Electrical and Computer Engineering (ECE) faculty at academic institutions are charged with preparing the next generation of scientists and creators to participate in an increasingly competitive job market. As such, engineering faculty represent important capital for universities in their quest to maximize student effectiveness and their impact on the American economy. ECE faculty are expected to fulfill their undergraduate and graduate teaching duties while also generating grant funding, producing publications, and serving in numerous mentorship roles [1], [2]. Moreover, the number of students in the classroom has increased while departmental funding has decreased, resulting in fewer resources and smaller increases in compensation for faculty. Taken together, these conditions are likely to impact the teaching satisfaction of ECE faculty. Although teaching satisfaction of ECE faculty specifically has not been studied, other research has shown that faculty well-being, which includes teaching satisfaction, has been linked to faculty retention and turnover intentions [3] as well as faculty performance of job responsibilities [4]. Moreover, a qualitative study in which engineering faculty across four departments identified areas of concern found themes related to teaching demands and support, stemming in part from the reported increase of average class sizes [2]. Taken together, prior research points to the importance of developing a better understanding of how ECE faculty satisfaction with teaching can be supported better at a departmental level.