Conference Session

INVITED PANEL: Preparing your Teaching Portfolio

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

Paper ID #10003Preparing Your Teaching PortfolioDr. Kay C Dee, Rose-Hulman Institute of Technology Kay C Dee received a B.S. degree in chemical engineering from Carnegie Mellon University, and M.Eng. and Ph.D. degrees in biomedical engineering from Rensselaer Polytechnic Institute. After completing her graduate work, Kay C joined the Department of Biomedical Engineering at Tulane University in New Orleans, Louisiana. She later joined the faculty at Rose-Hulman Institute of Technology. She served as the founding Director of the Rose-Hulman Center for the Practice and Scholarship of Education, and is currently the

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Jennifer Retherford P.E., University of Tennessee, Knoxville; David A. Saftner, University of Minnesota Duluth

Tagged Divisions

New Engineering Educators

Engineering Education and Practice, 131(4), 218-222.3. Estes, A. and Welch, R., 2006. “Lowman’s model goes to the movies.” ASEE Annual Conference, Paper #1134.4. Svinicki, M. and McKeachie, W.J., 2014. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 14th ed. Wadsworth Cengage Learning, Belmont, CA.5. Wankat, P.C. and Oreovicz, F.S., 2015. Teaching Engineering, 2nd ed. Purdue University Press, West Lafayette, IN.6. Jahangiri, L. and Mucciolo, T., 2012. A Guide to Better Teaching: Skills, Advice, and Evaluation for College and University Professors. Rowman & Littlefield Publishers, Lanham, MD.7. Nilson, L.B., 2010. Teaching at its Best, 3rd ed. John Wiley, San Francisco, CA.8. Fink, L.D

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

. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209-240, Thousand Oaks, CA: Sage Publications. 16. Creswell, J.W., & Plano-Clark V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications. 17. Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda, MD: National Institutes of Health. 18. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. 19

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny L. Lo, Virginia Tech; Tamara W. Knott, Virginia Tech; Thomas D. Walker P.E., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

a Large Freshman Engineering Course,” Proceedings of the 2009ASEE Annual Conference and Exposition, June 14-18, 2009, Austin, TX.3. Robson, V., Lohani, V. K., and Muffo, J. 2008. “Assessment in Engineering Education, Book Chapter inAssessment in the Disciplines,” vol. 3, Assessment in Engineering Programs: Evolving Best Practices, Editor:William E. Kelly, pp. 173-192, Association for Institutional Research, Tallahassee, FL.4. Lohani, V.K., Sanders, M., Wildman, T., Connor, J., Mallikarjunan, K., Dillaha, T., et al. 2005. “From BEEVT Page 25.135.11to DLR - NSF supported engineering education projects at Virginia Tech,” Proceedings

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Claude Villiers, Florida Gulf Coast University

Tagged Divisions

New Engineering Educators

remains a challenge for young facultymembers. There are helpful materials that are provided in the literature 2,3; however, they maynot be specific enough to deal with one’s actual struggles. When a new faculty member joins anew institution, they may be pressured to adapt to that institution’s teaching style, researchinterests, and its cultural environment. This pressure may be driven by the administration and/orthe individual may simply feel pressured to fit in. Graduating from the University of Florida(UF), the author’s academic career started at The City College of New York (CCNY). CCNYand UF differ in teaching atmosphere, research environment, history, demographics, and culture.The author believed that the use of visual aids such as

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

-tenure period, when they likely have a greater set of outsidecommitments than younger new faculty members; and leveraging their skills developed inindustry for success in the classroom and research. This article explores the experience of twofaculty members who each made the move after over fifteen years in industry, one who is nowearly in that transition and the second moving toward full retirement. These experiences are usedto outline not only ideas on best practices for being successful in the transition, but pitfalls andtraps to avoid.IntroductionThe motivation of this article is to explore the transition from industry to teaching from both aspecific and general viewpoint. The specific context explores the perspectives on theexperiences of

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dimitra Michalaka P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Divisions

New Engineering Educators

included traffic studies for town administrators, parkinglot and circulation design for a local community, and pedestrian/bicycle facility planning.Specific student research opportunities have included roundabout traffic operation, pavementmarkings, work zone safety, high occupancy toll lanes, vehicle occupancy estimates, amongmany others. A limitation of this approach is that only a portion of students, maybe 25 percent, Page 26.219.11takes advantage of this type of rich and challenging learning experience.Participation in Professional Organizations, Meetings and Forums, Providing opportunitiesfor students to develop their knowledge and skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

doing (25, 26) .The activities must be designed aroundimportant learning outcomes and promote thoughtful engagement on the part of thestudents.There are some pitfalls for young engineering faculty, in particular, those who pickup an article or two to learn how active learning works, and how they would beapplying it to enhance their teaching. They should be advised to look at a broad rangeof learning methods and do their level best in scrutinizing information and publishedstatistics, move into active learning gradually and cautiously, and seek the assistanceand guidance of well-informed people, prior to embarking seriously on a specificstrategy. No matter how data on a selected strategy and/or teaching method ispresented, young faculty adopting

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

may not be a term that we liketo associate with educational methods, it does capture what is required. The author's use of theterm “marketing” reflects the practice of providing explanations to students to persuade andmotivate them to engage fully in this or any educational methodology. When trying to changestudent behavior in a course, sometimes doing the right thing for the right reasons is simply notenough. - Be prepared for failureExpect designing a methodology to improve student learning to be like all design, an iterativeprocess. The author was convinced that what he was doing was the right thing to do for manyreasons, chiefly the link to professional practice and the value in improving student learning.Unfortunately, even with the

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

imperative.This paper examines factors that impact the effective use of student self-reports of learningachievement for improving curricula and programs. Areas to be addressed include the following. • How can faculty effectively participate in a student self-assessment process? Are there advantages that accrue to the student when the educator uses this technique? • What factors impact the validity of implementing this technique? Under what conditions and in what situations is it appropriate to use student self-assessment scores? • An example of institutional use of student self-assessment is presented. The example includes a description of how an instrument was designed and how it is being administered. The development

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

Michigan Dr. Cynthia Finelli is Associate Professor of Electrical Engineering and Computer Science, Associate Professor of Education, and Director of Engineering Education Research at University of Michigan. Her research areas include student resistance to active learning, the impact of the classroom space on teaching and learning, the use of classroom technology to increase student learning and engagement, and faculty adoption of evidence-based teaching practices. She recently led an international initiative to develop a taxonomy for the field of engineering education research. Dr. Finelli is a Fellow of the American Society of Engineering Education, Associate Editor for the IEEE Transactions on Education, and past

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

be due to a number of factors such as how TSE influences teacher classroom practices,instructional strategies, and climate of the learning setting [29].In comparison to K-12 settings, research on the impact of instructor TSE on students in highereducation is more limited, especially for TAs. Most research on TA TSE in higher education hasfocused on measuring levels of TSE and identifying contributors to TSE, such as professionaldevelopment, previous teaching experience, and background characteristics [30]–[36]. Shannonet al. [37] measured student ratings of TAs and found that prior teaching experience, but notdepartmental TA training, was significantly associated with higher student ratings of TAefficacy. Shannon et al. [37] suggest that

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

M.D. B. Sarder, University of Southern Mississippi

Tagged Divisions

New Engineering Educators

Be Done?. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1479-1483). Chesapeake, VA: AACE.13. Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1-20.14. Truluck, J. (2007). Establishing a mentoring plan for improving retention in online graduate degree programs. Online Journal of Distance Learning Administration, X(1).15. Huett, J. K., Kalinowski, K. E., Moller, L. & Huett, K. C. (2008). Improving the motivation and retention of online students through the use of ARCS-Based E-Mails. The American Journal of Distance

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marcus L. Roberts, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy; Ryan Jay Silva, U.S. Air Force Academy

Tagged Divisions

New Engineering Educators

. Instead of grading for total level of learning, wespent an exorbitant amount of time focused on trying to make sure we “nickel and dimed” everystudent equally, consistently assessing the same penalty for the same errors. In a sense, precisegrading became more important than measuring student learning. As a result, we missed theforest for the trees and were less prepared to adjust course topics and class lectures for theoverall goal of student learning. For even the best designed rubric cannot accurately reflectstudent learning without including instructor intuition.After a semester grading against a rubric, our instructor intuition and grading confidence quicklygrew. Within this maturation process, we became more adept at focusing on the overall

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

teaching assistants. 2008 ASEE Annual Conference.[6] Verleger, Matthew and Velasquez, Juan. Training of teaching assistants on technology driven lessondevelopment. 2007 ASEE Annual Conference.[7] Prieto, Loreto R. and Altmaier, Elizabeth M. The relationship of prior training and previous teachingexperience to self-efficacy among graduate teaching assistants. Research in Higher Education 35:4 (July 1994), pp.481–497.[8] Jenkins, Susan. Cultural and linguistic miscues: a case study of international teaching assistant and academicfaculty miscommunication. International J. of Intercultural Relations 24:4 (July 2000), pp. 477–501.[9] Branstetter, Steven A. and Handelsman, Mitchell M. Graduate Teaching Assistants: Ethical Training, Beliefs,and Practices

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Beverly Kristenson Jaeger, Northeastern University; Kerri Liss, Northeastern University; Bea van den Heuvel; Ellen Wilson, Northeastern University

Tagged Divisions

New Engineering Educators

used in early education settings, it canbe applied to higher education for complex subjects that are being taught for the first time,particularly in the form of peer-scaffolding.A study on scaffolding in technology-enhanced learning environments, “Bridging Research andTheory with Practice,” explores the possible effects of student learning development “incollaboration with ‘more able peers’.” While it is apparent that peer-assistants are potentiallyvaluable to the cost-effectiveness and quality of education for their classmates and instructors,there is still limited data on the personal and individual effects on such peer assistants. One studytouches on some of the personal gains of a peer learning assistant stating, “The cognitiveprocesses

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

efficient in learning. All together with using active learning, instructors mustalso consider the ‘Student Resistance to Active Learning’ which remains a new area of interest forengineering education research [12]. ‘Student Resistance to Active Learning’ may be reduced byemploying the strategies proposed in literature such as varying the teaching methods usedthroughout the course and making and using a public grading rubric for students to avoidperception of grading unfairness, just to mention few [13-14]. Although, this paper focused on thedifferences in student expectations on the efficacy of instructional practices, the impact of thosechanges on the learning outcomes is yet to be determined and is the focus of our future work.References[1

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

New Engineering Educators

National Engineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of recruitment and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering. Page 14.825.1© American Society for Engineering Education, 2009 Keeping in Touch with Your Class: Short Class EvaluationsAbstractEspecially for a beginning or fairly new