Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

betweenprofessional and personal responsibilities, and giving students feedback in a timely manner.These core philosophies influenced both how he managed his own time and how he expectedstudents to manage their time. He elicited feedback from the students before making his decision,but decided to postpone the due date despite his students’ stated willingness to “sabotageThanksgiving” with an earlier due date because he felt that this was the right thing to do. “…You know, I'm consistently flexible on certain things, like changing term paper deadlines and midterm dates, depending upon the needs of the audience. We had a decision today. I said, okay, I'm supposed to get my term papers, because I do two term papers for graduate students

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Abul Azad, Northern Illinois University; Osman Tokhi, University of Sheffield, UK.

Tagged Divisions

New Engineering Educators

questionpapers are then finalized, printed, and stored in a safe room until the examination date. Grading of final examination paper: In some universities, course final examinationpapers carry a personal identification code instead of a student name. This is to removeany conscious or unconscious favor or disfavor to a particular student. The papers will begraded independently by the course faculty as well as another faculty from the samedepartment/subject area. On any paper, if the difference of marks from the two faculties ishigher than 30%, then the specific paper will be examined by a third faculty from the samedepartment/subject area. An external examiner then visits the university and samplechecks the examination papers. All the marks/grades

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Cheryl Allendoerfer, University of Washington; Tori Rhoulac Smith, Howard University; David Socha, University of Washington; Dawn Williams, Howard University; Ken Yasuhara

Tagged Divisions

New Engineering Educators

leverage thepractical implications (e.g., “connecting questions and findings directly to teaching practices orproducing generalizable findings with implications beyond the local, studied context”).The issue of legitimacy prompted sharing other kinds of stories and triggered conversationsregarding arguments that might be effective in convincing traditional engineering faculty tounderstand and respect engineering education research. For example, one person shared a storyof how an engineering faculty member negatively critiqued a graduate student’s dissertation oneducation-related work, which prompted a discussion on the importance of building andmaintaining “community momentum” within engineering education research. As a group theycould identify