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

resources, investments that might not pay off if thepedagogy is not well-matched to the instructor’s particular course and environment. Thus thedecision to try a new pedagogy is characterized by both benefits and risks. Both of these maycovary with many situation-specific factors such as the instructor’s tenure status and students’prior expectations. One thesis of this paper is that traditional and non-traditional pedagogiesboth have advantages and disadvantages. To help the educator address these difficult decisions,this paper aims to 1) provide an overview of the major pedagogical options for engineeringcourses and 2) delineate the major situational factors that influence the risks, benefits, andimplementation strategies of these

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

grant funding, attracting andgraduating graduate students, and producing sufficient quantity and quality of published journalarticles. The pressure to perform and stress associated with such positions are significant andrequire individuals to often make substantial sacrifices in other areas of their lives during thetenure process.1-2Tenure-Track Position in Engineering at a Teaching UniversityThese faculty positions offer job security on achieving tenure, professional prestige, and anintellectually stimulating environment through interaction with primarily undergraduate students,research and professional interactions. The teaching load is often higher than at researchuniversities but usually has some support from graduate students or upper

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

include portfolios in the engineeringcurriculum, it is difficult for new educators to gain a clear understanding of what they can learnfrom the previous studies and thus to decide how to design a portfolio assignment for theirclassrooms. Practical questions, such as “If I want to use portfolio for the purpose A, how shouldI design my portfolio curriculum”, can hardly be answered. The major reasons for the difficultiesin effectively using student portfolios could be that (1) portfolios were defined differently, (2)the reasons for using portfolios were different; (3) the components that were included in theportfolios were different; and (4) the setting and instruction on creating portfolios were different.These variations in designing portfolios

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

students, and bolster thequality of research conducted in the lab group. Involving undergraduate students in literaturecritiques is not a new concept and has been found to be beneficial [1]. The involvement ofundergraduates in a literature review seminar has the added benefit of encouraging these studentsto pursue graduate studies in engineering [2]. Advice on conducting graduate seminars isavailable in “The New Professor’s Handbook” where the authors assert that, “a seminar programcan go a long way in helping graduate students acquire the knowledge and skills to becomeindependent researchers” [3]. More specifically, research skills that can be obtained via aseminar program include: • “identify important research questions and specific

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

resources for new engineering educators interested in creating teachingportfolios, we explored what help and support these various teaching portfolio initiativesprovided for their clients. This paper will first describe the two most common types of teachingportfolios in terms of their purpose, audience, and what elements they might contain. Next, wewill present four reasons why engineering faculty, post-docs, and graduate students might wantto build teaching portfolios. We will then describe the methods we used to select the institutionsin our study sample and obtain information about their teaching portfolio initiatives. Finally, wewill present our findings and summarize them in Table 1, which may be found in the Appendix.BackgroundWhile it is

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Maher Murad, University of Pittsburgh-Johnstown; Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

O gr gr r de g in un ur D g in ur DFigure 1: Period when ET faculty had excellent instructors.The second question asked the ET faculty “What was your academic level when you had thatexcellent instructor?” Figure 2 indicates that an excellent instructor can leave a long and

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Matt Eliot, University of Washington; Roxane Neal, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

New Engineering Educators

will also impart the results of our first round of expert evaluation and the relationshipbetween these experts’ feedback and our design principles. We offer the details of our websiteand the results of our evaluation in order to further explicate the design principles; as a result wewill not focus on possible alternative web site designs. The following section describes theempirical research from these design principles were derived. Page 11.533.2Where these principles came fromThis research is based on an NSF-sponsored study (EEP-0211774) of engineering faculty at aResearch Extensive institution which had two explicit goals: (1) 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

recent USgovernment appointment of a higher education commission charged with examining whetherstandardized testing should be expanded into universities and colleges to prove that students arelearning and to facilitate comparisons of universities with respect to the quality of education theydeliver.1 While individual instructors have always had to be concerned with student assessmentand processes for improving instruction, the scope of both assessment and instructor involvementwith assessment has expanded. Instructors typically review not only students enrolled in theircourses but also the courses they teach. However, large-scale assessments (e.g., programeffectiveness) are more often the realm of administrators. Increasingly, instructors are

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Yi-Min Huang, University of Washington; Matt Eliot, University of Washington; Jennifer Turns, University of Washington; Emma Rose, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

findings. Figures 1 through 3 also illustrate the relativefrequency of the coded decision points reported under each of these dimensions. These graphswill better enable us to understand the examples of teaching-related decisions and decision pointsthat were illuminated by our engineering educators.Magnitude of the teaching decisions. The Magnitude dimension addressed the participants’perceptions of the number of students that appeared to be affected by a particular decision. Therewere six coding categories connected with this first dimension: (1) individual student, (2) singleclass, (3) all current and future students of a single course, (4) all the students I teach, (5) allstudents in my department, and (6) all students. These categories were

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

. Page 12.867.1© American Society for Engineering Education, 2007 In Search of Teaching Excellence: Tricks of the TradeThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty as well as experienced faculty become more effective teachers.Based on a review of the literature, the following excerpts have been divided into twomajor sections. The focus of the first section is the learning process, and the secondsection discusses innovative methods of teaching.Topics included in the “Learning” section include: 1) Focusing on Learning and NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning (PromotingAccountability, Linking Assignments, and Stimulating the Idea Exchange

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

and passion for teaching can be attributed to his experiences asa graduate student in Mechanical Engineering at the University of Illinois at Urbana-Champaign,as indicated in the following Table 1. The author’s observations and discussions with professorsduring his ten semesters as a Laboratory Teaching Assistant, in addition to his experience asLecturer of the junior-level System Dynamics course, had helped him to start developing hisTeaching philosophy and methods even before becoming a professor. Course Student level Duties Remarks System Dynamics Juniors Laboratory TA Named to the (10 semesters) (also helped with

Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

David Chesney, University of Michigan

Tagged Divisions

New Engineering Educators

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Kam Jugdev, Athabasca University

Tagged Divisions

New Engineering Educators

sharing some of my tricks of the trade, I hope that new faculty will not have to personally learn all their lessons the hard way, because at times, it is easier and less painful to learn from the experiences of others. Page 12.188.2 1IntroductionUniversities face many broad issues such as fiscal restraint, technological changes, andinternational competition 1. Universities also face issues related to how they balance researchwith teaching performance, assessment, and accountability. “Organizational changes must occurgiven the changes in what

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tomas Enrique Estrada, Elizabethtown College

Tagged Divisions

New Engineering Educators

lecturing. We closeeach area with a succinct “bottom line” for quick reference on practical steps towards achievingthe performance zone.Focus area #1: Pre-lecture stress managementAs new faculty, we face many challenges and stressors, some of which are the same we haveexperienced since graduate school: deadlines for a conference or journal paper, pressure from adifficult co-worker, etc. There are others which might be new: dealing with schedule issues foradvisees, learning the lay of the land in terms of how the college or university operates, or evenfiguring out how to contact the department’s technician when laboratory equipmentmalfunctions. Additionally, there are other stressors that do not necessarily relate to the job itself,but which can

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

screencasts to support and reinforce (but not replace) regular classroominstruction are given. Feedback from the author’s own experiences is used to support the utilityof these types of screencasts.A range of software and hardware tools existAt its most basic form, Figure 1, screencasting requires only two steps—recording the screen andencoding the recording in a standard format. A great way to get your feet wet with screencastingis to start with this very simple process and see if it works for you. Figure 1. The most basic screencasting process requires two steps.The author began creating screencasts of homework solutions for an analysis-heavy class usingJing from TechSmith (http://www.techsmith.com/jing.html) for both of these steps

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Walter W Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

Dr. Walter Schilling Winter, 2011-2012 1 Introduction In lieu of a formal research paper, SE4930 will rely upon a set of article reviews and podcast summaries. In short, over the course of this quarter, you will be tasked with selecting 2 articles and one podcast from a set of online sources. You will then be responsible for reading the article and preparing an article summary. The article summaries will be submitted via the course website. 2 Summary Content The summaries should be approximately one and one half pages, and should highlight the material contained within the article or podcast. In specific, you should address what was discussed in the article or podcast, what

Conference Session

Best Methods for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

James C. Squire, Virginia Military Institute; Turk McCleskey, Virginia Military Institute; Elizabeth White Baker, Wake Forest University; Anthony Evan English, Western New England University

Tagged Divisions

New Engineering Educators

abstract it into its own class. Iffuture programs need to use the same data file structure, extend its functionality usinginheritance and polymorphism. Title the application with the version number to reduce re-versioning confusion. Anticipate email server security rules complicating distribution by email,by sharing either by embedding in a personally-owned website or by using a file-sharing locationsuch as Dropbox®. We have found simpler measures, such as compressing or changing the fileextension, only work through a subset of university email servers.The remaining tips and best practices are less abstract than the above and more technical innature. The canonical framework for developing numerical analysis programs is shown inFigure 1

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, University of Arkansas; John DUPE Lee, University of Arkansas; Douglas E. Spearot, University of Arkansas

Tagged Divisions

New Engineering Educators

related material such as class notes, grades, homework, tests, etc. usingMEEG 2303: Introduction to Materials as a learning vehicle. Common pedagogical techniquesincluded communication and presentation skills, body language and tonal variation forengagement, preparation of information rich slides and explanation which helped the graduatestudent and postdoc provide a spherical learning experience for students. In this pilot program,the mentees learnt five key aspects of modern teaching: (1) dedication and empathy towardsstudents, (2) engaging and exciting the students in the class for the subject matter and self-motivated learning after-class, (3) giving and receiving constructive feedback, (4) learning howto learn and teach, and (5) connecting

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

and C.The knowledge required to answer this question correctly is not typical knowledge that anyengineering or engineering technology student would be expected to know. (The answer is A, bythe way.) It is the author’s hope that when students without prior knowledge use the videos andquizzes, more meaningful data can be gleaned from the quiz performance.In the part #1 quiz, over eighty percent of the questions had an increase in correct answers fromthe pre- to post-quizzes. Over eighty percent of the students also increased their performancebetween the pre- and post-quizzes. Similarly in the part #2 quiz, ninety percent of the samemetrics (individual questions and individual students) saw increased performance from pre- topost-quizzes. Thus

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

student may last for many years afterstudent’s graduation. Often it is difficult to define, in a clear manner, what mentoring isand how a professor can become a good mentor. The paper describes some attributes ofmentoring and sketches out how a faculty member might become a good mentor tostudents.II. How to Become a Mentor?So how does one become an effective mentor of engineering students? Perhaps we couldlist the attributes of good mentors and simply say “go ahead and do that.” But thisapproach is not without precedent. The National Academy of Sciences takes thisapproach in its book, Advisor, Teacher, Role Model, & Friend. (1) It advises new mentorsto try to implement most of the following: • Listen patiently to their mentees

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer L.W. Carter, Case Western Reserve University; Brian Yuhnke Jr, Case Western Reserve University

Tagged Divisions

New Engineering Educators

contemporaryideologies, a material agnostic approach, computational materials science and engineering, andprepare students to work on interdisciplinary teams. With the above stated goals, a sophomoreyear course was redesigned and renamed from “Introduction to Materials Science” to “MaterialsProperties and Design”. The instructor chose to both add additional content and use pedagogies toaddress each of the goals of the newly redesign curriculum. Contemporary ideologies were broughtinto the classroom by adding content at the end of each section to discussion how the topics pre-sented in class were applicable to existing and new real-world applications. A materials agnosticapproach was implemented by utilizing the integrated version of the Callister textbook.1

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York at Oswego; Rachid Manseur, Oswego State University College; Thomas E. Doyle, McMaster University

Tagged Divisions

New Engineering Educators

undergraduates are thrilled by the projects and their freedom to innovate and perform research. They usually perform outstanding work, presented at local and international conferences. Their attitude is also reflected in their evaluations of teachers. We are hopeful that our experience will provide useful ideas, particularly to new faculty. 1. INTRODUCTIONUndergraduate students go through a steep learning curve during their studies. They are likely toreach high theoretical knowledge and may expect everything to be clearly spelled out forinvestigation. A recent IBM study1 based on face-to-face conversations with more than 1,500chief executive officers worldwide concludes that creativity is the most important factor forfuture

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

New Engineering Educators

semester were:ECS Core Competencies in Teaching, Academic Integrity Update, and Innovation andCreativity in the Classroom.Seminar 1 – ECS Core Competencies in TeachingThe overall seminar series had four primary objectives: to intentionally refocus on one ofthe ECS’s Core Competencies, excellence in undergraduate teaching; to foster cross-disciplinary discussions within the School of ECS; and to promote the development of “bestpractices” in teaching. This first seminar was aimed at getting the faculty to identify whatcore competencies in teaching should be important for the School of ECS. Teachingexcellence is consistent with Baylor University 's Christian commitment, to do “…whateveryou do, you must do all for the glory of God.” (I Cor 10:31) or

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding P.E., Brigham Young University; James K. Archibald, Brigham Young University; Paul Richards P.E., Brigham Young University; Steven L. Shumway, Brigham Young University; Brian D Jensen, Brigham Young University

Tagged Divisions

New Engineering Educators

faculty member in research and citizenship,in addition to teaching demands, it is difficult for faculty to devote large amounts of time todevelopment activities. This is particularly true for young faculty who are trying to establishstrong research programs.Fostering a culture of excellent teaching and planning efficient and effective seminars has been agoal in our college. There are many possible ways to structure a program for teacherdevelopment.1 Programs may vary in topics covered, expected time commitment, involvementof outside experts, and whether the programs are mandatory. The purpose of this paper is torelate the lessons learned in our efforts to develop such a culture and program, and it is hopedthat our experience will help to inform

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

approaching each of the proposal developmentelements will ensure faculty members submit their best effort, thereby laying a good foundationfor a beginning academic faculty researcher.IntroductionIn an effort to encourage faculty to submit more and better proposals to young investigatorprograms, our office developed a proposal writing workshop in 2003 for College of Engineeringjunior faculty. The first workshops targeted a single program, the National Science Foundation(NSF) Faculty Early Career Development Program (CAREER)1. We simply walked facultythrough the program solicitation, invited a past awardee to present lessons learned, handed out asample proposal, and outlined a timeline to get it all done before the deadline (Table 1

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert A. Chin, East Carolina University; I. Richmond Nettey, Kent State University; Edem G. Tetteh; Philip Weinsier, Bowling Green State University, Firelands

Tagged Divisions

New Engineering Educators

Teaching awards o Letters of support from others than those from the external reviewers.How can you find out what your P&T committee will *actually value* [sic] in time to dosomething about your "first impression"?• Find out (1) what the P&T committee members are doing, (2) what the institution is acknowledging and rewarding, and (3) what the in-your-field trends are and how they match the mission of the institution.Many technology colleges and departments are teaching focused with moderate to heavyteaching loads From [sic] conversations, it would appear that many universities are nowexpecting a research agenda from faculty with not so much reduced teaching expectations. Isthis observation true in general?• Generally speaking

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

this initial common exposure to student-learning strategies contributed to the commonobservations we share within this paper.We believe these observations to be universally applicable to all instructors (beyond merelyElectrical Engineering or even engineering at-large) provided the following caveats are met: 1) alearning-centered environment for students is the underlying paradigm for the classroominstruction, 2) the course is required (e.g., a core class), and 3) the instructor/student ratio issmall (i.e., manageable).The observations cover a wide gamut of teaching/classroom strategies and execution, but hereare the observations we address in the paper. These observations are explored further within the

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

very explicit in the ways in which studentsshould learn, and how teachers should teach (1, 2). Further, they address differentlearning styles (3, 4), focus explicitly on communication, teamwork, and leadershipskills (5, 6), and stress on educating students for life by helping them learn how tolearn. (5, 7)“Skilful engineering teachers” are those who are committed to the profession, and atthe same time, do possess knowledge in three domains: engineering knowledge (i.e.,their main disciplinary expertise and its related areas), pedagogical knowledge (i.e.,how students learn, effective pedagogies in achieving learning goals), andpedagogical content knowledge (e.g., how best to demonstrate procedures, relateconcepts, and correct students

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

can create and administer surveys for free, and with minimal investment of time.This paper reports on a semester-long experiment with daily feedback, and how itinfluenced instruction.1. IntroductionFor many faculty, student course evaluation is a stressful process. Student evaluations areoften the primary means of evaluating teaching. They can have an impact on performancereviews, tenure, and promotion. Coming at the end of a course, they are summative innature; that is, they measure what has occurred. There is no opportunity to adapt until thenext time the course is taught, and even then, the set of students is entirely different. Itwould be much better if faculty could get feedback during the course instead of at the end.This kind of

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

liability. To this end, it was found thatthe learners were exceptional students since the shared grades affected their classmates.Martinazzi7 presented four findings: 1. Students believe when one succeeds, all succeed. 2. Face to face interaction supports student’s efforts and motivates them to learn. 3. When individual (team) responsibility and accountability are stressed, it (learning) is taken seriously by the students. 4. Working together requires developing social skills such as leading, teaching, reaching consensus, resolving conflict and communicating.The students in this project initially had reservations but after agreeing to participate they found