Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Geoffrey Recktenwald, Michigan State University; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Anant Sahai, University of California, Berkeley; Matthew West, University of Illinois, Urbana-Champaign

Tagged Divisions

New Engineering Educators

Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Matthew Walker, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, attempting to distill best practices and impacts, but are limited by a relativelyshallow literature pool. [19] Suggestions about how to develop rubrics are widespread (e.g. [20]),but the literature is sparse with respect to combining standards-based scores across assignmentsor formulating an overarching course grade in a standards-based system.The primary purpose of this work is to propose a methodology-based classification schemethrough which to frame future discussion around standards-based grading score aggregation. Aseries of exemplars of the grade aggregation methods encompassed by the classification schemeare provided. The exemplars were generated by applying various schemes to a set of hypotheticalstudent profiles for a first-year engineering

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineer- ing contexts. She also focuses on the implementation of standards-based grading and teaching assistant training.Mr. Hossein Ebrahiminejad, Purdue University-Main Campus, West Lafayette (College of Engineering) Hossein Ebrahiminejad is a graduate research assistant at SPHERE (Social Policy and Higher Education Research in Engineering) and a Ph.D. student in Engineering Education at Purdue University. He com- pleted his M.S. in Biomedical Engineering at New Jersey

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

engineering, itsintroductory fundamental courses such as mechanics of materials, dynamics, and introduction tocircuit are easy targets of the practice of “herding” students into large classes. This practice canpose quite a difficult adjustment for freshman and sophomore college students. Cooper and Robinson14 artfully expressed the potentially dangerous consequence ofsubjecting freshman and sophomore college students to large lecture classes: A growing body of research points to the value of undergraduate learning environments that set high expectations, promote active and interactive learning, and give students personal validation and frequent feedback on their work. These settings and practices are especially

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Jennifer Retherford P.E., University of Tennessee, Knoxville; David A. Saftner, University of Minnesota Duluth

Tagged Divisions

New Engineering Educators

Engineering Education and Practice, 131(4), 218-222.3. Estes, A. and Welch, R., 2006. “Lowman’s model goes to the movies.” ASEE Annual Conference, Paper #1134.4. Svinicki, M. and McKeachie, W.J., 2014. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 14th ed. Wadsworth Cengage Learning, Belmont, CA.5. Wankat, P.C. and Oreovicz, F.S., 2015. Teaching Engineering, 2nd ed. Purdue University Press, West Lafayette, IN.6. Jahangiri, L. and Mucciolo, T., 2012. A Guide to Better Teaching: Skills, Advice, and Evaluation for College and University Professors. Rowman & Littlefield Publishers, Lanham, MD.7. Nilson, L.B., 2010. Teaching at its Best, 3rd ed. John Wiley, San Francisco, CA.8. Fink, L.D

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

doing (25, 26) .The activities must be designed aroundimportant learning outcomes and promote thoughtful engagement on the part of thestudents.There are some pitfalls for young engineering faculty, in particular, those who pickup an article or two to learn how active learning works, and how they would beapplying it to enhance their teaching. They should be advised to look at a broad rangeof learning methods and do their level best in scrutinizing information and publishedstatistics, move into active learning gradually and cautiously, and seek the assistanceand guidance of well-informed people, prior to embarking seriously on a specificstrategy. No matter how data on a selected strategy and/or teaching method ispresented, young faculty adopting