Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

2006-1826: CAREER OPTIONS IN ENGINEERING EDUCATIONAndrew Rose, University of Pittsburgh-Johnstown ANDREW T. ROSE is an Associate Professor of Civil Engineering Technology at the University of Pittsburgh at Johnstown (UPJ). Before joining the faculty at UPJ, he was a Staff Engineer with GAI Consultants in Pittsburgh. He holds a BS and MS in Civil Engineering from the University of Connecticut and Ph.D. from Virginia Tech. His teaching interests include soil mechanics, foundation design, structural steel design, structural analysis, and incorporating practical design experience into the undergraduate civil engineering technology curriculum. His research interests include soil behavior and

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Garrick Louis, University of Virginia

Tagged Divisions

New Engineering Educators

2006-710: A MODEL FOR PREPARING THE NSF CAREER PROPOSALGarrick Louis, University of Virginia Garrick E. Louis is an Associate Professor of Systems & Information Engineering at the University of Virginia. He also holds a courtesy appointment in Civil and Environmental Engineering. His research interests include engineering for developing communities and sustainable infrastructure, particularly the development of policies and programs to assure sustained access to infrastructure-related services in the face of routine, and low-probability high-consequence interruptions from natural and deliberate man-made sources. Garrick’s projects include community-based water, sanitation and

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Maher Murad, University of Pittsburgh-Johnstown; Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

undergraduate civil engineering technology curriculum. His research interests include soil behavior and behavior of laterally loaded transmission line foundations. Page 11.1126.1© American Society for Engineering Education, 2006 Short and Long-term Influence of Excellent Instructors on Graduates in Engineering Technology: a Case StudyAbstractA survey asked engineering technology (ET) faculty at the University of Pittsburgh at Johnstown(UPJ) to recall the instructor they feel had the most influence on their career/life and indicate thequalities possessed by the instructor and the reasons the instructor was able to

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

New Engineering Educators

Education, 2006 Transitioning from Industry to Education: The Third YearAbstractChanging careers can be a very demanding and stressful experience. Today, few people stay withthe same organization or occupation their entire professional career. In fact, the transition fromone career to another may actually occur multiple times. However, the interest here is on oneparticular transition. After 30 years as an engineer and engineering manager many skills wereacquired and developed. But were any of them transferable to another career, especially to one ineducation as an engineering professor.The transition from industry to education would take time and effort while presenting many trialsand tribulations. The first year was full of new

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Findlay Edwards, University of Arkansas; Norman Dennis, University of Arkansas

Tagged Divisions

New Engineering Educators

institutions realize thatresearch funding and publications are important, but there are many other things thatshould be included in their tenure dossier. These other things include the number ofstudents advised, teacher evaluations, faculty evaluations, and service, to name a few.Tracking down all the additional information can be very time consuming. However, thetime requirement can be reduced if work on the tenure dossier begins early in the facultymember’s career. This paper reflects the lessons learned from three faculty members, afull professor, an associate professor, and an assistant professor. The full professorserves on the department’s promotion and tenure committee. The associate professor hasrecently received tenure, and the assistant

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth DeBartolo, Rochester Institute of Technology; Cory Hoffman, Rochester Institute of Technology; Melissa Zaczek, Rochester Institute of Technology

Tagged Divisions

New Engineering Educators

studentsto support research and teaching activities. Often, new faculty are assigned graduate studentassistants for research projects or are given TA’s from a pool of applicants. Sometimes theseworking relationships turn out to be productive for both the faculty member and the student, butmany times this is not the case. This paper will present a method of identifying students early onin their academic careers and developing good working relationships that are beneficial to bothfaculty and students.Over the past five years, students who have done well in lower-level classes have been hired asgraders, lab instructors, and – in some cases – MS students. By hand-selecting students andintroducing them gradually to the instructor’s side of class

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Timothy Hodges, Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

New Engineering Educators

the puzzle of written andunwritten requirements specific to each institution, and 2) the linking of those pieces ofthe tenure and promotion puzzle to form a foundation upon which the New EngineeringEducator can successfully construct their professional careers. This understanding andlinking of tenure and promotion requirements is far from clear-cut and variessignificantly between larger research-oriented universities and smaller teaching-orientedcolleges, and even varies significantly across similar types of institutions. A completelisting of all possible tenure and promotion requirements at all types of institutions is, ofcourse, not feasible within a single paper. However, even without such a complete list ofrequirements, it is important

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

concepts.Although evaluative portfolios asked students to evaluate themselves or instructors on someaspects of learning or instruction, this evaluation was sometimes used as an approach to drivestudent learning. For example, Jalkio7 designed a portfolio assignment to motivate studentreflection on learning, Guan et al.12 and Lappenbusch et al.13 designed a portfolio assignment tosupport students in thinking explicitly about their professional preparedness, and Cress1 designeda portfolio assignment to help students explore the relationship between course learning and life-long career development. The descriptive portfolios were also designed to promote studentlearning, for example, Upchurch’s portfolio8 was designed to help students focusing on

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Yi-Min Huang, University of Washington; Matt Eliot, University of Washington; Jennifer Turns, University of Washington; Emma Rose, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

mjeliot@u.washington.edu.Jennifer Turns, University of Washington Jennifer Turns is an assistant professor in the Department of Technical Communication at the University of Washington. She holds a Ph.D. in Industrial Engineering from the Georgia Institute of Technology. Her interests include engineering education, learner-centered design, user-centered design, and audience analysis. Dr. Turns is currently working on multiple NSF grants dealing with engineering education including an NSF Career award exploring the impact of portfolio construction on engineering students’ professional identity.Emma Rose, University of Washington Emma J. Rose is a doctoral student in the UW Dept of

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Jason Keith, Michigan Technological University

Tagged Divisions

New Engineering Educators

and fringe benefits! As you can see, the investment is significant,and it makes sense that you are expected to do more than teach your three to six coursesper year and serve on two or three committees whether you are tenured or are tenure-track.It is noted that none of the material in this paper can really be considered “new” or“unique.” These are things that the author has encountered while a professor that he feelscan be used to get off to a good start towards tenure. Although the main focus of thepresent paper will be on research, many suggestions for teaching and service will also beprovided throughout the narrative.For additional advice on starting up your faculty career, consult the textbooks of Reis1 orWankat2, the website of Rich

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Saravanan Swaminathan, Tennessee Technological University; Barath Baburao, Tennessee Technological University; Donald Visco, Tennessee Technological University

Tagged Divisions

New Engineering Educators

programs such as Page 11.670.2Preparing Future Faculty (PFF) at the University of Cincinnati, whose goal is to 1transform the way the aspiring faculty members prepare for their careers. Though thisinitiative is a cluster of 295 participating institutions, the disciplines primarily involvedare in arts and sciences and the participation of the engineering discipline is meager [6].Finally, students can participate in American Society of Engineering Education (ASEE)meetings, either at the national, sectional or local levels (re: student chapters) to beexposed to issues of interest to faculty members concerning

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

, the Education Commission of States, and The Johnson Foundation.These Seven Principles are also presented in Arthur W. Chickering and Zelda F.Gamson’s book entitled Applying the Seven Principles for Good Practice inUndergraduate Education (1991).Encourage Student / Faculty ContactFrequent student-faculty contact in and out of classes is the most important factor instudent motivation and involvement. Faculty concern helps students get through roughtimes and keep on working. Knowing a few faculty members well enhances students’intellectual commitment and encourages them to think about their own values and futureplans. • I make a point to talk with my students on a personal level and learn about their educational and career goals

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

institutions, designing courses, teaching techniques, solving instructional problems, andanalyze case studies of ethical issues in academic life. Some doctoral students in the PFFprogram choose to complete the Graduate Certificate in College and University FacultyPreparation6, in which they take several courses geared at preparing them for teaching andfaculty careers and which includes a mentored teaching experience.Format of Support Activities: The format of the support activities ranged from individualconsultations with faculty developers to 1-2 year long teaching certificate programs for graduatestudents involving multiple seminar classes and a mentored teaching experience. Less clear fromthe websites was the level to which faculty and graduate

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Kenneth McDonald, U.S. Military Academy

Tagged Divisions

New Engineering Educators

2006-1066: INCREASING THE CLASS PARTICIPATION EXPERIENCE FORENGINEERSKenneth McDonald, U.S. Military Academy Kenneth McDonald is an Assistant Professor in the Department of Civil and Mechanical Engineering at the US Military Academy. He has served in numerous assignments throughout his military career to include the U.S., Iraq, Germany, Kosovo, and Korea. He is a registered Professional Engineer in the states of Virginia and Wyoming and has a PhD in geological engineering, master’s degrees in geomorphology, city/regional planning and environmental engineering and a bachelor's degree in civil engineering

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

asked tobe involved with assessment of overall program quality, both for institutional accountability andfor accreditation. Thus, it is important for freshman faculty to be familiar with a variety ofassessment techniques as they begin their careers in higher education.Student self-assessment is a technique that can be used together with other techniques tocomprise an assessment effort. Student self-assessment refers to a student rating his/her ownachievement of skills or knowledge. If new engineering educators encounter this technique aspart of a program assessment approach, or if they wish to use it to help evaluate students or theirclass effectiveness, then an understanding of what it is, how it is developed, and why it is usefulis

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

reflect on the development and maturation of the young engineer – the process fromyoung student with a dream, to a student fully realizing her or his potential. This growth mayoccur naturally, but the value added by excellence in teaching surely has some impact on the rateof development and level of success enjoyed by the students who experience excellenceteaching.Enabling student judgment Increased student enthusiasmMastery of the material Added tools to the tool-box – value addedGood student evaluations Instill a holistic viewMinimize effects of negative elements Help evaluate/focus career objectivesAttracting students to follow-on courses General improvement

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

. “Extensive research has shown that students learn best when theyperceive a clear need to know the material being taught”[19] being able to tie what is done in theclassroom to skills needed for future courses or better yet their future careers post college is a Page 11.319.10huge motivator to students.[20] If students believe that they really do need to know how to dosomething, they will tend to work harder at learning and do their best.[6, 21] - Don't focus on popularityThe author also learned that students will not necessarily like a new methodology or embrace it,even if they agree it is useful. Students resist change, and anything they perceive to

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Peter Schuster, California Polytechnic State University; Charles Birdsong, California Polytechnic State University

Tagged Divisions

New Engineering Educators

multidisciplinary projects. Page 11.1086.1© American Society for Engineering Education, 2006 Research in the Undergraduate EnvironmentAbstractThe benefits of research experiences for undergraduates are significant. For many faculty, thesewere the experiences that convinced us to pursue further education and a career in academia.However, performing research at an undergraduate institution carries with it certain challenges.In traditional research institutions, doctoral students perform most of the research activities, ledby the faculty. These students have completed at least their undergraduate courses and can beexpected to remain

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Alexis Powe, Mississippi State University; Jane Moorhead, Mississippi State University

Tagged Divisions

New Engineering Educators

enrolled in the ESL class showed a 57 percent average improvement on thegrammar test.12 For continued support throughout the semester, TAs may work with technicalwriting tutors and possibly graduate students enrolled in English or technical writing programs.This collaboration benefits all involved, providing valuable experience to English studentsconsidering pursuing teaching or technical writing careers and possibly financial assistance forEnglish graduate students, who are chronically underfunded.Finally, quantitative penalties for mechanical/stylistic errors can prove problematic. Forexample, if a TA spots a misspelled word that reappears multiple times in a report, he or she may

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Eric Larson, Seattle University; Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

-choice type questions becauseacademically weak students can get lucky by picking the right answer and academically strongstudents can get the question wrong by being tripped up by the wording. Allowing students towrite a couple of sentences to defend their answer can mitigate both of these concerns. By Page 11.521.7keeping the responses short, such questions are not very difficult to grade and the extra timespent reading pays off in a more accurate assessment of the student. Questions of this sort aregood practice for engineers who, during their careers, are often faced with selecting the bestoption to address a problem.Multiple choice