Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

class projects. Cross-disciplinary experiences betweenengineering and education students have shown potential to help students developcommunication skills [3, 4]. In addition, students develop self-efficacy in their discipline throughparticipating in cross-disciplinary experiences [5]. Cross-disciplinary experiences also helpstudents learn to value expertise outside their area of study and appreciate the limitations andconstraints of information in other fields [6]. Course instructors can also benefit from sharingresponsibility for a course and learning about other disciplines [7].The unfamiliarity of cross-disciplinary activities can lead to frustrations despite their manybenefits. Students often struggle to connect topics from other

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Paper ID #16220Student Perceptions of Faculty Support: Do Class Size or Institution TypeMatter?Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching