Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

Yi-Min Huang, University of Washington; Jessica Yellin, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

New Engineering Educators

betweenprofessional and personal responsibilities, and giving students feedback in a timely manner.These core philosophies influenced both how he managed his own time and how he expectedstudents to manage their time. He elicited feedback from the students before making his decision,but decided to postpone the due date despite his students’ stated willingness to “sabotageThanksgiving” with an earlier due date because he felt that this was the right thing to do. “…You know, I'm consistently flexible on certain things, like changing term paper deadlines and midterm dates, depending upon the needs of the audience. We had a decision today. I said, okay, I'm supposed to get my term papers, because I do two term papers for graduate students

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Abul Azad, Northern Illinois University; Osman Tokhi, University of Sheffield, UK.

Tagged Divisions

New Engineering Educators

questionpapers are then finalized, printed, and stored in a safe room until the examination date. Grading of final examination paper: In some universities, course final examinationpapers carry a personal identification code instead of a student name. This is to removeany conscious or unconscious favor or disfavor to a particular student. The papers will begraded independently by the course faculty as well as another faculty from the samedepartment/subject area. On any paper, if the difference of marks from the two faculties ishigher than 30%, then the specific paper will be examined by a third faculty from the samedepartment/subject area. An external examiner then visits the university and samplechecks the examination papers. All the marks/grades

Conference Session

Two Body Solutions: Strategies for the Dual-Career Job Search

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators, Student, Women in Engineering

to be, his passion has always been more on the teachingside. One of Jon’s job prospects that was very interesting to him was in Philadelphia. Thoughthis job was not directly related to his field of study, it was an opportunity to use his skill set in adifferent area. When he contacted a graduate student colleague of both Jon and Chris about lifein Philadelphia, that connection proved to be invaluable. He noted his department had a jobposting for a teaching faculty member. This was Chris’s dream job. In the end, Chris left histenure track position for a non-tenure track teaching faculty position and Jon left his researchcareer for a career in software, which has been an underlying passion of his. Patience andflexibility ultimately led to

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

intersecting theories that lend themselves well to strategies for the “careand keeping” of graduate students. By considering the processes and mechanisms by whichgraduate students develop, faculty members can reform or revise their leadership practices(formally and informally) to better meet the needs of graduate students at various stages in theiracademic careers. Although these theories may seem disparate, they intersect and overlap in anacademic research group context. As we lead the attendees of this interactive panel workshopthrough the following activities, we ask them to reflect on how these theories impact how theymake decisions for their research group and how theory-guided decisions might help themimprove or plan for effective and productive

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

different needs andpreferences for teaching development. The two profiles were developed through an exploratory study conducted on the first yearof the groups. The data from the second year will be used to conduct a confirmatory study, whichwill verify the profiles and/or potentially identify new ones. We also aim to explore other effortsof group members that are not about their own teaching improvement. For example, somegroups’ work in our project included directions in educational research or department-levelteaching improvement, which may result in additional profiles. We are also interested in howdifferent group composition functions might impact the types and outcomes of participation thatoccur (e.g., including graduate students, the

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Laurie S. Garton, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

AC 2012-3702: GRANTSMANSHIP AND THE PROPOSAL DEVELOP-MENT PROCESS: LESSONS LEARNED FROM SEVERAL YEARS OFPROGRAMS FOR JUNIOR FACULTYDr. Laurie S. Garton, Texas Engineering Experiment Station Laurie Garton is a Senior Research Development Associate with the Texas Engineering Experiment Sta- tion Office of Strategic Research Development. She has B.S., M.E., and Ph.D. degrees in civil engineer- ing (environmental) from Texas A&M University and was an engineering faculty member before joining TEES in 1999 where she started working on technical research project grants related to interdisciplinary environmental themes. Currently, she leads the TEES New Faculty Initiative targeting grants such as the NSF CAREER awards

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

will discuss what drove the need to form UFAST and the practicaladvice which has been developed by the UFAST team. This paper will also provide an accountof individual experiences in developing scholarship agendas as new faculty. The authorsconclude with the advice that operating as a collegial and collaborative scholarship team,especially one whose members’ existence depends on the team’s success, allows the untenuredfaculty members to quickly share, support, and achieve individual scholarship success.IntroductionBeginning a new career as a faculty member in higher education has many challenges, amongthese is developing new course material, completing your service goals, attracting andsupervising student assistants, and developing your

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

compensate for weaknesses in style, with the end goal of creatingmore productive and fun classrooms and workplaces. An additional faculty-only sessionaddressed cross-cultural mentoring to assist female faculty in finding and being effective mentorsto men, women, and minorities. Alternative workshops were created for graduate students only.These included a panel discussion on Research Careers in Industry, a research writing workshop,as well as a series on how to apply and interview for academic positions.However, the majority of workshops were available to both faculty and graduate students. Overthe past two years, the WERN group members learned about negotiation, time management,impression of women in leadership roles, and work/life balance from

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

views in the open, and many prefer to relate their concernsprivately through formal channels. The views that have been expressed point towardsthe need to restructure programs, revise current educational methods, provide forprofessional development of faculty and students, and to graduate “well-rounded”engineers who could address variety of challenges represented by a highlycompetitive global market place, and be able to adapt to the ups and downs ofbusiness cycles. The views of the graduates have, by and large, been similar to thoseof the author and to views of some faculty members in Region’s colleges; and areconsonant with developing a more responsive educational environment.It is interesting to note that the evolution of engineering

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

. Page 26.1727.1 c American Society for Engineering Education, 2015 What makes an undergraduate course impactful? An examination of students’ perceptions of instructional environmentsAbstractTo provide significant learning experiences for undergraduate engineering students, educatorshave resources in the literature, colleagues, and personal experiences to supplement their coursedesign process. This study aims to capture the stories of graduate students who are looking backat their undergraduate experiences and describing the features that made a specific courseparticularly impactful. Specifically, the goal of this study was to explore the educationalphilosophies enacted in the most impactful

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie P. Martin, Ohio State University

Tagged Divisions

New Engineering Educators

around the lives of diverse students. [6] My passion and career goal is to address the critical need to increase creativity in engineering by encouraging neurodiversity, specifically by promoting the participation of students with Attention Deficit (Hyperactivity) Disorder (ADHD/ADD). [7] The PI seeks to become the leading expert in adaptive decision-making among students in academic settings, particularly as they choose majors into, out of, and within engineering and make daily choices that influence their academic and personal success. [8] 2 My long-term goal is to develop a model of engineering education founded on an empirically supported

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

Paper ID #25579It’s Not Just What TA’s Know: Exploring the Role of Teacher Efficacy amongEngineering TA’sJoanna Wright, University of Washington Joanna Wright is an M.Ed. student in Learning Sciences and Human Development at the University of Washington, Seattle. Her education research interests span early childhood through higher education, with a focus on the impact of pedagogical practices and contexts on learning and development.Lauren N. Summers, University of Washington Lauren N. Summers is a doctoral student in the College of Education at the University of Washington, Seattle. Her research interests focus on the

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E Smith, North Carolina State University; Louis A Martin-Vega, North Carolina State University; Olgha Bassam Qaqish, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

laboratories, and industry partners. Initiallycreated to empower junior faculty to connect with funding agencies, industry associated programdirectors and researchers, Faculty Development created a paradigm shift in the program whenmid- and senior-career and non-tenure track faculty expressed strong interest in participating.Trips were then also tailored to mid- and senior-career and non-tenure track faculty to stimulatenew energy and opportunities and broaden current research development. The program has beeninstrumental in achieving connections for all faculty resulting in new proposals, invitations toserve on panels, new collaborations and opportunities for their graduate students. An addedoutcome of group travel has been the enhancement of cross

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

can be developed such as increasing the importance of teaching in tenure criteria andproviding additional (internal) research dollars for those with high-marks in their teachingevaluations. Indeed, internal seed money for educational research may be the right catalyst toencourage a faculty member to explore an educational research topic (as opposed to submitting a Page 26.1596.6proposal to DUE of NSF as their initial foray into the educational research arena).Another interesting option might be the introduction of more flexible career paths that allowfaculty members at certain career stages to choose between a research-focused track, a

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

Tools: MS Word, Excel, Matlab, WWW, PowerpointConclusionsIndustry is voicing its concern to all colleges and universities that students must learn tocommunicate more effectively. The pressure is growing from the outside to improve theperformance of graduates. With that discussion can come the ways to at least inform students of theimportance of communication skills in their lives. The gulf between the sciences and the humanitiesmust be bridged and the need for communication skill expertise must be an integral part of everyengineer's existence. Every faculty member must approach the following points with an open mind. 1. The importance of communication skill expertise must

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

the final draft stage.Despite these shortcomings, the members of the FLC agree that other goals of convening an FLC[1] were fulfilled. We certainly created a stronger sense of community among interdisciplinaryfaculty members, and all advanced our knowledge of the scholarship of teaching and learning inthe process. Additionally, several other project ideas and collaborations grew out of this FLC thatinclude subsets of members as well as other faculty, so the positive results of this effort are notlimited in duration to the initial FLC.Our suggestions for others attempting to define a similar FLC include clarifying the goals of theFLC early in the process, incorporating the 10 qualities necessary for community in FLCs, andincorporating most or

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

feeling less stressed andmore energized and including opportunities for personal interests (Dudovskiy 2013).ObjectivesThe intent of being efficient or productive is not complete without a framing in the context ofone’s goals in the short- and long-term. A faculty member’s work, whether they are early careeror at a later stage in their academic career, can fall into a reactive mode, rather than anintentional and proactive mode that supports one’s goals. In other words, one can becomecaught up in the day-to-day series of tasks, many of them calling for one’s immediate attentionand time, and delaying progress on long-term goals and complex projects.This paper presents a holistic framework that helps one make time management decisions andwork towards

Conference Session

Leadership Development in Change: A Panel to Explore Experiences, Skills, and Learning in Change Management for New Engineering Educators

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

points foremerging change agents to harness in their personal and professional development.References[1] University of Alabama Civil, Construction, and Environmental Engineering Departmenthttp://cce.eng.ua.edu/graduate/program-objectives-and-student-learning-outcomes/[2] Boice, R. 2000. Advice to New Faculty Members. Pearson.[3] Cox, M.F., J. Zhu, B. Ahn, et al. 2011. Choices for Ph.D.s in engineering: Analyses of career paths in academicand industry. American Society for Engineering Education Annual Conference, Vancouver, BC.[4] Austin, A.E. 2002. Creating a bridge to the future: Preparing new faculty to face changing expectations in a shift-ing context. Review of Higher Education 26(2): 119-144.[5] Kelsch, A. & J. Hawthorne. 2014

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

classroom management problems and students with abewildering assortment of academic and personal problems, doing what it takes to learn aboutand integrate into the campus culture, and finding the time to do all that and still have a personallife (Adam et al. 2008, Felder et al. 2012; Kember and Kwan 2000). It becomes more challengingto get established when the department or the college does not have the adequate resources tosupport the new faculty, and lacks a formal faculty development and mentoring program oncampus. There are some tricks of the trade—what I have learned from the literature and from mypersonal experience that will be shared in this article so that new E and ET faculty become moresuccessful in their careers. Some of the key issues

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

, function to privilege and perpetuate certainunderstandings of the field. Autoethnographic techniques are used to construct three accounts ofthe student’s encounters with an upper level administrator, various members of faculty, and anacademic advisor. Critical analysis of these experiences using a prior evidence-based model ofstories ‘told’ about engineering in the public discourse reveals tensions between the freshmanstudent’s values and career interests and the emergent, dominant discourse he observed in hisundergraduate program. These tensions are described in terms of: i) The prioritization of nationaleconomic recovery and growth over the life and career goals of individuals; ii) A predominantfocus on the quantitative and technical aspects of

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

theirundergraduate research experiences with faculty, students, graduate school recruiters andcommunity members. The co-author also has experience in mentoring students’ research29 andhas co-published several studies related to undergraduate research experiences.30–34With experience, mentors often develop tricks and techniques for streamlining their efforts whenworking with undergraduate research assistants.35 The three-step methodology described herefor working with undergraduates in Engineering research developed over time, and was formallyimplemented in the last two years. During this time, the lead author mentored 20 undergraduatesfrom 8 different institutions, all of whom spent time at MSU working on research related to theanalysis of image data. Many

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York at Oswego; Rachid Manseur, Oswego State University College; Thomas E. Doyle, McMaster University

Tagged Divisions

New Engineering Educators

software engineering faculty.During the first two weeks, students are directed to seek and research a suitable project topic byquerying faculty members, employers, or any other source available to them. The caliber of theproject and its suitability as a capstone experience are subject to faculty approval. In the currentcase, the three students made two important decisions: they decided to work as a team and,among the few topic choices that were offered to them, they selected a project in robotics.The ECE department owns two Cyton V2 7-dof robotic arms29 in need of a simple intuitive userinterface that allows easy programming of manipulation tasks. Figure 5 shows a picture of onerobotic arm.Multidisciplinary project experience in SEIn regards to

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

teaching portfolios designed primarily for self-reflection. Page 11.1219.9Additional resources about teaching portfolios may be found through the Carnegie Foundationfor the Advancement of Teaching9.In summary, our analysis revealed three primary reasons why institutions of higher educationencourage and support graduate students and faculty to develop and maintain teaching portfolios.These reasons include (a) for assessment – using teaching portfolios in applications for facultyjobs, or tenure and promotion; (b) as an instructional intervention – preparing graduate studentsfor faculty careers using the Preparing Future Faculty (PFF) model; or (c) as

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

New Engineering Educators

tremendous amount of work each year for the newengineering professor. However, the results have indicated better knowledge transfer to thestudents along with high scores on the student course evaluation forms making it all worthwhile.Scholarly activity also plays an important role (25%) in the tenure decision. Faculty members areexpected to conduct research of some type and publish papers. The sort of research varies greatlyby faculty member with some aimed at scientific discovery while others are targeted at appliedinvestigations. Interestingly no time is allocated during the academic term to conduct this Page 11.1350.8research; it has to be done

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dimitra Michalaka P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Divisions

New Engineering Educators

engineering profession is focused on student skills developmentto meet future infrastructure demands in establishing a sustainable world and raising the globalquality of life. To meet increasing societal demands, civil engineers are required to be effectivemaster builders, skillful stewards of the environment, innovators, managers of risk, and leadersof public policy1,2. These characteristics are especially relevant to graduates entering careers inengineering. Effective application of well-constructed scholarship of instruction techniques inhigher education curriculum, play a valuable role in preparing engineering graduates to meet thehigh calling of these demands. Instructional methods that focus on active learning techniques,hands-on field

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

and Y. Amannejad, “Evidence-based Best Practices for First-year Blended Learning Implementation,” in Proceedings of 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, June 24-27, 2018.[9] H. Chang, F. W. Ngunjiri, and K. C. Hernandez. 2016. Collaborative Autoethnography. NY, NY: Routledge.[10] R. McCord, C. Hixson, E. L. Ingram, and L. D. McNair. 2014. Graduate student and faculty member: An exploration of career and personal decisions. In Proceedings of the 121st ASEE Annual Conference and Exposition. Indianapolis, IN.[11] J. S. Cicek, P. K. Sheridan, L. A. Kuley, and R. Paul. (2017). Through ‘Collaborative Autoethnography’ Researchers Explore Their Role as Participants in Characterizing the Identities of

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 about thebenefits of acquiring industrial experience, and its relevance to their future careers asfaculty members, and becoming engineering educators. Encourage them to get intouch with industry, have a connection with someone on the inside, and plan to getinvolved with the practice when they do graduate. This notion of reaching out toindustry at an early stage is foreign to the halls of the engineering academy in theRegion, and likely to meet cultural resistance. Nonetheless, if we are pragmatic anddesire to do a better job in equipping our students with the “tools of the trade” thenwe need to alert our graduate students( the future engineering teachers) to the need ofdeveloping proper and enduring connections with industries in their

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

equitablesystem, it is important that sufficient weight be allocated to practical experience (pastand present), and also, to begin a change in cultural norms that have favored researchover teaching for decades.ii) Second, initiating and supporting efforts to educate graduate students about thebenefits of acquiring industrial experience, and its relevance to their future careers asfaculty members, and becoming engineering educators. Encourage them to get intouch with industry, have a connection with someone on the inside, and plan to getinvolved with the practice when they do graduate. This notion of reaching out toindustry at an early stage is foreign to the halls of the engineering academy in theRegion, and likely to meet cultural resistance

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

each community to develop inalignment with their own goals and the individuals that will be participating. Additionally, weencourage early career faculty members to be creative in how they think about mentoring duringthe early stages of their career, as it is unlikely to find a single person at their institution who canprovide them with all of the support they will need.7. AcknowledgementThis work was supported by NSF RFE Award #1663909, 1664217, 1664038, 1664016, 1664008,1738262.ReferencesCambridge, D., Kaplan, S., & Suter, V. (2005). Community of practice design guide: A step-by-step guide for designing and cultivating communities of practice in higher education.Cole, D., & Griffin, K. A. (2013). Advancing the study of student

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Cheryl Allendoerfer, University of Washington; Tori Rhoulac Smith, Howard University; David Socha, University of Washington; Dawn Williams, Howard University; Ken Yasuhara

Tagged Divisions

New Engineering Educators

leverage thepractical implications (e.g., “connecting questions and findings directly to teaching practices orproducing generalizable findings with implications beyond the local, studied context”).The issue of legitimacy prompted sharing other kinds of stories and triggered conversationsregarding arguments that might be effective in convincing traditional engineering faculty tounderstand and respect engineering education research. For example, one person shared a storyof how an engineering faculty member negatively critiqued a graduate student’s dissertation oneducation-related work, which prompted a discussion on the importance of building andmaintaining “community momentum” within engineering education research. As a group theycould identify