Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghana Parameswarappa Jayalakshmamma, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

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New Engineering Educators Division (NEE)

received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as to prepare students for the rigors of mathematics. He is also involved in various engineering education initiatives focusing on the integration of novel technologies into the engineering classroom, and excellence in instruction. His additional research interests include water, and wastewater treatment, stormwater

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

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Diversity

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New Engineering Educators Division (NEE)

experiments and activities that reflect authentic sci-entific practices and applications relevant to industry or research fields. For example, using thecommercial available software which students will use in their future career; integrating case stud-ies, simulations, or hands-on projects that mirror real-world problems and scenarios, alongsideincorporating modern technologies, equipment, and techniques used in industry settings. 22.1.3 Assessing student learning outcomesVarious indicators can be employed to assess and evaluate the learning outcomes, including stu-dents’ performance in laboratories, completion of homework assignments, and examination results.Designing homework assignments and quizzes

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

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New Engineering Educators Division (NEE)

engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Mr. Logan Andrew Perry, University of Nebraska, Lincoln Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska-Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

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Diversity

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New Engineering Educators Division (NEE)

Paper ID #41125Engineering Educator Identity Development in a Socially and Culturally EmbeddedDiscipline Specific Graduate Teaching Assistant Professional DevelopmentProgramDr. Gokce Akcayir, University of Alberta Dr. Gokce Akcayir works on the SPARK-ENG project as a postdoctoral fellow at the University of Alberta. Gokce received both her masters and Ph.D. degrees in Educational Technology. After completing her Ph.D. in 2018, she joined the Educational Technology, Knowledge, Language and Learning Analytics (EdTeKLA) research group at the University of Alberta where she completed a SSHRC postdoctoral fellowship. Later she

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo

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Diversity

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New Engineering Educators Division (NEE)

societal contexts [7]. Theemphasis is on enhancing students' ability to confront social and ethical dilemmas in theirprofessional lives, acknowledging the crucial role that ethical decision-making plays inengineering practice.One approach is to integrate ethics and societal impact (ESI) issues directly into senior capstonedesign courses. This integration can be achieved through various methods, including dedicatedlectures, discussions, and project work that emphasize ethical decision-making in engineeringpractice. According to a 2016 national survey [8], 40% of engineering faculty include ethics andsocietal impacts (ESI) in capstone design courses. ESI topics such as professional practiceissues, safety, engineering decisions in uncertainty, and

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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Diversity

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New Engineering Educators Division (NEE)

real worldmuch more flexible than their artificial course deadlines, but by holding these rigid deadlinesthey were preventing students from learning to manage their time and projects [4]. Anotherauthor realized that being compassionate about deadlines builds community with the studentsand that some of the best work was turned in after the deadline [7]. Fairness was a concern, asstudents who turned in things late had more time to work on them and consider the problem.However, they conceded that few if any students complained about flexible deadlines beingunfair.Deadlines and DiversityIn a 2016 article, Boucher framed rigid deadlines as contributing to student stress and imposingunfair consequences on the most vulnerable students [8]. For

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint

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New Engineering Educators Division (NEE)

assessment process for a developing country. He has developed several global collaborations and currently involved in a number of projects in different countries.Sunzia Sultana, University of Michigan, Flint I am currently working as a full-time Software developer. I completed my Masters in Computer Science & Information System at University of Michigan-Flint ©American Society for Engineering Education, 2024 Development of a Procedure to Avoid Plagiarism in Scholarly WorkAbstractManaging scholarly work such as papers, proposals, and other similar documents can pose achallenge to graduate students, new academic professionals as well as experienced researchers.The complexity increases when the

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bob Schaffer, Mission College

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New Engineering Educators Division (NEE)

class with 44% receiving an A, 29% receiving a B,and 16% receiving a C.Course DetailsThe Introduction to Programming for Engineers course is a 1st year course that teaches C++ andcovers hardware in the form of an Arduino. The grade is made up of multiple componentsincluding: - Attendance/Participation 5% - Labs 8% - Homeworks (and Updated Homeworks) 12% - Quizzes 10% - Midterm 1 15% - Midterm 2 15% - Final Project 15% - Final Exam 20%The final project is a “robot” that is designed from the circuit and Arduino material learned in thecourse.Material is offered in the text, but first covered in lecture. Lab assignments each week offer a firstlook at the material covered in lecture for the week. The weekly Homework

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

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Diversity

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New Engineering Educators Division (NEE)

) common inquiry protocols [11]. The team employed the NICframework to guide and structure our CoP to accelerate progress [12] on improving laboratorycourses by sharing information and collaboratively addressing issues that arise. We have foundthat the CoP has been helpful for both new and experienced faculty to have a network of support.The current CoP is organized by a group of eight specialized faculty. Our backgrounds aresummarized in Table 1. In addition to organizing CoP events, the members of the organizingteam also collaborate on research projects across our lab and design courses. We have recruited32 additional members into the CoP; the available demographics are summarized in Table 2.During the CoP events, instructors from across the

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators Division (NEE)

logistics of each modality, this hopes to identify the similarities and differencesthat contribute to student success, shedding light on the critical role of course design inengineering education.While traditional face-to-face instruction has long been the standard method of teaching, the riseof hybrid and fully online courses has introduced new possibilities and challenges. Hybridcourses blend the benefits of face-to-face interaction with the flexibility of online learning,allowing students to engage in discussions, collaborate on projects, and participate in real-timeactivities. Fully online courses, on the other hand, offer students the convenience of learningfrom anywhere at any time but require strong self-discipline and time management skills