Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

shared vision, developing possible tangible outcomes, writingoperating procedures, selecting an appropriate platform for communication, and facilitatingreflection and changes to practice.1. IntroductionThe benefits of mentoring as a form of faculty professional development are well established,and there are many different structures in which mentoring can occur. The most traditionalstructure is that of a formal mentoring program, pairing senior and junior faculty. Although thistraditional structure has many advantages, there is a hierarchy in the relationship that mayprevent the mentee (i.e., junior faculty member) from sharing important challenges and concerns,especially if the mentor is involved in key decisions such as tenure and promotion

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

discipline, exists in a climate of increased scrutiny andaccountability. Beyond the strong research indicating that regular assessment of classroomactivities has a positive impact on student learning [e.g. 1, 2], education in the engineeringdisciplines today means that every faculty member must assess their own classroom if for noother reason than preparation for the next ABET accreditation cycle [3]. In addition, federalresearch grant-making agencies, such as the National Science Foundation, are raising theassessment requirements placed on their funded investigators in response to increased scrutinyplaced on these agencies.This shift is particularly impactful for early career faculty. As part of the shifting expectations, inclassrooms and as part

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

provide“careful, thorough advising and regular supportive mentoring”1 in areas ranging from thespecifics of their dissertation research to broader questions of personal and professional success.2This interactive panel discussion will introduce future and new engineering educators—especially those with young or forming research groups—to some best practices in setting thetone for a productive research group and navigating difficult situations related to graduatestudents. The panel discussion is led by Dr. Katy Luchini Colbry (Michigan State University)and Dr. Catherine Berdanier (Pennsylvania State University). The session will offer theory-basedbest practices for research group leadership and management in light of graduate education

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

New Engineering Educators

the advent of free massive open online courses (MOOC). The goingdigital movement in higher education is true and has begun to pick up pace.It would be very difficult to find a collegiate student that is not technology savvy,dependent, and/or welcoming of more gadgets, screens, and/or keyboards. On theother hand, it would not be hard to find a collegiate faculty member, junior or seniorranking, who resists and/or struggles with technology adoption in his/her classroom.There is a wide gap concerning technology acceptance between generations in highereducation. The following statement by Ramasubbu (2015) illuminates the trend: 1 The elusive generation gap is construed as being widest when one of

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

, Reflection, Implementation,Deadlines, and Emotions. These components are considered when making decisions aboutindividual tasks and setting plans for each day, week, semester, or for a complex project –“choosing with PRIDE” – in the context of attaining one’s goals (Figure 1). By choosing withPRIDE, one moves from being in a reactive mode to an intentional, proactive mode. How oneuses their time can impact feelings about one’s productivity and improve one’s well-being,providing a positive feedback loop. In addition to increased productivity, time management canhave the benefits to one’s well-being such as feeling less stressed and more energized andincluding opportunities for personal interests (Dudovskiy 2013). Figure 1. Choosing with

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clint Armani PhD, Unites States Air Force Academy

Tagged Divisions

New Engineering Educators

faculty to be ableto: 1. Describe the distinctive context of USAFA, to include its mission, organizations, and personnel. 2. Fulfill the professional responsibilities associated with being a USAFA faculty member. 3. Create a respectful and engaging learning environment in their classes. 4. Utilize evidence-based, learning-focused teaching practices in their classes. 5. Value positive restlessness and innovation in their teaching. 6. Build a community of colleagues from across the faculty.In support of learning the distinctive context of USAFA, senior leadership welcomed andaddressed the new faculty members. Following the senior leaders, the various organizations ofthe institution provided insight into their areas of

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Terri L. Lovins, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

case, our focus on the knowledge that results from engaging in reflection and ourfocus on engineering education has led us to identify a conceptual framework specific to ourcontext.Our initial conceptual framework for characterizing the knowledge resulting from engagement inreflection activities consists of three factors. Below, we explain each factor, situate the factorbriefly in relevant literature, and provide examples of student utterances that might align with thefactor:Factor 1: Professional knowledgeReflection activities (activities that invite students to pause, step “out,” and create knowledge)clearly have the potential to help students advance their knowledge of the topics they arestudying in order to become engineers. Our framing of

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; Neal A Lewis, University of New Haven

Tagged Divisions

New Engineering Educators

Engineering (University of Pittsburgh). Prior to entering academia, Dr. Nicholls was a practicing industrial engineer in the freight transportation industry. Address: Donald L. Harrison College of Business, Southeast Missouri State University, One University Plaza – MS 5815, Cape Girardeau, MO 63701; telephone (+1) 573.651.2016; fax: (+1) 573.651.2992; e-mail: gnicholls@semo.edu.Dr. Neal Lewis, University of New Haven Neal Lewis received his Ph.D. in engineering management in 2004 and B.S. in chemical engineering in 1974 from the University of Missouri – Rolla (now the Missouri University of Science and Technology), and his MBA in 2000 from the University of New Haven. He has over 25 years of industrial experience

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

consultationsSince this list varies, many resources emphasize to candidates the importance of identifyingwritten and unwritten expectations for tenure at their institutions as soon as possible.1-4 Once acandidate has identified the criteria, Wankat and Oreovicz3 suggest creating a schedule fortechnical research and publishing over their entire probationary period. Candidates are alsoadvised to keep a record of activities to ensure nothing is missed in their portfolios.3PurposeDuring graduate school, I attended workshops for future faculty and compiled a reading list fornew faculty. When I started my tenure-track position, I had a little bit of time to look at a fewpages of the book on my reading list. I also consulted mentors about advice on how to get off

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Laura J Dietz, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators

, duringtheir first semester on the tenure track at a teaching focused institution are summarized.Professional experience of the author is comprised of a combination of consulting, government,and manufacturing industries, while teaching experience consisted of responsibilities as ateaching assistant in graduate school for three (3) semesters, teaching one (1) semester as apart-time instructor, and teaching colleagues on various topics informally and formally.Professors known to have some industry experience from a variety of higher learning institutionswere surveyed. They were asked to rate various factors as being a source of stress when theywere new faculty, and to identify ways their institution made the transition from industry toacademia easier

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Anita Jain

Tagged Divisions

New Engineering Educators

techniques to be helpful to their learning, with most citing the ability to talk to andwork with their classmates to solve problems. In addition, the classroom was observed using theCOPUS observation protocol to describe it and determine the level of activity and interaction.The instructor’s main takeaway from his first use of these techniques is that they lead to largegains with little-to-no extra time or preparation. Although he had previously not used them dueto a perceived lack of time, his advice to new faculty is to try these techniques in their courses.Additional instructor insights and reflections will also be discussed.1. IntroductionActive learning has been defined as anything that students “do” in class beyond listening tolecture and

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

, and the IEEE Signal Processing, Communications, and Education Societies. ©American Society for Engineering Education, 2017 Profiles of Participation Outcomes in Faculty Learning CommunitiesIntroduction Significant evidence suggests that undergraduate education in science, technology,engineering, and mathematics (STEM) disciplines needs to be improved 1–4. Research oneffective teaching has recognized interactive teaching and active learning as effective tools inadvancing STEM education: they promote both student achievement 5 and conceptualunderstanding of the material 6. However, despite the growing body of research that supports thistype of teaching, traditional lecturing still prevails in college

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaela M Martin, Embry-Riddle Aeronautical University, Prescott; Dina M. Battaglia, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

New Engineering Educators

Recap tended to be more open-ended than multiple-choice quizzeson the LMS and sometimes focused on student opinions (e.g., “If you had to choose between abi-parabolic transfer and a Hohmann transfer, which would you choose? Why?”).Recap, a new application developed by Swivl, is currently in beta version. Responding to Recapassignments can be accessed through a webpage or an app for iOS and Android. Currently, thewebpage version is the only method to access the teacher interface seen below in Figure 1. Figure 1. Teacher Interface for RecapStudents log in with an email address and join the class through a 7-digit pin number. They thensee the available assignments to complete as shown in Figure 2. Students click on the

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

New Engineering Educators

teachers do, rather than what students think. Instead, they reframe formative assessment asresponsive teaching, an instructional approach in which teachers elicit student thinking around aparticular topic, notice and interpret the disciplinary substance contained within students’thinking, and then respond in real-time in order to support students’ disciplinary behaviors.Responsive teaching has been studied for some time in K-12 mathematics and science education,and it has recently become a focus in K-12 engineering education. However, to our knowledgeno research has investigated responsive teaching in undergraduate engineering education. Weintend to begin a conversation about this important area of study through three specific aims ofthis paper: 1

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

must understandwhat they have learned so far and why they need to study the next topic at hand. Tosome extent, this skill is discipline specific, expressed quite differently in, say, historythan in calculus. Students who are able to self-assess are more likely to continue theirlearning and increase their competence after graduation [1]. 12. How Is Self-Assessment Used?Most uses of self-assessment are purely formative [1], i.e., undertaken to help studentsimprove their work, rather than to assign a final grade. Students may learn self-assessment in first-year courses devoted to teaching them how to study and learn. Theycan use self-assessment to monitor their own learning, either to keep them on

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebekah Oulton PE, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators

) class.Bloom’s Taxonomy presents ahierarchy of levels of complexor critical thinking skills, asillustrated in Figure 1 (Pappas,Pierrakos, & Nagel, 2013;RMIT University, n.d.). Thetheory of the hierarchy is thatskills presented go from moresimple “foundation” skills tomore complex “higher order”skills as one goes up thehierarchy (Anderson et al.,2000; Pappas et al., 2013;RMIT University, n.d.). It is Figure 1. Bloom’s Taxonomy for Critical Thinkingsuggested that mastery of the (RMIT University, n.d.)more basic-level skills isessential before mastery of the higher-levels skills is feasible (Anderson et al., 2000; Pappas etal., 2013). Each level of Bloom’s Taxonomy may be described with key verbs describing actionsby which students can

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

varied from section to section, leading to some variability inscores across sections and instances. Taking all of this into consideration, we looked at thedistribution of section GPAs with respect to the overall average for each learning objectiveinstance and the distribution of standard deviations of section GPAs with respect to the overallstandard deviation for each instance.This analysis process did not yield any specific learning objective instances that absolutelydemanded further attention over others; that is, there was no obvious analytical metric thatclearly identified specific instances or sections. However, we established three criteria that wehoped would help us to find examples of variation in rubric interpretation: (1) selected

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

learnthe ropes by giving them feedback on the effectiveness of reviews of their work.Keywords: peer review, peer assessment, peer feedback, formative feedback, rubric1. IntroductionPeer assessment is an educational technique that is finding increasing use at all levels ofeducation. It has been shown to improve student learning in disciplines all across thecurriculum [1]. Whether in lab sciences, computer science, or engineering courses, aswell as other areas of the curriculum, peer review has led to measurable learning gains.Peer assessment is grounded in the constructivist theory of learning [2]. The basicpremise of constructivism is that students “build” their own knowledge and skills [3].As assessors, it forces students to step back think about

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gilbert C. Brunnhoeffer III, Roger Williams University

Tagged Divisions

New Engineering Educators

paradigm that is different from what the students are used toso the sooner you start, the more success you will have. This process also allows the instructor topublish grades weekly to keep the students continuously informed about their progress. Hour Hour Final % of Quizzes Exam I Exam II Exam Course Week #01 1% Week #02 1% Week #03 1% Week #04 1% Week #05 2% 20% 26% Week #06 2% Week #07 2% Week #08 2% Week #09 2% Week #10 2% Week #11 2% 25% 63% Week #12 2% Week #13 2% Week #14 3% Final

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Edward Schmidt, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Samuel J. Dickerson, University of Pittsburgh

Tagged Divisions

New Engineering Educators

intheir fields of study.IntroductionHomework is essential to undergraduate student development. Out-of-class learning activitiesreinforce topics presented in lecture and serve to expand student comprehension. Thedevelopment of educational techniques to improve upon the efficacy of homework is an activeresearch area [1-4]. While educators agree upon the positive impact of homework, the form-factor and delivery method continues to be a topic of discussion [5-7]. Additionally, studentattitudes towards homework are also changing to reflect access to digital online modalities.While students often prefer an online presentation of homework, a recent study has shown thatperforming homework online does not significantly impact final grade performance as

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

% of residential construction and 11% ofnonresidential structures in the United States [1], yet studies have shown that only just more than50% of civil engineering programs offer a course in wood design [2]. Design of wood residentialstructures to withstand major wind events, such as hurricanes and tornados has been discussedmore frequently in recent years [e.g. 3, 4] and cross-laminated timber has great potential forlarger structures in the future [5]. Engineers with a strong background in wood design are avaluable asset to the wood construction industry. Structural behavior of wood can be a difficulttopic for students to grasp due to its anisotropic material behavior. This behavior contrasts withthe relatively simple descriptions of steel

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, aligning learning outcomes to assessments and teachingactivities, methods for active learning, and strategies for effective classroom presentation. Theworkshop curriculum was centered around the following goals: 1) promoting broader awarenessof alternative teaching strategies for STEM classrooms, 2) increasing faculty comfort level inusing alternative teaching strategies, 3) increasing adoption of active learning and otherevidence-based pedagogies, 4) building a campus community dedicated to improving teaching,and 5) increasing multi-disciplinary collaborations amongst faculty attendees. The purpose ofthis paper is to provide an example of a model workshop designed to help new faculty engagestudents in STEM disciplines, and includes the planning