Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

depends on developing scholarship productivity quickly.Previous research has shown how mentoring new faculty at the early stages of their career hashad significant impact on new faculty success. Mentorship is especially important at institutionsthat have an increasing demand for faculty scholarship. The new untenured faculty must alsolearn and balance teaching and service responsibilities. In addition to essential mentoring ofuntenured faculty by senior faculty, untenured faculty can also benefit from peer mentoring byother untenured faculty. This paper reviews practical advice for creating a collaborative,untenured faculty peer scholarship team, in our case called Untenured Faculty AcceleratedScholarship Team (UFAST).In this paper, the authors

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Charlotte Erdmann, Purdue University

Tagged Divisions

New Engineering Educators

. Faculty members often expose students to standards in laboratory exercisesthroughout their college careers. These subtle opportunities are documented in the paper.ABET criterion and outcomes used to evaluate engineering and engineering technologyprograms now emphasize the use of standards, especially in the design process. This is a newchallenge for the engineering educator. Given that new engineering educators teach theirstudents about standards, it is necessary to become familiar with available information that mayhelp students as well as typical best practices for academic libraries. Acquiring access tostandards is the first step in using standards. The next step is to acquire skill and learn how tocritically read and apply them.The literature

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

reviews. The advice in #8 can help. Don’t read reviews while yourfeelings are hurt. Take notes from the reviews and highlight frequency of comments todetermine if what you proposed was a bad idea OR good idea poorly presented. Overall, youwant to make sure that you clearly communicate specific goals of project (both research andeducation) in the Project Summary, in the Introduction, in the body of the proposal and in theIntellectual Merit / Broader Impact discussion at end of project description. Be consistent withyour message and cross reference throughout the proposal (research to education and vice versa).Lastly, have fun both while writing and dreaming about the proposed project!ConclusionsThis paper strove to provide practical advice for new

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

John Reisel, University of Wisconsin - Milwaukee

Tagged Divisions

New Engineering Educators

actions are designed to gain and maintain the respect of the students,which is necessary to keeping the students engaged in the course, thereby allowing for thestudents to learn. While the actions alone will not turn every faculty member into a greatteacher, they will allow the teachers to become effective teachers. In turn, this opens the door toimproving the education received by their students.Bibliography1. Marshall, J., and Marshall, J. “Pedagogy: Review of Best Practices,” Proceedings of the 2008 ASEE AmericanSociety of Engineering Education Annual Conference & Exposition, Pittsburgh, PA. (2008).2. Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice inUndergraduate Education. New Directions for

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

almostuniversally a lack of understanding and appreciation of the senior faculty’s depth andbreadth of practical experience, which usually more than make-up for any perceived (bythe NEE or new administrators) minor deficiencies of state-of-the-art knowledge, a littleof which the NEE may have from his/her intensive but focused graduate program. NEEalso do not usually realize that the rules of the game are a bit different for senior facultywho have already gone over the promotion and tenure mountaintop, and are high on thepecking order, both the formal and informal ones.In addition to NEE complaining that the senior faculty’s technical knowledge is a littledated (which may be partially true), they also criticize the senior faculty’s perceived lackof urgency

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

remindus that “many undergraduate classes occur in large lecture halls where instructional practices areconstrained… such constraints include: student-teacher dialogue limitations, heavily lecture-based formats that encourage passive learners, and memorization of facts and formulas that passtests [yet] fail to achieve genuine understanding of STEM subject matter.”7The declining teacher-student ratio is the result of several factors, such as (1) diminishingresources for faculty and/or graduate teaching assistants, (2) an inclination toward enlisting onlyuniversity faculty with the highest possible degree, (3) a trend toward learning methods thatdepend less on instructor-based pedagogy and foster either individual/solitary responsibility forlearning