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Faculty Teaching, Evaluation, and Development
Sun, April 12, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall ASession Type: Poster Session
Abstract
This session examines how institutions can strengthen faculty capacity through inclusive, evidence-based, and reflective approaches to teaching and scholarship. Presentations highlight emerging frameworks for fostering equity and belonging in STEM and beyond, exploring how professional development, assessment, and digital tools shape faculty growth. Collectively, these studies emphasize the importance of aligning faculty evaluation with authentic measures of teaching and research effectiveness while promoting continuous learning communities. Through both quantitative and qualitative lenses, the session reveals how innovative models of faculty support—ranging from pedagogical training to scholarly validation—can advance institutional cultures of excellence, collaboration, and educational innovation across diverse academic contexts.
Sub Unit
Papers
Attitude of Faculty towards Multimedia Authoring Tools - Ebenezer Sanya Ibironke, University of Ilorin; Deborah Moyaki, University of Georgia; Ayobami Dunmoye, Morgan State University; Isaac Dunmoye, University of Georgia; Nathaniel Hunsu, University of Georgia
Development and Validation of Faculty Research Competence Test: A Cross-Analysis Using CTT and IRT - Muhammad Salahuddin, University of North Dakota; Robert H. Stupnisky, University of North Dakota
Enhancing Inclusion and Equity in STEM: An Observational Resource Guide for Faculty Professional Development - Pheather R. Harris, University of California - Irvine; Jacqueline G Cavazos, University of California - Irvine; Tayloria N.G. Adams, University of California - Irvine; Emily A. Affolter, Prescott College
Qualitative Results from the Inaugural Year of an Academy of Medical Educators - Monica B. Glina, New York Medical College
Validating STEM Faculty Self-reported Research Success with Web of Science Bibliometrics - Zachary Mark Schultz, University of North Dakota; Muhammad Salahuddin, University of North Dakota; Godwin Ahiase, University of North Dakota; Robert H. Stupnisky, University of North Dakota