Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Laurie S. Garton, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

AC 2012-3702: GRANTSMANSHIP AND THE PROPOSAL DEVELOP-MENT PROCESS: LESSONS LEARNED FROM SEVERAL YEARS OFPROGRAMS FOR JUNIOR FACULTYDr. Laurie S. Garton, Texas Engineering Experiment Station Laurie Garton is a Senior Research Development Associate with the Texas Engineering Experiment Sta- tion Office of Strategic Research Development. She has B.S., M.E., and Ph.D. degrees in civil engineer- ing (environmental) from Texas A&M University and was an engineering faculty member before joining TEES in 1999 where she started working on technical research project grants related to interdisciplinary environmental themes. Currently, she leads the TEES New Faculty Initiative targeting grants such as the NSF CAREER awards

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

New Engineering Educators

for incoming freshmen students to get themengaged and connected to the College of Engineering. The main freshmen components are the E2 - Encounter Engineering Bridge campand the ENGR 1050, Introduction to Engineering freshmen class. Based on student,instructor and industry feedback, activities have continuously been adapted andimplemented to improve the quality of the program. For example, development andgrowth of a strong peer-mentoring component has helped support scaling the project forlarger numbers of students. Additional adjustments to staffing and funding have beennecessary through the years to accommodate the changing enrollment. In addition, theinformation presented as been updated and revised to best meet the needs of the

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny L. Lo, Virginia Tech; Tamara W. Knott, Virginia Tech; Thomas D. Walker P.E., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

- or better. Students are required to pass either ENGE1104 orENGE1114 with a C- or better depending upon their choice of major.The number of students enrolled in each course ranges from 100-1600 per semester. The typicalformat for each course consists of one weekly 50-minute lecture in a large classroom (150-300students) and one weekly 110-minute workshop in a small classroom (30-36 students). All threecourses have elements of active learning in the form of small group discussions, problem-solvingactivities, and network-enabled polling and real-time collection/display of student-generatedcontent in the large classroom settings. In the workshops, students are involved in hands-onengineering learning activities including design projects. In a

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University; Randy L. Vander Wal, Pennsylvania State University

Tagged Divisions

New Engineering Educators

AC 2012-4757: TAKING MATTERS INTO YOUR OWN HANDS: IS CRE-ATING AN E-TEXTBOOK FOR YOU?Dr. Kathy Schmidt Jackson, Pennsylvania State University Kathy Jackson is a Senior Research Associate at Pennsylvania State University’s Schreyer Institute for Teaching Excellence. In this position, she promotes Penn State’s commitment to enriching teaching and learning. Jackson works in all aspects of education including faculty development, instructional design, engineering education, learner support, and evaluation.Prof. Randy L. Vander Wal, Pennsylvania State University Randy Vander Wal has published more than 100 papers, and has numerous research projects in the areas of energy conversion, storage and efficiency. Related work

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

cooperatively. Googledocs serve much the same function, allowing more flexibility but less uniformity informatting. More powerful features are available through Google sites, which allow theinstructor to set up templates to track student progress, including the time that they havespent on the project. CATME/Team Maker is a tool for creating teams based on studentschedules or other criteria, and collecting feedback from team members on thecontributions of their partners.1. IntroductionOver the last 20 years, there has been a movement to adopt collaborative learning inengineering classes, based upon the results of studies that show it is decidedly moreeffective in promoting student learning. This trend has been coincident with the rise of theWorld-Wide

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marcus L. Roberts, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy; Ryan Jay Silva, U.S. Air Force Academy

Tagged Divisions

New Engineering Educators

intangibles, perhapsthrough items such as critical thinking, as overarching objectives that are reported to ABET foraccreditation. But, we’re specifically targeting the individual classroom setting in thisObservation. As an instructor, are we giving graded and non-graded events (e.g., in-classexercises, homework, projects, labs) for the students to practice these intangible attributes, andare we assessing them (through informal or formal feedback)? If not, we are failing them.We admit that this certainly adds a burden to the instructor to tailor their class to practice andassess these intangible attributes. But, the future benefits of such efforts far outweigh the minorinitial investments. Compare student A and student B. Student A attends class

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

. Nonetheless, if we are pragmatic anddesire to do a better job in equipping our students with the “tools of the trade” thenwe need to alert our graduate students( the future engineering teachers) to the need ofdeveloping proper and enduring connections with industries in their locale, andeventually have a mutually beneficial relations with the industrial sector; not so muchto supplement their income, but, principally, to be able to reach the broader goal, i.e.,to gain valuable experience and be truly involved in real engineering.iii) Third, reaching out to the industrial sector and engineering services in the Region,and striving to form symbiotic partnerships between local industry and academiathrough: capstone projects, theses work with practical

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

New Engineering Educators

of Personality/Behavior/Motivation Assessment in the Design of a Good Group Project Team o Teaching in Large Classes: Ensuring Student Success and Engagement o What Makes a Good Assessment? o Collaborative learning in the Classroom o Technology in the Classroom: What works and what does not o How and where to Incorporate Active Learning into Courses o Learner-Centered Teaching o Grades and Learning: Expectations, Assessments, and Accountability o Developing Cross-Disciplinary Learning Experiences for Students o Incorporating and Teaching Global Perspectives o Promoting Learning through WritingInnovation and Creativity o Teaching Innovation in Design Courses o Benefits of/Best Practices in Integrating Innovation

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding P.E., Brigham Young University; James K. Archibald, Brigham Young University; Paul Richards P.E., Brigham Young University; Steven L. Shumway, Brigham Young University; Brian D Jensen, Brigham Young University

Tagged Divisions

New Engineering Educators

. Page 25.644.5Table 1. Excellence in Teaching and Learning Survey Results Topic: Student Motivation Rating (0-5): 3.9 Implementation/Impact Feedback It has raised my awareness of different motivations students have. I have specifically tailored my approach in class to try to ensure I hit as many motivations as possible to try to reach as many students as possible Students behave more as professionals and expect more of themselves Shown 'Drive' video and discussed motivation in class I added a creativity project (in which I gave full credit for completion, 'taking compensation off the task') to one of my courses Topic: Center for

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian Swartz P.E., University of Hartford

Tagged Divisions

New Engineering Educators

learn best when they recognize the importance and the applicability of thematerial8,9. Oftentimes the context of the detail within a larger problem statement can helpestablish relevance. Obviously real-world projects and case studies are also desirable. Theinstructor’s contagious enthusiasm for the subject matter is another desirable trait.When the content is actually delivered, it must be organized. It is not reasonable for theinstructor to expect the student to stay organized and receive the information in proper context ifthe course material is delivered haphazardly. The instructor should strive for clear, conciselecture notes and handouts. Any figures or problem statements to be used in class should beavailable to the student in a manner

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Wade, U.S. Military Academy; Robert J. Rabb, U.S. Military Academy; R. Clayton McVay, U.S. Military Academy; Peter Hanlon, U.S. Military Academy

Tagged Divisions

New Engineering Educators

, andfundamental design knowledge to complete capstone design projects requiring dynamicmodeling and control expertise. The course is multidisciplinary and is conducted as a jointoffering with the Department of Electrical Engineering and Computer Science and theDepartment of Civil and Mechanical Engineering.The Thermal-Fluids course devotes 3.0 credit hours to engineering topics of which 2.5 credits areallotted to engineering science and 0.5 credits are allotted to design. The course is the secondcourse in a three-part course engineering sequence that non-engineer majors must take as aninstitutional requirement. The purpose of the three course sequence is to give the students abasic engineering understanding, but more importantly to help them learn

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Meredith, Pennsylvania State University, Fayette

Tagged Divisions

New Engineering Educators

projects and written labreports. To test the students’ power of observation, I will devote one lab to tracing water lines in a laboratory anddiscussing related issues (e.g., Was there a floor drain?). To get them thinking “out of the box”, we will discussalternative methods to verify an instrument reading. I often tell the “Angels on a Pin” story4. To strengthen theirskill at estimating values, we will count ceiling tile or concrete blocks to determine the dimensions of aclassroom. None of these traits could be demonstrated on a timed test, so get creative on how students candemonstrate those estimating skills other than through traditional testing.I try to build the exam well ahead of the exam day. I let it rest overnight so I will read it with