Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

John Reisel, University of Wisconsin - Milwaukee

Tagged Divisions

New Engineering Educators

new faculty member, into aclassroom and told to teach a class. The person may or may not have any experience as ateacher, and if they do have experience it may be limited to having Teaching Assistant duties.They may or may not be given a course that is a fundamental aspect of their research, but hasmany details that they have not given much thought to in many years. They may be given some Page 15.609.3assistance by another faculty member when starting to teach a new course, but generally aregiven no formal training unless they had sought such training on their own before beginning theirfaculty career. At the same time, this person is also being

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

todetermine whether to continue working with poor-performing students at this point.Terminating or Minimizing Interactions with Poor-Performing StudentsMentors who accept unpaid interns or who hire student research assistants themselves may beable to terminate poor-performing students after the third week evaluation. Mentors who doneed to terminate a student should approach the process thoughtfully, with the goal of makingthis a “teachable moment” for the student. While being fired from an undergraduate researchposition may be traumatic for the student, the long-term career impact is likely to be minimal andhopefully the student will learn from the experience. Mentors should take the time to providewritten feedback for the student, noting both

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

-choice type questions becauseacademically weak students can get lucky by picking the right answer and academically strongstudents can get the question wrong by being tripped up by the wording. Allowing students towrite a couple of sentences to defend their answer can mitigate both of these concerns. By Page 11.521.7keeping the responses short, such questions are not very difficult to grade and the extra timespent reading pays off in a more accurate assessment of the student. Questions of this sort aregood practice for engineers who, during their careers, are often faced with selecting the bestoption to address a problem.Multiple choice

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

when possible. Encourage students to attend relevant extracurricular activities. Encourage teamwork, group projects, etc. Highlight relevant news or current events relevant to the course. Relate course material to familiar phenomenon and problems that students may be called upon to solve in their intended careers. ○ Get to class early and post something on the screen (the NASA picture of the day or equivalent, quote, physical object on document camera, etc.) and ask students: what do you notice? What do you wonder? Spend the first few minutes of class talking about it. -- from Chapter 7 in [5] ○ Resources: i) Everyday Engineering Examples​ - blog

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

engineering,complicating any analysis of diversification efforts. In the case of economic competitiveness, thegoal is simply production of the maximum number of STEM graduates. The strategy is puttingmore bodies into the beginning of the STEM education pipeline so more come out the other end.In the case of educational pluralism, the goal is more about economic (and career) opportunity“for all,” and inclusiveness and diversity as desirable social and educational foundations in theirown right. These two diversification logics often fold together in practice—and are oftenconflated by STEM education reform advocates—confusing the conceptual foundations formany STEM inclusiveness initiatives. Therefore, while policy support for broad-based STEMrecruitment

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

peer teacher develop an understanding of the material from very different perspectives.Ü Peer teaching enhances college socialization by reinforcing and developing productive behavior patterns and intellectual values.Ü The experience may instill a desire in peer teachers to pursue a career in teaching, either at the university level or younger.Ü Whitman also utilizes two salient quotes that speak to the personal educational value of teaching others: “To teach is to learn twice, by French philosopher Joseph Joubert; and most educators know that “the best way to learn is to teach,” credited to several sources.11In the university setting, peer-assisted teaching, while comparably collegial, tends to be moreformalized than the