Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

included graduate and undergraduatestudents and a small number of faculty from the across the College of Engineering. It could beexpected that students experiencing a structured course on teaching in a discipline will be morelikely to pursue a teaching career, approach teaching in a scholarly way, and be a successfulteacher. However, there is little data available to support this hypothesis. This paper contributesto such data based on an analysis of a combination of course evaluations at the time of offeringand a survey of former students (course alumni). A qualitative analysis of written responses to a question regarding course impact on theirteaching was done for both responses received through end of course evaluations and alumnisurveys

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

New Engineering Educators

categories for enrolling in a PhDprogram: career development, lack of current job satisfaction, personal agenda, research aspolitics, and drifting in. Recently, Gill and Hoppe3 suggested five „motivational profiles‟ that canlead business professionals to doctoral studies: traditional (entry to academia), advanced entry(professional development), continuing development (professional advancement), transition(entry to a new career), and personal fulfillment (self-enhancement). Gill and Hoppe believe thatthe first two profiles may occur in early career stages, the second two profiles may occur in mid-to-late career stages, while the personal fulfillment may apply to individuals at any stage of theirlife.In the engineering field, Carpinelli, et al.4

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Shree Frazier; Osman Cekic, Canakkale Onsekiz Mart University, Turkey; Rocio C. Chavela Guerra, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).Jeremi S. London, Purdue University, West Lafayette Jeremi was the Research Experiences for Undergraduates (REU) student working on the NSF EEP Re- search Project during the 2007-2008 academic year. Jeremi interned at the headquarters of Anheuser- Busch Companies, beginning in their Research Pilot Brewery during the summer of 2004, returning as an Analyst to their Corporate Quality Assurance Department in 2005, and working as a Product Sup- ply

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

models when people like engineering faculty, “Lead by example. Act the wayyou want other people to act. Think about what you are doing and how it will affect other people.Make good decision that can be passed on. Do you say things that someone might repeat? If yes,than make it something good.” 2 Page 22.1263.3By the time students reach the junior and senior levels they have become engineers. They arelistening to their instructors as mentors to the challenging careers that lie ahead. The captivatingquality of the engineering curriculum lends itself to be the base upon which communication skillsare presented to engineers. Professors would not

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

, incorporating research into the teachingcurriculum, and mentorship have been noted in past literature (1; 2). These, along with otherrecommendations, are explored in this paper in an effort to assist new faculty members instarting a successful career in academia.Lessons LearnedExpectations of new engineering faculty are higher than ever before. Faculty are expected topublish in top tier peer-reviewed publications, obtain funded external research, adviseundergraduate and graduate students, provide service to their department, college, university,community, and profession, and be effective teachers. Because of these high expectations,faculty are spending more hours during each week working on teaching, research, and serviceactivities, often working late

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

sustainable assessmentplan that is straightforward to implement and easy for faculty to comprehend.II. Definitions and ConstraintsTo set the stage for the procedures and assessment methods to be presented, definitions andgoverning constraints for objectives and outcomes as prescribed by ABET are provided.3A. Program Educational ObjectivesABET defines program educational objectives as “broad statements that describe the career andprofessional accomplishments that the program is preparing the graduates to achieve.” InCriterion 2 Program Educational Objectives, ABET also prescribes that “each program for whichan institution seeks accreditation must have in place: (a) published educational objectives that areconsistent with the mission of the institution

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahesh Aggarwal, Gannon University; Karinna M Vernaza, Gannon University

Tagged Divisions

New Engineering Educators

Page 22.1211.2 disciplines4 Communicates enthusiasm for subject matter and teaching which influences students in their desire to learn5 Exhibits continuous growth as a teacher6 Conforms to guidelines in the Governance Manual regarding fair classroom procedure7 Shows involvement with students within the normal academic, career advising relationship and/or co-curricular and extra-curricular activities8 Demonstrates creative ways of presenting subject matter9 Provides for individualized learning to meet varied needs and interests of students10 Adapts courses to changing patterns of issues and emphases in one’s academic disciplineTable 2: Categories under

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

intend to pursue a career in academia.Typically PRs enter their faculty roles without teaching experience or the knowledge and skillsnecessary for course development. It is essential for PRs to acquire the needed knowledge andskills during their training to ease their transition to becoming a productive faculty member.This paper explores the experiences and challenges faced by a PR who had the chance to engagein instructional activities. She is a member of a team responsible for teaching assistantprofessional development with mathematical modeling problems taught in a first-yearengineering program. Model-Eliciting Activity TA professional development was the PR’straining site.I. IntroductionA career in academia continues to be the choice of many

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

an approach to formative assessment in the classroom is hardly new (thisis essentially the “Minute Paper” assessment approach popularized by Angelo and Cross1) tothose who have been teaching, one has to take into consideration the amount of preparation thatthe typical graduate student receives in anticipation of an academic career – which is nonewhatsoever. They have little, if any, background in any pedagogical approaches or withlecturing experience; many are close to the point of being overwhelmed with the work involvedwith creating multiple new course preparations in their first year. The consideration of adding afeedback loop to the process is generally not on their minds, so the intervention of a seniorfaculty member in a mentoring

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

New Engineering Educators

school, receiving encouragement andsupport, work and career satisfaction, learning perspective and alternative solutions to theirproblems, less work and non-work conflict, and gaining individual recognition, confidence andself esteem. The mentor’s role is to listen, refer, advise, help the mentee gain perspective, and toserve as a role model. Mentors and mentees discuss problems and recurring themes. The peermentoring program is voluntary. Mentees who begin the peer mentoring program can opt out atany time. When the teacher quality improves, the students’ achievements also improve8. Mentorsfeel an even greater commitment to engineering and enjoy the experience of helping others.ObjectivesThe objectives of this study are to (1) provide new

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ajit D. Kelkar, North Carolina A&T State University; James G. Ryan, Joint School of Nanoscience and Nanoengineering

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

include thin film deposition, interconnect technology, semiconductor manufacturing technology and radiation hardened nanoelectronics. Dr. Ryan joined JSNN after working at the College of Nanoscale Science and Engineering (CNSE) of the University at Albany as Associate Vice President of Technology and Professor of Nanoscience from 2005 to 2008. At CNSE, he managed the cleanrooms and numerous consortia involving CNSE and its industrial partners such as IBM, TEL, AMAT, ASML and others. Dr. Ryan joined CNSE after a 25 year career with IBM. From 2003 to 2005, he was a Distinguished Engineer and Director of Advanced Materials and Process Technology Development and served as the site executive for IBM at Albany Nanotech

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Devdas M. Pai, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Prashant N. Kumta, University of Pittsburgh; Harvey S. Borovetz, University of Pittsburgh; Sarah K. Pixley, University of Cincinnati, College of Medicine; Partha Roy, University of Pittsburgh; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

slightly staggered startand end dates), identification of a weekly time slot convenient to all campuses, scheduling of atelevideo-enabled classroom with archiving capability and the cost of staffing such a facility,travel schedules of lead and guest instructors with active research careers outside the classroom,and the difference in exposure level to certain background information, such as biologyfundamentals, among some students. The challenges were successfully overcome and the modelpopular enough that a third trans-ERC course, led by a researcher (Dr. Yeoheung Yun) fromNCAT, was successfully offered in the Fall 2010 semester. Assessment results for that course areawaited. As an epilogue, the success of these course added impetus to the

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

evidence of faculty teaching effectiveness (policy) and working closely with the Center for Teaching and Learning (university-wide) to provide customized workshops to COEN faculty (professional development).  The COEN‟s Research and Scholarly Activities Committee has been charged to identify, develop and lead efforts directed toward the establishment of financial reporting systems and consistent, flexible workload policy that support annual evaluation processes (procedure and policy).  The COEN‟s Promotion and Tenure Committee has developed criteria and guidelines for promotion of research faculty (policy). Plans are underway to provide a similar career progression pathway for non-tenure

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brock E. Barry, U.S. Military Academy; Maj Jonathan Bodenhamer, U.S. Military Academy, Department of Civil and Mechanical Engineering; James J O'Brien Jr., American Society of Civil Engineers

Tagged Divisions

New Engineering Educators

and emotions people are really sending with their body language. Franklin Lakes, NJ: Career Press.Helweg-Larsen, M., Cunningham, S. J., Carrico, A., & Pergram, A. M. (2004). To nod or not to nod: an observational study of nonverbal communication and status in female and male college students. Psychology of Women Quarterly, 28(4), 358-361.Knapp, M. L., & Hall, J. A. (1992). Nonverbal communication in human interaction (3rd ed.). Fort Worth: Holt Rinehart and Winston.Leathers, D. G. (1992). Successful nonverbal communication : principles and applications (2nd ed ed.). New YorkMacmillan.Matsumoto, D. (2006). Culture and nonverbal behavior. In V. L. Manusov & M. L. Patterson (Eds.), The

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Grau, University of Alabama; Guillermo Mejia, University of Alabama and Universidad Industrial de Santander

Tagged Divisions

New Engineering Educators

workforce. Currently, he investigates the effect of a novel program to increase the retention of first-year undergraduate students enrolled in an engineering college. The program also aims at increas- ing engineering student success, enhancing the sense of community and belonging by the students, and improving the transfer of knowledge in the engineering disciplines. In order to succeed in his research endeavors, Dr. Grau frequently collaborates with social scientists and educators. Prior to his academic career, he worked for more than seven years both leading an engineering department and managing com- plex industrial projects in South and Central America, and Europe. He is a registered Industrial Engineer in Spain and

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

areexposed to many different levels of expectations. At one extreme are students who are overachievers and have been very strongly driven throughout their academic career. These studentshave either taken an AP course or possibly taken community college courses as part of their highschool program. These students need guidance only in how to channel their energy to besuccessful. At the other extreme, however, are first generation college students. These studentsmay need stronger levels of mentorship to be successful. Yet both of these sets of students arepresent in the same freshman course, and both of these students will be assessing theperformance of course instructors. They each will have a level of expectation set for the facultymember. At the