Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University

Tagged Divisions

New Engineering Educators

 aware of campus policies, procedures and services related to academic integrity, student conduct,and mental health problems in order to reduce disruptive occurrences. This paper, which may beparticularly useful for those with limited teaching experience, describes research on incivility in theclassroom and features a classroom management workshop for faculty developed and convened at anhistorically black college and university in the southern part of the United States. The workshop examplepresented highlights best practice recommendations from the workshop and the literature.Keywords: Classroom Management, incivility, professional ethicsIntroductionThis paper, which may be of particular value to new faculty and those with little classroom

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

complete) project that they can seethrough from start to finish. Examples include analyzing a small dataset or doing initialbenchmark tests. More experienced students can often finish a Stage 2 project in a week or two,although the pace will vary depending on the project and what skills students need to learn. If ittakes more than two weeks for a student to complete stage 2, the mentor can sit down with thestudent and re-evaluate the project goals and adjust the pace if needed.The goal of Stage 2 projects is to give students more practice with the research methodologiesand workflows used in the lab, while also providing the mentor with further opportunities toevaluate the students’ abilities. Stage 2 projects should be designed such that students

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

. Nanette M. Veilleux, Simmons CollegeMrs. Caitlin Hawkinson Wasilewski, Seattle Pacific University Page 24.977.1 c American Society for Engineering Education, 2014  People Matter: The Role of Faculty and Peers in Students’ Academic EngagementAbstractThis paper presents findings from an engineering education study whose results lead tosuggestions for best practices to improve the teaching and learning experience in engineeringclassrooms.Over the past four years we have been exploring the role of a student’s connection to communityon his/her engagement with

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen M. Williams P.E., Milwaukee School of Engineering; Robert W. Hasker, Milwaukee School of Engineering; Steven Holland, Milwaukee School of Engineering; Adam Redd Livingston, Milwaukee School of Engineering; Kerry R. Widder, Milwaukee School of Engineering; Josiah A. Yoder, Milwaukee School of Enginering

Tagged Divisions

New Engineering Educators

how the institution’sexpectations translate into practice, as well as pedagogical ideas for effective instruction.Reciprocal observation by the seasoned faculty member provides early feedback to the newfaculty member that is valuable in getting off to a good start. Details of the structure of theshadowing program are presented. Five case studies are offered by faculty who went through theprogram. They share their experiences in how the program was effective for them and in how itcould be improved.BackgroundIt is widely accepted that new faculty should be trained to teach.1,2 The structure of theengineering professoriate evolved over the 20th century to favor training in research for earlyPhDs.3 This does not mean that there are no efforts to

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

that following asolution can help their understanding, research has shown that engineering students performbetter on homework and exams when they did not have solution manuals available whencompleting the homework25. An additional conclusion from this study was that students who didnot have access to a solution manual asked more questions of the instructor during office hoursthan students who could reference a solution manual. An additional study with engineeringstudents showed inconclusive results regarding whether graded vs. un-graded homeworkcorrelates with exam scores26. Further benefits of well-designed homework have been reportedto include improvements in student preparation for class, out of class interactions betweenstudents and the

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lea Marie Eaton, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

New Engineering Educators

Paper ID #10302Students’ Persectives on Homework and Problem Sets in STEM CoursesMs. Lea Marie Eaton, Stanford University Lea Eaton is a senior undergraduate student at Stanford University. She is working towards her B.S in Mechanical Engineering with a focus in Product Design.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amber L. Genau, University of Alabama at Birmingham

Tagged Divisions

New Engineering Educators

-residential program, so students areresponsible for their own transportation to and from campus each day. And exampleschedule of a camp week is shown in Appendix A. During the course of the program,participants experience a variety of tours, speakers, hands-on activities, and field trips. Alarge component of the week is a group project where teams of students design, build andlaunch a model rocket made from high-tech engineering composites. During all of theseactivities, camp participants are able to interact with faculty, graduate and undergraduatestudents, and representatives of local industry. Images of the campers in action are shownin Figures 1 and 2. Additional information about the first year of the program can befound in the 2012 paper by

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

New Engineering Educators

, Langrall, Malzahn, Mohler, Russell, & Whitman, 2005)4. Without the F2Finteraction, communication can be difficult. A study was conducted by a large Midwesternuniversity using students in a F2F environment and students in a computer-mediated distanceeducation environment. Both F2F and DE students were divided up into teams for the study. The Page 24.1138.7course studied was a lean manufacturing course designed to include practical learning forgraduate students (Chaparro, et al., 2005)4. Students in both the F2F and DE were asked to createa value stream map using the Blackboard™ course management system.Students were compared by final project

Conference Session

INVITED PANEL: Preparing your Teaching Portfolio

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

Paper ID #10003Preparing Your Teaching PortfolioDr. Kay C Dee, Rose-Hulman Institute of Technology Kay C Dee received a B.S. degree in chemical engineering from Carnegie Mellon University, and M.Eng. and Ph.D. degrees in biomedical engineering from Rensselaer Polytechnic Institute. After completing her graduate work, Kay C joined the Department of Biomedical Engineering at Tulane University in New Orleans, Louisiana. She later joined the faculty at Rose-Hulman Institute of Technology. She served as the founding Director of the Rose-Hulman Center for the Practice and Scholarship of Education, and is currently the

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

New Engineering Educators

-tenure period, when they likely have a greater set of outsidecommitments than younger new faculty members; and leveraging their skills developed inindustry for success in the classroom and research. This article explores the experience of twofaculty members who each made the move after over fifteen years in industry, one who is nowearly in that transition and the second moving toward full retirement. These experiences are usedto outline not only ideas on best practices for being successful in the transition, but pitfalls andtraps to avoid.IntroductionThe motivation of this article is to explore the transition from industry to teaching from both aspecific and general viewpoint. The specific context explores the perspectives on theexperiences of

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

M.D. B. Sarder, University of Southern Mississippi

Tagged Divisions

New Engineering Educators

Be Done?. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1479-1483). Chesapeake, VA: AACE.13. Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1-20.14. Truluck, J. (2007). Establishing a mentoring plan for improving retention in online graduate degree programs. Online Journal of Distance Learning Administration, X(1).15. Huett, J. K., Kalinowski, K. E., Moller, L. & Huett, K. C. (2008). Improving the motivation and retention of online students through the use of ARCS-Based E-Mails. The American Journal of Distance