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

. Stay connected with your research sponsors – New faculty member should stay connected to research sponsors even during times that no research with that sponsor is occurring. Spend time each day writing research proposals and peer-reviewed publications – This will help to maintain a steady level of writing and accomplish proposal and paper submission goals. Encourage journal writing from M.S. and Ph.D. students – The new faculty member should encourage co-writing papers with current and past M.S. and Ph.D. students. This will assist the faculty member in producing increased levels of peer-reviewed publications. If the student writes the entire article, consider

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

. Requirements for teaching and service may vary from university to university but theyare very similar in most of the aspects. This paper presents the typical requirements at GannonUniversity, Erie, PA in each of the above mentioned areas. A comparison will also be made withsix others teaching-based institutions. Requirements at Gannon University have changed over theyears from no scholarship requirements before the 1980s to significant scholarly activityrequirements today. Faculty members rely on student evaluations conducted at the end of eachsemester and once a year peer evaluation to satisfy teaching requirements. At GannonUniversity, the Boyer’s model of scholarship was adopted around 2000 to satisfy scholarshiprequirements.New faculty starting

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

Engineering Research and Learning (INSPIRE). Her research interests center on implementation and assessment of mathematical modeling problems. Page 22.1218.1 c American Society for Engineering Education, 2011 Realistic Open-Ended Engineering Problem Solving as Sites for Postdoctoral Researcher Training in Course Instruction and DevelopmentAbstractTraditional roles of postdoctoral researchers often involve scholarly activities that are focused onresearch and grant writing. Seldom do PRs receive training on activities pertaining to curriculumand instruction – topics that are important if these PRs

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

Engineering and Com- puter Science Department at Ohio Northern. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Frederick Clayton Berry, Milwaukee School of Engineering Page 22.1163.1 c American Society for Engineering Education, 2011 Practical Interpretation of Student

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

(a one-page document) containing a revised set of dimensions and an approach for coding these dimensions. Again, the milestone reports were used, in class, to discuss the project.4. Two days before the project was due, students were required to (a) give a “minute-madness” presentation to the class on their results and (b) bring a draft of their report to class for peer review.5. The group then submitted the final report two days later, after making revisions based on the peer review. In addition, individual group members submitted a written reflection on their learning through the project process.Description, Observation and ReflectionIn the next two sections, we further describe these two cases. Specifically, we describe each

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

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

learning, teachers should continually check for understanding and provide studentswith thoughtful, timely, and precise feedback. Students need to know how well they are doingand are typically open to suggestions for improvement. Generally, the clearer and morespecific an instructor can be with feedback, the better the results for students. Students alsobenefit from peer reactions and should be encouraged to take responsibility for their ownlearning (i.e., taught to self-evaluate). Providing accurate feedback and helping students totake charge of learning can stimulate healthy minds.Improving Pedagogy with Differentiated InstructionA key concept in differentiated instruction is applying a proactive approach to the learning andteaching model. As

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

lieu of a final exam. Common interview questionsinclude formative assessment and professional development questions such as: What are you going to do to continue your own learning about teaching and learning? In retrospect, if you needed to miss a session which one would it have been? Topics of the course have varied modestly between offerings. However, they link closely toskills sets faculty are recognized to need for teaching25,26. Most of the following topics havebeen consistently included: Historic Perspectives in Teaching Engineering and University Teaching Learning Styles* Course and Syllabus Design Defining and Creating Learning Objectives Teaching Design and Laboratories Effective Lecturing* Writing in

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

pursued differently as individual faculty try to advance theiracademic careers11. Recent research conducted with a sample of science and engineering facultyat top U.S. research universities12 shows that research university faculty‟s allocation of time toteaching, research, grant writing, and service differs before and after they have been tenured andpromoted to full professor. For example, tenure-track assistant professors in research universitiestend to spend more time in research and grant writing than tenured faculty. Once tenured andpromoted to associate professors, faculty tend to spend more time in teaching and service andless time in research and grant writing than the amounts that they spent in those categories aspre-tenure faculty. After

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

experiencededucators looking for fresh ways to engage students. As a result of the authors’ experiences andreflection, a collection of tips for success in implementing specific teaching strategies is provided. Page 22.1415.2IntroductionThe requirements on a new engineering educator’s time are many and varied. In addition toproviding a fantastic learning environment for future engineers, the instructor may be asked todefine a scholarship avenue, write grants, and serve various entities within and outside theuniversity all the while with tenure looming. With all these demands on the new instructor, timeoutside of work is extremely limited. Clearly, time