Displaying all 23 results
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University
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- Diversity
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- New Engineering Educators
Paper ID #11823Writing and Implementing Successful NSF S-STEM ProposalsDr. Evelyn C. Brown, East Carolina University Dr. Brown is a professor in the Department of Engineering at East Carolina University. Most of her research is in the are of applying industrial engineering techniques to health care process improvements. However, she also does reserach in the area of STEM education. Dr. Brown has published education- related research in INFORMS Transactions on Education, Proceedings of the 2009 ASEE National Meet- ing, and Proceedings of the 2008 ASEE Southeast Section Meeting. She is PI on an active NSF S-STEM grant in
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University
- Tagged Divisions
- New Engineering Educators
10 internationally circulated journals related to materials science and mechanical engineering. He has also served on sev- eral NSF panels as a reviewer. He is currently teaching fundamental courses in materials science and mechatronics engineering at MTSU.Dr. Ahad S. Nasab, Middle Tennessee State University Dr. Ahad Nasab received his PhD from Georgia Institute of Technology in 1987. He then worked as a research scientist at the Center for Laser Applications of Physics Research Group of University of Tennessee Space Institute. In 1991 he joined the faculty of Middle Tennessee State University where he is currently the coordinator of the Mechatronics Engineering degree program.Dr. Walter W. Boles, Middle Tennessee
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Madeleine Arvold, Seattle Pacific University; Steven David Mow, Seattle Pacific University; Zachary W. Cook, Seattle Pacific University; Natalie Goode, Seattle Pacific University; Caitlin H. Wasilewski, Seattle Pacific University; Rida Y. Al-Hawaj, Seattle Pacific University ; Melani Plett, Seattle Pacific University
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- Diversity
- Tagged Divisions
- New Engineering Educators
reporton the role of oral communication in the workplace. Communication Education, 52, 1-16.2. Borrego, M., Karlin, J., McNair, L. D., & Beddoes, K. (2013, October). Team effectiveness theory from industrialand organizational psychology applied to engineering student project teams: A research review. Journal ofEngineering Education, 102(4), 472-512.3. Prescott, D., El-Sakran, T., Albasha, L., Aloul, F., & Al-Assaf, Y. (2012, Spring). Teambuilding, innovation andthe engineering communication interface. American Journal of Engineering Education, 3(1), 29-40.4. Dannels, D. P., Anson, C. M., Bullard, L., & Peretti, S. (2003, January). Challenges in learning communicationskills in chemical engineering. Communication Education, 52, 50-56.5
- Conference Session
- New Engineering Educators Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Faisal Shaikh, Milwaukee School of Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
. Methods Student(s) Clicker ABCD Internet / Proposed raise voting App based method: LaserPerformance Criteria hand(s) cards pointersEasy and quick hardware/ x x xsoftware set-upLow cost of setup and use x x xLow usage burden for x x xstudentsLow/no learning curve for x x xadoption by facultyZero potential for technical x
- 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
the process of scoring resubmissions. Time savings can also be achieved by allowing students to continue from the point in a problem where their mistake occurred.Mastery grading on the whole can improve student learning, and if done correctly it can be aneasy way for new engineering educators to establish a fair system that encourages studentgrowth. It is hoped that the guidelines provided above can help new engineering educatorsseamlessly integrate this innovate method into their classrooms.References[1] M. Borrego, J. E. Froyd, and T. S. Hall, “Diffusion of Engineering Education Innovations: A Survey or Awareness and Adoption Rates in U.S. Engineering Departments,” J. Eng. Educ., vol. 99, no. 3, pp. 185–207, Jul. 2010.[2] D
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ralph Ocon, Purdue University, Calumet
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
humor by an instructor is 1.60 1.58 1.68 typically a waste of classroom time. 5. I feel more comfortable asking an 3.83 4.25 4.43 instructor a question if s/he uses humor in the classroom. 6. An instructor’s job is to teach, not 2.83 2.33 2.75 entertain. 7. I would rather have an instructor try to be 4.14 4.17 4.00 humorous and fail rather than not try to be humorous at all. 8. I am sometimes offended by the uses of 1.43 1.79 1.72 humor by an instructor. 9. I am likely to go to class where the 4.13 4.30 4.50 instructor uses some humor. 10. An instructor doesn’t have to use humor 3.96 3.42 3.50 to be an
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University
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- New Engineering Educators
, Felder4 wrote: “Consider the universal vision of the professor of the 90's. Shedoes pioneering research in a critical area and brings in big bucks to support the research,including several six-figure NSF grants and 60% release time. She publishes 5-10 paperseach year in the most prestigious journals in her field and is a shoo-in for the NationalAcademy. She is a dedicated and stimulating instructor and wins teaching awards at heruniversity and nationally. She does more than her fair share of the tedious but vitalservice chores that no one wants to do and does them excellently. She is mostlyimaginary.” In 1987 Feldman5 examined 42 studies and concluded that “the likelihoodthat research productivity actually benefits teaching is extremely small…the
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University
- Tagged Divisions
- New Engineering Educators
in most impactful undergraduate course by modified Carnegie classification. Research Universities Bac/A&S International (VH, H, DRU, Masters) Kruskal-Wallis Test Philosophies (n = 6) (n = 16) (n = 66) Median %1-2 %4-5 Median %1-2 %4-5 Median %1-2 %4-5 χ2(2) p Perennialism 4.0 13.7 74.2 5.0 16.7 83.4 4.0 18.8 62.5 1.816 0.403*,1 Social
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Erin A. Cech, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
Satisfaction Measures:question was missing). (m) Personal satisfaction from work (n) Satisfaction with quality of work unitSurvey respondents were asked “do you consider (o) Satisfaction with working conditionsyourself to be one or more of the following,” with (p) Employee empowermentthe following response categories offered: (q) Co-workers cooperation“Heterosexual or Straight,” “Gay, Lesbian, (r) Satisfaction with procedures (s) Overall job satisfactionBisexual, or Transgender,” or “Prefer not to say.”Respondents who answered “prefer not to say” were excluded from
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Dimitra Michalaka P.E., The Citadel; William J. Davis P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
step towards further instructional advancement by establishing acomprehensive data-driven approach to achieve student development outcomes needed toprepare graduates to meet the escalating challenges of professional practice.References1. The Vision for Civil Engineering in 2025, American Society of Civil Engineers, Reston, VA, June 2006.2. Achieving the Vision for Civil Engineering in 2025: A Roadmap for the Profession, American Society of Civil Engineers, Reston, VA, Aug. 2009.3. Graham, Ruth, (2012), The One Less Traveled By: The Road to Lasting, Systemic Change in Engineering Education, Journal of Engineering Education, Vol. 101, No. 4, pp. 596–600.4. Crismond, David P., and Robin S. Adams, (2012), The Informed Design
- 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
. Thisdemonstrated the improvement in the students’ performance level. Furthermore, all theinstructional tools that were developed and implemented in this hybrid classroom environmentwere also presented and discussed in this paper.IntroductionRecent studies have called for major pedagogical reforms to improve the quality of engineeringeducation by incorporative more active teaching styles1. Modern teaching styles apply student-centered learning techniques to effectively improve the quality of the learning process2,3.However, in today's tightly packed engineering curriculum, the amount of lecture time thatfaculty can afford to allocate to such active learning activities is very limited. In the early 2000’s,the notion of flipping the classroom started to
- 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
attributed to the development of value systems andvery high ethical standards, teaching others to generate knowledge, and the use of creativity anddiverse backgrounds to bring “unique perspective[s]” to research problems. One engineerdescribed the need for diversity in engineering in order to innovate: “The advances come whenyou’re sort of looking at—you’re applying something new to a different area and you’re bringingin people who haven’t looked at it before.” Others refer to the importance of collaborations andcollaborative work in generating advances in technology, especially between different fields (ex.mechanical engineering and psychology to advance mental health technologies), collaborationsbetween university research facilities and industry
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
. Perry, W. G., Forms of Intellectual and Ethical Development in the College Years – A Scheme, New York: Holt, Rinehart and Winston, 1968, 1970. 2. Guttenplan, D. D., “Measuring the Wealth Effect in Education”, in The New York Times, 12/1/2013, http://www.nytimes.com/2013/12/02/world/europe/measuring-the-wealth-effect-in-education.html? , (accessed 1/26/2015). 3. Strauss, S., “The Connection Between Education, Income Inequality, and Unemployment”, in The Huffington Post, 1/2/2012, http://www.huffingtonpost.com/steven-strauss/the-connection-between- ed_b_1066401.html , (accessed 1/26/2015). 4. Morse, R. and M. Foster, “How U.S. News Calculated the Best Global Universities Rankings”, in US News
- 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
of the fourinstitutions. These styles are characterized by the student’s desire to begin a task alone and thenevolve into a different mode of studying as the task progresses toward completion. We call thefirst of these two Start alone styles: Start alone, End together. This pattern of studying tends tofocus on a formal agreement among students to come together at a preset time(s) to discussdifficulties, compare answers, and engage in other benefits of collective effort. The secondvariation, Start alone, End almost together, while similar in philosophy to Start alone, Endtogether, tends to be more casual and less structured. In this pattern of studying, studentstypically agree with a group of other students to begin a task on their own, and
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
communication as their 1particular mode of autopoietic reproduction” (p. 3) As leading systems theorists Capra andLuisi[9] described: [Because] communications recur in multiple feedback loops, they produce a shared system of beliefs, explanations, and values – a common context of meaning – that is continually sustained by further communications (p. 308).Applying this theory to systems of higher learning, we argue that the social life (or “culture(s)”)of engineering colleges and departments is maintained by a network of communications fromwhich messages or stories emerge that reflect this “common context of meaning”. What, then,are these
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Laura D Hahn, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois
- Tagged Divisions
- New Engineering Educators
-observation meeting is where we thoroughly describe the full observationsequence and expectations, it’s a somewhat didactic activity: useful, but not necessarilyenlightening. In the future, we could encourage a deeper conversation during these meetings—for example asking the faculty to be reflective about past teaching experiences how they (or alack thereof) impact their current teaching. Figur 3 id post ob r atio m ti nn t t ll n S na Moti ate You to ange lab t Ye S w at Set hange Start with Self
- 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; Mee Joo Kim, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
teams that evolve by student self-selection processes over time that most often provide these benefits, while success in assignedteams may not be as prevalent. Thus, educators may benefit from observing and examining theinformal, self-assembled working teams students create in order to modify the way theyorganize, assign, diagnose, and support more formal project teams within courses and classroom.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
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ted Eschenbach P.E., University of Alaska Anchorage; Neal A Lewis, University of Bridgeport; Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University
- Tagged Divisions
- New Engineering Educators
., and Anbari, F. T., Editors. Praeger Publishers. Page 26.1654.113. Beck, K., Beedle, M, van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., Grenning, J., Highsmith, J., Hunt, A., Jeffries, R., Kern, J., Marick, B., Martin, R., Mellor, S., Schwaber, K., Sutherland, J., & Thomas, D. (2001). Manifesto for agile software development. Retrieved from http://agilemanifesto.org/ .4. Schwaber, K. (2004). Agile project management with scrum. Microsoft Press.5. Cockburn, A. & Highsmith, J. (2001, November). Agile software development, the people factor. IEEE Computer, 34(11), 131-133. doi: 10.1109
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
the Ninth Annual International ACM Conference on International Computing Education Research, ACM, New York, NY, USA, ICER ’13, ISBN 978-1-4503-2243-0, pp. 19–26.21. Riley, D. (2013). ASEE Distinguished Lecture: Rigor/Us: Merit Standards and Diversity in Engineering Education Research and Practice, Annual Conference of the American Society for Engineering Education, Atlanta, GA.22. Walsh, D. and Breitenbach, S. (2007). A BA Engineering and Liberal Studies Degree at a Polytechnic Institute. Proceedings of the American Society for Engineering Education.23. Traver, C., Klein, J.D., Mikic, B., Akera, A., Shooter, S., Epstein, A. and Gillette, D. (2011). Fostering Innovation through the Integration of Engineering
- 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
officers—on how to go about seeking research funding. It does notdiscuss individual programs, though it does offer some suggestions for finding them.Rather, it concentrates on finding out about funding opportunities and building a personalnetwork to enable oneself to compete effectively for them.The first step in getting funded is to come up with an idea. The next step is to find anagency that is interested in the area. Then the researcher must make a credible case that(s)he can make a contribution in the area. Sometimes this is through a single-investigatorproposal, but more and more frequently, it is as a member of a team. In the latter case,networking is crucial.2. The ideaA good research topic must have many qualities. It must be inventive. An
- Conference Session
- Leadership Development in Change: A Panel to Explore Experiences, Skills, and Learning in Change Management for New Engineering Educators
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology
- Tagged Divisions
- New Engineering Educators
-startup-skills-you-won-t-learn-in-school.html[10] Ingram, E.L., R.A. House, S. Chenoweth, et al. 2014. From faculty to change agent: Lessons learned in the de-velopment and implementation of a change workshop. American Society for Engineering Education Annual Confer-ence, Indianapolis, IN.[11] Eckel, P.D. & M. Hartley. 2008. Developing academic strategic alliances: Reconciling multiple institutionalcultures, policies, and practices. The Journal of Higher Education 79(6): 613-637.[12] Eckel, P.D., M. Green, B. Hill, & W. Mallon. 1999. On change III. Taking charge of change: A primer for col-leges and universities. American Council on Education, Washington, DC.[13] Tierney, W.G. 1988. Organizational culture in higher education: Defining the
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University
- Tagged Divisions
- New Engineering Educators
ImmersionProgram. Proceedings of the 2014 ASEE Annual Conference, Indianapolis, IN, June 2014. Page 26.1584.16[12] Brown, S. and Poor, C. Ranking Tasks for Mechanics of Materials. Prentice Hall. 2011.[13] Diez, D.M., Barr, C.D., and Cetinkaya-Rundel, M. OpenIntro Statistics. Available online for free and releasedby Open-Intro under Creative Commons Attribution-NonCommercial-ShareAlike.URL: https://www.openintro.org/stat/textbook.php?stat_book=os. Retrieved January 28, 2015,.[14] Bransford, J.D., Brown, A.L, and Cocking, R.R. How People Learn: Brain, Mind, Experience, and School:Expanded Edition. National Academies Press. Available online for
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin
- Tagged Divisions
- New Engineering Educators
available.team for examinations, colleagues within the project.The following table describes a model curriculum draft for the qualification of a changeagent´s profile. It is derived from the draft of the recent exemplary curriculum we haveoffered to the first group of change agents. It has been developed in cooperation with theparticipants’ demands and curricular needs and the trainers’ teaching purposes.Table 2. Model curriculum for (teaching) change agentsTime Continuing education Tailor-made offers Support program coaching, peer observation of teaching