Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Zahra Hazari, Clemson University; Philip Sadler, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

AC 2009-611: CAREER MOTIVATIONS OF FRESHMAN ENGINEERING ANDNON-ENGINEERING STUDENTS: A GENDER STUDYMarisa Orr, Clemson University Marisa K. Orr is a doctoral candidate at Clemson University. She received her B.S. in Mechanical Engineering from Clemson in 2005. She has been an Endowed Teaching Fellow and is currently chair of the Mechanical Engineering Graduate Student Advisory Committee. In her research, she is studying the way that students progress through a Mechanical Engineering curriculum and terramechanics.Zahra Hazari, Clemson University Zahra Hazari is an Assistant Professor in the Department of Engineering & Science Education and the Department of Mathematical Sciences at

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University; Inez Hua, Purdue University; Jun Fang, Purdue University; Constance Harris, Purdue University; Lindsey Tracy, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2009-345: STUDENTS’ ATTITUDES AND THRESHOLD CONCEPTSTOWARDS ENGINEERING AS AN ENVIRONMENTAL CAREER: RESEARCHBY PARTICIPATORY DESIGN OF AN EDUCATIONAL GAMEJohannes Strobel, Purdue UniversityInez Hua, Purdue UniversityJun Fang, Purdue UniversityConstance Harris, Purdue UniversityLindsey Tracy, Purdue University Page 14.1088.1© American Society for Engineering Education, 2009 Students’ attitudes and threshold concepts towards engineering as an environmental career: Research by participatory design of an educational gameAbstractThe overall purpose of the research described in this paper is to research the attitudes andthreshold concepts

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Ashlyn Munson, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Alka Harriger, Purdue University

Tagged Divisions

Educational Research and Methods

Computer Information Technology and Assistant Department Head. Professor Harriger's current interests include reducing the IT gender gap, web application development, and service learning. Since January 2008, she has been leading the NSF-ITEST SPIRIT project which is discussed in this article and seeks to rekindle enthusiasm for information technology disciplines as a career choice among high school students, especially young women. Page 14.1104.1© American Society for Engineering Education, 2009 Surprising Possibilities Imagined and Realized Through Information Technology (SPIRIT

Conference Session

Special Session: Findings from the Academic Pathways Study of Engineering Undergraduates 2003-2008--Overview and Panel Discussion

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Sheri Sheppard, Stanford University; Lorraine Fleming, Howard University; Ronald Miller, Colorado School of Mines; Karl Smith, Purdue University; Reed Stevens, University of Washington; Ruth Streveler, Purdue University

Tagged Divisions

Educational Research and Methods

the skillsneeded to transition into the workplace:≠ Skills: How do students’ engineering skills and knowledge develop and/or change over time?≠ Identity: How do these students come to identify themselves as engineers? How do students’ appreciation, confidence, and commitment to engineering change as they navigate their education?≠ Education: What elements of students’ engineering educations contribute to changes observed in their skills and identity?≠ Workplace: What skills do early career engineers need as they enter the workplace? Where did they obtain these skills?The study relies on multiple methods and data sources including surveys, structured interviews,semi-structured ethnographic interviews, and an engineering

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

thesegraduates are educated and prepared for engineering careers. For example NAE 3 states thatengineers of the future will not only have to be technically proficient, but also broadly educatedand globally-aware for the jobs they are likely to face. However to attract and retain morestudents and to set educational and career goals for them, we need to understand why studentschoose to enter and persist in engineering programs.Theoretical Framework and Research Questions The theoretical framework for this research is Eccles’ expectancy-value model6, 7. This modelhighlights ability beliefs, how people judge their ability for a particular activity and value orimportant beliefs, how important an activity is to a person. Eccles’ model suggests that

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

AC 2009-786: PARTICIPATION IN A RESEARCH EXPERIENCE FORTEACHERS PROGRAM: IMPACT ON PERCEPTIONS AND EFFICACY TOTEACH ENGINEERINGJulie Trenor, Clemson University Julie Martin Trenor. Ph.D. is an assistant professor of Engineering and Science Education at Clemson University. She holds a Ph.D. in Materials Science and Engineering from Virginia Tech and a bachelor’s degree in the same field from North Carolina State University. Her research interests focus on factors affecting the recruitment, retention, and career development of under-represented students in engineering. Prior to her appointment at Clemson, Dr. Trenor served as the Director of Undergraduate Student Recruitment and Retention

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

understanding and integrating complex problem solving in undergraduate engineering education. This latter project is funded through her recent NSF CAREER award. Her other research interests lie in cardiovascular fluid mechanics and K-12 engineering education.Julie Trenor, Clemson University JULIE MARTIN TRENOR is an assistant professor of Engineering and Science Education at Clemson University. Dr. Trenor holds a Ph.D. in Materials Science and Engineering from Virginia Tech and a bachelor's degree in the same field from North Carolina State University. Her research interests focus on factors affecting the recruitment, retention, and career development of under-represented students in

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

factor in their lives. It seemsclear that the college experience has done nothing to close the confidence gap, and perhapscontributed to its persistence. We now turn to students’ own reflections on their engineeringeducation for an explanation.Results from student interviews:In their senior year, 15 of the APS students participated in an in-depth, semi-structuredqualitative interview. Some questions in the interview were designed to elicit students’reflections on their experiences as engineering undergraduates. Others were designed to elicitstudents’ conceptions of engineering and themselves as engineers now embarking on theirprofessional careers. In this section, we complement the findings from the PIE survey with a richpicture of students

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

, cooperative learning, andrecruitment of under-represented groups in engineering; it also leads to better retention ofstudents, and citizenship (3), as well as helping meet the well-known ABET criteria (a)-(k) (4).Astin et al. (5) found with longitudinal data of 22,000 students that S-L had significant positive Page 14.1055.2effects on 11 outcome measures: academic performance (GPA, writing skills, critical thinkingskills), values (commitment to activism and to promoting racial understanding), self-efficacy,leadership (leadership activities, self-rated leadership ability, interpersonal skills), choice of aservice career, and plans to participate in

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Leonard Bohmann, Michigan Technological University; William Helton, Michigan Technological University; Anna Pereira, Michigan Technological University

Tagged Divisions

Educational Research and Methods

0.83 The candidate speaks a foreign language, has lived or worked in another country, or has worked with culturally different people. Page 14.438.3In October 2008, surveys were distributed to exhibiting companies who hire engineers at a smallengineering society conference (22 respondents). In February 2009 they were distributed tocompanies attending our university’s career fair (32 respondents). The respondents’ companieshired mainly mechanical (47 of 54 respondents) and electrical engineers (37 of 57 respondents).Other engineering types being hired with multiple responses were materials (19), chemical (19),computer (17

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

TK Beam, James Madison University; Olga Pierrakos, James Madison University; Jamie Constantz, James Madison University; Aditya Johri, Virginia Tech; Robin Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, understanding engineering students through the lens of identity theory, advancing problem based learning methodologies, assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education. This latter project is funded through her recent NSF CAREER award. Her other research interests lie in cardiovascular fluid mechanics and K-12 engineering education.Jamie Constantz, James Madison University JAMIE CONSTANTZ is a

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Sarah Parikh, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University

Tagged Divisions

Educational Research and Methods

did not understand the material they are supposed to be presenting. (2, Teaching (Curriculum))3=Neutral: e. One has to have a balance of school, work, and a social life (3, Lifestyle) f. I made my decision to study engineering because of my involvement in FIRST robotics. (3, Calling)4=Slightly Positive g. Having a co-op really opens up your eyes to the world of engineering; you get a sense of the vast amount of career paths that are available with an engineering degree, as well as the chance to “ test-drive ” your future. (4, Future) h. I have generally had good experiences with engineering. A lot of

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

Educational Research and Methods

Michigan State University. He earned his M.S. degree in pavement engineering in 1988 from the University of Michigan, Ann Arbor and his Ph.D. in pavement and materials engineering from Texas A&M University, College Station, in 1995. Dr. Buch began his academic career at Michigan State University in 1996. Dr. Buch teaches undergraduate and graduate courses in concrete materials and pavement engineering. He is also involved in teaching short courses on pavement design and rehabilitation and pavement materials for practicing engineers in Michigan. He is a co-PI on two National Science Foundation grants in the areas of integration of computation in engineering curricula and in the area of

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gymama Slaughter, Virginia State University; Toni Harris, Virginia State University; Kabongo Ngandu, Virginia State University; Keith Williamson, Virginia State University; Kwame Adom, Virginia State University

Tagged Divisions

Educational Research and Methods

pursuing careers inengineering. The approach used in this study could be employed in other undergraduateinstitutions, especially Historically Black Colleges and Universities, to increase engineeringstudents’ self-efficacy, academic confidence, and GPAs, and retention rates.IntroductionAccording to the National Science Foundation, there has been a significant decline in the numberof U.S. citizens who are training to become scientists and engineers, whereas the number of jobsrequiring science and engineering STEM training continues to grow1. At Virginia StateUniversity (VSU), the retention rate of full-time freshman students in the Department ofEngineering and Technology (E&T) is approximately 40%, the retention rate of full timefreshman in all

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Leopold, Missouri University of Science and Technology; Daniel Tauritz, Missouri University of Science and Technology

Tagged Divisions

Educational Research and Methods

opportunities, overall planning for successfulfuture careers, how to find co-ops and internships, and how to plan ahead which courses to takeand when in order to achieve desired objectives such as double majors, minors, etc. Additionaltopics of lesser interest to the majority of the participants were: how to get the most out ofacademic advising, how to deal with stress, technical writing, preparing for and taking tests, andresume writing. Therefore, we prioritized (and rescheduled) the coverage of topics for theremainder of the program based on the student responses.B. Workshop FormatThe first year and a half of our CSEM scholarship program, we held four workshops peracademic year, each workshop scheduled on a Saturday and lasting approximately four

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Maura Borrego, Virginia Tech; Kacey Beddoes, Virginia Tech; Miguel Hurtado, Purdue University

Tagged Divisions

Educational Research and Methods

, Virginia Tech Maura Borrego is an Assistant Professor of Engineering Education at Virginia Tech. Dr. Borrego holds an M.S. and Ph.D. in Materials Science and Engineering from Stanford University. Her current research interests center around interdisciplinary graduate education in engineering. She has an NSF CAREER and Presidential Early Career Award for Scientists and Engineers (PECASE) award for this work.Kacey Beddoes, Virginia Tech Kacey Beddoes is a Ph.D. student in Science and Technology Studies at Virginia Tech. Her current research interests are interdisciplinary studies of gender and engineering education. She serves as Assistant Editor of the journal Engineering Studies and co

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

predict whether or not a student will persist tograduate college with a degree in Science, Technology, Engineering, or Math (STEM). Page 14.966.2Literature ReviewThe identification of factors that show significant differences between STEM and Non-STEMstudents has been the subject of much prior study. Sax1 studied students that achieved abachelor’s degree in a STEM subject to determine the likelihood they would go on to pursue ascientific research career. She explored differences by gender in the students’ persistence in ascientific research career. Persistence in Sax’s research was defined as students who achieved abachelor’s degree in a STEM

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

Page 14.974.5 Peaceful Resolution .81 comparison by subscale means across student Overall Reliability .81 5groups, divided by the students’ career objective. It is intersting to note that the means of the various subscales vary greatly. The doctoral students in the study

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Hee-Sun Lee, Tufts University

Tagged Divisions

Educational Research and Methods

, G., et al., Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 1992. 39(4): p. 527-538.34. Schaefers, K.G., D.L. Epperson, and M.M. Nauta, Women's career development: Can theoretically derived variables predict persistence in engineering majors? Journal of Counseling Psychology, 1997. 44: p. 173-183.35. Schmidt, J., et al. Social cognitive career theory as an approach to understanding retention in engineering majors. in American Society of Engineering Education Annual Conference and Exposition. 2001. Albuquerque, NM

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan

Tagged Divisions

Educational Research and Methods

continue to presentdefinitions of design, it is more interesting to point out that none of these definitions thatcould be presented come from professionals who design on a regular basis as a part oftheir careers. The lack of understanding design from this perspective prompted theresearch study presented in this paper. My search to find a research approach to addressthis question of how professional designers understood what it means to design lead toinvestigations on an approach called phenomenography. This approach yielded resultsthat contributed to understanding the broad picture of what it means to design. Theintention of this paper is to emphasize the design and outcomes of phenomenography as aresearch approach. Presenting the research design

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

14.907.2Background of Program For four years, Taylor University’s HARP program has been providing students withthe opportunity apply their technical science and math instruction to interesting and relevantproblems. The unique experience of a high-altitude balloon launch, including team-basedproblem solving, prototyping, construction and testing of experimentation, and the “hard”deadline of a launch, gives students a taste of real-world project experience, and has helpedTaylor students be competitive as they pursue education and career goals beyond theundergraduate level. A student participant in the HARP curriculum component of a 2006Introduction to Electronics class said, “Working on the balloon project was an excellentopportunity to put theory

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

Participation: A student can participate in an EPICS team for more than one semester and even their entire career. ≠ Variable Credit Hours: An EPICS student can earn one or two credits per semester. ≠ Multidisciplinary Teams: In the 2007-08 academic year, 30 different majors participated in EPICS. ≠ Start-to-Finish Design Experience: EPICS provides a start-to-finish design experience for students. Projects begin with problem identification done by the students and moves through delivery of the project. The long-term structure allows EPICS to provide support for fielded projects, an additional value to the community partners

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

subfactors identified through factor analysis14; each subfactor isin turn comprised of individual items. The constructs include:- Motivation, consisting of 25 items in four subfactors: Control, Challenge, Curiosity and Career.- Metacognition: consisting of 20 items in four subfactors: Planning, Self-monitoring/Self- Checking, Cognitive Strategy and Awareness.- Deep Learning, consisting of 10 items in two subfactors, Motive and Strategy.- Surface Learning, consisting of 10 items in two subfactors, Memorization and Studying.- Academic Self-Efficacy, consisting of ten individual items that do not form specific subfactors.- Leadership, consisting of 20 items with four subfactors, Motivation, Planning, Self- Assessment and

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet

Tagged Divisions

Educational Research and Methods

punishing them” (Nissenbaum 1999 Para 6)11. In the online environment sincepeople may feel safer to express themselves, they may also feel safer to cheat. A research studyreported, college learners “…appeared to believe that cheating on an exam is different fromcheating to advance their career…and that college activities were not real-world” (Rawlinson &Lupton, 2007, p. 91)12. Learners who cheat in a face-to-face course, will likely cheat in an onlinecourse. Lanier (2006) stated the main form of cheating [among college students] is plagiarismand that as faculty our role is to educate them on the ethics of cheating” (p. 259)13.Instructor Responsibility and he Teacher as ModelIn the online environment the responsibility for an instructor to

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

Tagged Divisions

Educational Research and Methods

career? 1.92 1.93 1.88 1.90 0.04 0.04 -0.01 -0.024. How efficient do you think most teams in ENG 100: Introduction to 1.05 1.07 1.01 1.05 0.04 0.02 -0.02 -0.04 Engineering are?5. For a team to function effectively, how important is it for the team to have a 1.14 1.13 1.06 1.15 0.08 -0.03 0.01 -0.10* diverse composition?6. For a team to function effectively, how important is it for members to take 1.49 1.57 1.48 1.55 0.01 0.02 -0.09 -0.07* different roles for

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

AC 2009-1810: AN INNOVATIVE MODEL FOR TEACHING COMMUNICATIONSKILLS IN ENGINEERING CURRICULAWarren Hull, Louisiana State University, Baton Rouge Warren R. Hull, Sr. is the Engineering Communications Coordinator at Louisiana State University. He earned a B.S. in Mechanical Engineering from Louisiana State University and an M.S. in Environmental Health from Harvard University. His engineering career spans over 40 years. He is a licensed Professional Engineer who was previously an engineering consultant, and is also a retired military officer.Warren Waggenspack, Louisiana State University, Baton Rouge Warren N. Waggenspack, Jr. is currently the Associate Dean for Engineering Undergraduates and

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Educational Research and Methods

teacher didn’t get it. Now I see she didn’t get it, but it was my fault. This process has helped me develop my own writing. When preparing to write a paper, I put more emphasis on the writing the first draft and revising my paper. Also, I am more aware of the mistakes I make in my own writing. I am now more conscience of my audience, my tone and the overall organization of my paper. Being a writing fellow has enhanced my own writing skills, and I believe my experiences will help me throughout my career. Helping other students with their papers has improved my written and oral communication skills, and it has also made me more patient. I believe the overall process has helped all the parties involved. Overall writing fellows took me

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

(“artifacts”) that demonstrates certain competenciesfrom which the student has selected a subset to demonstrate growth over time. Theportfolio contains a reflection on each artifact as well as an overall reflection on thecontent of the portfolio (see for example reference 6).One of the most importantadvantages of portfolios is their potential to engage students in intentional learning,resulting in an increased ability in life-long learning 7-12. Portfolios are expected to have apositive effect on attitudinal, motivational, affective, and professional outcomes 13. Thesemay include increased self-confidence, increased awareness of professional identity,more positive attitudes toward profession, improved career-decision self-efficacy, andincreased

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

. Page 14.500.3 Motivational Description Factor motivation to study engineering due to the belief that engineering will Financial 9, 10 provide a financially rewarding career Parental 9, 10 motivation to study engineering due to parental influences Influence motivation to study engineering due to a belief that engineers improve the Social Good 9, 10 welfare of society Mentor motivation to study engineering due to the inspiration or encouragement of

Conference Session

Special Session: 19 years of NETI-- A Tribute to Jim Stice

Collection

2009 Annual Conference & Exposition

Authors

Richard Felder, North Carolina State University; Rebecca Brent, Education Designs Inc.

Tagged Divisions

Educational Research and Methods

attended by 935 professors from 209 different schools (Appendix A).Information about the NETI can be found at . Topics covered in the NETI include designing instruction to address the full spectrum ofstudent learning styles; planning courses (including writing learning objectives covering allcognitive levels of Bloom’s Taxonomy); assessing and evaluating learning; effective lecturing;active learning; teaching problem-solving skills; time management; and dealing with a variety ofproblems that commonly arise in the careers of engineering educators. Cooperative learning andinductive teaching methods such as inquiry-based learning and problem-based learning areintroduced but minimal instruction in them is given. During the afternoon of the