Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

educational processflow. In this work, we present a survey-based study of the students’ opinions and perspectives onthree different remote teaching techniques, practiced in the school hosting this study. The studytakes place during spring and summer of 2020 and more than 500 students participated in it. Thefactors affecting the students’ experience in each method will be identified, and, accordingly, bestpractices for the instructors will be recommended to ensure students’ engagement and satisfaction.1. IntroductionSince COVID-19 [1] was declared a pandemic in March 2020, normal life as we knew it wasdisrupted. Many universities across the US and worldwide were forced to either end their springsemester early or switch to remote learning for what was

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

currently a contributing research member of the Renaissance Foundry Research Group.Dr. Robby Sanders, Tennessee Technological University Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Depart- ment of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU in 1995, and he obtained his Master’s degree and his PhD in Biomedical Engineering from Vander- bilt University in 1998 and 2001, respectively. His research efforts address 1) innovation-driven learning with a focus on student learning at disciplinary interfaces, 2) clinical diagnostics and therapeutics for dis- eases of the lungs, 3) wound healing, and 4) performance of soft gel

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

reported 19% of undergraduates reported a physicalor cognitive disability (see Table 2-6 of [1]). Students with disabilities are those who reportedthat they had one or more of the following conditions: blindness or visual impairment that cannotbe corrected by wearing glasses; hearing impairment (e.g., deaf or hard of hearing); orthopedicor mobility impairment; speech or language impairment; learning, mental, emotional, orpsychiatric condition (e.g., serious learning disability, depression, ADD, or ADHD); or otherhealth impairment or problem. However most disabilities are not reported to the institution orcourse instructors. For example, Previous research showed 75% underreporting of students witha wide spectrum of disability, i.e. only a quarter

Conference Session

New Engineering Educators 4: Tips and Tools

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan John Washuta P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Patrick Bass, The Citadel; Jason Howison, The Citadel; James Righter, The Citadel

Tagged Divisions

New Engineering Educators

listen and follow along in class. The workbooks have alsobeen used to deliver supplemental problems, learning objectives, and hints for problem solving.In the present implementation, students have reported that they find the workbooks valuable, usethem to study for exams, follow along with lecture more closely, and work ahead more.Introduction The traditional method of delivering engineering course content, through in-class lecturesand a required textbook, presents a number of issues for both instructors and students. Studentsoften spend much of their time in class simply transcribing lecture notes or figures rather thanengaging in the lecture or thinking critically about the concepts being presented [1]. By askingstudents to multi-task

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

theEngineering Education and Centers Division of the Directorate for Engineering and as aCAREER PI (2010). There are many resources for PIs that focus on NSF’s review criteria andthe mechanics of writing a strong proposal. This paper concentrates on three topics that are lessoften discussed: articulating how your CAREER proposal fits into your career vision and goals;meeting with NSF program officers; and building a network of support for developing theproposal.1. Articulating how your CAREER proposal fits into your career vision and goalsTo write an effective CAREER proposal, you need to articulate how your five-year project fitswithin your long-term academic career plans and that that you are the only person to do the workyou propose [1]. Your CAREER

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

: Testing Brookfield’s critical incident questionnaires effectiveness in improving student learning [WIP]IntroductionStephen Brookfield’s Critical Incident Questionnaire (CIQ) is a formative assessment tooldesigned to help faculty better understand their students’ behavioral responses to key factorsaffecting learning in a traditional (face-to-face) classroom. Grant and Trenor claim the CIQ holdspotential for building grounded theory in engineering education [1, p. 13]. CIQs have also beenidentified by Phelan as being “particularly valuable in an asynchronous online learning contextwhere students are typically geographically isolated from one another.” [2, p. 1]. This paperdescribes how a

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

shared vision, developing possible tangible outcomes, writingoperating procedures, selecting an appropriate platform for communication, and facilitatingreflection and changes to practice.1. IntroductionThe benefits of mentoring as a form of faculty professional development are well established,and there are many different structures in which mentoring can occur. The most traditionalstructure is that of a formal mentoring program, pairing senior and junior faculty. Although thistraditional structure has many advantages, there is a hierarchy in the relationship that mayprevent the mentee (i.e., junior faculty member) from sharing important challenges and concerns,especially if the mentor is involved in key decisions such as tenure and promotion

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

discipline, exists in a climate of increased scrutiny andaccountability. Beyond the strong research indicating that regular assessment of classroomactivities has a positive impact on student learning [e.g. 1, 2], education in the engineeringdisciplines today means that every faculty member must assess their own classroom if for noother reason than preparation for the next ABET accreditation cycle [3]. In addition, federalresearch grant-making agencies, such as the National Science Foundation, are raising theassessment requirements placed on their funded investigators in response to increased scrutinyplaced on these agencies.This shift is particularly impactful for early career faculty. As part of the shifting expectations, inclassrooms and as part

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

throughexperimentation, analysis, and modeling. To prepare for teaching, most of us acquirethe same knowledge, except for a stint as teaching assistants; we receive almost notraining in how to impart it to students. Fortunately, there is now a well developedscience of human learning that has been very explicit in the ways in which studentsshould learn, and how teachers should teach (1, 2). Further, they address differentlearning styles (3, 4), focus explicitly on communication, teamwork, and leadershipskills (5, 6), and stress on educating students for life by helping them learn how tolearn. (5, 7)“Skilful engineering teachers” are those who are committed to the profession, and atthe same time, do possess knowledge in three domains: engineering knowledge (i.e

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

education research and strategies for success. In thispaper, we provide an overview on storytelling, describe our use of stories for buildingcommunity in engineering education, and summarize results from the evaluation of ourinteractive FIE storytelling session.IntroductionThe engineering education research community is evolving. Some evidence of this is the growthof capacity building programs such as year-long mentored or collaborative researchexperiences[1-4] and departments of engineering education (e.g., Purdue University, VirginiaTech). At a smaller scale are workshops and interactive sessions at engineering educationconferences that focus on research skill development [5-7]. Venues for disseminating engineeringeducation scholarship are also

Conference Session

Educational Research and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Malcolm Drewery, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Stefani A. Bjorklund

Tagged Divisions

New Engineering Educators

service.Importance of StudyMore recently, educators have been trying to improve engineering education by introducing andstrengthening their commitment to assessing specific approaches to teaching, learning, andstudent learning outcomes. In their recent article, “Assessment in Engineering Education:Evolution, Approaches, and Future Collaboration”, Olds, Moskal, and Miller describe the currentmovement toward the assessment of student learning outcomes within the engineeringcommunity, and assert that, as recently as 1997, the engineering community had relatively little Page 12.1583.2experience in conducting outcomes assessment [1]. Further, Bjorklund and

Conference Session

New Engineering Educators: Tricks of the Trade I

Collection

2007 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

tointroduce a new topic into a course, but lack time to produce the necessary lecture andhomework materials. An independent-study student can scout the topic in advance and producelecture notes and problems that can be used in teaching the course. This helps both theindependent-study student, who learns about a new topic earlier than other students, and the restof the class, which has access to better course materials than they would otherwise.1. IntroductionAs a new faculty member, you probably want to expand your research team and get extra help inpreparing your courses. This paper will tell you how you can use independent-study courses tomeet these needs, while simultaneously enriching the students’ education by giving them theopportunity to work

Conference Session

Women, Minorities and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Noel Schulz, Mississippi State University; Kirk Schulz, Mississippi State University

Tagged Divisions

New Engineering Educators

and don’ts with graduate students.IntroductionWorking with graduate students is part of the expectation for faculty members at any researchuniversity. However, many new faculty members find working with graduate students to be bothbewildering and highly rewarding – and sometimes the most stressful part of starting theircareers as academic faculty members.The co-authors have advised over 40 graduate students during the past decade, and have learnedseveral valuable lessons on working with graduate students. The comments and suggestions inthis paper are not gleaned from formal research, but instead are common themes we have used inworking and mentoring our students. References [1-5] also provide suggestions and additionalideas related to working

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Andrew Jackson, East Carolina University; Robert Chin, East Carolina University; Charles Coddington, East Carolina University; Paul Petersen, East Carolina University; Fonooni Hamid

Tagged Divisions

New Engineering Educators

commitment tonew faculty takes on several related, yet distinct features. Examples of these initiatives include:1) reduced workloads for new faculty for the first two years to enable them to generateindividual and collaborative research activities, funded grants, and publications, 2) periodicuniversity-wide training to learn policies and procedures that affect day-to-day activities on acollege campus, 3) periodic workshops hosted by senior faculty mentors, and 4) one-on-onediscussions between senior faculty members and junior faculty members to encourage candiddialogue between professional colleagues. Another feature of the mentorship philosophy is aproposal to the dean of the college to offer newly hired faculty a contractual start date of July

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter

Tagged Divisions

New Engineering Educators

for Improved LearningA primary goal of homework is for students to learn as much as possible, especially perhaps,from their mistakes. The typical homework format, however, has impediments to the learningprocess: 1) slow feedback, 2) penalties for mistakes, and 3) no encouragement to discovermistakes and correct them. In recent years, several new approaches to homework have beenintroduced, but none addresses all three learning limitations listed above: a) Homework isassigned but neither required nor graded. b) It is automatically graded online. c) Detailedsolutions are provided online.Four years ago we began developing a self-graded aspect to our homework assignments with thegoal of improving student learning while minimizing the burden to the

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Claude Villiers, Florida Gulf Coast University

Tagged Divisions

New Engineering Educators

different learning styles, and enhance the quality of learning.Other qualities of effective presentation were presented by Ressler et al.7 and Estes et al.3. Ineach of the four classes, the author took all the necessary measures to ensure that the studentsunderstood the theory behind the structure, properties, and material characteristics pertinent toeach subject. When applicable, he stressed on the practical applications of the relatedconstruction practice. Also, in each of the courses the student’s communication and writing skillswere also assessed. The student’s final grade is presented in Fig. 1. Additional information abouteach particular class is described below.Civil Engineering Materials ClassThe Civil Engineering Materials class was the

Conference Session

Advice from the Experts for NEEs at Small Universities

Collection

2007 Annual Conference & Exposition

Authors

Claude Villiers, Florida Gulf Coast University; Diane Bondehagen, Florida Gulf Coast University; Chris Geiger

Tagged Divisions

New Engineering Educators

Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

James Squire, Virginia Military Institute; Charles Bott, Virginia Military Institute; Matthew Hyre, Virginia Military Institute

Tagged Divisions

New Engineering Educators

of these funding sources is evaluatedfor undergraduate research suitability with respect to typical timelines, funding agency’scriticality of success, the undergraduate’s class year, and the professor’s time before tenurereview.I. IntroductionPh.D. granting universities have long expected their faculty to conduct an active researchprogram, however in the past two decades an increasing emphasis has been reported in theamount of emphasis undergraduate-only engineering schools are placing on their faculty to buildresearch programs.1 While some studies have questioned whether this has a negative impactupon the teaching experience, especially of technical subjects2,3,4, it will likely continue toincrease as administrators seek to improve faculty

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

foreign nationals were granted lawful permanent residence to the US during2005 1. In 2001, the lead author migrated from the United Kingdom (UK) with a facultyposition at a US University. He has completed his BSc and MSc from Bangladesh andobtained his PhD (control and systems engineering) from the University of Sheffield (UK).He lived in the UK for around thirteen years and was involved with educational andresearch activities. The co-author obtained his BSc from Kabul University (Afghanistan)and PhD from Heriot-Watt University (UK) in 1988. He worked at various academic andindustrial establishments since graduation in 1978 and is currently employed as a Reader inthe Department of Automatic Control and Systems Engineering, The University

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Michael Gregg, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

New Engineering Educators

freshman engineering courses in theGeneral Engineering program at Virginia Tech are being transformed to follow a similar 1-lecture, 1-workshop per week format. The team-based approach helped to successfullyimplement the new delivery format of the course. Lo and Lohani shared responsibilities fordeveloping lecture and workshop material as well as managing personnel including graduate andundergraduate teaching assistants and graders. In spring 2005, there were 4 graduate studentswho taught the workshop sections. In fall 2005 and 2006 semesters, the authors managed 14graduate students who were involved in teaching the workshops. The new format has been byand large a successful experience. Some other advantages are noted below.Multiple faculty could

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh -Johnstown

Tagged Divisions

New Engineering Educators

for Engineering Education, 2008 Leadership 104: the Teacher-Scholar CultureAbstractThe Carnegie Classification of colleges and universities presents a natural divide between thosethat are “teaching” focused and those that are “research” focused, with shades of gray sprinkledin between. This divide provides the basis for commentary such as, “we are a teaching school”or, “we are a research university” with no implied ties to the other function: scholarship orteaching.The teacher-scholar model is one implied in Boyer’s book Scholarship Reconsidered [1] wherescholarship is divided into four discrete types with the “scholarship of teaching” set forth as anacceptable form of scholarly enterprise. The model is further described as

Conference Session

Off the Beaten Path

Collection

2008 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

assigned. It may be collected,but it counts for nothing, or almost nothing. Seemingly because of this, cheating on homeworkis often tolerated. But cheating on exams may be punished severely. Practices seem to varywidely among institutions, but the penalties are generally similar: zeros, failure in course,suspension from school.1. IntroductionInternational students now constitute a majority in most engineering programs. We as facultyare familiar with them as individuals. Although we discuss research and course material withthem, we rarely ask them about their expectations of the educational system, and if we do, it isonly after they have been here awhile and we have gotten to know them. Yet coming to Americais culture shock for almost all

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

educators in dealing withthese awkward situations. They tell us that it is best to be honest with students and admit yourmistakes. Students will recognize that you are human, and besides, errors and changingrequirements crop up on the job too, so learning how to handle them is good experience for reallife. Often a mistake in an assignment or lab can be turned into a learning experience. There aremany options in dealing with test questions that don’t work out for some reason. The weightingof questions can be adjusted in various ways, or homework assignments can be given to give thestudents a second chance to learn the material.1. IntroductionAs any new engineering educator knows, there are a lot of things that can go wrong in class. Alecture may

Conference Session

Mentoring & Development:Creating Successful NEEs

Collection

2008 Annual Conference & Exposition

Authors

Wendy James, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

New Engineering Educators

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

(represented in assignment, quiz and test scores) are discussed. Next, detailed description of fourexperienced modified activities, along with the rationale behind and the benefits gained fromthese modifications, are presented and analyzed. Furthermore, suggestions to improve two otheractivities that were not modified during the semester are similarly presented and analyzed. Next,conclusions are drawn with respect to the high influence of the fine details of the instructiondelivery process and the high impact an instructor has on the progress of the class. Finally, thepaper ends with several suggestions for possible future research.Workshops’ profilesTable 1 presents the gender demographic classification of the three workshops taught. Workshop1

Conference Session

Tricks of the Trade II

Collection

2008 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; June Marshall, St. Joseph's College

Tagged Divisions

New Engineering Educators

. Page 13.968.1© American Society for Engineering Education, 2008 Pedagogy: Review of Best PracticesThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty as well as experienced faculty become more effective teachers.Based on a review of the literature related to “teaching excellence”, the followingexcerpts have been divided into two major sections. The focus of the first section is thelearning process, and the second section discusses innovative methods of teaching.Topics included in the “Learning” section include: 1) Focusing on Learning and NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning (PromotingAccountability, Linking Assignments, and

Conference Session

Off the Beaten Path

Collection

2008 Annual Conference & Exposition

Authors

Gerald Sullivan, Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

New Engineering Educators

Conference Session

Mentoring & Development:Creating Successful NEEs

Collection

2008 Annual Conference & Exposition

Authors

B. Elizabeth Jones, Tarleton State University; Denise Martinez, Tarleton State University

Tagged Divisions

New Engineering Educators

faculty members to help with day-to-day operational issues, whereas in otherdepartments the faculty are simply handed the keys to their offices. Standard operational issuessuch as how to write a syllabus, how to submit grades, where to find research opportunities, howto incorporate technology into the classroom, where to find office supplies, are often notaddressed by departmental administration. The establishment of an informal mentoring andnetworking group helps fill the gaps that exist for many new faculty, and the interdisciplinarynature of the group provides a broader view of university operations and expectations. Page 13.886.2Year 1: New

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

Research Experiences for Undergraduates(REU) program [1]. The goal of this program is to support active research participation by undergraduate studentswith the long-term goal of encouraging more students to pursue advanced degrees and to increase participation ofgroups traditionally underrepresented in science and engineering. One key attribute of such a program is that theREU projects must involve students in meaningful ways – i.e. the undergraduates may not be simply lab technicians.It is viewed favorably if the REU Sites include professional development training including ethics. Also, involvingparticipants from diverse schools across the country (especially those from primarily undergraduate institutions) aswell as inclusion of an

Conference Session

Mentoring & Development:Creating Successful NEEs

Collection

2008 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Seamus Freyne, Manhattan College; Stephan Durham, University of Colorado at Denver

Tagged Divisions

New Engineering Educators