Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego; Rachid Manseur, State University of New York, Oswego; Thomas Doyle, McMaster University

Tagged Divisions

New Engineering Educators

material in given amount of lecture timeinstructor is illegiblethe less I understand or use the contentexperience and other people's opinionif the content did not reflect testif the material is useful but downplayed by the instructorif I feel the whole class leaves every day under ‘what did we learn?’if instructor cancels class and not in office during the office hoursinstructor not available for outside helpif I feel like the teacher hates teaching the classsecond guessing leads to loss of confidence in instructorinstructor can't answer student questionsmy grade is not the best Page 14.516.11when the teacher makes no senselectures are not

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

in the course and which reflect the amount and nature of theinformation that must be learned will go a long way to promoting academic success.Question #7 - Learning Strategies: What types of learning strategies do my studentsneed? Will they need to collaborate with others in small or large groups? Will studentsneed to listen, maintain their attention for long periods of time, or take extensive notes?Application of the Theory:Students often need to be shown how to learn in class, how to work effectively in a group,how to engage in a discussion or debate, how to take notes, or even how to ask questions.Do not simply assume students know how to learn in your class.Doyle concludes that after asking these seven questions, you will find yourself

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

located his office in close proximity to the classrooms andlabs. He also made it a habit of personally getting to know each student, his or her first 6name as a bare minimum, and encouraged students to address him by his first name.The professor believes that this philosophy and fully communicating his expectationsfrom the students the first day of class contributes to the positive outcome of goingdigital.ResultsAfter the spring semester, the professor determined his success by determining if hisgoals had been met by creating a single self-reflection goal attainment scale. The scaleallowed the professor to subjectively measure qualitative goal impact and attainment(see Table 2

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

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven S Holland, Milwaukee School of Engineering; Jennifer L Bonniwell, Milwaukee School of Engineering; Joshua David Carl, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

concluding summary is required that includes the following: 1. Context — provide background justifying why the experiment was undertaken, 2. Purpose — what they wished to accomplish with the lab (purpose must be testable!), 3. Key Data — summary of the most important data from the experiment, 4. Take-away — states their conclusion based on the data and what the key outcome was.A major emphasis is placed on getting students to reflect on the meaning of their results and how tocommunicate them in a concise but complete manner; in short, developing the professional habitsof a practicing engineer. The following briefly summarizes the documentation requirements inseveral of my courses.Analog Electronics I and Analog Electronics II are required

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

solving, presentation, patience, persistence and reflections are noteworthy in their own right, but collectively, they are essential for success as an engineering educator. Planning. Perhaps planning is the first and most critical of the skills. It is the initial phase of preparation for any project. Most jobs and assignments can be considered as a project that need to be managed including teaching a course, running a committee, writing a research proposal or preparing curriculum. Planning involves every aspect of developing a project including a schedule or timetable right up until the actual work begins. It requires a careful thought process to include every aspect of the activity prior to starting its operation. It creates a calendar for the

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

number of views for uploaded videos and time in minutes spent by studentsviewing these videos. A total of 1014 minutes were spent by students watching the short videos.The number of views by students accessing the videos was found to be 349 times. These statisticsare evident that students did access the videos for self-learning and maximum number of viewsjust before the final exam indicated that it indeed helped students prepare better.Table 1 Questionnaire on Short Videos reflecting Student’s Feedback Sr. Question No. On the scale of 1 to 5; 5 being highest; how much did the uploaded videos help 1 you prepare for the comprehensive final exam? 1

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

beam behavior. The survey givento the students after the late semester iteration asked the same basic questions with minorchanges in the wording to reflect the title of the assignment and the point in the semester it wasassigned. Results from the two key questions are shown in Figure 4 in comparison with resultsfrom the similar survey given at MSU. The two key questions for the second survey were:  Did you find building a beam using the knowledge gained in the class valuable to your learning experience?  Did HW 8 challenge you to think about wood beam behavior?All but two students either responded either “Agree” or “Strongly Agree” that the project addedvalue to the course or challenged them to think.The students at MSU were

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

asked each participant to provide feedback on the usefulness of each of thesessions during the program. Survey data using a 5-point Likert scale rating each session as notat all useful to extremely useful is depicted in Figure 2. As Figure 2 denotes, participants deemedthe Faculty Panel most useful. As a caveat, we note that this may not necessarily reflect interestor lack thereof in a topic but may reflect how the topic was delivered.Figure 2. Usefulness of each session during the program.Overall impact of program on future career choiceA content analysis of participants’ perception of the overall impact of the program on their futurecareer choice showed the most frequent response to be motivation (summarized in Table 5). Asdefined in Table 3

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

assessment of learningIdentify student learning styles Identify and address student’s conceptual difficultiesGood organization and planningTable 1. Responses to “What is good teaching?”How is it accomplished?The simple answer is through a combination of the two dimensions of Lowman’s model:intellectual excitement and interpersonal rapport. The responses in Table 2 are cumulative overthe workshop series but reflect a good understanding of the need for engineering faculty toutilize both dimensions. Most of the workshops focused on intellectual excitement, yet allincluded elements of interpersonal rapport. It is refreshing that the faculty who participated inthe process identified these

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

David Malicky, University of San Diego; Ming Huang, University of San Diego; Susan Lord, University of San Diego

Tagged Divisions

New Engineering Educators

learning is often not made in the literature, although it is helpful to distinguish them when trying to determine which pedagogy is most appropriate for a given instructor and course. The most common implementation of project-based learning in engineering is for capstone design courses.• Inquiry-Based Learning: The organizing principle for inquiry-based learning is the scientific method; as such inquiry learning is most commonly used in labs. Students observe a carefully selected phenomenon, develop a hypothesis about that phenomenon, develop an experimental procedure to test their hypothesis, perform their experiment, evaluate their results, and reflect on their learning. Learning is again student-centered, interactive

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

and which reflect the amount and nature of theinformation that must be learned will go a long way to promoting academic success.Question #7 - Learning Strategies: What types of learning strategies do my studentsneed? Will they need to collaborate with others in small or large groups? Will studentsneed to listen, maintain their attention for long periods of time, or take extensive notes?Application of the Theory:Students often need to be shown how to learn in class, how to work effectively in a group,how to engage in a discussion or debate, how to take notes, or even how to ask questions.Do not simply assume students know how to learn in your class.Doyle concludes that after asking these seven questions, you will find yourself muchbetter

Conference Session

New Engineering Educators: Tricks of the Trade I

Collection

2007 Annual Conference & Exposition

Authors

Dean Kim, Bradley University

Tagged Divisions

New Engineering Educators

of some of these answers with helping them master these fundamental mathtopics, with the understanding that the instructor subsequently expects them to be able to solvesuch problems in the future.ExamsFor engineering courses, exams traditionally have been used to provide students with theopportunity to demonstrate their mastery of the course material. This section contains theauthor’s thoughts and observations regarding the effective use and administration of exams.The author strongly believes that exams must be used to fairly measure each student’s mastery ofthe material as presented in lecture and as practiced in the assignments. The author’s policy ofnot curving grades is reflected in the exams as well, in terms of exam format, content

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

, which has many aspects that are new tothose coming from industry. The process requires development of teaching skills, as reflected incourse evaluations provided by the students and peer evaluations, scholarly activity, as reflectedin research and publication of professional documents, and service at the community, universityand departmental levels. The tenure requirements were listed in an informal prioritized order, asunderstood by the authors. As previously indicated, the task of developing course content can bechallenging in areas that are not immediately within the area of industrial expertise. Add to thisthe challenge of having to present the material in a sound pedagogical approach, the need toquickly adapt to the classroom environment

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University; Randy L. Vander Wal, Pennsylvania State University

Tagged Divisions

New Engineering Educators

Copyright © 2012 American Society for Engineering Educationliterature. This seeming panoply reflects the originality of information, innovativeness oftechnologies, high societal, political and commercial interests in light of an unconcluded path.The professor noted that remarkably many of the ScienceDaily articles that are of academicorigins turn into peer-reviewed journal articles, but a year later, further highlighting the present-day status and accurate targeting of this particular source. Yet expecting students to locate, readand keep current with these types of references is unrealistic. We requested funding to design amulti-media format to organize and easily distribute these references to the students for currentand future use.With the whole

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Grau, University of Alabama; Guillermo Mejia, University of Alabama and Universidad Industrial de Santander

Tagged Divisions

New Engineering Educators

students’ and professors’ feedback. Hence, three data collection tools allowed thedefinition of the key instruction strategies to enhance the academic performance of the students.The findings of an open survey, a structured survey, and a Test of Felder applied to threedifferent samples, reflected the students’ perceptions, which were analyzed and adapted todeliver the course syllabus.. The survey sample included students officially registered within thecourses of the construction area in the school of civil engineering.. First, the open surveycollected the preferences and suggestions of the students with respect to the methodology that Page

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Wade, U.S. Military Academy; Robert J. Rabb, U.S. Military Academy; R. Clayton McVay, U.S. Military Academy; Peter Hanlon, U.S. Military Academy

Tagged Divisions

New Engineering Educators

, for students to reference.Test Preparation Activity Survey ResultsNot all students have equal schedules, so time results were normalized to reflect the percentageof time students devoted to each activity rather than the number of minutes. Instructors compiledthis data from students and correlated it to the grades that each student earned on the exam.They then provided the compiled results from the entire course back to the students for them tocompare their individual efforts against the course averages. This was done both shortly after theexam and again before the next exam to help remind students of what they had learned from theprevious survey results as they prepared for the next test. Students were given aid in interpretingthat data, but

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

. As a coordinator, encourage GTAs/faculty to gobeyond the normal teaching experience by discussing educational research and possiblyconducting an educational research study.Try to have weekly routines for GTAs to follow. In order to help prepare GTAs for theirupcoming teaching experiences, run the weekly “training meeting” as a workshop; have theGTAs do what you want the students to do. It is important to conduct short surveys or receivefeedback from GTAs to determine things that worked well or did not work well in workshops.This gets them in the habit of reflecting on their teaching and provides the coordinator quickfeedback. Also, provide opportunities to all GTAs through anonymous surveys to express theirconcerns regarding course (lecture

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

more reflectively on that course.Reason #2: The rehearsal effect. The first time one makes a presentation, mistakes areinevitable. Practice makes perfect, and reflecting on what you did in one section willhelp you do a better job in another section. One caveat: More practice is not always anadvantage, as we will discuss in the next section.Reason #3: Questions from students in one section may help in another section.Presenting the material multiple times lets you observe the reactions of different sets ofstudents. A student in one class may ask a question that leads you to present the samematerial better to the other class. Page 24.961.4Category 3

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

improve the teaching ability of engineeringfaculty members. Numerous programs to address faculty teaching skills are spelled out in theliterature.4, 5, 6, 7, 8 A variety of programs for preparing faculty to teach are detailed by Stice.9These include taking graduate courses on teaching, attending teaching workshops and seminars,mentorships, networking, consulting with on-campus teaching experts, and self-study.In their article on faculty mentoring, Bullard and Felder offered their experiences in a mentoringpartnership in which each taught a section of the same course.10 The two instructors, oneexperienced and one new to teaching, sat in on each other’s classes and met for debriefingsessions. Their article presented reflections on what they did

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

absolute frequencybecause some students repeatedly discussed a single topic, which may or may notproportionately reflect that topic’s relative importance. Analysis of the distribution of codesacross all interviews was complemented by exemplary quotes for each category, with in-depthattention given to the categories with the highest number of students commenting.Results and DiscussionExplicit references to the importance of TA confidence and TSE emerged from almost half of thestudents interviewed. These excerpts were used to answer our first research question andunderstand why students found TSE important in their TAs. The second phase of coding focusedon identifying behaviors cited by students that are associated with high TSE and understandinghow

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

’ achievement of theobjectives (either for a particular question, an assignment, or for the whole course). There are avariety of different ways of measuring student progress. For instance, assessment can be donewith respect to a standard developed by the instructor or it could be done with respect to otherstudents in the course by curving the grades. In either case, great care must be done to make surethe assigned grades reflect the level of understanding of each student.To accurately assess students, it is important to remain fair to all students. Being unfair orinconsistent will often lead to inaccurate evaluations. While almost all educators strive to beunbiased during grading, it is possible to be inconsistent during grading without

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

of when they may be needed in the future. Emphasis on computer simulations can also consume class time that historically was devoted to covering fundamentals. As with all of the trends discussed in this section, balance has to be struck between well-proven historical methodologies and new and (potentially) improved ones. Page 14.293.76. Hybridization of Academic Disciplines: Another recent trend is hybridization of academic disciplines, both in academia and profession(s). This offers certain advantages, for example, resource pooling and broader perspectives on problem solving. It reflects increasing hybridization of disciplines in the

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for

Conference Session

Women, Minorities and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Sharon Jones, Lafayette College; Jaime Hernandez, Texas State University-San Marcos; Rebecca Bates, Minnesota State University-Mankato; Robin Adams, Purdue University

Tagged Divisions

New Engineering Educators

. Page 12.557.9Research MethodsThe quantitative portion of this study is in the form of a survey that incorporates the FelderLearning Style Inventory21, as well as basic demographic questions that include informationabout such things as the student’s GPA, major, parental education level, and length of time incollege. The learning style inventory results in four measures showing preferences betweenactive/reflective, sequential/global, visual/verbal and sensing/intuitive. The results of the surveywill be used to get an agglomerative measure of the learning style distributions that can becompared across different demographic factors. A subset of students who take the survey will beasked to give feedback on informational materials as well as to

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Laurie S. Garton, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

language must be apparent to reviewers as they read the researcher’s proposal.Proposing something of no interest to a funder in terms that they do not support can doom anotherwise great idea. The mission and strategic plan of a group are usually published on theirweb site (such as, NSF5, NIH6, DoE7, EPA8). This information provides the basis for how theagency approaches research and is reflected in their proposal review criteria (see Review Processsection for more details). Most program solicitations are written with specific terminology andinclude cited references to describe the program.Send the proposal to the right program within an agency. The NSF has nine directorates (NSFhomepage9), each with multiple divisions and multiple programs within

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

technique may actually be the correct one to engagestudent learning. However, for most classes of this generation, those presentations may notpromote student learning and may be an ineffective use of instructor time. In fact, if this is thesole teaching method, why not just have the students read the presentation as a second text? Alearning-based method of teaching allows time for questions, discussions, and moments of pauseand reflection, not just presentation. At a minimum, these tools should be used sparingly andthey should only guide the discussion vice present the lesson word-for-word. Each instructor willscope their lesson differently, but we are certain that is an example of not properly scoping thelesson plan.Observation #4: Spoon-feeding

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

quality of student learning and interactivity. The first feature will bebased on a question/answer repository (database) related to material covered in specific lectures.This repository will work in conjunction with the recorded lectures to serve as an interactivefeedback mechanism to ensure proper viewing as well as improve understanding of the lecturematerial. The second feature will be to extract specific events from each recorded lecture. Theseevents correspond to interactions between students and instructor in a live lecture setting. Thebenefits of extracting these interactions will reflect on current and future students. Furthermore,it will positively impact the training of future teachers of the subject matter.Innovations in Curriculum

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Meredith, Pennsylvania State University, Fayette

Tagged Divisions

New Engineering Educators

. But if they forget the units or include inconsistent units, they lose some of these points. The final stepto successfully completing an engineering calculation is to “reflect” on the answer to be sure it makes sense.(“The cup of coffee has a mass of 247.38 kg, because that is what my calculator shows.”) I have triedunsuccessfully to incorporate that step as part of this final 30% by offering 5% if they write “ok” beside theiranswer to demonstrate they have completed this final reflection step. Some students thought they deserved thepoints because they had written “ok” without showing any work. I think they missed the purpose of the points.I do try to provide feedback directly on the test to show the student where they went astray. Sometimes a

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh

Tagged Divisions

New Engineering Educators

taught only book courses, only laboratory courses, and both book andlaboratory courses.The instructors were introduced to the objectives of the study and then were asked to complete thesurvey hosted on Qualtrics. Participation in the interviews was voluntary. Human subjects'approval (PRO18060710) was secured for these various forms of assessment. The survey wascomposed of seven questions (see Table. 2) to identify the meeting mode and the pedagogicalapproaches adopted by each instructor. The motivation and obstacles in the adopted approach werealso collected. Later, we interviewed the surveyed instructors to reflect more on their experienceteaching remote classes, the problem noted in the survey results, and their approaches toovercoming these