Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Allen Hayden Ph.D., Indiana State University; Randell W. Peters, Indiana State University

Tagged Divisions

New Engineering Educators

Instruction EvaluationFigure 5. Unfair all the way around. Objectives Instruction EvaluationTo summarize, teaching and learning are improved when a course is built around appropriatecourse objectives and PIs, especially if they are stated and understood by the instructor and thestudents [24]. When PIs are taught and accomplished, student success is improved, coursemanagement is improved, career readiness is improved, and career advancement is accelerated.ABET accreditation and most outcomes assessment plans require PIs.How to Survive and ThriveThis section is included to provide advice on how to do well in the teaching, scholarship, andservice domains and successfully work toward tenure and promotion with the

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

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

, designing and redesigning lectures, and learning solutions to the legion ofissues students bring to them in their classes8. The third irony is perhaps the most peculiar and tragic of the three. Many institutions(and the academic departments within them) ask their least experienced faculty (typically, newassistant professors or lecturers) to teach large courses in their first few years8,22. Often thesecourses have many hundreds of students and are, by virtue of their size, among the mostchallenging to teach effectively13,36,62,48. Yet many senior faculty members view teaching thesecourses as a rite of passage, challenges that all faculty members must experience at early pointsin their careers regardless of their ability or interest. The

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven S Holland, Milwaukee School of Engineering; Jennifer L Bonniwell, Milwaukee School of Engineering; Joshua David Carl, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

support, product de-velopment, and quality assurance. I then attended graduate school and earned a Ph.D. in electricalengineering. After graduation, I accepted a faculty position at MSOE and I am currently in mythird year of teaching. I teach courses in all four years of MSOE’s EE undergraduate curricu-lum, though I only teach classes with laboratory portions in the first three years. These coursesinclude Linear Circuits, Control Systems, Introduction to Embedded Systems, Embedded Systems(separate classes for sophomores and junior transfer students), Object Oriented Programming, andDesign of Logic Systems (junior transfer students). From the start of my career at MSOE I haveexclusively used electronic notebooks in my classes.The primary goal of

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Gulf Region at the start of their academic career, and argues thatthe introduction, early on, of “well thought out” professional development strategiesof engineering educators would raise their self-confidence as teachers and help inequipping them with the tools they need in disseminating knowledge in theclassroom. This does not mean that learning and teaching does not go on in Region’scolleges of engineering; I think that a great deal does. But there is every reason tobelieve that introducing a higher level of professionalism would enable young facultyto create and sustain a more powerful form of engineering education for the Region.The author draws on his own experience in the Region, as a faculty member and anadministrator, and looks

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

international experiencesthroughout their career. For these reasons, awareness of diversity issues, biases, and generalcross-cultural competence are critical professional skills that are not explicitly addressed in mostengineering curricula. Opportunities to authentically expose our students to experiences thatbuild awareness and cross-cultural competence is limited by the diversity (or lack thereof) of ourown classrooms and campuses. Students in classrooms that happen to be less diverse may thusexperience an unintentional impediment to professional development as they prepare for “thereal world.”Technical and professional communication (TPC) is one essential professional skill that is, inmany ways, intertwined with diversity. Organizational demography

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, San Jose State University; John T. Solomon, Tuskegee University

Tagged Divisions

New Engineering Educators

the instructor are also improved in the TIED UP approach.IntroductionMany new engineering educators start their teaching career with limited to no experience in dealing withstudents in a formal classroom setting. They find it challenging when it comes to keeping an engagingenvironment for the students in their classroom. A significant amount of literature suggests that students’academic outcomes are strongly correlated with their engagement in the classroom1-4. However, keepingstudents engaged in a classroom is a complicated issue. There are several factors, as identified by theliterature, that influence a student’s engagement in the classroom. Some of the examples includeperceived ability5, learning strategies6, self-efficacy7, and goal

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Northwest

Tagged Divisions

New Engineering Educators

model, visualization, whole brain thinking.IntroductionIn the 2015 movie “The Martian,” the main movie character (Matt Damon), stranded on the planetMars, spoke about how problem solving enabled him to survive and get rescued [1]. In the movie,the actor stated, “you begin by solving one problem, then the next problem and if you solve enoughproblems you get to go home.” For movie-goers, The Martian movie helped to illustrate theimportance of problem solving. However, for most people in general, the importance of problemsolving goes beyond outer space. For people to be successful in their careers, relationships andlives, they must be effective problem solvers [2]. For students to achieve both personal and careersuccess, they need to develop their