Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

potential improvement. This paper introduces the PPIT program and its importanceto student development, to understand the impact of the PPIT program on the professionaldevelopment of the students. Specifically, each student was asked to complete a questionnairebefore and after the PPIT program and we investigate this information for the purposes ofimproving PPIT and similar courses at other institutions. As we develop the course for nextyear, this study provides a framework that can assist in the development and improvement ofsimilar programs in other institutions going forward.INTRODUCTIONThe University of Toronto currently has a program for Ph.D. candidates in engineering to learnabout the transition from doctoral studies to academic careers

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University; Elizabeth J. Birmingham, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

New Engineering Educators

members. Further, participating in the mentoring program decreased most mentees’ sense of isolation on the campus (71%), as well as within the community (52%).  Most mentees also reported that they had a support system in their mentoring group (61%) and that they developed relationships that they expect to continue throughout their Page 23.898.5 career. 4  Additionally, 17 (55%) mentees identified that participating in the mentoring program had animpact on their experience of the campus climate. Eight (26%) mentees felt

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, University of Arkansas; John DUPE Lee, University of Arkansas; Douglas E. Spearot, University of Arkansas

Tagged Divisions

New Engineering Educators

vary. Out of this set, a notable population of young professors and instructors are and will befresh postdoctoral research associates, as well as fresh doctoral graduates.This particular section of the teaching and instructor community is likely to have the longestteaching careers, but at the onset of their careers they will have the least teaching and hands-onexperience. As fresh instructors, they will have limited experience with new pedagogicaltechniques which will empower learning in a hybrid brick-click classroom.3-4 Recently, in theDepartment of Mechanical Engineering at the University of Arkansas, an experiment wasconducted, titled Teaching Scholars program, to develop a conscious approach for training apostdoctoral research associate

Conference Session

Best Methods for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

James C. Squire, Virginia Military Institute; Turk McCleskey, Virginia Military Institute; Elizabeth White Baker, Wake Forest University; Anthony Evan English, Western New England University

Tagged Divisions

New Engineering Educators

Western New England University where he teaches biomedical engineering. His interests include the application of non-linear control theory to soft biomaterial phase transitions and cellular level phenomena. Prof. English is the recipient of a National Science Foundation CAREER Award. Page 23.801.1 c American Society for Engineering Education, 2013 Interdisciplinary Problems and Numerical Analysis: 10 Things We Wish We Knew 20 Years AgoAbstractNon-engineering faculty often find the engineering quantitative mindset and ability to conductnumeric analysis

Conference Session

Best Methods for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio P.E., University of Delaware

Tagged Divisions

New Engineering Educators

Cited1. P&T EPORTAL/FACULTY EPORTFOLIO AD-HOC COMMITTEE, University of Illinois P&T EPORTAL/FACULTY EPORTFOLIO AD-HOC COMMITTEE Final Report. (2008).at 2. OCIO, OSU Research in View | Office of the Chief Information Officer (OCIO) | the Ohio State University. (2012).at 3. Pace University, Center for Teaching, Learning, and Technology ePortfolio Workshop for TAP | CTLT | Pace University. (2011).at 4. Academic Affairs, IUPUI Samples: Promotion & Tenure: Academic Affairs: Indiana University - Purdue University, Indianapolis. Promotion & Tenure Dossier Samples (2012).at 5. Distance Education and Learning Technologies, Memorial University Career Development and Experiential Learning. Faculty ePortfolio (2012).at 6. The

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York at Oswego; Rachid Manseur, Oswego State University College; Thomas E. Doyle, McMaster University

Tagged Divisions

New Engineering Educators

to apply their newly acquired training and education in engineering work, The freedom to select their own solutions to an engineering problem The opportunity to prove primarily to themselves, that they are now empowered for a career in engineering.The traditional educational environment lacks a “„playful‟ climate where students can explore„new spaces or concepts‟2. By contrast, students greatly enjoy the freedom they are given incapstone courses. They are enthusiastic, thrilled to perform research work; they develop strongmotivation to overcome challenges and to succeed with their projects, which can greatly improvetheir learning skills and self-confidence. Challenges are just means to trigger their