Displaying all 14 results
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- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign
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assistant and frontend developer of ClassTranscribe. He was nominated for Illinois Innovation Prize 2020 because of his contribution to educational software.Dr. Maryalice S. Wu Maryalice is the Director of Data Analytics at the Center for Innovation in Teaching & Learning at the University of Illinois Urbana-Champaign. She holds a position as an adjunct assistant professor in the Department of Sociology at the University of Illinois and has a Ph.D. in Sociology from the University of Illinois. Her recent research focuses on the economic and health empowerment of women in developing nations. Her other projects relate to program evaluations and learning analytics in academia. . She has taught several courses at
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kurt M. DeGoede, Elizabethtown College
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assess student learning? Is it a tool for developing mastery? Is itan outdated model? In his recent paper Homework Is So 20th Century!, Brunnhoeffer observes,“For most student[s]…the homework assignment becomes a game of getting it in with the leasteffort possible. It is a short term strategy to minimize the effort (time spent solving problems)and to maximize the reward (grade awarded for completing the assignment)” [1]. Chegg® seemsto agree. A user’s twitter post featured on the front page of their textbook solutions pagepromoting the service states “Shoutout to Chegg Study for allowing me to knockout [sic] myhomework in 30 min” [2]. If Homework is simply an obstacle I need to jump through to mydesired credential (a degree in engineering), I
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
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see the value inthe process and prefer it to traditional, instructor-graded homework approaches and desire for theprocess to be expanded to more courses.References[1] “Chegg.com.” https://prod.cheggstudy.prod2.cheggnet.com/study (accessed Nov. 13, 2018).[2] L. Feldmann, “What, Why, How Of Homework,” presented at the 1998 ASEE Annual Conference, Jun. 1998, pp. 3.630.1-3.630.5, Accessed: Jan. 25, 2020. [Online]. Available: https://peer.asee.org/what-why-how-of-homework.[3] A. C. Estes, R. W. Welch, and S. J. Ressler, “The ExCEEd Teaching Model,” Journal of Professional Issues in Engineering Education and Practice, vol. 131, no. 4, pp. 218–222, Oct. 2005, doi: 10.1061/(ASCE)1052-3928(2005)131:4(218).[4] P. D. Gwen Lee-Thomas, A
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- New Engineering Educators 2: Success In and Out of the Classroom
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- Julie P. Martin, Ohio State University
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- New Engineering Educators
the practical strategies that transform and sustain inclusive and productive organizations.Alice Pawley[6]’s career vision has also evolved in the years since she wrote her CAREERproposal. 2010 To do innovative, strongly grounded research that helps build engineering education institutions around the lives of diverse students. 2020 To help people, including the engineering education profession, develop a vision of engineering education as more inclusive, engaged, and socially just.There are advantages of writing your career vision beyond your CAREER proposal’s success. Ikeep mine taped on my computer monitor so I can see it every day and let it guide my decisions.When an opportunity arises, I
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University
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,questionnaires and surveys, content analysis of text, secondary analysis of existing data, quasi-experiments (e.g., comparison of two sections of the same course), observational research, andcase studies” [13]. In addition, Lee S. Shulman, president emeritus of the Carnegie Foundationfor the Advancement of Teaching, has long encouraged teaching faculty to engage in scholarlysystematic research in the practice of teaching and learning. He argues that it is “only when westep back and reflect systematically on the teaching we have done, in a form that can be publiclyreviewed and built upon by our peers, that we have moved from scholarly teaching to thescholarship of teaching” [15, p. 1].Active learning exercises emphasizing the design process as a
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- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette
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international ACM conference on Internationalcomputing education research - ICER 13, 2013.[2] Y. Bosse, D. Redmiles, & M. A. Gerosa, “Pedagogical Content for Professors of IntroductoryProgramming Courses,” Proceedings of the 2019 ACM Conference on Innovation andTechnology in Computer Science Education, Feb. 2019.[3] T. Lowe, & S. Brophy, “An operationalized model for defining computational thinking,” In2017 IEEE Frontiers in Education Conference (FIE), pp. 1-8, IEEE, October 2017.[4] A. C. Calderon, D. Skillicorn, A. Watt, & N. Perham, “A double dissociative study into theeffectiveness of computational thinking,” Education and Information Technologies, vol. 25, no.2, pp. 1181–1192, Mar. 2020.[5] P. J. Denning, “Remaining trouble spots with
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Nathan John Washuta P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Patrick Bass, The Citadel; Jason Howison, The Citadel; James Righter, The Citadel
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organization before the semesterbegins. This requires a well-organized schedule and insight to the material rather than buildingthe course as one teaches it during the semester.Bibliography[1] S. M. Reynolds and R. N. Tackie, "A Novel Approach to Skeleton-Note Instruction in Large Engineering Courses: Unified and Concise Handouts that are Fun and Colorful," in 2016 ASEE Annual Conference & Exposition, New Orleans, LA, 2016.[2] S. T. Peverly, J. K. Garner and P. C. Vekaria, "Both handwriting speed and selective attention are important to lecture note-taking," Reading and Writing, vol. 27, pp. 1-30, 2014.[3] S. L. Robinson, H. E. Sterling, C. H. Skinner and D. H. Robinson, "Effects of Lecture Rate on Students' Comprehension and
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
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, and B. Moore, “Why College Students Cheat: A conceptual model of five factors,” in The Review of Higher Education, vol. 41, no. 4, p.549+, Summer 2018.[8] M. G. Simkin and A. McLeod, “Why do college students cheat?,” Journal of Business Ethics, vol. 94, no. 3, pp.441-453, July 2010.[9] M. Peters, T. Boies, and S. Morin, “Teaching academic integrity in quebec universities: roles professors adopt,” Frontiers in Education, vol. 4, no. 99, pp. 1-13, Sept. 2019.[10] T. VanDeGrift, H. Dillon, and L. Camp, “Changing the engineering student culture with respect to academic integrity and ethics,” Science and Engineering Ethics, vol. 23, pp.1159-1182, Nov. 2016.[11] S. E. Küçüktepe, “College students’ cheating
- Conference Session
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mariana Silva, University of Illinois at Urbana-Champaign; Eric G. Shaffer, University of Illinois at Urbana-Champaign; Nicolas Nytko, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign
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: Gender differences and interactive effects of students’ motivation, goals, and self-efficacy on performance,” in Proceedings of the 2016 ACM Conference on International Computing Education Research, ser. ICER ’16. New York, NY, USA: Association for Computing Machinery, 2016, p. 211–220. [Online]. Available: https://doi.org/10.1145/2960310.2960329 [2] B. C. Wilson and S. Shrock, “Contributing to success in an introductory computer science course: A study of twelve factors,” SIGCSE Bull., vol. 33, no. 1, p. 184–188, Feb. 2001. [Online]. Available: https://doi.org/10.1145/366413.364581 [3] D. Zingaro, M. Craig, L. Porter, B. A. Becker, Y. Cao, P. Conrad, D. Cukierman, A. Hellas, D. Loksa, and N. Thota, “Achievement goals
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh
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Department tours and participant research presentations 3:30 - 4:30 pm Return to hotel 5:00 - 6:30 pm Networking dinner and distinguished speaker 6:30 - 7:30 pm Panel discussion with newly recruited faculty members Day 2 8:00 - 8:30 am Breakfast 8:30 - 9:30 am Interactive session with program host(s) 9:30 - 11:30 am Campus tour 11:30 am DepartureAssessment MethodsAt the completion of the program, attendees completed a post
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ivan Detchev, University of Calgary; Elena Rangelova, University of Calgary; Sheng Lun (Christine) Cao, University of Calgary
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percentage (25-30%) of the students in a courseexhibit unsatisfactory performance, i.e., they do not meet a minimum required standard, extrameasures must be taken. For example, the instructor may be asked to devise a plan of improvingthe course for its next offering.Table 2. ABET student outcomes [7] and their equivalent CEAB graduate attributesNo. Student outcome Equivalent graduate attribute (s)1. an ability to identify, formulate, and solve complex engineering 2); 1) is implied problems by applying principles of
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- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Randy Hugh Brooks, Texas A&M University
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., MIT, Cambridge, MA, 2007.[3] S. Bante, and E. Hilton, and K. Talley, and K. Shryock, and J. Linsey, and T. Hammond, “Board 65: Changing Homework Achievement with Mechanix Pedagogy,” in 2019 ASEE Annual Conference & Exposition, Tampa, Florida, June 2019. https://peer.asee.org/32398[4] B. Williford, and M. Runyon, and J. Cherian, and W. Li, and J. Linsey, and T. Hammond, “A Framework for Motivating Sketching Practice with Sketch-based Gameplay,” in Chi Play ’19, Barcelona, Spain, October 22-25, 2019. doi: 10.1145/3311350.3347175.[5] R. Brooks, and J. Koh, and S. Polsley, and T. Hammond, “Score Improvement Distribution When Using Sketch Recognition Software (Mechanix) as a Tutor: Assessment
- Conference Session
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington
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- New Engineering Educators
Distinguished Teaching Award.” https://marinebiology.uw.edu/news-stories/2019/04/24/jose-m-guzman-receives-uw- distinguished-teaching-award/ (accessed Apr. 30, 2020).[11] A. J. Franco Mariscal, J. M. Oliva Martínez, and S. Bernal Márquez, “An educational card game for learning families of chemical elements,” Journal of Chemical Education, vol. 89, no. 8, pp. 1044–1046, 2012.[12] J. C. Roberts, C. Headleand, and P. D. Ritsos, “Sketching designs using the five design- sheet methodology,” IEEE transactions on visualization and computer graphics, vol. 22, no. 1, pp. 419–428, 2015.[13] D. Roam, The back of the napkin: Solving problems and selling ideas with pictures. Portfolio, 2013.[14] M. Scaife and Y. Rogers, “External cognition: how
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Derek Breid, Saint Vincent College; Tara Gupte Wilson, Ohio State University; Ann D. Christy P.E., Ohio State University
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, while eliminating its most unpopular portion and reducing the workload associated withgrading.[1] A. Kolmos and E. de Graaff, “Problem-Based and Project-Based Learning in Engineering Education,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. E. Olds, Eds. Cambridge University Press, 2014, pp. 141–160.[2] J. W. Thomas, “A review of research on project-based learning,” 2000.[3] P. C. Wankat, “The Role of Homework,” ASEE Conf. Proc., 2001.[4] P. C. Wankat and F. S. Oreovicz, “Testing, homework, and grading,” in Teaching Engineering, 1st ed., McGraw-Hill College, 1993, pp. 213–234.[5] J. Widmann and K. Shollenberger, “Student use of Textbook Solution Manuals : Student and Faculty