Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt M. DeGoede, Elizabethtown College

Tagged Divisions

New Engineering Educators

, 11, 12, 13, 14]. Some reported improvement inrelated exam scores [9, 10, 11]. Others found the practice increased students’ perception of theirown learning [13, 14]. Other approaches similar approaches require post-grading HW and examreflections where students must analyze their errors, reflect on what when wrong, and proposeadjustments to their study moving forward [15].Current Proposal/MethodsThe following approach has been used in 3 courses, ranging from a first-semester mathematicalmethods for engineers course to a 400-level analytical mechanics and vibration analysis course.Consistent with others emphasizing quizzes and exams over HW for grading [3, 5], the transitionin HW paralleled switching to a mastery-based grading scheme. Grading

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Henry Louie, Seattle University

Tagged Divisions

New Engineering Educators

be used for a variety of pedagogicapplications that benefit the class.Of particular interest to new engineering educators, this paper describes four pedagogicapplications of audience response systems. These applications include using the audienceresponse system to: become familiar with students by conducting surveys of their preferences;obtain and respond to students’ perception of teaching style by collecting formative feedback onteaching; monitor and adapt to student mastery of subject matter through the formativeassessment of student learning; and to teach new subject matter using interactive learning.Examples, reflections and best practices based on current literature and the author’s experiencesas a new engineering educator in each

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

were submitted electronically to the professor using a content management system.Assignments were graded using detailed rubrics and returned to student electronically as well.12FreshmanThe freshman class was the first area to be analyzed. In order for a student to be successful, it isvital that good study habits develop quickly. Otherwise, students may face significant struggles.Historical data also reflected that freshman classes also had the most problems with latesubmissions.The first analysis involved a comparison of late versus early submissions at the freshman level.In previous years, the instructor had taught courses at the freshman level twice. Class A andClass C were the same course material from two different years. Both courses were

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

own words, what was done in the experimentand what the purpose of the experiment was for that lab section. This assignment was gradedsolely on completion, providing a low-stakes assessment for students to reflect on what theyhave learned. At the beginning of the following lecture, misconceptions identified in the post-labassessments were briefly addressed with the students, which was important in giving students theopportunity to identify their own misconceptions and areas for improvement [11], [12]. We alsorequired students to complete online readings using a collaborative e-reader, Perusall(www.perusall.com), which allows students to see and respond to each other’s questions andcomments directly on a shared PDF. For each reading, students

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, School of Engineering and Sciences, Tecnologico de Monterrey, Mexico; Alvaro Alvarez-Delgado, Language Department, School of Social Sciences, Tecnologico de Monterrey, Mexico; Samira Hosseini, Writing Lab, Center for Educational Innovation, Tecnológico de Monterrey, Mexico

Tagged Divisions

New Engineering Educators

develop instudents their ability to know when to apply each of the two modalities of thinking, logical-mathematical or artistic-narrative, depending on the circumstance. To date, traditional teachingschemes not only fostered the culture of individual performance but also prioritized rationalthinking, and avoided incorporation of the artistic-narrative modality in engineering courses in anattempt to the rigor of the search for empirical truth. The use of cognitive tools for thedevelopment of the abilities of creative thinking must be complemented with the application ofmetacognitive tools in order to also influence the development of specific dispositions oftemperament, that is, the exercise of reflection skills in engineering students [13]. The

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

26.822.9and computer science students?To address this question, quantitative survey data were analyzed first. The survey findingsshowed that students were most frequently “active or very active” in laboratory groups andinformal study groups and least frequently active in study abroad programs, activities sponsoredby the home college, and women/minority organizations (Table 3). More frequent and activeparticipation in lab groups and informal study groups reflects overall the emphasis and prioritythat engineering students place on their studies,19 while on the other end of the spectrum, theinfrequent participation in study abroad programs is consistent with generally low participationin such programs by engineers nationally,20 and may also be a result

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

, and enthusiasm as the mostimportant aspects of being an effective TA, while topics such as “treats all students withrespect”, “encourages students to ask questions”, “cares about student success”, and “is an expertin the content area” were the lowest traits on the ranked list [12], indicating that TAs are notbeing pushed to view their UGTA role as a trial for a potential career in academia where the goalis to focus on the students. Results from a study performed by Weidert et al. show many self-reflected benefits of an undergraduate teaching assistant experience, including confidence, teamabilities, and personal insight [13]. Items such as “more likely to become a professor” and“prepared me for a career after graduation” had the lowest

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

minimum quantitative score that is desired across all axes. On a five pointscale, this minimum might be set to a value of 3.0. That does not mean that a score of below 3would be entirely inappropriate, but rather, a score below 3.0 might require reflection by thefaculty member.However, a department chair may also be looking for scores that are excessively high. Forexample, on a five point scale, scores of 4.5 and above might not be indicative of effectivenessbut of popularity. A professor who pushes students to the edge of their comfort zones mayreceive lower evaluations from weaker students, thus lowering their overall scores versus a Page

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

unfortunate realities14. Although the 3 large fundamental engineering courses in this study pose a different set ofissues, which often implies that quality teaching is not possible in large classes, researchers ineducation10,42,54,75 suggested the contrary –quality teaching is quite possible in large classes whilefocusing on student-centered, cooperative, active experimentation, and high-level thinkinglearning, instead of the traditional teacher-centered, individual, reflective observation, androutine-drill learning. Almost 2 decades ago, Felder23 had recommended the need to change the pedagogy usedin engineering classrooms. According to his study at that time, many engineering classes in1999 were taught in exactly the same way that

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

emphasizeresearch-based methods including use of clearly defined learning objectives and implementingactive learning techniques in the classroom. Such methods can be very useful and have beenshown to be successful; however, for the new engineering educator, the implementation of suchmethods can be mentally and emotionally challenging and time consuming.This paper provides the authors’ reflection, as two relatively new engineering educators, on theirpersonal implementation of learning objectives and active learning techniques in the classroom intheir second and third years of teaching. We feel that our comparative evaluations are unique andhelpful because we teach at two different teaching-focused institutions and have employedmethods and techniques that we

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas, Austin; Mia Markey, University of Texas, Austin; Wonsoon Park, University of Texas, Austin

Tagged Divisions

New Engineering Educators

your classroom thatyou want to explore and to want to study it. Just don’t jump in without thoroughly thinking aboutwhat you are questioning and how to best get an in-depth look. Not only will a haphazardapproach create problems with data accuracy and storage, but if you fail to overlook existingempirical findings, your results are limited. Furthermore, if you are new to educational researchapproaches, it is wise to take a look at existing literature and its implications.As you conduct classroom research, you will reflect and review your teaching. This processallows you to refine and improve. An iterative cycle of reflection and improvement is good forboth teaching and learning processes.3. Research with Human ParticipantsIf you are going to

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

New Engineering Educators

the foundation that wasrelied upon throughout the entire transition process.The process of transitioning from an engineering manager to engineering professor is nowcomplete. It was an interesting and rewarding journey spanning three years with many peaks andvalleys. Along the way many interesting discoveries were made and lessons learned. This paperdescribes the evolution and progress occurring during the third year and reflects briefly on theentire transition process. It offers both hope and encouragement for those in the engineeringprofession considering a similar career change into education.IntroductionThe third year as a full-time engineering professor began with a great deal of optimism,anticipation, and expectation. As a seasoned

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University; Walter Bradley, Baylor University

Tagged Divisions

New Engineering Educators

technologies will become our masters ratherthan our tools. The first two authors presented a paper in 2005 that dealt with that issue4.The authors of this paper are certainly not the only ones who have reflected on the issue ofmentoring. The next section describes some recent work done by others.Previous work done by othersPeer mentoring is the first kind of mentoring we would like to discuss. Peer mentoring occurswhen tenure track professors provide advise and support for each other. There are two ways thiscan be done. Younger faculty can write papers and make presentations describing theirexperiences to try to help other young faculty who may be facing the same situations. Thisenables the faculty member to benefit by presenting/publishing his work

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Garrick Louis, University of Virginia

Tagged Divisions

New Engineering Educators

create NSF’s most prestigious award for young faculty, as reflected by the size and duration of the CAREER award, and the selection of nominees for the Presidential Early Career Award for Scientists and Engineers (PECASE) award from the ranks of CAREER awardees.The CAREER program is supported by all the directorates at NSF. Indeed 7.5% of allproposal actions at NSF are CAREER. More than 3700 CAREER awards have beenmade from 1995 – 2004, from which 160 PECASE awardees have been chosen. Theduration of the CAREER award is 5 years with a minimum amount of $400,000($500,000 for the biological sciences) over that period. However the CAREER programhas become increasingly competitive, and given its potential value to the career

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

assignment. Open-ended comments arequalitative. They can be used by authors in revising their work. They also allow authors(or instructors!) to judge how carefully the reviewer has read and reflected on the work.A rubric can be more or less detailed depending on how many artifacts students areexpected to review. A rubric with twenty separate criteria (“questions”) would beoverhwelming for an instructor to fill out for each piece of work submitted by the class,but the length might be pretty reasonable for students who are asked to review only twoto four peers. The detail in the rubric serves to draw reviewers’ attention to aspects of thework they might have missed. Ratings [Each has a dropdown to assign score, plus a text box where comments can be

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

Paper ID #11113Discussions of Engineering Education Learning Advances among WorkingEngineering FacultyProf. Byron G. Garry, South Dakota State University BYRON GARRY is an Associate Professor and Undergraduate Program Coordinator in the Department of Construction & Operations Management in the College of Engineering at South Dakota State University. He has been a member of ASEE since 1998. As SDSU ASEE Campus Rep., his goal is to help fellow College of Engineering faculty to be reflective teachers.Dr. Suzette R Burckhard, South Dakota State University Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University

Tagged Divisions

New Engineering Educators

/Senior Clinic as the capstone design experiences in their programs. While theChemical Engineering and Civil and Environmental Engineering departments haveseparate capstone design courses, these departments also recognize Junior/Senior Clinicas a course that well reflects engineering practice. Consequently Junior/Senior Clinicfigures prominently in the assessment efforts of all four programs. As noted in theprevious section, the Junior/Senior Clinic final reports were included in the portfolios ofstudent work that were reviewed at the end of every year. While the department obtainedvaluable data from the portfolio evaluation, an inefficiency in the process was alsoevident: each paper was being read by the project supervisor(s), who assigned a

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; Carl Nelson Blue, University of Southern Maine

Tagged Divisions

New Engineering Educators

wiring that connects brain cells. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 24.975.2providing a non-threatening environment which allows them time to ask questions, seeksolutions, reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The real value of subject matter can be heightened for students through activities thatcombine the classroom

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

New Engineering Educators

equitable assessment of their team’s performance. Once the PeerEvaluation scores have been compiled, the instructor can determine who has contributed morethan expected, compared to those individuals who have demonstrated marginal (or no)performance on team activities. For those team members who participated equally throughout thesemester, Peer Evaluation scores almost always reflect equal scores for all team participants,therefore – based on the team members’ collective assessments – no grade advantage or gradepenalty is required for any of the team members. By dividing the individual student’s PeerEvaluation assessment by the base score available within the Peer Evaluation tool, a multiplier isidentified. In this case all team members will have a

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

New Engineering Educators

view of career changeproposes grouping these steps into various phases.5,6 The initial phase involves separation froma previous career and the transition stage involves individual identities in flux as changersexplore and experiment with different career roles. In the final stage, changers reflect on thevalue of the transition for their future career, rejoin society and take on their new career role.There is a substantial body of work on the specifics of transition to an educational career andthese studies found similar dimensions appearing in the decision process.7-9 Although primarilyreflecting a transition to K-12 teaching, these studies often revealed that career changers’motivations were largely intrinsic, although pragmatic decisions

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

cells) becomes.Research also suggests that learning is enhanced by involving students in lessons. This has agreater chance of occurring by providing a non-threatening environment which allows them timeto ask questions, seek solutions, reflect, share thinking about a theme or topic, and respond toother's viewpoints.In short, as teachers, we strive to accomplish learning by doing. Action helps to grow the brain.The real value of subject matter can be heightened for students through activities that combinethe classroom instructional context with real-world application. That is, learning can beenhanced even more when academic content is connected to the real world.Emotions influence learning and memory. Negative emotions impeded learning

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

that also motivated this study. Swivl robot-facilitated classes, as wellas continuous improvement checks, have been well documented in the literature as a means tosupport and promote instructor reflection and development. Initially designed to capturepresentations, the Swivl is a robotic mount for a smart device and remote controlled with adevice called a marker. The Swivl tracks and records the person holding the marker [3].What follows are guiding self-study questions that ultimately facilitate an institutionalcontinuous improvement plan, leveraged with the same formative motivations as the QualityMatters framework. (1) Can course quality be most effectively impacted through a full QM, 43-criterion review or can a subset of QM

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

was worthwhile Reflects the attitude of learners I felt positively towards the instructor towards the in-class operation I felt the instructor had my best interests and the teacher and can be in mind Positivity 0.720 considered impactful on the affective-emotional aspect I enjoyed the activity Tests how students become I participated actively (or attempted to) active or resistant to in-class I tried my hardest to do a good job practice. The participation I pretended but did not actually

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

of this Enhanced InnovationSchema. These models include the Renaissance Foundry Model (herein the Foundry) [1], [4] forCollaboration and for Teamwork, Sawyer’s [2] group genius guidelines and the Functional-BasedApproach [5] that guides the organization of teams for a given target academic activity. Section 3will describe the key aspects involved in the Enhanced Innovation Schema. Section 4 will offerselected illustrative examples where the approach has been successfully applied. Section 5 willoverview selected lessons learned, and reflection pieces of the co-authors involved in theseexamples. Finally, Section 6 will highlight key pieces of additional research needed to advance thedevelopment and implementation of the approach.(1) Motivation

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

evaluation of student work that is valid, fair, and trustworthy, motivate and focus students’actions to learn, and promote data-driven student and instructor reflection [1]. For theseinstructors, grading is not about selecting talent - meaning the issuing of grades is primarilyintended to differentiate students, but rather, grading is about developing the talent of all studentsthrough feedback. The notion that grading is feedback, and “feedback is teaching” [2] resonateswith them.Riley is the instructor of a small class and sole grader of student work. He quickly gets to knowthe students in his class. He is aware of their individual and collective performance throughpersonal interactions in the classroom and office hours and the grading of their

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

to promote learning and reflection, makingthem a natural pair for standards-based grading.6 While the applications and structure of rubricscan vary greatly across the literature, a rubric in this context includes criteria for rating studentperformance as well as standards for attainment of those criteria. Rubrics of this variety may beholistic, meaning that they include a single rating scale for the entirety of the work, or analytical,meaning that several scales are used to assess different dimensions of the work. Perlman offers avaluable discussion of the thought-process that goes into developing a successful rubric, as wellas the different varieties which may be applied.9In this work, a system of analytical rubrics were applied to

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

students toembrace their failures, something they have been trained to avoid in the past. This paper presentsa case study where design students were encouraged to discuss failure in the context of designloops using reflection journaling and continuously evolving design requirements.IntroductionSuccess of undergraduate engineering design projects can be measured in many ways, fromquality of learning, to ability to engage in teamwork, to completion of all technical detailsspecified at the onset. While Twin Cities Engineering (TCE) students show a range ofdevelopment and were able to meet programmatic outcomes, only one of 13 design teams in thelast three semesters has completely met all measures of success. The faculty’s perceptions of thislow

Conference Session

New Engineering Educators 4: Tips and Tools

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ivan Detchev, University of Calgary; Elena Rangelova, University of Calgary; Sheng Lun (Christine) Cao, University of Calgary

Tagged Divisions

New Engineering Educators

’ learning experience are detailed.Lastly, the course instructor and the research assistant discussed some of the improvements andunforeseen student behaviour. Note that the course instructor is a new engineering educator whowould like to share his course design, get feedback on the implemented course developments,and in general use this as an opportunity to self-reflect on the changes made to the course andhow they can be scaled for other offerings of the course in the future.IntroductionThis paper is about a numerical methods course in an engineering faculty at a Canadianuniversity. This is a common-core engineering course taken by primarily civil, mechanical, andgeomatics engineering students in either their second or third year. The topics in

Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

anticipate that by asking educators about their teaching decisions, wemay trigger reflection, which in and of itself may lead to improvements in teaching practice.By exploring the processes through which engineering educators make teaching decisions andthe factors they consider, we can use decision making as a lens to understand their teachingpractices and gain a better understanding of how to help engineering educators make moreeffective decisions about their teaching. We believe that this approach is particularly appropriatebecause it is a framework used extensively in the field of engineering (i.e., design decision-making) and thus may be a more familiar framework to discuss their teaching practices.We chose to emphasize teaching decision-making

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

allowing no time for reflection on the review orcorrective measures. One of the positive results the author did note after the initial assignmentswas that the students would not sign off on incorrect work; they would note the problems with it Page 11.319.6or they would indicate work that was not complete at time of the review. During the firstassignment, several students whose work was correct were penalized for signing off on others'work that was not correct. Apparently this word got out and seemed to fix the problem on futuresubmissions, and the bad habit of the previous semester was broken. This in itself was success,yet at an admittedly low