Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Cudney, Missouri University of Science & Technology; Susan L. Murray, Missouri University of Science & Technology; Brittany Groner, Missouri University of Science & Technology; Katie M. Kaczmarek, Missouri University of Science & Technology; Bonnie Wilt, Missouri University of Science & Technology; Kamaria Blaney, Missouri University of Science & Technology; Julie Phelps, Missouri University of Science & Technology

Tagged Divisions

Engineering Management

December 2016.Kamaria Blaney, Missouri University of Science & Technology I am an Engineering Management student emphasizing in Industrial Engineering and minoring in market- ing. Capturing the voice of the student was a blast & worth all the feedback we received.Ms. Julie Phelps, Missouri University of Science & Technology Julie Phelps has been an instructional designer at Missouri University of Science and Technology since 2010. She supports faculty in the effective use of technology in the classroom as well as blended/online course development. She holds an M.A. in Information and Learning Technologies from The University of Colorado-Denver and a B.S. Ed. from The University of Missouri, Columbia. From

Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ekaterina Koromyslova, South Dakota State University; Teresa J.K. Hall, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

Engineering Management

same department, tookturns evaluating and providing feedback to each other throughout the year. The process consistedof three parts: a classroom observation, feedback on course materials (syllabus, forms ofassessment such as exams and homework assignments, etc.), and a reflection meeting with allthree members of the triangle to provide feedback and opportunities for discussion. They foundthat the biggest benefit of their process was that faculty valued the individualized feedback theyreceived from the other members of their Triangle, as well as the observations they made of theircolleagues’ teaching. The process fostered interactions in a way that would not have occurredwithout the program, and faculty used the Teaching Triangles to devote