Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

Management Management Mentorship Mentorship Network and Network and Collaboration Collaboration Figure 1. Interconnection of New Faculty Requirementsfaculty member, as depicted in Figure 1, include successful teaching, developing a fundedresearch program, time management, mentorship, and network and collaboration. Each of theseneeds can benefit one another in several ways and is discussed in more detail throughout thispaper. Recommendations include reducing course preparation time after the first courseoffering, maintaining a level of scholarly writing

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology

Tagged Divisions

New Engineering Educators

. What is Scholarship?Scholarship consists of two parts: 1) doing something interesting and new, and 2) telling people about it Page 22.1176.2New faculty have expertise in their field and ideas for new research to pursue. Students also haveideas for research. The focus of this paper is on part two, helping students tell people about whatthey have done, in particular, communicating what they have done in writing. The Small StepOne small step that can be taken towards better preparing undergraduates, is to have students submittheir project reports in two-column journal paper format, e.g

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

principles, each withtwo associated sub-principles: (1) establish inclusion (though respect and connectedness), (2)develop positive attitudes toward the material (through autonomy and relevance), (3) enhancemeaning-making processes (through challenge and engagement), and (4) engender students’sense of their growing competence (through authenticity of assessment and effectiveness).The second set of instructional principles emerges from the field of complexity science and isdocumented in the book Complexity and Education by Davis and Sumara2. Based on a synthesisof ideas related to complexity theory, with specific attention to creating the conditions thatpromote the emergence of knowledge, Davis and Sumara identify the following three principles:(1

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

training was part of the TAs employment contract for all new TAs and isoffered during the first months of the fall and winter term.Program Development and Core ModulesThe program was developed iteratively with several meetings between faculty members,academic growth professionals, and graduate students. The diverse group from variousdisciplines helped identify core areas specific to APSC that needed to be addressed. These corecompetencies have come to include: 1. Understanding of the TA instructor relationship. 2. Understanding of the TA student relationship. 3. Fair, efficient and effective marking strategies. 4. Effective Laboratory\Tutorial development, presentations and time management skills. 5. Professional expectations and

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian Swartz P.E., University of Hartford

Tagged Divisions

New Engineering Educators

engineering instructor. The recommendations fall into five categories: 1. Establish rapport with the class 2. Articulate clear learning objectives for the course 3. Structure the content and delivery to facilitate learning 4. Involve students in class time 5. Hold students accountable for learningThe lessons learned and the recommendations summarized here have led the author towardsimplementing the “classroom flip” strategy. The paper concludes with a summary of ongoingwork to evaluate the effectiveness of the flip approach.1.Establish Rapport with the ClassOftentimes students have a distorted perception of the educational process and the role of theteacher and learner in that process. They might hold the assumption that the

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu; Mehmet Cetin, Temple University

Tagged Divisions

New Engineering Educators

average values were reported as the basevalues for all the categories in both surveys of the control groups. Upon reading the reviewer’scomment the authors agree that the exact values should be reported and hence the exact valuesare given as shown in Tables 4 and 5.Paper is revised by including more results and explanation and less background information. Thefollowing are some examples. (1) Exact values are reported for all the 7 categories of the performance indices on the controlgroups as explained above.(2) 7 critical thinking issues were removed from the background information, and(3) Table 3 (consisting several examples of critical thinking questions connected to the activitiesshowing the various components of the critical thinking issues

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; William R. Marshall, Alief Independent School District

Tagged Divisions

New Engineering Educators

from peer reactions and should be encouraged to take responsibility for their ownlearning (i.e., taught to self-evaluate). Providing accurate feedback and helping students totake charge of learning can stimulate healthy minds. Page 25.469.3Improving Pedagogy with Differentiated InstructionA key concept in differentiated instruction is applying a proactive approach to the learning andteaching model. As such, this document is divided into two major themes: active learning; andactive teaching.Topics included in the “Active Learning” section include: 1) Focusing on Learning and NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning

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

things to do in the teaching profession is motivate and inspire students tolearn. There are numerous examples to motivate students as expressed by Barbara Davis. Theserange from incorporating different instructional behaviors to various ways to structure the coursesuch as de-emphasizing grades, giving feedback, and influencing student preparation. 1 Anotherobservation by James Lang is that “comprehension lies outside of the classroom.”2 With somuch student time spent outside of class preparing for tests and other requirements, instructorsmay not have a good idea for how students spend their time. It is this time outside of class that iscritical to learning. Chickering and Gamson argue that time on task and active learning leads tobetter

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

involved.Because common tests may be given to a large population at one time, split into multiple rooms,there is generally no opportunity for whimsical changes during the testing time. Therefore, it’simportant to make the test as bulletproof as possible. In general, we have found that for a 20 MCquestion, 1 workout question test, it takes at least 1.5 hours to review a first draft of the test andat least 7 iterations to finalize the test with a teaching team of 8 faculty members. The amount oftime it takes for a majority of students to complete a test is also important. Have GTAs whowere not involved in creating the test take it to make sure timing is adequate.One of the challenges of a large common course is trying to maintain fairness across all

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

cooperatively. Googledocs serve much the same function, allowing more flexibility but less uniformity informatting. More powerful features are available through Google sites, which allow theinstructor to set up templates to track student progress, including the time that they havespent on the project. CATME/Team Maker is a tool for creating teams based on studentschedules or other criteria, and collecting feedback from team members on thecontributions of their partners.1. IntroductionOver the last 20 years, there has been a movement to adopt collaborative learning inengineering classes, based upon the results of studies that show it is decidedly moreeffective in promoting student learning. This trend has been coincident with the rise of theWorld-Wide

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

successful completion of the course andexpress these as course learning outcomes in proper format.1 This step is also required as part of the ABET CQIprocess. If the course has already been taught, the course outcomes should already be included in the existingcourse syllabus and should be reviewed as part of your course preparation. I have always viewed this process asdeciding what will be covered on the final exam before I teach the first lesson. Keep in mind that your courseoutcomes are always a work in progress. In fact, it is a good idea to review and update them at the end of eachsemester, while everything is still fresh in your mind.Philosophy of TestingFrom my perspective, there are three purposes of a test: (1) the students learn what they

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

Colombian context,besides enhancing the students’ academic performance as an acceptation indicator of these newstrategies implemented in class. The overreaching goal of this study is to assess how to preparethe students for the technical challenges and management responsibilities that they will need toembrace, in the years to come, for the sustainable development of Colombian infrastructuresystem. Page 22.1012.2Methodology 1 In order to satisfy these objectives, a sequential-exploratory-combined research methodologywas implemented for this study. This

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ron Scozzari, University of Wisconsin, Stout; Jennifer Astwood, University of Wisconsin, Stout

Tagged Divisions

New Engineering Educators

, depending on the skillset of those participating in the course. Page 22.945.7AssessmentsThere currently is one assessment which will be incorporated into the research, reflecting studentfeedback of the course, provided by the Office of International Education. The synopsis providedis from students in the second year (2010). Assessments from the first year are in the process ofbeing extracted, as the assessment software provider has changed, and system support isunavailable. Content areas are: a. Academic Quality (overall mean: 4.0 out of 5.0) 1. Relevant content 2. Engagement with host country culture and people 3. Quality of

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

(Yes/No)_______________________________________________________________________Evaluation by graduate students Formal course evaluations for the first three semesters of the independent, fallproposal and the first two of the collaborative spring proposal appear in Table 3(nextpage), a tabulation of our standard university course evaluations. These two writingcourses fair well compared to our other department graduate courses (including reactors,transport, thermodynamics, and applied mathematics) and to the 1-5 absolute standard ofour evaluation scale. Given the apparent initial hostility of new graduate students towardtechnical writing, these end-of-semester evaluations represent a significant achievement.Importance of feedback

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

New Engineering Educators

almost an year now, teaching both undergraduate and Postgraduate courses in English. Published pa- pers in intramural and extramural publications. Presented papers at several conventions, conferences and seminars.Mr. Amithraj Amavasai Page 22.490.1 c American Society for Engineering Education, 2011 DEVELOPMENT OF BEST PRACTICES FOR NEW ENGINEERING AND MATH EDUCATORSAbstractThe objectives of this study are to (1) provide new engineering and math educators with the bestteaching practices and (2) document improvements in the effectiveness of mentee’s teaching

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

such, this document is divided into two major themes: active learning; andactive teaching.Topics included in the “Active Learning” section include: 1) Focusing on Learning and Not Page 22.500.3Teaching; 2) Problem Based Learning; 3) Facilitating Group Learning; 4) Changing LearningBehavior Outside the Classroom; and 5) Preparing to Teach. Topics included in the “ActiveTeaching” section include: 1) The Seven “Good Practices” for Teachers; 2) Teaching withHospitality; 3) The Importance of Listening; and 4) Assessment Via the Minute Paper.The presented pedagogical techniques are not cumbersome or extremely involved. In fact theyare fun and very

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

New Engineering Educators

participants followedby the Financial attitude, the Subjective norm, and the Social attitude. The findings are discussedand recommendations for future studies are offered.IntroductionIn December 2010, The Economist issued an article titled “The disposable Academic: Whydoing a PhD is a waste of time”, arguing about an oversupply of PhDs. Between 1998 and 2006,PhD production increased especially in Mexico, Portugal, Italy and Slovakia and the number ofgranted doctorates in all OECD countries grew by 40%, compared with 22% for America. Forinstance in Japan, the number of PhDs increased by 46%1.Meanwhile, a scarcity of research can be found investigating the intention to pursue a doctoraldegree. Churchill and Sanders2 identified five motivational

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Shree Frazier; Osman Cekic, Canakkale Onsekiz Mart University, Turkey; Rocio C. Chavela Guerra, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

findings is also presented.IntroductionABET approved Engineering Criteria 2000 (EC, 2000) in 1996 1. Shifting from an emphasis oninputs of engineering programs (i.e., curricula) to the outputs of these programs (i.e., theknowledge, skills, and attributes that students should take away from their educationalexperiences), EC 2000 has been far-reaching in both academia and industry2., Although efforts toexplore the attributes and skills expected of engineering graduates have begun, it is unfortunatethat they have been focused primarily at the undergraduate level. These types of studies are notusual in doctoral education but are needed for Ph.D. programs to respond to the changingenvironments of industry and academia. Additionally most engineering

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Devdas M. Pai, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Prashant N. Kumta, University of Pittsburgh; Harvey S. Borovetz, University of Pittsburgh; Sarah K. Pixley, University of Cincinnati, College of Medicine; Partha Roy, University of Pittsburgh; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

you work in the field of biology. The three principal coursegoals 1) to learn different macromolecules in cells, 2) to develop an understanding of theprinciples of cell structure and functions mainly focusing on fundamental genetic mechanisms,and 3) to learn the experimental tools used to understand cellular function such as moleculargenetic techniques, biochemical analysis, and microscopy.” Students were encouraged to furtherexplore the use of the ERC research-focus material (magnesium) in biological applicationsthrough an extra-credit assignment. The engineering students from NCAT (Figure 1) also had theopportunity to attend a biomedical engineering research conference (BMES 2009) for the firsttime during their introductory course to cell

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology; Jennifer Karlin, South Dakota School of Mines and Technology; Cassandra Groen, South Dakota School of Mines and Technology

Tagged Divisions

New Engineering Educators

 University  of  California,  San  Diego11   Formal   Dyadic  University  of  Missouri,  Columbia15   Formal   Dyadic  University  of  Montana23   Formal   Dyadic  University  of  North  Carolina14   Informal   Dyadic  University  of  Rhode  Island1   Formal   Group  Table 1: Mentoring Paradigms at Various UniversitiesFormal mentoring programs were deciphered from informal programs by the method in whichthe mentoring relationships were formed. Informal mentoring groups were not formed by astructured model and many participants were voluntary.In

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

experience and often without) as a professor, andinject their knowledge, innovations, and standards. The difference between this situationand that discussed above is that the person now usually already has (1) some idea ofweaknesses in the program and faculty (at least from a former student’s perspective), (2)a genuine loyalty and concern for, and desire to improve, the program, and (3) personalrelationships with his/her former professors. However, he/she still often doesn’t knowwhat he/she doesn’t know about behind-the-scenes operations and, thus, has only a partial Page 15.1265.6view of realities (political, logistical, bureaucratic, interpersonal, and

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

are often overlooked or assumed by people espousing newteaching methods. But they are things that are necessary for faculty to do to connect with theirstudents. Other researchers have discussed some of these points, but often include suggestionsthat are more time-consuming than desirable for new faculty in a research environment.1-4 Kim5has some excellent suggestions that are echoed in this paper, but this paper provides additionalsuggestions. The suggested actions are things that build up the respect that students have fortheir teacher, and it is necessary for a teacher to have the respect of the students in order toconnect with and teach their students. So as to not add further work to the faculty member, thesepractices require little or no

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

David Chesney, University of Michigan; Ross Broms, The University of Michigan

Tagged Divisions

New Engineering Educators

with notes that the student is taking. After thelecture, the student can touch locations on the page, and the Smartpen plays back the audio thatwas recorded at that time. Page 15.230.3Using both methods of audio recording, a research assistant attended and recorded each lecture.After the lecture, the research assistant would review the lecture and populate the followingfields in a table:  Date;  Story Topic: brief description of story;  Story Type, defined as: o 1: directly tied to course material; o 2: not directly tied to course material, but some implicit or explicit moral lesson; o 3: just a

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

FOEEsymposium are summarized here to offer guidance to others who might consider similarmeetings.2009 Symposium SummaryThe inaugural FOEE symposium took place in November, 2009, and included 47 attendees, 7planning committee members, 2 program evaluators, 4 invited experts, 3 speakers, and severalNAE staff members. Attendees were expected to complete some pre-symposium activities inorder to define their own long-term goals in engineering education as well as short-term goals forthe symposium. The goal of these activities was to encourage attendees to familiarize themselveswith each others’ work and thus begin the process of forming a cohort. Specifically, they readportions of the book Educating Engineers: Designing for the Future of the Field 1 on

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Barry Dupen, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

New Engineering Educators

sources to the instructor’s notes, then to thechalkboard, and finally into the students’ notes. In addition, students often run out of time whilecopying images, and may miss critical details. One solution is to provide printed handouts withimages used in the lecture. However, the standard handout formats available in MicrosoftPowerPoint lack the flexibility required for notetaking. The number of slides per page is fixed ateither 1, 2, 3, 4, 6, or 9; some combinations include horizontal lines for brief notes, but mostformats severely restrict notetaking space. Within these formats, the instructor does not have thefreedom to print slides on the same page at different magnifications, to change font sizes, tomove images on the page, or to insert

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Anthony Richardson, University of Evansville

Tagged Divisions

New Engineering Educators

∗. ∆ ( Β 6 ∗/ > Γ 6 Ε ∗0 > ∆ 6 ∗1 ( ∆ 6 Β ∗2 Φ Β 6 + ∆ > 6 , 9 Β ( % (∗ ∋∀ ! % % ∀ ∃ % 7 2!%∃!<

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

taughtduring the fall quarter. Class B, while not an identical class, served the same constituency. Italso contained many of the same students as Class A, and was of similar material, only differingsignificantly in that it was taught during the winter quarter. Thus, while not an exact match, it isan appropriate comparison with Class A. Freshman Class A Freshman Class B Freshman Course C with Performance Incentive Percent Percent PercentAssignment Submissions Late Late Submissions Late Percent Late Late Early Total Late Early 1 20 0 0.0

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Charlotte Erdmann, Purdue University

Tagged Divisions

New Engineering Educators

standards.Literature ReviewTwo authors have written credible books that are significant in their coverage of standards.Robert D. Hunter (2009) 1 has written an up-to-date book with many diagrams, flowcharts, anddiscussions. There is a section on standards education with a bibliography. Albert Batik (1992)2offered an industrial perspective with brief examples of why standards exist and wrote brief casestudies that need expanding. Both books are good overviews of the subject.Subramanian3 (1981) laid the ground work for standards information when he describedstandards as: … Fundamental to many aspects of modern life including science, technology, industry, commerce, health, and education. Standards and specifications are documents that

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

the fundingthey seek. The perspectives provided are from one person’s experiences and not officiallyendorsed by any funding agency. The goal is to provide encouraging and tangible advice on hownew faculty can approach writing their first proposals and get them funded.The Top Ten Do’s & Don’ts to Earn Competitive Funding as a New Professor#1: Do over prepare the project idea and proposalPreparation is essential. Do an extensive literature search and include it in the proposal. Thisdemonstrates your command of the field and allows you to contextualize your own new, novelidea within the field. It is important to directly state how your proposed idea will contribute tothe knowledge in the field. Write frequently on the proposal, revise what