Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University

Tagged Divisions

New Engineering Educators

challenge that has defied a satisfactory solution for decades. SFIP isproving to be a potential solution for promoting diffusion and for creating lasting change in thefaculty in this institution.IntroductionThe Summer Faculty Immersion Program (SFIP) was created as a response to the followingissues: 1. The recognition that teaching methods in engineering are not often aligned with the goal of providing relevant learning experiences that lead to deep levels of conceptual knowledge, as noted by Litzinger, et al, in Ref. [1]. 2. The affirmation by the National Research Council of the National Academies that innovative teaching in STEM courses requires time that exceeds normal course development, as well as additional funding [2

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Ann Claussen, Colorado School of Mines

Tagged Divisions

New Engineering Educators

Teaching and Learning.1 One common argument againstsuch a system is that a single classroom visit is often not an accurate reflection of the learningthat occurs over an entire class, an argument which can also be made against peer evaluations,depending on the format of such programs. Expert evaluation can also be a very resource-intensive undertaking if it is to be done for all faculty at a university.Finally, some propose tracking student and student outcomes to assess teaching. This can bedone in a range of ways: following a student’s performance in more advanced courses to see theimpact of prior instruction; alumni surveys to ask which teaching they found impactful orparticularly instructive; or administering the same exam to all students to

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

encourage participation, prompt lively discussion, and support student comprehensionof class subject material content. Clicker quizzes were administered during numerous classsessions to reinforce concepts gained from previously required reading assignments. Quizzesranged from 3 to 27 multiple choice questions, with an average of quiz comprised of 14questions. A total of eleven clicker quizzes, including a total of 158 questions, were given tostudents during the 2013 Spring semester. Table 1 summarizes number of students participating,number of quiz questions, and student average percent grade for each clicker quiz. Studentparticipation varied from a low of 29 (63%) students to full class attendance of 46 (100%), andaveraged 88 percent class

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

shadow that engineer at his/her job for a half day.Survey feedback from this experience indicates the students who participate find it valuable.Table 1 below provides the 10 questions from the shadowing survey completed by participatingstudents, along with average responses. Note that a 7-point Likert rating scale was utilized. Table 1 – Shadowing Survey Questions and Average Responses Q1 I feel this experience was a rewarding and valuable experience. 6.9 Q2 I now have a better understanding of what a full time job in engineering is like. 6.8 Q3 I gained new knowledge by participating in this experience. 6.8 Q4 This experience supported/enhanced my career goals

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

for assessment on a written exam. The list oflearning objectives was used as a guide for writing exam questions. Selected examples oflearning objectives used in this study are listed inTable 1. In this table, the left hand column includes the larger course objectives while the righthand column includes the specific objectives used to guide the focus of the exam questions.Once a list of target learning objectives was compiled, the instructors divided the topics andbegan to develop questions to assess one or more of the specific objectives. Certain objectives,such as “Manage text output” appeared across multiple questions while others, such as “Createan x-y plot suitable for technical presentation” appeared only once. Each question was

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; Walter McDonald, Virginia Tech; Daniel S Brogan, Virginia Tech; Darren K Maczka, Virginia Tech Department of Engineering Education; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

monitoring system that has been in used in 21courses across 6 institutions and in3 countries. Throughout its development, this lab has also hosted an NSF/REU site at VirginiaTech for 8 years. Every year for 10 weeks during the summer 8-11 students, coming from severaluniversities and having various disciplinary backgrounds, join the site. Among them, 1-2 engagein interdisciplinary research work in the LEWAS lab, while others join different research labsacross the Virginia Tech campus. As of 2015, 12 REU fellows have been mentored by thefaculty advisors and the graduate students (including four authors of this paper) of this lab. Inthis paper, we will discuss the work of these 12 REU fellows and how their combinedcontribution aided the development of

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

practices for incorporating cross-disciplinaryexperiences for students into engineering coursework. This paper describes the implementationof a cross-disciplinary experience between engineering and elementary education students.Lessons learned by the course instructors and the subsequent adjustments to the projectimplementation are discussed in the hopes that future instructors of cross-disciplinaryexperiences will benefit.IntroductionCommunicating technical information across disciplines increasingly plays an important role ingraduate success. However, the college experience provides few formal opportunities to learnand develop these skills [1, 2]. One option is to provide opportunities for students in differentdisciplines to work together on

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

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

, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the

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

of their own learning while their instructors serve as facilitators inthe learning environment. The literature includes many different classifications for conceptionsalong this continuum22,23,24,25,26. In this study, the authors utilize five contemporary philosophiesof education to classify learning environments22,25. Two are instructor-centered, while the otherthree are learner-centered philosophies (See Table 1). Page 26.1727.5Table 1. Comparison of philosophies of education, including differences in focus of study andinstructor role (Adapted from Koch27 used in a previous work by the authors28). Philosophy Focus of

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University; Neal A Lewis, University of Bridgeport

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

.), and Ph.D. in Industrial Engineering (University of Pittsburgh). Prior to entering academia, Dr. Nicholls was a practicing industrial engineer in the freight transportation industry. Address: Donald L. Harrison College of Business, Southeast Missouri State University, One University Plaza – MS 5815, Cape Girardeau, MO 63701; telephone (+1) 573.651.2016; fax: (+1) 573.651.2992; e-mail: gnicholls@semo.edu.Dr. William J. Schell IV P.E., Montana State University Dr. William J. Schell holds a Ph.D. in Industrial and Systems Engineering – Engineering Management from the University of Alabama in Huntsville and M.S. and B.S. degrees in Industrial and Management Engineering from Montana State University (MSU). He is an

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam R Carberry, Arizona State University; Matthew Siniawski, Loyola Marymount University; Sara A. Atwood, Elizabethtown College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

learnedspecific course objectives. Standards-based grading (SBG) is an alternative approach thatdirectly measures the quality of students’ proficiency toward course learning objectives. Thefollowing paper assessed the use of standards-based grading by ten instructors at six institutionsto identify instructor perceived benefits for students, obstacles to implementation, and bestpractices for integration.    Introduction    Grading systems have been used since the late 1700s to determine how well students meetrelevant academic goals1. Most higher education instructors use a traditional, summative score-based grading system. An example grade book based on this system is shown in Table 1. Scoresare assigned and tabulated for various assignments throughout

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Divisions

New Engineering Educators

process. To initiatediscussions, students were asked to post their questions on an online discussion to triggerinteractions among themselves and the faculty outside the classroom. Based on the outcome ofthese discussions, a 15-minute review lecture was prepared by the faculty to address the issuesthat were raised during the student groups’ discussions. Following this brief lecture, the classwas turned into a studio environment in which students were able to put into practice what theyhave learned inside and outside the classroom. Before the end of the lecture session, an onlinequiz was administered to monitor the students' level of preparation and understanding of thetopics being covered. It was shown that the proposed model had succeeded in 1

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

forms of humor10.Table 1: Summary of Mark Nichol’s Research on Types and Forms of Humor (HumorousTechniques)10.Anecdotal Refers to comic personal stories that may be true or partly true but embellished.Blue A type of broad humor that is unrestrained, unsubtle humor often marked by coarse jokes and sexual situations.Burlesque Ridicules by imitating with caricature or exaggerated characterization.Dark/Morbid Grim or depressing humor dealing with misfortune and/or death and with a pessimistic outlook.Deadpan/Dry Humor delivered with an impassive, expressionless, matter-of

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

focuses on the topic ofnegotiation, with an emphasis on providing practical ideas and strategies relevant to academicprofessionals at both entry-level and mid-career who find that they need to negotiate a careeropportunity. The paper will review negotiation basics, as well as discuss what can be negotiated,how one might proceed to discuss these, and how listening is critical to negotiation. By viewingnegotiation as a “wise agreement”1 that seeks to meet the needs of both parties to the extentpossible, this paper presents several common cases or scenarios that illustrate the importance ofunderstanding the elements involved both from the faculty member’s perspective as well as fromthe perspective of their department head, dean or

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

engineering), data from theWomen’s College were not included in this study.A multi-phased mixed-methods approach15,16, 17, 18 was used to investigate how often and in whatways engineering and computer science students at four diverse institutions spend time inacademic community outside the classroom (Figure 1). First, an exploratory sequential study Page 26.822.4(instrument development model) was completed in which focus groups with senior engineeringand computer science undergraduates were asked to identify the academic communities in whichthey had participated over the course of their undergraduate careers. Data from this phase offocus group

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Divisions

New Engineering Educators

. Furthermore, ifmost students favor or wind up in a Start alone, End together model of studying on their own ininformal academic activity, this would suggest the need for faculty and other instructors tostructure team or group activities to allow for a period of working alone before progressingtoward building genuine and productive teamwork among members of a group.IntroductionWorking together as a team has distinct benefits over working alone. In the educational context,working together in a learning-by-doing mode leads to more active learning, greater retention,increased motivation, improved communication skills, and strengthened interpersonal skills overmore solitary learning styles.1 Yet, when students form groups, whether via faculty

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

development.Introduction Times have changed. There is a new message emerging. The future of engineering, and some would say of society, depends on its delivery. The new message starts with the recognition that engineering design is a social and humanistic field, as well as a technical and scientific one; and that, like other professions, human impact is placed at the center of the process [1].This excerpt is taken from Diane Rover’s Journal of Engineering Education AcademicBookshelf review of the National Academy of Engineering’s (NAE) Changing the Conversationreport. The conclusion of Rover’s article, much like the report she reviews, is clear – “in an ageof ‘messaging’”, messages have the power to transform engineering education.A

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley

Tagged Divisions

New Engineering Educators

teaching and learning experience. This paper provides guidelines for working withgraduate teaching assistants by applying the five principles of high-performance engineeringteams described by Jon R. Katzenbach and Douglas K. Smith,1 and adapted by Karl Smith andothers for collaborative learning:2 face-to-face promotive interaction, positive interdependence,group and individual accountability, teamwork skills, and group processing. Perspectives areshared from engineering faculty who work with graduate teaching assistants in lecture,laboratory, and professional skills courses, and consideration is paid to small teams (1-3) andlarge teams (8+) of teaching assistants. Best practices in organization, clarity of expectations,leadership, communication

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ordel Brown, West Virginia University

Tagged Divisions

New Engineering Educators

/quizzes include the slow response rate for students and the tediousness for instructors.Summative assessments in the form of tests and exams are not sufficient measures of students’understanding and application of knowledge 1-2. Students need continuous formative assessmentsto monitor their learning by actively evaluating their level of understanding. Additionally, thereis the present need to satisfy the dynamic technology-based demands of current engineeringstudents.In an attempt to address these challenges, a web-based audience response system was employedin an introductory engineering course at a large, land-grant university in the mid-Atlantic region.This introductory course is offered in multiple sections in the first-year engineering

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

expertise would enrich students’ learning andbrings them (the students) closer to the realities of the workplace. (1)Employers, by and large, are generally satisfied with the basic technical preparation of today’sgraduates, but find them largely unaware of the vital roles that engineers play in bringingproducts and services from a “concept stage” to the marketplace. An important reason for this“drawback” is that faculty members, today, often lack industrial experience and/ or any othertype of practical experience. This is particularly troubling when faculty members, straight out ofgraduate school and have absolutely no experience “under their belt,” are assigned to teachpractice-related courses. Often, teaching design-oriented and/ or field-related

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

session.Keywords: flipped class, inverted lecture, pedagogy of engagement, active learning1. Introduction“Flipped” classes have surged in popularity over the last three years, driven by the ease ofrecording and posting video content for students to watch, and the need during class timeto compete with distractions from portable electronic devices. Evidence for the benefitsof flipping is starting to mount. Studies have shown improved learning in architecturalengineering and chemistry courses [1], economics [2], and biology [3], among otherfields. Many other studies report student perceptions of improved learning [1, 4, 5] .The instructor who desires to “flip” a class confronts two issues: how to locate or createcontent for use outside of class, and how to

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ted Eschenbach P.E., University of Alaska Anchorage; Neal A Lewis, University of Bridgeport; Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University

Tagged Divisions

New Engineering Educators

transportation industry. Address: Donald L. Harrison College of Business, Southeast Missouri State University, One University Plaza – MS 5815, Cape Girardeau, MO 63701; telephone (+1) 573.651.2016; fax: (+1) 573.651.2992; e-mail: gnicholls@semo.edu.Dr. William J. Schell IV P.E., Montana State University Dr. William J. Schell holds a Ph.D. in Industrial and Systems Engineering – Engineering Management from the University of Alabama in Huntsville and M.S. and B.S. degrees in Industrial and Management Engineering (IME) from Montana State University (MSU). He is an Assistant Professor in IME at MSU with research interests in engineering education and the role of leadership and culture in process im- provement. Prior to his

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato, Twin Cities; Jacob John Swanson, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato

Tagged Divisions

New Engineering Educators

weekly documents. Initially some teams had difficultyembracing the weekly project management documents and making effective use of them. After afew weeks adjustment, however, teams started to make effective use of them.Case Study FindingsThe deliverable success rates of design teams as determined by faculty are reported in Table 1. Aproject was determined to be a failure if it did not meet the needs of the client in any substantialway and if no groundwork was established for future projects. If the project laid the groundworkfor improvement, but still did not meet the needs of the client, the project was identified asmitigated failure (e.g. a project with core work worth building upon by a design team in thefollowing semester). If a project

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

colleges within a variety of institution types.The NC State College of Engineering Faculty Development Office was inaugurated in Spring2008 with the express goal of connecting faculty in the college with professional and personaldevelopment opportunities. Its foundational mission was to recruit, promote, and retain excellentfaculty across the college; actively engage faculty, administrators and staff across departments,and celebrate faculty success, achievement and promotion.This case study introduces the history and establishment of a sustainable model with specificstrategies for the potential to impact institutional change at a range of engineering collegeswithin a diverse set of academic institutions.1. Introduction The success and

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

. …Instructor effectiveness has been found to be as good or better in the best large classes as in thebest small classes” (p. 1). In two separate studies analyzing the relationship between class sizeand students’ perceptions of faculty using student evaluations of instructional effectiveness,Feldman16 and Marsh17 both found that students’ evaluations of instructors were not consistentlyhigher in smaller classes. It should be noted that instructional effectiveness is different fromfaculty support. A student may feel that an instructor teaches effectively without believing thatthe instructor cares about or is invested in students’ learning. Therefore, a study of studentperceptions of faculty support relative to class size will complement the existing

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin

Tagged Divisions

New Engineering Educators

external guest lecturers teachers Phase 2: new academic teaching assistants Phase 1: pre-academic student tutorsFig. 1. Model of change agents within regular teaching staffThe following sections concentrate first on the program for regular teaching staff, inparticular the assistants, and second on the program for teaching change agents focusing onlearning and qualification goals, profile of competences and tasks, and continuing educationprogram.1) Regular academic teaching staff5Learning and training for scientific teaching staff of the continuing education program as atarget group is oriented towards activation and motivation, fostering exemplary learning andreduction of learning materials

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenny L Lo, Virginia Tech; Kacie J. Hodges PE, Virginia Tech Dept of Engineering Education; Wm. Michael Butler, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Women Engineers (SWE) and is the Faculty Adviser for SWE at VT. c American Society for Engineering Education, 2016 Expanded Advice from Coordinators of Large­Enrollment First  Year Engineering Courses   Abstract  This paper expands upon the coordination experiences and best practices of faculty coordinators within the Department of Engineering Education at Virginia Tech, some of whom have been  1​managing large enrollment introductory engineering courses for several years​ .   Since 2012, enrollment has increased from 1200+ to 1700+ students.  In fall 2013, the courses

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristine K. Craven, Tennessee Technological University

Tagged Divisions

New Engineering Educators

given p Superheated Vapor USE properties from superheated tables Figure 1: Class Handout for Fixing the State and Finding Property Data. Properties Table AssignmentUsing Water, fill in the missing information in the table below. Also show the first 6 rows on p-v and T-v diagrams, include the vapordome, isobars and/or isotherms, and all appropriate labeling. T, oC p, bar x (%)* v, m3/kg h, kJ/kg Phase** 1 50 7.72 2 4

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto

Tagged Divisions

New Engineering Educators

may be especially true for new educators, who may be simultaneouslyworking to establish practical classroom experience. This paper provides an overview of onenovel pedagogical practice, mastery grading, and provides experience from a new educatorimplementing the technique for the first time. This guidance may help alleviate challenges facingother educators hoping to implement this technique and may shorten the “start-up period”associated with trying out new classroom practices. It is hoped that this will reduce fear aboutimpacts on teaching evaluations and increase the accessibility of the method, especially amongnew tenure track faculty [1].1.1 What is Mastery GradingIn this paper, the term mastery grading refers to assessment techniques

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

Page 26.616.2more as a metaphor for conveying students’ experience of disappointment than to insinuatemalicious intent.(i)In K-12 engineering programs, the overwhelming curricular emphasis is on engaging, design-based classroom activities: open-ended, hands-on projects requiring creative synthesis acrossmultiple domains of knowledge on the part of the student.1 In university engineering programs,students confront an educational philosophy that can be characterized as exclusionary and builtupon a “fundamentals first” approach to learning:2 analytically rigorous, rote learning of basicprinciples in math and science (e.g., calculus, chemistry, physics) followed by engineeringsciences (e.g. statics, fluid dynamics) followed by engineering analysis