Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

education and ethics. He wasAssociate Editor for the ASCE’s Journal of Hydraulic Engineering from 1993 to 2005. He has writtenor co-written numerous journal papers and articles, including the book titled ”Comprehensive Water Dis-tribution Systems Analysis Handbooks for Engineers and Planners, published by MWH Soft. Bryan haswon a number of teaching awards and recognitions including being a finalist in the TVO’s best lecturercompetition and received the American Water Works Association’s (AWWA) award for the Best Engi-neering and Construction Publication Article for 2008. Dr. Karney was awarded the Northrop Frye awardfor excellence in teaching and research in 2009

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

ethics, and implicit bias. Students constantly replied to other’s posts and shared knowledge among themselves on the board. This was a common, but intentional practice. 5. Created a dedicated Microsoft TEAMS site for all senior design teams to communicate virtually. This was a common practice, but more important during the virtual quarter. 6. Met with each team throughout the quarter to identify any changes in team dynamics. The educator asked “how are you doing” each time. 7. Used the "Inclusivity Meter" to check in with students weekly, which provided an avenue for students to reflect and voice their concerns using an

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

with an aim to adopt a more responsible view ofsocial and environmental concerns. The proposal was submitted to and funded by VentureWell, anorganization that supports, trains, and aids science and technology innovators in building networksand securing resources to solve societal problems.(4.2.1) The ChallengeThe T-shaped style engineering model requires training in societally-responsible approachesincluding sensitivity about concerns that affect nature, such as the environmental pollutiongenerated by the development of new technology. Members of the RFRG piloted a PIT through therevitalization of a course centered on professional ethics supported by a Quality EnhancementProgram (QEP) proposal from our university [28] which focused on case

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

, contemporary software tools, and professional practices and expectations (e.g., communication, teamwork, and ethics).  During the most recent curricular revision, there is increased emphasis on Project­Based and Problem­Based Learning and mathematical modeling.  In fall 2015 (off­semester), there were 5 instructors (1 faculty, 4 GTAs); of these, three quarters had taught the course previously.  In spring 2016 there are 23 instructors (12 faculty, 11 GTAs); of these, half have not taught this course before, and two are new to Virginia Tech this semester.    Training and mentorship  Tables 1 and 2 describe challenges related to training a number of new instructors while being cognizant that instructors come from a wide variety of teaching experiences

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

training of graduate students through formal pedagogycoursework. Pedagogy courses and certificates are increasingly recognized as vital preparationfor their roles as TAs and future faculty members.19, 20 The University of California, Berkeleyrequires departments to offer a semester-long training course for first-time TAs. The courseformat in our department is flexible and usually involves readings, peer teaching evaluations, andclass discussion. Books we find useful for the course include McKeachie’s Teaching Tips21 and 11What The Best College Teachers Do.22 Topics typically covered include setting course policies,assessment of student learning, ethics

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University

Tagged Divisions

New Engineering Educators

● Practice Run Hint List Sample Homework Performance ● Exam Review Session Questions ● AIP/Ethics Training and ● Lead a Lecture ● Discussion Board - Lesson ● Hashtag War TEDTalk ● 4-Year Plan Draft ● Guest Speaker Interview ● Discussion Board - ● Prototype Part for Class ● Peer Review Lab Report Relevant Journal Article Lesson/Purpose ● Conflict Resolution ● Discussion Board - ● Instructor Chosen Practices Relevant Engineering Assignment TechnologyCommon to Gehringer’s [8] list of faculty

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Tylisha Baber, Michigan State University

Tagged Divisions

New Engineering Educators

of course content ‚ Goals, content, design and organization of the course. ‚ Appropriateness of course objectives. ‚ Appropriateness of instructional materials. ‚ Appropriateness of evaluative devices to foster and measure student learning (i.e., exams, written assignments). ‚ Appropriateness of methodology used to teach specific content areas (i.e., pedagogical strategies). ‚ Commitment to teaching and concern for student learning. ‚ Student achievement, based on performance on exams, projects, presentations and reports. ‚ Support of departmental instructional efforts. ‚ Professional and ethical behavior.Articles on peer evaluation of teaching

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

suggested a more formal process of recording reviews andreminding them exactly what the review should accomplish. Taking these comments intoaccount a new policy was written (see Appendix A).The need to educate the students in the methodology was also noted. It was naïve for the authorto believe that the students would know what to do automatically without significant instructionand coaching. The students had not encountered this in previous engineering classes, and theauthor and the other course instructor took care to prepare the students. Combined with adiscussion of professional responsibility and ethics in the second lesson, the idea of peer reviewwas explained and the policy was introduced and its implementation discussed; this took abouttwo

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

institutions, designing courses, teaching techniques, solving instructional problems, andanalyze case studies of ethical issues in academic life. Some doctoral students in the PFFprogram choose to complete the Graduate Certificate in College and University FacultyPreparation6, in which they take several courses geared at preparing them for teaching andfaculty careers and which includes a mentored teaching experience.Format of Support Activities: The format of the support activities ranged from individualconsultations with faculty developers to 1-2 year long teaching certificate programs for graduatestudents involving multiple seminar classes and a mentored teaching experience. Less clear fromthe websites was the level to which faculty and graduate

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

technical lectures, the students are also given lectures andinstruction on Intellectual Property, Research Ethics, Conducting Literature Searches, SoftwareTools (Matlab, LabView, MapleSim, etc.) and the required use of Log Books. Students are alsomade aware of external competitions and potential publication avenues for their completedworks. Page 23.271.12Technical Meetings with Advisor: Once the proposal is accepted, the student(s) and advisoragree on periodic meeting intervals. Suggested intervals are to start biweekly and adjust asneeded. During each meeting the student(s) will give an update of progress, comment on theiradherence to the initial

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

Advantage of Faculty Mentor(s) Knowledge of Innovation.A PR should seek faculty mentor(s) to specifically support teaching efforts and innovation. It isan advantage for PRs to be involved in reformation efforts which includes TA-PD. The PRlearned to teach and improve training materials. At the same time, the PR received simultaneousfeedback from a faculty reformist. Seeking help from a faculty reformist helped the PR todevelop a vision for an effective training session. For example, the faculty mentor reviewedinstruction provided by the PR and allowed new content formed by the PR to be presented to theTAs. Having a role model is always desirable for new faculty members18; their work ethics andprofound experiences can direct new faculty in their

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

undergraduate research assistants is both difficult and rewarding. Students come tothe project with different backgrounds, motivations and work ethics. While engaging inundergraduate research can be a powerful learning experience for students,1 expending resourcesto train undergraduates does not always translate to increased research output or academic creditfor faculty mentors.2–5This paper presents a three-stage, scaffolded approach to training undergraduate researchassistants, based on experiences and lessons learned in mentoring more than 50 undergraduatesin engineering research projects. This three-step methodology reduces faculty effort whilepreserving the learning experience for new undergraduate researchers, and helps faculty quicklyassess the

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

cultures of college and universitycampuses across the U.S., international students still face difficulty as they enter the U.S. andbegin their education. Difficulty with the English language, culture shock, and differencesbetween the education systems in their home country and those of the U.S. are compounded bydiscriminatory behaviors and biases that many international students face in their everyday livesand classroom experiences [5]. Gaining a greater understanding of these experiences, how theydiffer from those of U.S. students, and how faculty and TAs can better support internationalstudents not only benefits the U.S. in many ways but is also an ethical responsibility for faculty,staff, and others involved in the lives of these

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

during the spring semester of 2016 and consisted of 15 sectionscontaining, collectively, 1699 students. Each section had its own set of five undergraduateteaching assistants and one graduate teaching assistant for up to 120 students. The undergraduateteaching assistants graded all homework assignments using standards-based rubrics designed forspecific learning outcome instances and the graduate teaching assistants supervised the process(while one may question the ethics of undergraduate grading, the improvement in timeliness offeedback to students makes this practice justifiable15). Each rubric item had levels of “fullyachieved,” “partially achieved,” “underachieve,” and “no evidence of achievement” (although, insome cases, one or more level was

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

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

program, theory vs. application (hands-on), 2) faculty issues such astenure and reward systems and staying current with field and pedagogy, 3) specific curriculumcontent issues of communications, teamwork, technology use, ethics and 4) concern regardingstudent preparation and retention of information. Objective 3 Students will be able to recognize the options for types of instructionalapproaches.. Results from a pair of questions related to types of instructional approaches theypreferred as a student and then how they are or have been teaching demonstrate that a gap doesexist between the two (Figure 2). The largest gap occurs in the areas of active learning exercisesand laboratory

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

be grounded in research, periodically evaluated, andadapted to reflect the developing knowledge base. (11) Implementation of learning stylepractices must conform to accepted standards of ethics, and be carried out by competentinstructors, who can provide suitable activities that appeal to each learning style. Topromote effective learning, within the context of varied learning styles, it is important toform groups within the class. How do you form effective groups? How do you makegroups work? What do groups do? The answers to these questions will differ from onecourse to another, depending on: course type, course content, course level, prevailingculture, available resources, and applicable guidelines.Research has shown that some learners have