requirements.• Tools • Work in pencil. • Write on 8.5 in. 11 in., gridded engineering paper. • Use a straight edge, compass, and/or protractor to draw diagrams. • Staple multi-page submissions together.• Presentation • Include no more than one problem per page. • Number pages per problem if more than one page is needed. • Each problem should have a neatly drawn figure(s). • Figures should be large enough to be easily read. • Variables should appear on figures. • Variables should be described using words and symbols. • Write legibly, in clear, easy-to-read print. • Completely erase any extraneous material. • No crossed-out material should appear on the solutions. • Leave blank lines
learning, which they can use to make adjustments to their teaching.One definition of formative assessment is offered by Black and Wiliam (2009): Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. (p. 7)However, there are multiple viewpoints on the methods by which this evidence should beelicited. One view interprets formative assessment as a formal diagnostic test that produces ascore quantifying student achievement
paper is to share attendee feedback from the first two years of implementation ofour future faculty development program. This includes those sessions attendees’ thought werethe most important, the usefulness of each session, and impact on future career options. Ourintention is that the feedback we report will assist others (including ourselves) in improving ordeveloping their own faculty development programming.MethodsFuture Faculty Development Program - RecruitmentOur program is advertised within our institution and across peer institutions. We also advertisedthrough word of mouth, departmental emails, and interactions through recruitment visits.Interested applicants are asked to apply via an online program application. Participants
to see the educational innovations of passionate and talented educators, but howdo these innovations get adopted? It is hard for even the best educational innovations totransfer to a colleague’s classroom16 It is less likely for an innovation to be adopted by adifferent university. As a result, many engineering educators are re-inventing the wheel andexcellent innovations are underutilized.If educators had unlimited temporal resources this would not be an issue. But manytransformative educational practices require teams of people to develop and test. Others arethe result of a personal passion and decades of building, coding, writing, and/or tweaking.Educators do not have the luxury of dedicating years of effort to a project that affects
scholarly publications in journals, books, and conferences, 60 presentations at national and international events, and $4M in external funding for research, development and technology transfer. In addition, he has supervised ap- proximately 60 research students on Ph.D., M.S, B.S., and other research and development projects. Dr. Schaefer is a registered Professional Engineer in Europe (Eur Ing), a Chartered Engineering (CEng), a Chartered IT Professional (CITP), and a Fellow of the Higher Education Academy (FHEA) in the UK, as well as registered International Engineering Educator (Ing-Paed IGIP). From 2013 to 2014 he served as IGIP’s Founding President for the US region. Dr. Schaefer serves as a peer reviewer for approx
Paper ID #9834Scaffolded Structuring of Undergraduate Research ProjectsDr. Dirk Colbry, Michigan State UniversityDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Recruiting 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 engineering from the University of Michigan. She has published nearly two dozen peer-reviewed works related to her interests in educational technology and enhancing
withinsubgroups assigned to those tasks, the subgroup should continue to share the responsibility forcompleting the task. For example, if three TAs are responsible for homework solutions for theweek and they divide the task of writing solutions by problem, the entire group should still beheld responsible for the delivery and accuracy of the entire solution set, should be heldaccountable for answering any and all student questions on that problem set and should be ableto defend the grading for that problem set. If TAs share leading sections or supervising labstations, encourage or require them to attend the section that their teammate is directly leading.Maintain consistency. What does the instructor require to be consistent? To what extent dodiscussion
visiting assistant professor at a research one land grant university heforecasted that he would be introduced to many of the same hurdles as proposed byBrent and Felder (1998): Writing proposals and trying to get them funded, attracting and learning how to deal with graduate students, and having to churn out a large number of refereed 2 papers while you were still trying to figure out how to do research. You may remember the incredibly time consuming labor of planning and teaching new courses and the headaches of dealing with bored classes and poor student performance and possibly cheating and poor ratings and a host of other problems you never thought about when
other hand,"feeling connected" was the main reason for being in-person in a hybrid setup.For synchronous online meetings, the frequently reported problems were related to technology,internet connection, and getting everyone to participate. However, when interviewed, instructorsindicated that they would continue to pursue remote meetings until everyone is vaccinated. On theother hand, the need to wear a mask and teach for the entire class period was inconvenient for theinstructors who opted for in-person hybrid mode. Also, coordinating between students attendingonline and their peers attending in-person was a little bit tricky and time-consuming. All instructorstaught in a hybrid setup indicated that they would consider a remote online format
lectures on topics they had time toresearch. To keep up with current events, ask students to give weekly summaries of the news inthe field. The best way to learn is to teach.As you grade exams, identify students who did the problems correctly and, when you return theexams, ask those individuals to put the solutions up on the board. You can catch a few minutesof rest, and students who did well on the exam will have a chance to shine. Some students maydecline due to shyness, but most students will eagerly accept the opportunity. Also, whenstudents see peers up at the board with the solutions, they will likely be convinced that the examwas not unreasonable, they will be less apt to complain, and they may be motivated to improvetheir performance on
, innovative and novel graduate education experiences, global learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests
for the actors to develop their own contextthrough improvisation.In TPC, Open Scene is used differently. Students are paired up (with an occasional trio, ifnecessary) and given a generic set of instructions explaining that they will perform a ‘scene’ withtheir partner(s) for their peers in approximately ten minutes. These instructions also include somereminders of things to consider that may help them communicate their scene, including tone,volume, body language, and use of relational space (all discussed previously in course content).Students are additionally encouraged to use readily available props as they deem appropriate.Each group is instructed to keep their scene a secret from other groups as they prepare. Then,each group is given
students are in the queue andthe questions that they list. While the Queue software was originally developed to help maximizeefficiency at office hours for large enrollment courses, the software has since been adopted forother educational purposes, including drop-in advising, peer learning, and active learning. Sinceits implementation in Fall 2017, the Queue has been adopted by 25 courses, 4 advising offices,and has facilitated over 70,000 questions.In the early use cases of the Queue, we identified several benefits for students and instructors,including but not limited to saved time, improved accessibility, and improved use of space sinceoffice hours do not need to be in a fixed location when the queue is used. To understand theseimpacts and
CANDIDATE | CARL WHITE, PHD, ASSOCIATE DEANAbstract Teaching and learning in the American school system should be directed towardcreating self-guided, independent thinkers. Teachers who are committed to creating acritical thinking environment realize that the primary purpose of all education is to teachstudents how to learn effectively. More importantly, institutions of higher education,specifically those whose mission statements include educating students who may notbe as academically prepared as their peers, may want to consider re-engineering theircurricula so that they can produce self-guided independent thinkers. This mixed methods research study will examine the affect of critical thinkinginstruction in a
. 17Within engineering, students have been known to cheat on graded assessments such as homework, Page 24.226.4examinations, and laboratory reports and plagiarize text, sourcecode, diagrams, and otherrepresentations of their work. Examples of unintentional sourcecode plagiarism include reusing theirown code from previous assignments, providing false references, extensive collaboration with peers, andusing code without attribution if converted to another language.18Contextualizing the ProblemDuring the Fall 2013 Faculty Institute (an inservice workshop for faculty) at an historically blackcollege and university a 90minute workshop titled
. R.C. Wilson, J.G. Gaff, E.R. Dienst, L. Wood, and J.L. Barry, College Professors and Their Impact upon Students. New York: Wiley, 1975. 4. R.M. Felder, D.R. Woods, J.E. Stice, and A. Rugarcia, “The Future of Engineering Education: Teaching Methods That Work.” Chemical Engineering Education 34(1), 26-39 (2000). 5. R.M. Felder and L.K. Silverman, “Learning and Teaching Styles in Engineering Education.” Engineering Education, 78(7), 674-681 (1988). 6. N.E. Gronlund, How to Write and Use Instructional Objectives, 6th Ed. Prentice-Hall, Upper Saddle River, 2000. 7. J.M. Haile, “Toward Technical Understanding.” (i) “Part 1. Brain Structure and Function.” Chem. Engr. Education, 31(3), 152
,” “relatable” and“engaging” (p. 196) [44]. Students in a social science department in the U.K. described viewingtheir TAs as near-peers and therefore more approachable and better positioned to providestudents with support and advice [8]. In a study of students in inquiry-based chemistry courses,Wheeler et al. [18] found significant correlations between student perceptions of TAs (as “moresupportive,” “more interactive,” “asked thoughtful questions”) and student-reported learninggains. Similarly, Trenshaw et al. [17] posited that “students take motivational cues from theTA,” (p. 1202) with students reporting higher motivation in a second-year engineering coursewhen they perceived their TA as caring about their learning. A TA’s sense of self-efficacy
volunteerism that the nation has not seen since the 1960s. As with most of the discussed trends, this cuts both ways. When focused upon worthy causes and activities, these can benefit a region and its citizens, as well as foster a needed sense of community. They can provide needed assistance to the disadvantaged and hurting. They can be an opportunity to enhance the character and compassion of young people and should be a clearly good thing. However, volunteerism should be fully voluntary, not mandated, coerced, peer-pressured, or indirectly fostered via a systems of carrots and sticks (for example, tax, pay, or other financial incentives
) management in a very large class, (2)syllabus content and (3) balancing teaching and research responsibilities. In addition, Prof.Spearot worked with the Department of Mechanical Engineering staff to develop a formalevaluation survey for Mr. John Lee.In preparation for the fall 2012 semester, Prof. Spearot involved Mr. Lee in every decisionrelated to the management of the large course, including writing of the course syllabus, decisionsrelated to the weight provided to each assignment and exams in the course, week-by-weekplanning of course topics and homework problems, and determination of homework and examdates. Prof. Spearot and Mr. Lee developed a strategy to manage homework submission,homework distribution to the graders, and drill session
. This could beachieved by showing graders how the grades they assign align with their peer graders (in termsof average and distribution), which tends to influence more extreme graders to become moremoderate25. Alternatively, calibration rounds can be used to establish complex formulas to adjustfor different tendencies4.MethodsContext and data collection. This study investigated grading in the second of a two-semester,first-year engineering course sequence that is required for all engineering undergraduates at alarge Midwestern university. The course employs standards-based grading using a set of 19major learning objectives, each with a set of minor learning outcomes, collectively accountingfor 88 total learning outcomes.The course was offered
professions. Discussions about the importance of meeting the needs of diverse students arewidespread; however, there has been less discussion of how to define diversity, and how toactually go about studying diversity in meaningful ways. Given the lack of explicit guidance inthis area, new engineering educators may benefit from examples of how their peers are thinkingabout diversity in designing educational research studies. In this paper we provide threeexamples of studies of diversity issues in engineering education in order to demonstrate someways in which diversity can be conceptualized and integrated in educational research. For eachstudy, we discuss how diversity is defined, how the research question addresses the relevantaspects of diversity
the score criteria. Students had to be reminded bi-weekly that theywere allowed, and encouraged, to discuss the topic with their peers prior to answering a clickerquestion.For the weekly team-based learning activities, students chose to stay in the same group of three forthe whole semester, with some minor shifting of groups. The instructor allowed students to startthe activity whenever a group of three students naturally synthesized. Therefore, students wouldgravitate towards pods with one or two students already present so they could start the assign-ment early. In this study we did not keep track of the group development, but this is something tomonitor in the future. The team-based learning activities were generally well received
course sections and the impact of coordination on matriculation . Most relevant to this paper, in 2009, Thompson, et. al, provide details of a model of coordination that worked for their firstyear 3engineering course . This paper adds to the body of knowledge with respect to best practices for course coordination, particularly with respect to information sharing among the instructional team, common test writing, strategies for training and mentorship, and management of supplies, lab access and prototype testing. This paper focuses on recommendations based on personal experiences by four faculty, two of whom have 10
were found that quantifyprocrastination in a PSI course. These metrics would give researchers additional insights intostudent behavior and their response to self-guided teaching strategies.Proposed Procrastination MetricsHere we focus on three candidate metrics that give physical insight into the levels ofprocrastination that occurs in PSI courses.Margin of Safety Metric (MoS) - The MoS metric is the simplest metric. It is the ratio of thesuccessful final unit (R4 above) submission date and the last class day and is motivated by the Page 14.589.5scenario of a student who, for example, writes an assigned paper several weeks before it is due
students to summarize the keypoints of the lecture at times or lead their peers in solving practice problems. Later, during my firstsemester as an assistant professor, I used similar activities, and the feedback from the students waspositive and encouraging. Meanwhile, I started to attend several workshops on teaching and activelearning methods. In my second semester as an assistant professor, I taught a laboratory class onsignal processing. I implemented basic active learning techniques in this course and likewisereceived promising feedback from the students. However, given the nature of the class, I concludedthat class time could be better utilized by one-on-one discussions with students to tailor thelaboratory time to individual student needs
their progress through higher education focuses on the importance oflearning communities. Realizing the significance of such emotionally sustaining supportnetworks should alert faculty members to the need to seize on opportunities to assist theirdevelopment when these arise. A caring faculty can assist in bringing students closertogether through formation of learning partnerships, peer teaching, and sharing data andinformation with one another. It has been astonishing to see how working in collaborativedissertation groups has affected students. Long after their graduation, students recall themost significant aspect of their graduate program being the interpersonal learning and thedevelopment of collaborative sensitivity and mutual understanding
alumni to date. Dr. Lohani collab-orated with his colleagues to implement a study abroad project (2007-12), funded under the US-BrazilHigher Education Program of the U.S. Department of Education, at VT. He has published over 70 papersin peer-reviewed journals and conferences. c American Society for Engineering Education, 2016 Combined Contribution of 12 REU Students to the Development of the LEWAS LabAbstractThe Learning Enhanced Watershed Assessment System (LEWAS) lab is a high-frequency, real-time environmental monitoring lab located on the campus of Virginia Tech. This lab hasdeveloped over the course of 9 years from a prototype system used in one class to a real-timeenvironmental
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 engineering 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 learn- ing. As a volunteer for Tau Beta Pi, the Engineering Honor Society, Luchini-Colbry facilitates interactive seminars on interpersonal communications and problem solving skills for engineering students across the U.S.Dr
writing the requirements and specs would take too long. So that part is missing unless you put the framework around it. So if we make this sort of a convincing little iPod, then what I'm hoping they'll do is if there's an ambiguity in the requirements either that I've put it in intentionally or unintentionally, and both are in there, they'll figure out what would be the answer that makes the better end product, and they'll shape the requirements according to some understanding of the end goal…” (SD107, Full professor) Page 12.441.10The third example shows how an instructor based decisions about delivering content on
experience of one of the GTA’s who was involved inleading 3 of the 45 workshops. The GTA taught the first workshop on the early mornings ofWednesdays (8:00 to 9:50 am), and the second and third on Friday mornings, the second beingearly in the morning (8:00 to 9:50 am), and the third being right after (10:00 to 11:50 am). In the1-day time gap between the workshop taught on Wednesday and workshops taught on Friday,the GTA, if possible, modified the instructional delivery process of the activities, with theobjective of improving the learning outcomes. The modified instructional delivery was based onthe GTA’s reflections, peer suggestions, and students’ feedback. Course modifications are, ingeneral, in accordance with the literature on human/student