.

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Douglas Bohl Clarkson University

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Doug Bohl obtained a Ph.D. in Mechanical Engineering from the Michigan State University in 2002. After completing his degree, Doug worked for the US Naval Academy as a Research Faculty and at the Naval Surface Warfare Center Indian Head Division in Maryland as a Research Scientist. He is a professor the Department of Mechanical and Aerospace Engineering Department at Clarkson University. Doug specializes in the development and application of optical diagnostic techniques for the measurement of fluid flows. He has applied these techniques to study problems ranging from the unsteady aerodynamics of airfoils modeled after the flipper of the humpback whale, to the motion of particle laden flows in pipes, to the aerodynamics of luge sled. Doug has also worked with graduate students and faculty to learn about and improve teaching throughout his career. Doug is currently directing a professional development group at Clarkson University for junior faculty and is a member of the ASEE Taskforce on Faculty Teaching Excellence.

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Charles Henderson Western Michigan University orcid.org/0000-0003-0334-6739

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Charles Henderson is a Professor at Western Michigan University (WMU), with a joint appointment between the Physics Department and the WMU Mallinson Institute for Science Education. He is the Director of the Mallinson Institute and co-Founder and co-Direc

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Alan Cheville Bucknell University

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Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by 14 years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering education. While at Oklahoma State, he developed courses

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Rae Jing Han University of Washington

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Dr. Rae Jing Han (they/them) is a Research Scientist at the University of Washington Center for Evaluation & Research for STEM Equity.

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Abstract

The ASEE Faculty Teaching Excellence Task Force has just completed its NSF IUSE ICT Capacity Building grant and started its next NSF grant (IUSE ICT Level 1). Both grants support the building of a recognition framework for engineering and engineering technology (EET) faculty in the US for their efforts and achievements in professional development (PD) as it relates to teaching.

Various arguments can and have been made about the need for EET faculty to receive training in how to teach. Such arguments are more than a century old and have continued to more recent calls. Indeed, the changing nature of the job responsibilities of a professor requires skill set (e.g., identifying mental health challenges of students) that were not considered in previous generations.

To promote the recognition of EET faculty PD in teaching, ASEE charged a task force with developing a plan to achieve such an outcome. The first step in this plan was to engage various diverse ASEE constituencies on the value of such a recognition system, as well as barriers to implementation. Such efforts were supported by a grant from the NSF IUSE ICT Capacity Building program. One of the key outcomes from this work, which was completed in August 2024, was a three-level recognition framework: (1) Registered Engineering Educator, (2) Certified Engineering Educator, and (3) Leading Engineering Education.

The first level, Registered Engineering Educator, is focused on the acquisition (through training) of key competencies. Such draft competencies were identified through literature investigation, focus groups, and surveys. The second level, Certified Engineering Educator, is focused on the implementation of some of the competencies learned during the previous level. The third level, Leading Engineering Educator, looks to recognize individuals who are improving engineering education outside of their own classroom.

The next stage of the larger project, which was recently funded via an NSF IUSE ICT Level 1 grant, will pilot the Registered Engineering Educator level at eight diverse partner institutions, aided by 24 additional partner institutions that serve as an Evaluation Team. Centers for Teaching and Learning at the partner institutions, plus nationally recognized content providers (e.g., NETI), will provide most of the content as EET faculty at the pilot institutions work towards achieving the requirements of the Registered Engineering Educator level.

Research for this grant will begin with how individuals are recruited to participate in faculty development programs and how they make their PD selections. Additionally, we explore items associated with value, access, and barriers to PD (both perceived and actual) for faculty, plus how this might vary by institution type. Finally, we explore how conversations and practices might change as a result of participation in PD.

Citation
Format

Visco, D. P., & Carpenter, J. P., & Litzler, E., & Bohl, D., & Henderson, C., & Cheville, A., & Han, R. J. (2025, June), BOARD # 226: ASEE Faculty Teaching Excellent Task Force: IUSE ICT Capacity Building grant results and Level 1 Registered Engineering Educator Pilot Rollout Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55584

TY - CPAPER
AB - The ASEE Faculty Teaching Excellence Task Force has just completed its NSF IUSE ICT Capacity Building grant and started its next NSF grant (IUSE ICT Level 1). Both grants support the building of a recognition framework for engineering and engineering technology (EET) faculty in the US for their efforts and achievements in professional development (PD) as it relates to teaching.

Various arguments can and have been made about the need for EET faculty to receive training in how to teach. Such arguments are more than a century old and have continued to more recent calls. Indeed, the changing nature of the job responsibilities of a professor requires skill set (e.g., identifying mental health challenges of students) that were not considered in previous generations.

To promote the recognition of EET faculty PD in teaching, ASEE charged a task force with developing a plan to achieve such an outcome. The first step in this plan was to engage various diverse ASEE constituencies on the value of such a recognition system, as well as barriers to implementation. Such efforts were supported by a grant from the NSF IUSE ICT Capacity Building program. One of the key outcomes from this work, which was completed in August 2024, was a three-level recognition framework: (1) Registered Engineering Educator, (2) Certified Engineering Educator, and (3) Leading Engineering Education.

The first level, Registered Engineering Educator, is focused on the acquisition (through training) of key competencies. Such draft competencies were identified through literature investigation, focus groups, and surveys. The second level, Certified Engineering Educator, is focused on the implementation of some of the competencies learned during the previous level. The third level, Leading Engineering Educator, looks to recognize individuals who are improving engineering education outside of their own classroom.

The next stage of the larger project, which was recently funded via an NSF IUSE ICT Level 1 grant, will pilot the Registered Engineering Educator level at eight diverse partner institutions, aided by 24 additional partner institutions that serve as an Evaluation Team. Centers for Teaching and Learning at the partner institutions, plus nationally recognized content providers (e.g., NETI), will provide most of the content as EET faculty at the pilot institutions work towards achieving the requirements of the Registered Engineering Educator level.

Research for this grant will begin with how individuals are recruited to participate in faculty development programs and how they make their PD selections. Additionally, we explore items associated with value, access, and barriers to PD (both perceived and actual) for faculty, plus how this might vary by institution type. Finally, we explore how conversations and practices might change as a result of participation in PD.

AU - Donald P. Visco Jr.
AU - Jenna P. Carpenter
AU - Elizabeth Litzler
AU - Douglas Bohl
AU - Charles Henderson
AU - Alan Cheville
AU - Rae Jing Han
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD # 226: ASEE Faculty Teaching Excellent Task Force: IUSE ICT Capacity Building grant results and Level 1 Registered Engineering Educator Pilot Rollout
UR - https://peer.asee.org/55584
DO - 10.18260/1-2--55584
ER -