Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

standards and workloads, as iscommon with NEE fresh out of the rigor-intensive experience of graduate school andeager to disseminate advanced knowledge to less than fully motivated students.Although their motives and observations may be directly on-target, what NEE may fail torealize is that, by definition, the status quo is how senior faculty, and often director, chair,and dean, have defined and developed it. Attacks on the status quo reflect upon them,and they take it that way. An exception is when a deficiency is the fault of an externalentity (for example, administration or state) or circumstances (for example, a long-periodof inadequate budgets) on which the problem can be blamed. Even then, there is a veiledimplication that current faculty

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

methods approaches.26, 27, 28, 29, 30, 31, 32ResultsThe significant findings from our research efforts, so far, fall into six primary categories, relatedto the six categories discussed above in the brief literature review. Our findings are summarizedbelow along with further explanation. Page 24.977.6   1. A student’s sense of belonging in classes and major is strongly associated with academic engagement and other positive outcomes.26 Belonging reflects the experiences of a student in the STEM environment and has implications for what they do in class (effort and participation) and how they feel about their

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

students to share their experiences. Other optionsmight include presenting a poster or giving a talk at a campus or regional symposium, or evengiving a formal presentation to the research group or department. Distilling their experiencesinto a poster or oral presentation gives students valuable experience in communicating technicalcontent, and encourages students to reflect on the their contributions to the larger researchproject.Example ProjectsThis three-step method for mentoring undergraduate researchers is easy for faculty to implementand scaffolds students’ introduction to the research domain. Highly motivated students have theopportunity to gain skills and responsibility as they move through the three stages of thismentoring plan. For

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Divisions

New Engineering Educators

study styles in a larger population; and (b) effectivemeans to identify student preferences for group work in multiple types of situations (laboratories,design projects, problem sets, etc.). This study has exposed patterns of study and workingtogether that can form the basis for a follow-up quantitative study.ACKNOWLEDGMENTSThe authors would like to gratefully acknowledge the National Science Foundation for theirsupport of this work under the REESE program (grant numbers DRL-0909817, 0910143,0909659, 0909900, and 0909850). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views of theNational Science Foundation. The authors would also like to

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

the amount of faculty workload in, teaching and research8. Althoughvariation in faculty workload between teaching and research is healthy for ensuring qualityeducation in the classroom, as well as quality research productivity, variation in faculty rewardsdoes not reflect this variation in faculty workload8, 9, 10. When compared to the typical,quantitative reward system for research, which is based on funding and publication productivity,evaluation of teaching is difficult because of its qualitative and subjective nature and is oftenlimited to student course evaluations despite other available evaluation methods1, 4.In addition, „balancing‟ is an elusive and subjective concept. The balance between teaching andresearch can be defined and