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

help new professors streamlinethe process and approach these processes in an efficient and effective manner.I. IntroductionNew professors face many expectations including the ability to be an effective teacher.Accordingly, “university faculty have important responsibilities both for transmitting existingknowledge and for creating new knowledge: for teaching and learning.” 1 Generally there is aplethora of resources on how to teach, but guidance for creating new knowledge on teaching andlearning through educational research approaches are not as readily apparent for beginningengineering faculty. The American Society of Engineering Educator’s division, EducationalResearch and Methods, addresses various aspects of the learning process

Conference Session

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

willevaluate the selected metrics. This paper summarizes the committee report.IntroductionScholarship of teaching [1] is often compared with the scholarships of discovery and synthesis.Shulman [2] further categorized the scholarship of teaching as discovery scholarship within theeducational domain [3] and scholarly teaching as teaching that (a) focuses on learning outcomesand teaching practices, (b) originates with knowledge of pedagogy and course content, and (c)includes self-reflection, discussions with peers, and participation in peer evaluation [4].When engineering faculty members attend to the different ways in which students learn, thestudents become more engaged and also learn more course content and connections betweenengineering concepts

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

David Chesney, University of Michigan

Tagged Divisions

New Engineering Educators

ExamplesBy way of illustration, the author lists four examples of using story-telling in the classroom. Ineach example, the discussion is partitioned as follows: The Topic describes the environmentand objectives of the story, and also describes how the material might be communicated withoutusing stories; The Story is a re-telling of the actual story; and The Lesson discusses theknowledge that is gained by the students as a result of teaching the material using story-telling. Page 11.273.2Example 1: Story-telling to illustrate important pointsThe Topic. I do group work in many of my classes. Many times, the students are accustomed toworking in a

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Jason Keith, Michigan Technological University

Tagged Divisions

New Engineering Educators

shown in Table 1below: Page 11.256.2 Item Amount Total Salary (close to national average) $65,000 x 6 years = $390,000 Fringe benefits $20,000 x 6 years = $120,000 Startup Package ~ 1 year of salary $65,000 $65,000 Totals $575,000Table 1. Total financial investment of Average State U. for a new engineering facultyhire.For a higher tier institution, the startup package can be above $200,000. Once you arepromoted and tenured, the institution is making an even bigger commitment: at leastthirty years of salary

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Laura Genik, Wayne State University; Craig Somerton, Michigan State University

Tagged Divisions

New Engineering Educators

laboratory sections as teachingassistants. In this situation the faculty member’s role goes from teaching the students to teachingthe teaching assistants. Weekly meetings for the instructional staff are essential. It is suggestedthat the faculty member puts together and distributes a formal agenda as shown in Figure 1. Theauthors also suggest that the faculty member periodically visits the lab sessions, making a pointto visit each section at least once every two weeks. This allows the faculty member to observethe teaching assistants in action and provides an opportunity to evaluate the TA, often requiredby the graduate teaching assistant unions now prevalent on campus.Report Requirements and GradingThere are several ways to have the students report

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

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Murray Teitell, DeVry University-Long Beach

Tagged Divisions

New Engineering Educators

2006-894: ENGINEERING PROBLEM-SOLVING USING PATTERN MATCHING:A NEW COURSEMurray Teitell, DeVry University-Long Beach Page 11.572.1© American Society for Engineering Education, 2006 Engineering Problem-Solving Using Pattern Matching: A New CourseMethods of Problem-solving There are a number of ways to solve a problem. 1, 2 Engineers, however, tend to learnand use a limited set of structured methods.3 The most popular is the deductive method 2:analyze the problem and apply a series of generalized steps that have worked before onsimilar problems leading to a solution. Conversely, using the inductive method (reverseengineering), the solution is assumed and the engineer

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Kenneth McDonald, U.S. Military Academy

Tagged Divisions

New Engineering Educators

is not an endeavor taken lightly. [1, 2, 3, 4] Class discussion providesa number of benefits for the teacher and student. The teacher and student develop a closerrelationship with each other as the teacher-student hierarchical relationship is relaxed. [5] Theteacher is viewed as more open and approachable. It places the teacher in a more egalitarian ordemocratic light during discussion exchanges. [6, 7] Additionally, a teacher that permitsclassroom discussion implies recognition of students as active versus passive participants in theirlearning process and supports the notion that students learn more when they are activelyengaged.Classroom discussion is useful as a way of thinking and learning. [8] Asking or seeking studentinput verbally

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Saravanan Swaminathan, Tennessee Technological University; Barath Baburao, Tennessee Technological University; Donald Visco, Tennessee Technological University

Tagged Divisions

New Engineering Educators

through the stimulation and motivationof students [1]. Accordingly, it makes sense that those selected to teach undergraduatestudents should be trained properly for this function. Unfortunately, while mostcandidates applying for openings have little teaching experience, the institutions that arelooking to hire prospective faculty expect their candidates to be “teaching ready”[2].Adding to this problem is that the teaching experience that graduate students receive isquite different across the nation. For example, some graduate students are just used tograde homework and examinations, while others run homework recitations and a thirdgroup handles the laboratory. All of these experiences are quite unique and, at somelevel, a newly-hired faculty

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

New Engineering Educators

were concerned, helpful,caring, encouraging, challenging, available, fair, friendly, accessible, demanding, approachable,and patient. Lowman created the two-dimensional matrix shown in Figure 1 and divided thecategories of intellectual excitement and interpersonal rapport into high, medium and lowcapabilities. This two-dimensional model then describes nine categories of teachers based ontheir relative strengths in these two areas. Teachers can range from those who are inadequate(low in both categories) to complete exemplar (high in both categories) with every possible Page 11.905.2combination in between. The numbers indicate a priority of

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Eric Larson, Seattle University; Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

grading process more efficient while remaining constructive andfair to the students.1. IntroductionGrading is an important responsibility for all educators. Assessing the work of a student is a keycomponent of the learning process. If done effectively, students can gauge how well theycomprehend the course material, learn from past mistakes, and be motivated to learn even more.The main purpose of grading is to assess the student with respect to the course objectives andoutcomes. This process can be divided into two tasks. The first task is to design course activitiesin a manner such that students can meet the course objectives and the instructor is able to assessthe students’ progress. The second task is to accurately measure the students

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

as well as experienced faculty become more effective teachers.Based on a review of the literature, the following excerpts have been divided into twomajor sections. The focus of the first section is the learning process, and the secondsection 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 Stimulating the Idea Exchange); 4) ChangingLearning Behavior Outside the Classroom; and 5) Preparing to Teach. Topics included inthe “Teaching” section include: 1) The Seven “Good Practices” for Teachers; 2)Teaching with Hospitality; 3) The Importance of Listening

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

. Page 11.925.9While we recommend new professors form their own peer mentoring group, they need torecognize that this will probably not be enough on its own.Just working very long hours at the expense of family and personal life is not productive in thelong run. The new professor will eventually burn out, and may have significant personal issuesthat they need to deal with. Taking some time off to relax and be renewed is important.Recommendations for implementing an effective mentoring programWe have the following recommendations.1. An effective new faculty orientation program is very important. However, orientation alone is not mentoring. If a university wishes to mentor its new faculty much more will be required.2. While the direct

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Garrick Louis, University of Virginia

Tagged Divisions

New Engineering Educators

Water Works Association Small Systems Division, and the 2000 Presidential Early Career Award for Scientists and Engineers (PECASE). Page 11.70.1© American Society for Engineering Education, 2006 A Model for Preparing the NSF Career ProposalIntroductionA CAREER award from the National Science Foundation can help to advance the careersof Assistant Professors in Engineering.1 The CAREER program is the descendent ofseveral earlier NSF programs to enable junior faculty to perform quality research andeducation. These programs began in 1983 with the Presidential Young Investigators(PYI) award, which was replaced by

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

David Devine, Indiana University-Purdue University Fort Wayne

Tagged Divisions

New Engineering Educators

on the m. In a course during the Spring 2004 term, only one student suppliedany comment on the written comment portion of the evaluation. It seems that after fillingin 12 little circles with a number two pencil just to identify the course number andinstructor for the optical scan device, students often have little interest in considering thequestion and responding appropriately.Development of SPIE FORMThe SPIE FORM has three main purposes. These three purposes are 1) to gather feedbackfrom the students in order to improve both the course and the instructor’s teaching, 2) toprovide students with a better means of having their say at the end of the semester aboutboth the course and the instructor and 3) to provide an additional evaluation of

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

provide“careful, thorough advising and regular supportive mentoring”1 in areas ranging from thespecifics of their dissertation research to broader questions of personal and professional success.2This interactive panel discussion will introduce future and new engineering educators—especially those with young or forming research groups—to some best practices in setting thetone for a productive research group and navigating difficult situations related to graduatestudents. The panel discussion is led by Dr. Katy Luchini Colbry (Michigan State University)and Dr. Catherine Berdanier (Pennsylvania State University). The session will offer theory-basedbest practices for research group leadership and management in light of graduate education

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

New Engineering Educators

the advent of free massive open online courses (MOOC). The goingdigital movement in higher education is true and has begun to pick up pace.It would be very difficult to find a collegiate student that is not technology savvy,dependent, and/or welcoming of more gadgets, screens, and/or keyboards. On theother hand, it would not be hard to find a collegiate faculty member, junior or seniorranking, who resists and/or struggles with technology adoption in his/her classroom.There is a wide gap concerning technology acceptance between generations in highereducation. The following statement by Ramasubbu (2015) illuminates the trend: 1 The elusive generation gap is construed as being widest when one of

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

, Reflection, Implementation,Deadlines, and Emotions. These components are considered when making decisions aboutindividual tasks and setting plans for each day, week, semester, or for a complex project –“choosing with PRIDE” – in the context of attaining one’s goals (Figure 1). By choosing withPRIDE, one moves from being in a reactive mode to an intentional, proactive mode. How oneuses their time can impact feelings about one’s productivity and improve one’s well-being,providing a positive feedback loop. In addition to increased productivity, time management canhave the benefits to one’s well-being such as feeling less stressed and more energized andincluding opportunities for personal interests (Dudovskiy 2013). Figure 1. Choosing with

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clint Armani PhD, Unites States Air Force Academy

Tagged Divisions

New Engineering Educators

faculty to be ableto: 1. Describe the distinctive context of USAFA, to include its mission, organizations, and personnel. 2. Fulfill the professional responsibilities associated with being a USAFA faculty member. 3. Create a respectful and engaging learning environment in their classes. 4. Utilize evidence-based, learning-focused teaching practices in their classes. 5. Value positive restlessness and innovation in their teaching. 6. Build a community of colleagues from across the faculty.In support of learning the distinctive context of USAFA, senior leadership welcomed andaddressed the new faculty members. Following the senior leaders, the various organizations ofthe institution provided insight into their areas of

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Terri L. Lovins, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

case, our focus on the knowledge that results from engaging in reflection and ourfocus on engineering education has led us to identify a conceptual framework specific to ourcontext.Our initial conceptual framework for characterizing the knowledge resulting from engagement inreflection activities consists of three factors. Below, we explain each factor, situate the factorbriefly in relevant literature, and provide examples of student utterances that might align with thefactor:Factor 1: Professional knowledgeReflection activities (activities that invite students to pause, step “out,” and create knowledge)clearly have the potential to help students advance their knowledge of the topics they arestudying in order to become engineers. Our framing of

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; Neal A Lewis, University of New Haven

Tagged Divisions

New Engineering Educators

Engineering (University of Pittsburgh). Prior to entering academia, Dr. Nicholls was a practicing industrial engineer in the freight transportation industry. Address: Donald L. Harrison College of Business, Southeast Missouri State University, One University Plaza – MS 5815, Cape Girardeau, MO 63701; telephone (+1) 573.651.2016; fax: (+1) 573.651.2992; e-mail: gnicholls@semo.edu.Dr. Neal Lewis, University of New Haven Neal Lewis received his Ph.D. in engineering management in 2004 and B.S. in chemical engineering in 1974 from the University of Missouri – Rolla (now the Missouri University of Science and Technology), and his MBA in 2000 from the University of New Haven. He has over 25 years of industrial experience

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

consultationsSince this list varies, many resources emphasize to candidates the importance of identifyingwritten and unwritten expectations for tenure at their institutions as soon as possible.1-4 Once acandidate has identified the criteria, Wankat and Oreovicz3 suggest creating a schedule fortechnical research and publishing over their entire probationary period. Candidates are alsoadvised to keep a record of activities to ensure nothing is missed in their portfolios.3PurposeDuring graduate school, I attended workshops for future faculty and compiled a reading list fornew faculty. When I started my tenure-track position, I had a little bit of time to look at a fewpages of the book on my reading list. I also consulted mentors about advice on how to get off

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Laura J Dietz, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators

, duringtheir first semester on the tenure track at a teaching focused institution are summarized.Professional experience of the author is comprised of a combination of consulting, government,and manufacturing industries, while teaching experience consisted of responsibilities as ateaching assistant in graduate school for three (3) semesters, teaching one (1) semester as apart-time instructor, and teaching colleagues on various topics informally and formally.Professors known to have some industry experience from a variety of higher learning institutionswere surveyed. They were asked to rate various factors as being a source of stress when theywere new faculty, and to identify ways their institution made the transition from industry toacademia easier

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

techniques to be helpful to their learning, with most citing the ability to talk to andwork with their classmates to solve problems. In addition, the classroom was observed using theCOPUS observation protocol to describe it and determine the level of activity and interaction.The instructor’s main takeaway from his first use of these techniques is that they lead to largegains with little-to-no extra time or preparation. Although he had previously not used them dueto a perceived lack of time, his advice to new faculty is to try these techniques in their courses.Additional instructor insights and reflections will also be discussed.1. IntroductionActive learning has been defined as anything that students “do” in class beyond listening tolecture and

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

, and the IEEE Signal Processing, Communications, and Education Societies. ©American Society for Engineering Education, 2017 Profiles of Participation Outcomes in Faculty Learning CommunitiesIntroduction Significant evidence suggests that undergraduate education in science, technology,engineering, and mathematics (STEM) disciplines needs to be improved 1–4. Research oneffective teaching has recognized interactive teaching and active learning as effective tools inadvancing STEM education: they promote both student achievement 5 and conceptualunderstanding of the material 6. However, despite the growing body of research that supports thistype of teaching, traditional lecturing still prevails in college

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaela M Martin, Embry-Riddle Aeronautical University, Prescott; Dina M. Battaglia, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

New Engineering Educators

Recap tended to be more open-ended than multiple-choice quizzeson the LMS and sometimes focused on student opinions (e.g., “If you had to choose between abi-parabolic transfer and a Hohmann transfer, which would you choose? Why?”).Recap, a new application developed by Swivl, is currently in beta version. Responding to Recapassignments can be accessed through a webpage or an app for iOS and Android. Currently, thewebpage version is the only method to access the teacher interface seen below in Figure 1. Figure 1. Teacher Interface for RecapStudents log in with an email address and join the class through a 7-digit pin number. They thensee the available assignments to complete as shown in Figure 2. Students click on the

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

New Engineering Educators

teachers do, rather than what students think. Instead, they reframe formative assessment asresponsive teaching, an instructional approach in which teachers elicit student thinking around aparticular topic, notice and interpret the disciplinary substance contained within students’thinking, and then respond in real-time in order to support students’ disciplinary behaviors.Responsive teaching has been studied for some time in K-12 mathematics and science education,and it has recently become a focus in K-12 engineering education. However, to our knowledgeno research has investigated responsive teaching in undergraduate engineering education. Weintend to begin a conversation about this important area of study through three specific aims ofthis paper: 1

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

must understandwhat they have learned so far and why they need to study the next topic at hand. Tosome extent, this skill is discipline specific, expressed quite differently in, say, historythan in calculus. Students who are able to self-assess are more likely to continue theirlearning and increase their competence after graduation [1]. 12. How Is Self-Assessment Used?Most uses of self-assessment are purely formative [1], i.e., undertaken to help studentsimprove their work, rather than to assign a final grade. Students may learn self-assessment in first-year courses devoted to teaching them how to study and learn. Theycan use self-assessment to monitor their own learning, either to keep them on

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebekah Oulton PE, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators

) class.Bloom’s Taxonomy presents ahierarchy of levels of complexor critical thinking skills, asillustrated in Figure 1 (Pappas,Pierrakos, & Nagel, 2013;RMIT University, n.d.). Thetheory of the hierarchy is thatskills presented go from moresimple “foundation” skills tomore complex “higher order”skills as one goes up thehierarchy (Anderson et al.,2000; Pappas et al., 2013;RMIT University, n.d.). It is Figure 1. Bloom’s Taxonomy for Critical Thinkingsuggested that mastery of the (RMIT University, n.d.)more basic-level skills isessential before mastery of the higher-levels skills is feasible (Anderson et al., 2000; Pappas etal., 2013). Each level of Bloom’s Taxonomy may be described with key verbs describing actionsby which students can

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

varied from section to section, leading to some variability inscores across sections and instances. Taking all of this into consideration, we looked at thedistribution of section GPAs with respect to the overall average for each learning objectiveinstance and the distribution of standard deviations of section GPAs with respect to the overallstandard deviation for each instance.This analysis process did not yield any specific learning objective instances that absolutelydemanded further attention over others; that is, there was no obvious analytical metric thatclearly identified specific instances or sections. However, we established three criteria that wehoped would help us to find examples of variation in rubric interpretation: (1) selected