Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

14% than its runner-up.3.2. Remote versus Traditional in-person ClassroomsThe students from summer 2020 classes were surveyed with an extra question, shown in Table 2.These students totaled 124 in four different classes, where 70 of them had the synchronous methodwithout recording, 40 of them had synchronous method with recording, and 62 had theasynchronous method. The rationale behind this question was to reflect on remote classroomexperience and indicate if it can be related to a traditional in-person experience, given that by theend of summer 2020, the students have experienced at least two semesters of fully remoteclassroom experience. Figure 5 shows a summary of the results for the four given options. Whilethe traditional in-person

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

knowledgeand skills that are crucial to succeed in creating high quality online learning environmentsbecause, as the famous quote from Joel Barker says, “When a paradigm shifts, everyone goesback to zero” and then “your past success guarantees nothing [1].”This is a reflective paper, in which I, the instructor (the first author), will narrate my experienceon transitioning from teaching in a face-to-face classroom to teach fully in an onlineenvironment. It will also explain how the support of an instructional designer (the second author)can make this transition smoother.About me, “the instructor”Before becoming an online instructor, I taught in face-to-face classrooms using teacher-centeredpractices and more recently the learner-centered (flipped

Conference Session

New Engineering Educators: Tricks of the Trade I

Collection

2007 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

vary widely among institutions and programs.1 Generallyspeaking, a student is not allowed to substitute independent study for more than two courses.Many programs allow only one course (e.g., 3 semester hours or 4 quarter hours) of independentstudy. Others have per-semester limits (e.g., one course worth) and per-degree limits (e.g., twocourses). The limit tends to be lower for master’s students, reflecting the lower number of creditsrequired for the degree. For undergraduates, some institutions are quite a bit more permissive;some allow more hours, but stipulate that they do not count toward the major. Others requirethem to be counted as free electives. Occasionally there is a process by which a student mayapply to have the independent study

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Michael Gregg, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

New Engineering Educators

graduated with honors. Thestrong bond that was formed between the faculty and these students continues even today thoughthere was not much contact during the regular academic first year or in subsequent years.Although, some of the now graduated students, still reflect on the great educational experiencethey had in 2002. Goff and Gregg had major life changing experiences as a result of thiscollaboration and team-teaching experience.Conclusions The success of the team teaching approach discussed in this paper highly depends on theprofessional and personal relationship between team members. It does not work for everyfaculty pair6. The literature cites numerous examples of successful team teaching in non-technical areas, but few in technical

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Seamus Freyne, Manhattan College; Micah Hale, University of Arkansas; Stephan Durham, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

department.6 Read and reflect on your courseevaluations, as some of the students’ comments may prove to be very insightful.2Though the hurdle to tenure may be high, you should feel some comfort in the fact that yourepresent a substantial investment on the part of the department and university, and it is ineveryone’s interest that you are successful, with many productive years ahead. Page 14.959.6Be AssertiveTo be successful, you must be assertive. In department meetings, though you may feel youshould be submissive to those with seniority, speak your mind when you need to. Everyone willwelcome the honest and fresh perspective that you bring.Request a

Conference Session

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

John Gumaer, Central Washington University

Tagged Divisions

New Engineering Educators

, andinterests. This section describes the composition and responsibilities of a search committee.The composition of a search committee should reflect the widest range of department interestsand experience. At the same time, the committee should be small enough to work togethereffectively. Ideally, a faculty search committee should consist of 3-6 members that are arepresentative sampling of the department as a whole2. The larger the committee, the moredifficult it becomes in arranging common times to meet. It is important to strike a balance suchthat the search committee is “small” enough to represent as many interests as possible. Membersshould also have a shared vision of departmental goals and an understanding of how theparticular position meshes

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

participation and because some questioned are deemed nolonger necessary.SPIE FORM ProcessThe format of conducting the SPIE FORM process is formal and organized. The process isexplained to students in class. Importance of student response is stressed. Students areasked to consider the questions and reflect prior to providing a response. Students are toldthat they are required to complete this evaluation or the Final Exam will not be graded.Then students are each provided with a copy of the form in the final week of classes. Thisis done at the end of class when students are often anxious to leave. Few students will wantto stay and complete the form when they get it. However students will read over some ofthe questions as they pack their backpack and walk

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University

Tagged Divisions

New Engineering Educators

, etc. e) Complexity of topic, i.e. whether the topic is too simple or too complex. f) Scientific integrity and depth of analysis, i.e. how good are the technical aspect and analysis of the project outcome.Implementations of new techniquesThe new techniques implemented in the post-changes case are based on having the students bewriters, readers and reviewers while providing them as much feedback as possible. Thefollowing is a list of the changes that were applied and their justifications. I. Provide more feedback more often: This is a key issue and is reflected in most of the changes implemented. Unlike most of the traditional problems in engineering where a numerical answer is often the result of

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam R Carberry, Arizona State University; Matthew Siniawski, Loyola Marymount University; Sara A. Atwood, Elizabethtown College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

that has the potential to revolutionize how weassess student achievement in higher education.    Acknowledgements    This work was made possible by a grant from the National Science Foundation (NSF DUE-1503794). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National ScienceFoundation.        Bibliography    1. Postman, N. 1992. Technopoly: The surrender of culture to technology, Alfred A. Knopf, New York, NY.2. Sadler, D. 2005, “Interpretations of criteria-based assessment and grading in higher education,” Assessment & Evaluation in Higher Education, 30(2), 175-194.3. Broad, B. 2000, “Pulling you hair out: Crises of

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark T. Gordon, California Baptist University

Tagged Divisions

New Engineering Educators

. Page 26.861.7Unfortunately, the sample size (n=13) was very small for this study. While the trend is good,since the participation was voluntary it is impossible to know if this is reflective of the class as awhole. The author is working on duplicating this study in other courses to increase the samplesize since the IRB is not comfortable with making participating mandatory.Secondly, the flipped classroom technique may be cumbersome to new faculty. The initial timeto construct videos, while not recorded here, has been shown to take approximately 80 hours6.However, once the videos are produced the preparation time for the course may be less than forthat of a traditional lecture course. New faculty may also benefit from the video lectures

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Divisions

New Engineering Educators

component waspresented. The online discussion component of this model was able to create a virtual interactivepeer-assisted learning environment outside-the-classroom. The supporting lecture notes werepublished especially to aid the delivery of the online video content of this course. This made themodel hybrid in nature lecture notes/video-based flipped classroom. This seemed to appeal to alarge population of engineering students’ learning styles. In addition, this model provided a levelof student ownership in the learning process which motivated them to perform better. The briefin class review represented a capstone reflection of what the students’ were able to learn andeven help clarify any outstanding misconceptions through an effective student

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto

Tagged Divisions

New Engineering Educators

objective standards.5. ConclusionImplementation of mastery grading orients homework assignments toward formative assessment.While it does require additional time investment on the part of both faculty and students, it alsoresulted in a positive reception from students and showed other benefits. Faculty members newto implementation of mastery grading kept a journal containing reflections on the process, fromwhich suggestions can be made to other new faculty who may consider implementing thetechnique. Page 26.1187.10  When presenting the method to students, emphasize it as a technique to enhance learning. When doing so, students were

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

National Science Foundation is to support “basic scientific researchand research fundamental to the engineering process.” This doesn’t mean that NSF willsupport any kind of research, as long as it is of high quality. Rather, the perspective atNSF is that they are funding things in the national good [5]. Since it is not possible tosupport all high-quality research, priorities need to be established. This involvestradeoffs between activities that may not be directly comparable. Is solving an openproblem in cybersecurity more important than, say, developing better methods to makebuildings earthquake safe? NSF’s priorities are reflected in program announcements.Even a proposal that is rated very highly by a panel may not get funded if the

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

Education, 2015 Understanding Missions for Engineering Outreach and Service: How New Engineering Faculty Can Learn from Past Generations of Ph.D.-holding Engineers and Engineering EducatorsAbstractTeaching, research, and service are the three “arms” of academic success, especially for newfaculty. The roles of teaching and research are relatively concrete in disciplinary standards, butservice is more ambiguous. This paper reflects on the service and outreach of prior generationsof Ph.D.-holding engineers to more fully interrogate the idea of what service means in thecontext of being an expert in the field. This paper studies the role of service and outreach in thecareers of engineering Ph.D.s in academia and industry through

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University; Kyle Frederick Larsen P.E., Eastern Washington University; Heechang Bae, Eastern Washington University; N.M. A. Hossain, Eastern Washington University

Tagged Divisions

New Engineering Educators

.  MENG 242 (Dynamics) objective is to understand the kinematics and kinetics of particles and rigid bodies using vector analysis; force mass acceleration, work and energy, impulse and momentum, translating and rotating coordinate system. The two types of homework problems (in-house and textbook) were similar in difficultyand did not cover the same topic in every course. For example, if in one quarter, Newton’s SecondLaw is covered by in house assignment, it may not be the case for the next time around. This is toensure that the data does not reflect the difficulty of the topic. In addition, some in house problemswere assigned more than once, without given any kind of solution to the students. For MENG 242 (Dynamics

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Ryan Beasley, Texas A&M University; Ana Elisa Goulart, Texas A&M University; Wei Zhan, Texas A&M University

Tagged Divisions

New Engineering Educators

shifting context,” Review of Higher Education, volume 26, number 2, pages 119-144, 2002.13. J. Smith, J. Whitman, P. Grant, A. Stanutz, J. Russett, and K. Rankin, “Peer networking as a dynamic approach to supporting new faculty,” Innovative Higher Education, volume 25, number 3, pages 197-207, 2001.14. E. Bennion, “The importance of peer mentoring for facilitating professional and personal development,” Political Science & Politics, number 37, pages 111-113, 2004.15. K. Kram and L. Isabella, “Mentoring alternatives: The role of peer relationships in career development,” Academy of Management Journal, number 28, pages 110–132, 1985.16. J. Cowdery, Induction-year mentors’ self-perceptions and reflections on their training and

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Findlay Edwards, University of Arkansas; Norman Dennis, University of Arkansas

Tagged Divisions

New Engineering Educators

institutions realize thatresearch funding and publications are important, but there are many other things thatshould be included in their tenure dossier. These other things include the number ofstudents advised, teacher evaluations, faculty evaluations, and service, to name a few.Tracking down all the additional information can be very time consuming. However, thetime requirement can be reduced if work on the tenure dossier begins early in the facultymember’s career. This paper reflects the lessons learned from three faculty members, afull professor, an associate professor, and an assistant professor. The full professorserves on the department’s promotion and tenure committee. The associate professor hasrecently received tenure, and the assistant

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

.” Page 11.850.3Secondly, it is important to remain organized and to communicate well in advance the student’sassigned article and presentation date. The author develops a syllabus for each semester outliningobjectives of the Journal Club, the schedule, and expected performance. The schedule ispublished on the lab’s website and updated to reflect any changes made throughout the semester[5]. More recently, this has been organized into a 1-credit hour directed individual study coursewith a full 5 point (A through F) grading scale. The students write a short 3-page report on theirresearch, including a literature review as a final project in the course. An excerpt from thesyllabus on course objectives and grading is included below.“Objectives

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

study and referenceScreencasts can be used to provide guided analysis practice. In analysis-heavy classes (where theapplication of a few governing principles or equations to many situations make up the bulk of thecontent), screencasts showing the instructor working all the way through problems can be auseful resource for students who need extra guidance. There are many different ways ofpresenting this guided analysis.Some students spend all their time in class furiously taking notes as accurately as possible. Theymay not have time to reflect on what they’re writing or to absorb the concepts. The inherenttime-disadvantage of lecture can be overcome by a screencast because of its repeatability.Posting a screencast of an example problem discussed

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University - San Marcos

Tagged Divisions

New Engineering Educators

guest speaker to return prior to the first due date in order to assist the students in producing qualityFigure 1: Still from an Animated Powerpoint Video videos.Lessons LearnedA few of the lessons learned that the author would like to share with other considering the use ofstudent projects to generate video content to flip their course: Page 23.869.4 • Graduate students are not necessarily great at writing pre- post- quiz questions. The questions that they generated tended to be: too easy, confusing, or reflected the poor English skills of my international student

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

contributions to the class wiki. Ifound that design patterns were much more confusing to students than I expected;fortunately, the class seemed to catch on after two or three classes.4. ResultsTable 3 summarizes the responses to the Likert questions on the survey (5-point scale, 5 =“strongly agree”).In most respects, the graduate class was more enthusiastic than the undergraduate class.They gave somewhat higher scores after fall break, whereas the undergrad class gaveslightly lower scores after fall break. Both classes thought the material after fall break wasmore challenging than before. Both classes showed waning interest as the semester wentalong, likely a reflection on their increasing busyness with homework and projects. Thehighest scores were

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Faizal Karim, University of British Columbia

Tagged Divisions

New Engineering Educators

reflect university strategic priorities addressing intercultural understanding, diversityand equity, TA training programs were expected to explore various strategies to prepare TAs towork in culturally and socially diverse classrooms. This mandate is met in the program byintroducing these topics in the discussions and having the trainees approach various scenariosfrom different cultural perspectives other than their own. This tends to lead to discussions aboutthe various cultural and social hurdles that exist in our diverse classrooms. Generally, theseconversations work better during the TA-Student Module. This result is likely due to the traineesbeing able to more readily/easily identify with the issues.At the conclusion of the 2010 Term I TA

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

recognized by the instructor. Scaling up is always preferable to scalingdown, which brings about negative student perception. Therefore, it seems preferable to have the testmore challenging always (however, not too challenging), as opposed to giving too easy tests. Theintention of scaling is not to increase artificially the average of the group but rather to reflect groupperformance relative to objectives, difficulty, and other test variables. Diverse methods of scaling can beused; in our opinion, the most versatile one is the CLT, from among the ones discussed. The freedom ofchoosing LGs is still limited by the objective appreciation of test performance and by theacknowledgement that tests should be calibrated to class level so as not to appear

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University; Elizabeth J. Birmingham, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

New Engineering Educators

positions, women in tenured ranks place NDSUamong the lowest in the nation. Such low representation of women faculty in science andespecially engineering reflect challenges in the areas of climate, recruitment, retention,advancement, and leadership. The ADVANCE FORWARD project, funded by the National Science FoundationADVANCE Institutional Transformation program in 2008, seeks to develop and implement acomprehensive research-driven strategy to increase participation of women in all science andengineering faculty and academic administrative positions. Specifically, ADVANCEFORWARD strives to improve the climate across campus, enhance faculty recruitment efforts,increase faculty retention and advancement, and open leadership opportunities. The

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

between higher educationinstitutions and governments in securing their repatriation. Back in their home countries, manyinternational students faced issues with unstable internet access, limited space to work and studyin their own homes, and time zone differences which made it difficult to adapt to and learn in theremote setting. These difficulties were compounded for Asian international students by a rise inanti-Asian sentiment and hate crimes in the wake of the COVID-19 pandemic. Significantincreases in Sinophobic slurs on Twitter, social media, message boards, and other platforms ofAmerican culture reflected a shift toward blaming the Chinese for the COVID-19 pandemic andamplified negative bias against both international and U.S. Asian students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

newmaterial. Students will eventually need reliable feedback on their performance thatallows them to move forward as learners and deepens their understanding of thesubject matter. This feedback could come from the instructor, their classmates, theirown self-reflection, or a combination of the three. (27, 28)Another important factor in the optimization process is to integrate the differentcourse components (learning goals, teaching/learning activities, feedback, andassessment), in such a way that the course becomes well-knit while the variouscomponents support and complement each other in a coherent manner, i.e., thesequencing of learning activities, feedback, and assessment should build energy,engage students, and allow learning to develop as the

Conference Session

Educational Research and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Malcolm Drewery, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Stefani A. Bjorklund

Tagged Divisions

New Engineering Educators

because of their backgrounds or identities.e. You observed certain engineering students being ignored or excluded (from projects, discussions, etc.) because of their backgrounds or identities.f. Students harassed or discriminated against you because of your background or identity.g. Your course’s content reflects contributions of all engineers, including women and people of color, etc..h. You tailor lessons because some students learn in different ways than others.i. Students of all backgrounds/identities participate in class (in discussion, in-class assignments, team projects, etc.). Almost Almost7. In

Conference Session

But I'm a Loner! Expanding capability and creativity by examining effective alliances

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

goals and student learning, often referredto as educative assessment (8, 27) .This would include decisions on how to provideinformation on students’ strengths and their mastery of course material, as well asguidance on how to proceed with learning activities to insure compliance withdefined goals and how to improve students’ performance and their grasp of newmaterial. Students will eventually need reliable feedback on their performance thatallows them to move forward as learners and deepens their understanding of thesubject matter. This feedback could come from the instructor, their classmates, theirown self-reflection, or a combination of the three. (27, 28)Another important factor in the optimization process is to integrate the

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Karen Benitez, University of Puerto Rico-Mayaguez; Juan Jimenez, University of Puerto Rico-Mayaguez; Yesenia Cruz, University of Puerto Rico-Mayaguez; Marta Rosa, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

New Engineering Educators

. Thisauthor categorizes people into four types of learners:• Divergers (Type 1 Learners), Perceive information through concrete experience, rely on feelings, need to express feelings when learning, seek personal meaning as they learn, and want personal interaction with the teacher and others.• Assimilators (Type 2 Learners). Assimilators perceive information through abstract conceptualization and process it through reflective observation.• Convergers (Type 3 Learners), Convergers perceive information through abstract conceptualization and process it actively.• Accommodators (Type 4 Learners), Accommodators perceive information through concrete experience and process it through active experimentation.Framework for choosing a strategic teaching