Collection

2021 ASEE St. Lawrence Section Conference

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Sreeram Kashyap, University at Buffalo, State University of New York

Tagged Topics

Diversity

R. Yu, “Involvement in out-of-class activities: A mixed research synthesis examining outcomes with a focus on engineering students,” Journal of STEM Education: Innovations and Research, vol. 18, no. 2, 2017.[3] A. L. Miller, L. M. Rocconi, and A. D. Dumford, “Focus on the finish line: Does high-impact practice participation influence career plans and early job attainment?,” Higher Education, vol. 75, no. 3, pp. 489–506, 2018, doi: 10.1007/s10734-017-0151-z.[4] G. Lichtenstein, A. C. McCormick, S. D. Sheppard, and J. Puma, “Comparing the Undergraduate Experience of Engineers to All Other Majors: Significant Differences are Programmatic,” Journal of Engineering Education, vol. 99, no. 4, pp. 305–317, 2010, doi: 10.1002/j

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Kathryn Dimiduk, Cornell University; Hadas Ritz, Cornell University; Orlay Santa, Cornell University

Tagged Topics

Diversity

needingsignificant and more specialized support, their departments frequently encourage them to seekassistance to increase their teaching skills. For various reasons (research, too many classes, highservice load, etc.), there is a large population of teachers between the groups described abovewho could use help increasing their teaching and communication skills as shown in the middlelevels of the teaching skills hierarchy in Figure 1. This population of teachers may not attendMTEI programming, but will frequently respond well to information tied to their specificcourse(s) that is timely and time efficient to implement. Reaching all faculty, including in thislast group, has guided the design and implementation of the mid-semester course feedbackprogram.MTEI