Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

submit evidence of work in these areas. During the review, thecandidate presents a portfolio with evidence of their work, intended to tell the professional storyof the candidate while on the tenure track. While each candidate tailors his or her portfolio to theinstitutional emphases across the performance categories, there are some common artifacts1:  Teaching o Preliminary narrative o Summary of teaching responsibilities o Samples of syllabi o Student evaluations o Peer evaluation of teaching o Examples of graded student work o Examples of experimentation and improvement in the classroom  Research/Scholarship o A complete list of journal

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen M. Williams P.E., Milwaukee School of Engineering; Robert W. Hasker, Milwaukee School of Engineering; Steven Holland, Milwaukee School of Engineering; Adam Redd Livingston, Milwaukee School of Engineering; Kerry R. Widder, Milwaukee School of Engineering; Josiah A. Yoder, Milwaukee School of Enginering

Tagged Divisions

New Engineering Educators

participants with the program? 2. What was the impact of the program on theparticipants’ teaching knowledge, skills, attitudes, and practices? (To those measures might beadded their evaluations by students and peers.) and 3. What was the impact of the program on theparticipants’ students’ learning (knowledge, skills, and attitudes)?11The remainder of this paper presents the shadowing experiences of each of the five new full-timefaculty members including: ● personal background ● prior expectations, including motivation ● preparation for the program (clear expectations/requirements?) ● what happened - in program and out ● post-analysisComputer Engineering New Faculty CaseI spent three years working as a software consultant before

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Findlay Edwards, University of Arkansas; Norman Dennis, University of Arkansas

Tagged Divisions

New Engineering Educators

, exceptional students can be identified early in their academicstudies.ResearchAt most research universities, the official appointment for a faculty member is 50 percentteaching and 50 percent research. The teaching load is either 3 or 4 courses per year.Theoretically, research activities account for only 50 percent of the faculty’s membertime, but in reality, research oriented activities can consume much more of your time.The research side of academia can be divided into two major sections, research incomeand publications.A significant portion of a faculty member’s job can be spent on locating funding forhis/her research program. The search for research funding is sometimes combined withlittle or no training in writing research proposals. However

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

value [2]. However, while educatorscommend active learning, their teaching philosophies are still passive in a traditional writtenformat. There is considerable literature on writing a teaching philosophy; nevertheless, there arelimited attempts to develop a visual representation using emerging technologies [1]-[3]. Thisresearch hypothesizes that creating and sharing a visual teaching and assessment philosophy 1empower student success and foster an inclusive learning environment for everyone to learn andscore an “A.”Teaching Philosophy Literature1-What is a Teaching Philosophy?A teaching philosophy is a narrative that uncovers the instructor’s beliefs and valuesabout teaching and learning, often

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University

Tagged Divisions

New Engineering Educators

education faculty. Research grants bring in money, which isimportant, and as a relatively small engineering school we have not attempted to pursuelarge NSF-style education grants or attempted to participate in an engineering educationcoalition.As Richlin7 states, when a faculty member has completed a scholarly teaching process, heor she must decide whether or not to proceed with turning the findings into thescholarship of teaching. The faculty must also consider, however, whether the extra effortto write up the material, subject it to another peer review, and disseminate the resultingmanuscript would be worth the time required in terms of faculty rewards. The sad truth isthat many departments and institutions do not count pedagogical scholarship as

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

a project on faculty workshops. In other words, we werepresented both as outside researchers and as "junior members" of their line of work, and studyparticipants related to us as such when discussing their experiences.Data collection: focusing on written attendee reflections Page 24.1366.4Within the existing workshop activities, written reflections were the data source that mostdirectly addressed our research questions about faculty motivations and workshop perceptions.All attendees were given time to hand-write brief thoughts on their hopes, worries, etc. for theweek at the start (Monday) and mid-point (Wednesday) of the workshop. This

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Kam Jugdev, Athabasca University

Tagged Divisions

New Engineering Educators

development perspective, assistant professors may need help transitioningfrom graduate school to the role of an academic so activities relevant to them may includementoring and peer consultation with an emphasis on course reduction and reduced servicecommitments in the first year or two as they develop productive research program and teachingcredibility 8. One way of helping new faculty may be to consider team teaching or to ensure anew faculty member received early and ongoing feedback on teaching practices.In terms of research, it may help new faculty to be aware of university and government researchgrant opportunities, perhaps through the Research Office. The Research Office may also befamiliar with industry grant opportunities that are often

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

# % # % # % # %Symposium overall met 1 2% 10 23% 19 44% 13 30%expectationsReasonable amount of prior 2 4% 11 24% 17 37% 16 35%readingsReasonable amount of prior writing 1 2% 3 7% 24 52% 18 39%Original affinity groups addressed 3 7% 16 36% 20 44% 6 13%concerns/interestsRevised affinity groups addressed 1 2% 11 24% 25 56% 8 18%concerns/interestsRevised affinity groups enhanced 1 2% 3 7% 23 51% 18 40

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

to theclassroom; an overview of Massive Open Online Course (MOOCs) and their potential use for“flipping the classroom”. Faculty were also requested to perform the following: create apanoramic outline (divide each course into 30 class sessions) prior to starting the SFIP in June;write granular learning outcomes for each and every class session during the SFIP; and prepare areview sheet for students per exam that is based on the learning outcomes created during theSFIP. Partial results of the SFIP are also provided.Introduction The Summer Faculty Immersion Program (SFIP) strives to ignite and sustain innovativeclassroom practices in engineering and physics courses in a manner that will promote lastingchange in the faculty. In essence

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Andrew Gerhart, Lawrence Technological University; Philip Gerhart, University of Evansville

Tagged Divisions

New Engineering Educators

Page 14.399.3finding a mentor and establishing the relationship for success.There are many types of mentoring: direct supervisor as mentor, mentoring done on aspontaneous basis as the need arises, informal group mentoring from an organized program (e.g.,workshops and presentations), peer mentoring, and mentoring from a senior faculty member whois not in an official supervisory role.5 Jordan et al. thoroughly review the different mentoringrelationships and highly recommend the final mentoring method listed above (mentoring from anon-supervisor) mostly because of the honest and direct communication possible without fear ofrepercussions on yearly reviews. The material presented in this paper is this recommended typeof mentoring, but the mentoring

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Anita Jain

Tagged Divisions

New Engineering Educators

aproblem involving (for example) the illustration of a circuit and/or its mathematical expression.With the minute paper, students were asked at the end of class to write down their muddiestpoints, main takeaways, and/or questions based upon their lecture notes. To directly assess theeffectiveness of this new approach, current rubric-derived exam results were compared withprevious exam results, taking GPA into account. We obtained significantly-higher final examscores during the active semester. Semi-structured student interviews were also conductedbefore class sessions and content-analyzed by two analysts to indirectly assess the impact of thetechniques on student learning. Based on the interview data, the very large majority of studentsfound the

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

assignment where students write problems and use some in future semestersObscure the source of the exercise and/or solution by:  taking problems from other textbooks Page 24.681.5  rewording questions making them harder to find with a text search  changing the names of people/organizations in problems  never distributing solutions with problem statements and not including the semester/year on problem/answer sheetsUse newer pedagogies which promote learning through an avenue other than homework  Problem-Based Learning (PBL)  Team-Based Learning (TBL)  Process-Oriented Guided-Inquiry Learning (POGIL)  Peer-Led Team

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

graduate education, online engineering cognition and learning, and engineer- ing communication.Dr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engi- neering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing undergraduate education through hands- on learning. Luchini-Colbry is also the Director of the Engineering Futures

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington

Tagged Divisions

New Engineering Educators

notetaking as “a personalized, engaging method to spicing up your mundanenotes”, which correlated to her interview note of everyone having a unique “notetaking style.” Indescribing her artifact, Emily also noted the influence of her peers on her learning during theseminar. This artifact highlights Emily’s change of sentiment towards visual notetaking, fromconsidering her notes messy and never going back to review her notes prior to the seminar todescribing visual notetaking as “creative, rewarding, efficient.”Yifan was a second-year pre-science major student. Prior to the seminar, Yifan considered herselfa visual person, who learned information through writing instead of reading. She was interestedin the research process of visual design and saw the

Conference Session

Off the Beaten Path

Collection

2008 Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University-Mankato; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

in Office Hours and in ClassAbstractOne of the most challenging and unexpected aspects of a new professor’s career is dealing withstudent emotions. Emotions, especially anger and frustration, can have an impact on studentsuccess and willingness to stay engaged with course content. Successfully implementingstrategies for dealing with student emotions can result in improved academic outcomes. Thispaper addresses the impact of student emotions and suggests strategies for faculty to use wheninteracting with students.IntroductionThe impact of student emotions on learning is rarely discussed in faculty preparation workshops.Guidebooks suggest ways to write syllabi, plan lessons and incorporate active learning strategiesbut rarely present ways to

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

Engineering and Com- puter Science Department at Ohio Northern. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Frederick Clayton Berry, Milwaukee School of Engineering Page 22.1163.1 c American Society for Engineering Education, 2011 Practical Interpretation of Student

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

(a one-page document) containing a revised set of dimensions and an approach for coding these dimensions. Again, the milestone reports were used, in class, to discuss the project.4. Two days before the project was due, students were required to (a) give a “minute-madness” presentation to the class on their results and (b) bring a draft of their report to class for peer review.5. The group then submitted the final report two days later, after making revisions based on the peer review. In addition, individual group members submitted a written reflection on their learning through the project process.Description, Observation and ReflectionIn the next two sections, we further describe these two cases. Specifically, we describe each

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

Engineering Education has been specifically defined and labeled as a discipline [e.g. 6, 7], itis reasonable to apply the general conceptual model to this special case. Therefore, in thediscipline of Engineering Education:  Practitioners are classroom instructors, many of whom are also researchers in another engineering discipline. High level practitioners seek to effectively incorporate teaching and learning initiatives supported by the literature of the Engineering Education discipline.  Researchers are scholars conducting rigorous, scientific studies in response to engineering education questions and submitting the questions, methods, and results to peer review [8].  Trainers are the engineering

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Scott Hinton, Utah State University

Tagged Divisions

New Engineering Educators

the productivityof a faculty member’s research.Overvie wWhen a new faculty member is hired at a research intensive university they are told that they willbe expected to create an internationally recognized research program if they expect to beawarded tenure and promotion. The questions then asked by many of these newly hired facultymembers include : What does it mean to have an internationally recognized research program?How do you create an internationally recognized research program? How do you measuresuccess? Is a successful research program based only on the publication of refereed journalpapers? What about refereed conference papers? What about patents? How does grant writing fitinto this process? Are collaborations, both internal and

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Henry Louie, Seattle University

Tagged Divisions

New Engineering Educators

student—even in classsizes of one hundred or more—to respond to a prompt, while allowing the instructor to react totheir aggregate responses. The pedagogic applications of ARS are many and include: performingformative and summative assessment on learning, soliciting formative feedback on teaching,assessing peers, building community mutual awareness, conducting experiments, initiatingdiscussion and facilitating interactive learning of new subject matter 5,6 .Studies on the efficacy and best practices of the use of ARS in the classroom indicate that, ingeneral, there is a net benefit associated with the use of ARS 6,7 . The documented benefits include:increased attendance, higher retention levels (within the same course), improved alertness and

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

organization. Research activity andproject based instructional best practices could cover effective activity planning, includingpitfalls to avoid, and departmental / university protocol.While there typically are orientation sessions for grant writing provided by senior faculty orfoundation administrators, this can be one of the more difficult areas for those new to academia.Tips for effective, or at the very least, ineffective methods from colleagues in the same contentarea could make the difference in a successful R&D program or grant proposal.Another area of concern for new faculty deals with the successful implementation of courses ofindependent study. Best practices, or even departmental SOP’s could help to provide definitionof consistent

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

of teaching. Thus, in recent years, peer evaluation of teaching [2] has taken its placealongside student evaluations in determining teaching competence. But faculty remain uneasyabout their student evaluations, regarding them almost fatalistically as something potentiallyimportant over which they have little control.The goal of this work is to present the cases of a number of engineering and computer-sciencefaculty who did manage to improve their scores, in hopes that they can serve as role models. Weidentify several aspects of their teaching where change made a difference. Then we comparetheir observations to what the published literature reveals. We conclude with recommendationsfor faculty who want to improve their scores.Our respondents

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators

their peers Be graded based on the performance of my group Study course content with classmates outside of class Make and justify assumptions when not enough information is provided Find additional information not provided Involves students thinking and by the instructor to complete assignments figuring out problems

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

teaching project; to initiate expert andpeer observations of the teaching lesson, peer consulting, and peer tandems.Additional offersParallel courses and other offerings are recommended: a lecture series on academic teachingmethods offers regular open access to information on latest the developments in thediscussion about good teaching in higher education. National and European experts areinvited to talk about their perspectives and share experiences about their professionalbackground on teaching matters. This is completed by informal monthly meetings forcounseling, consultation hours, and a telephone hotline for teaching questions.Especially for teaching professors, we have established individual coaching packages andexpert observation of

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

to follow half of the material. This allowed the two facultyto regroup and alter subsequent workshop and lectures based on this information.Shared responsibility in writing tests, exams, quizzes, assignments, and other course documentshelped both instructors. One faculty member might be primarily responsible for writing one halfof a test while the other member would write the other half. Then both faculty members couldreview each others’ work for accuracy and fairness.Additionally, Lo and Lohani used their respective strengths in delivering course material.Lohani had expertise in object-oriented programming and elected to teach much of the lecturesrelated to programming concepts. Lo emphasized the key concepts associated with

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

rubric used for grading an assignment. In this example,students worked on a two week lab assignment in groups. The grading rubric is dividedinto two segments, a portion which reflects group performance as well as a portion whichreflects individual performance. In this particular assignment, students worked as a teamto complete a lab assignment. At the completion of lab, each student was assessed bytheir peers using a rubric. These scores were tabulated and entered into the individualperformance area of the assignment. The group assignment grade was derived fromtraditional grading of the group lab report excepting that grading was done entirelyelectronically by markup up the pdf submission using pdf annotator

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet

Tagged Divisions

New Engineering Educators

Diversity In Non-Diversity Courses” *“Manufacturing Industry Needs Global Leadership Skills: Shaping The Next Generation Of Leaders” “Peer Experiences In Diversity: Students Learning From Students About Diversity” “Using Issues To Teach Diversity: An Interactive Learning Approach” *“The Global Manufacturing Challenge To Our Advantage: Begins With Students” *“Enhancing Organization And Employee Productivity: An Industry Experience In Leadership Training And Development” “Managing Diversity And The Law: Diversity Training Requires Training In Human Resources Laws” *Co-authored conference paperExample 2: From 1990-2000 the author

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut

Tagged Divisions

New Engineering Educators

offering of the course during the Spring2019 semester. The broad learning objectives of this course included: (1) research skills, (2)technical communication, and (3) environmental health and safety. This course was broken intotwo sections, one focused on mixtures and reactions and the other on bioengineeringapplications. Students worked on teams in both sections to conduct three laboratory experiments.The corresponding major assessments for each experiment were a lab report (individual), videoarticle (team), and poster (team). All team-based assignments had to be completed at asatisfactory level in order to pass the course. Additionally, all students were required to gothrough safety training. Quizzes on statistics, writing, and scientific

Conference Session

Best Methods for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A. Chin, East Carolina University; Michael Behm, East Carolina University

Tagged Divisions

New Engineering Educators

] becomesufficiently involved to contribute to it” (p. 4).1 Furthermore, most researchers would agree thatthere is no better way to clarify and organize one’s thoughts than by sharing them with othersthrough the written medium.Most important though, writing for one’s discipline contributes to the vitality of the discipline, inparticular if the writing is done well. It is only by disseminating research findings and the resultsof other creative activities that a discipline can advance.Beyond WritingAccording to Katz (1997), the sharing of new knowledge can be accomplished by a varietyformal, semiformal, and informal means, facilitated by traditional communication mediums andthe Internet.2 The informal may include face-to-face discussions, telephone

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

second runof the course, student projects were grouped so that two students focused on the same topic.Although the topics were different, the intention was to facilitate student cooperation and peer- Page 23.271.3learning among all students, irrespective of project. All students were familiar with andcontributed partially to all projects. They helped their peers and followed their projects‟development. In addition, they had joint presentations in preparation for conferences and thefinal talk, open to all interested. Moreover, students sometimes had to share resources andcoordinate with their colleagues. This brought more attention to and respect