Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taryn Shalini Bipat, University of Washington; Jennifer A. Turns, University of Washington; Mitchell Fajardo; Yuliana Flores, University of Washington

Tagged Divisions

New Engineering Educators

Paper ID #26653Designing and Enacting Weekly Micro-reflections as a Means of ProfessionalDevelopment of Early Career Educators: Voices from the FieldMs. Taryn Shalini Bipat, University of WashingtonMiss Yuliana Flores, University of WashingtonDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

has been designed as an autoethnography, specifically a collaborativeautoethnography is defined as “engineering in the study of self, collectively” [9]. The intent ofcollaborative autoethnography is to engage in a process that reflects on the experiences of acollaborative effort, it is “a process because as the researcher studies and analyzes their ownexperiences, meaning is made influencing future experiences and reflections” [10]. Thecollaborative autoethnography approach merges together three distinct research methods andapproaches: (1) the reflexive study of self through autobiography, (2) a lens from the study ofculture through ethnography, and (3) the multiple perspectives from a group throughcollaboration [11]. This method was chosen

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Colleen M. Kuusinen, University of Georgia

Tagged Divisions

New Engineering Educators

pedagogyfocused largely on students’ perspective of this type of classroom and inquiry has been done onits effectiveness over the traditional lecture. The purpose of this study is to gauge students’understanding of the concepts presented in the video they are supposed to watch prior to class.Students enrolled in three sections of “Introduction to Fluid Mechanics” participated in thisstudy. To test the impact of review before quizzes on student performance, a quasi-experimentalstudy with three conditions for test-taking was used: a) with brief review of notes before the quizb) with brief reflection on videos before the quiz c) no review/reflection before quiz. In eachcondition, students took a three-minute, one-word quiz. By being provided only one word

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, School of Engineering and Sciences, Tecnologico de Monterrey, Mexico; Alvaro Alvarez-Delgado, Language Department, School of Social Sciences, Tecnologico de Monterrey, Mexico; Samira Hosseini, Writing Lab, Center for Educational Innovation, Tecnológico de Monterrey, Mexico

Tagged Divisions

New Engineering Educators

develop instudents their ability to know when to apply each of the two modalities of thinking, logical-mathematical or artistic-narrative, depending on the circumstance. To date, traditional teachingschemes not only fostered the culture of individual performance but also prioritized rationalthinking, and avoided incorporation of the artistic-narrative modality in engineering courses in anattempt to the rigor of the search for empirical truth. The use of cognitive tools for thedevelopment of the abilities of creative thinking must be complemented with the application ofmetacognitive tools in order to also influence the development of specific dispositions oftemperament, that is, the exercise of reflection skills in engineering students [13]. The

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University

Tagged Divisions

New Engineering Educators

, and enthusiasm as the mostimportant aspects of being an effective TA, while topics such as “treats all students withrespect”, “encourages students to ask questions”, “cares about student success”, and “is an expertin the content area” were the lowest traits on the ranked list [12], indicating that TAs are notbeing pushed to view their UGTA role as a trial for a potential career in academia where the goalis to focus on the students. Results from a study performed by Weidert et al. show many self-reflected benefits of an undergraduate teaching assistant experience, including confidence, teamabilities, and personal insight [13]. Items such as “more likely to become a professor” and“prepared me for a career after graduation” had the lowest

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College

Tagged Divisions

New Engineering Educators

gradeis based off of two criteria: a) students identifying mistakes in their original submission andmaking corrections, and b) a metacognitive response to each problem where students outlinetheir solution process, identify points of misconception and think critically about their ownunderstanding of the material. As long as a student engages honestly and critically in themetacognitive response, they again receive full credit for their resubmission.At no point on either submission are students graded based on the correctness of their answers,removing one of the main incentives for turning to solution manuals. Instead, the student isrewarded for timely effort (initial submission) and for reflecting on what they learned from eachexercise

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

. Prior to asking a question of the class that you were already going to ask, tell students you are about to ask them that question and give them 1-2 minutes to reflect on the question, writing down their Participation answer in their notes. Then follow up by call on a few students at Preparation 2-5 min random. Ask a question and give students a minute to write down some thoughts ("think"), then another minute or two to discuss their Think-Pair-Sh thoughts with a neighbor ("pair"), then follow up by calling on pairs are 3-5 min at random to

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

absolute frequencybecause some students repeatedly discussed a single topic, which may or may notproportionately reflect that topic’s relative importance. Analysis of the distribution of codesacross all interviews was complemented by exemplary quotes for each category, with in-depthattention given to the categories with the highest number of students commenting.Results and DiscussionExplicit references to the importance of TA confidence and TSE emerged from almost half of thestudents interviewed. These excerpts were used to answer our first research question andunderstand why students found TSE important in their TAs. The second phase of coding focusedon identifying behaviors cited by students that are associated with high TSE and understandinghow

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

knowledgeand skills that are crucial to succeed in creating high quality online learning environmentsbecause, as the famous quote from Joel Barker says, “When a paradigm shifts, everyone goesback to zero” and then “your past success guarantees nothing [1].”This is a reflective paper, in which I, the instructor (the first author), will narrate my experienceon transitioning from teaching in a face-to-face classroom to teach fully in an onlineenvironment. It will also explain how the support of an instructional designer (the second author)can make this transition smoother.About me, “the instructor”Before becoming an online instructor, I taught in face-to-face classrooms using teacher-centeredpractices and more recently the learner-centered (flipped

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

New Engineering Educators

the video lectures wererecorded in the media lab at the University’s Center for Teaching and Learning and were uploadedto the Panopto platform. The links to the videos were then posted on the class website.At the end of each experimental module in ECE-1212 and regardless of the teaching style used,each group was asked to share their design and performance analysis. All responses were collectedin one shared document such that each team could view other teams’ designs and results. I thenled a reflective debriefing class session to highlight the differences between the different designs,the discrepancies between results, and the factors that may have affected circuit behavior.ECE-1563 Given the feedback from ECE-1212 on the flipped classroom, I