Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

serious about their learning andcareer goals but who, for some reason, chose to opt out of engineering).Tobias assertsthat many traditional science courses suffer from lack of community( both betweenthe instructor and the students and among the students themselves) and that manystudents desire this relationship and become more successful learners when itprevails in the classroom. She further states that many students would respond betterto science if interactive and cooperative modes of learning replace the competitiveenvironment that is sometimes present in science and engineering classes. (29)VII. Build Trust with Students: Underlying all significant learning is the element oftrust. Trust between teachers and their students is the affective

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

solving—efforts Page 26.616.4likely requiring cooperation and collaboration among diverse, international experts.primarily as one of having too few US students entering STEM higher education, the solution issimply a matter of making STEM attractive enough to interest students early on and keep themsufficiently engaged to apply to and enter STEM higher education programs: The hook is therebybaited.Interrelated with efforts intended to recruit more students (in aggregate) to STEM highereducation are concerns specifically over the lack of women and underrepresented minorities inSTEM fields. In both education policy and STEM

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

Professionals. in International Professional Communication Conference. 2005.14. Knott, E.W., W.K. Lohani, O.H. Griffin, G.V. Loganathan, G.T. Ade, and T.M. Wildman. Bridges for engineering education: exploring ePortfolios in engineering education at Virginia Tech. in ASEE 2004 Annual Conference and Exposition, "Engineering Education Researchs New Heights". 2004.15. Erikson, C.A.J. and R.L. Ness. Portfolios: an effective assessment strategy for first year engineering students. in Proceedings of the 1998 Annual ASEE Conference. 1998. Page 11.1000.14Appendix I: Review of Papers:PAPER Jalkio 02 7DEFINITION

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Aly Tawfik, Virginia Polytechnic Institute and State University; Janis Terpenny, Virginia Polytechnic Institute and State University; Richard Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

AC 2008-1766: SMALL INTERVENTIONS, BIG IMPACTS: HOWMODIFICATION OF DELIVERY PROCESS OF IN-CLASS ACTIVITIES FORFRESHMEN CAN DRAMATICALLY IMPROVE LEARNINGAly Tawfik, Virginia Polytechnic Institute and State University Aly Tawfik is the VTSTA President and a Graduate Teaching Fellow in the College of Engineering at Virginia Tech. He is a doctoral student in the Charles E. Via, Jr. Department of Civil and Environmental Engineering. His research is in the area of transportation systems. He is currently a workshop leader for freshmen courses at Virginia Tech.Janis Terpenny, Virginia Polytechnic Institute and State University Janis Terpenny is an Associate Professor in Engineering Education and Mechanical

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

and learning process. The goal of this project is to explore the educational philosophiesenacted in the most impactful undergraduate classrooms, according to graduate students’perceptions, in order to give the new educator a foundation for their own course design process.Previous ResearchWhy Examine Students’ Perceptions of Learning Environments?At the start of the new semester, students enter a classroom not as “blank slates,” but withparticular conceptions about teaching and learning based on their prior experiences5. As a result,the effects of learning activities and perceptions of classroom interactions among the instructorand the students may differ by student5,8. Further, research has also shown that students’conceptions about teaching

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Te-shun Chou, East Carolina University; John Barry DuVall, East Carolina University; Kamalesh Panthi, East Carolina University; Tijjani Mohammed, East Carolina University

Tagged Divisions

New Engineering Educators

kinesthetic. Figure 5 shows one section of the controlroom in the Global Classroom. Page 23.1162.11 Figure 5. The Control Room of the Global Classroom3.4. Module Four: Asynchronous ToolsWhile synchronous learning enables students to meet at the same time for discussions,presentations and collaboration, asynchronous learning enables students to learn at differenttimes and locations. Instructors using asynchronous learning methods must think carefully abouthow they want to provide students with learning materials that can be studied at their own pace,when time is available. The environment should also provide a place where the

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

whatapproaches have been shown to work well for others; in other words, to consider evidence-basedteaching practices. The engineering education literature has provided such evidence-basedapproaches for introduction to engineering courses1, capstone courses2, and topic-specificcourses.3,4 It has also provided teaching guidelines for approaches ranging from teaching usingactive learning methods5, improving student self efficacy6 and retaining engineering students7. Page 24.977.2This paper summarizes other evidenced-based teaching practices which have recently emerged  from our collaborative research on the role of a student’s connection to community in his

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny L. Lo, Virginia Tech; Tamara W. Knott, Virginia Tech; Thomas D. Walker P.E., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

make it learner-friendly, contemporaryand research and assessment-driven1,2,3. Several NSF grants under programs like the Department-Level Reform (DLR), Course, Curriculum and Laboratory Improvement (CCLI),Nanotechnology in Undergraduate Education in Engineering (NUE), and Creative IT facilitatedthe development and implementation of these activities. A number of publications have beenbrought out to document these activities 4,5,6. In addition, this course has also providedopportunities to doctoral students to conduct engineering education research7, 8. This course is aprerequisite for ENGE 1104 and ENGE 1114.ENGE 1104: "Exploring the Digital Future" is a two-credit course that is coordinated by Walkerand typically taken in the second semester

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

New Engineering Educators

insufficient to reinforce the students’original reasons for entering engineering. French, et al, (2005) concluded that studentpersistence requires a strong academic background, achievement of good grades andacademic motivation. Their findings suggest that retention programs should focus onacademic achievement. Johnson (1997) found that the most distinguishing characteristicsbetween retained and dropout students were faculty and staff-student interaction andconnection. Tinto (1997) found that modifying faculty-student interaction within and outsidethe classroom to be more collaborative resulted in the actual classroom activitiesinfluencing persistence. Tinto (1998) also reported that structuring an academicorganization to promote greater

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

crucial for them to quicklydevelop their scholarship foci, and research plans to allow them to achieve tenure.A successful tenure program requires a balance of teaching, scholarship, and service; however,developing a robust research and scholarship agenda while trying to maintain the excellence inteaching and a broad service agenda is a challenge. In addition, teaching-oriented colleges oftenlack research laboratories, have a very limited number of graduate students, and offer little or nostartup funds to new faculty. Because of economic constraints, both administrators and facultyare being asked to do more with less support [6]. Simply put, the “action figure” portrait oftoday’s engineering/engineering technology professor[7], who has to do it

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

among groupmembers. Learning how to acknowledge differences, arrive at consensus, set limits, andadminister fair sanctions to non-cooperative members are remembered and spoken of as Page 24.951.10more memorable than either the formal focus of the joint research undertaken by thegroup or the content of the course work in the program. The intensity of the groupexperience remains with the students long after graduation. Interestingly, this is as truefor students in groups that are marked by strong disagreements and personality clashes asit is for those groups that are well integrated.Teaching responsively is neither easy nor convenient, and runs against

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

whatcustomers do require long range. Invariably, it has to be a team approach, and amongthe major players are young engineering instructors and graduate students. If we areto preach teamwork to our students, we had better train young faculty in theinterpersonal, teamwork, and leadership skills necessary for success. Although wewould continue to witness faculty who can research and publish on their own; but, atthe very least the lone wolves will have to learn to travel in more collaborative packs.Having more trained faculty in team-based, collaborative research will bolster thepool of potential group leaders, department heads, and future administrators, whenthe need arises.Institutional RoleColleges of engineering would excel at teaching and learning

Conference Session

But I'm a Loner! Expanding capability and creativity by examining effective alliances

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

students feel lost, afraid, and confused along the way.In her monograph, they’re Not Dumb, They’re Different: Stalking the Second Tier (29),Sheila Tobias echoes some of these concerns. Her work addresses some specificclassroom characteristics that, if paid attention to, might help calm down the secondtier students (i.e., those high achievers who are serious about their learning andcareer goals but who, for some reason, chose to opt out of engineering).Tobias assertsthat many traditional science courses suffer from lack of community( both betweenthe instructor and the students and among the students themselves) and that manystudents desire this relationship and become more successful learners when itprevails in the classroom. She further states

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

undergraduate course is ‘good enough’ for their needs in agraduate program and you are telling the undergraduate students that the course is suitedfor graduate-level credit, thus setting up false expectations for student success and qualityof the various courses. Dedicated undergraduate and dedicated graduate courses are muchmore effective in my opinion. [10]”The reasoning behind this is that graduate courses should be different: “A graduatecourse should be more than just a lecture. There should be a deeper discussion about thetopic, as well as more personalized assignments that directly relate to graduate research,rather than just a regurgitation of the lecture.”Category #2: Reasons why piggybacking can’t be effective in some courses. In somecourses

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

American Society for Engineering Education, 2018 Failure rates in engineering –does it have to do with class size?ABSTRACTNot everyone is meant to be an engineer, but more could be. The failure rate for engineeringstudents is unparalleled at San Jose State University. A staggering 40% of students inengineering do not make it through the first year and of those who make it, 30% would fail inmany of its fundamental courses. Engineering is not, nor should it be, an easy program.Traditionally, many researchers have argued that the primary reason why students fail in thesecourses is a lack of preparedness for the high level of academic rigors in engineering. While theaverage college course requires 2 hours of outside study for every one

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

Director of Science Education at the University of Delaware’s Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 sci- ence and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire tra- jectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.Prof. Andrew Novocin, University of DelawareDr. James Atlas, University of Delaware c American Society for Engineering Education, 2019 FLC E​2​T: A Faculty Learning Community on Effective (and