Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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New Engineering Educators

Paper ID #30340Implementation of a Future Faculty Development Program: Impact andEvaluation of Years 1 & 2Dr. David Gau, University of Pittsburgh David Gau, PhD is a Postdoctoral Associate in the bioengineering department. Dr. Gau earned his BPhil in bioengineering and BS in Mathematics from the Pitt in 2012. After, he was awarded a Whitaker Fel- lowship and Rotary Ambassadorial Scholarship to study and work in Australia for a year before returning and completing his PhD in bioengineering at Pitt in 2018. His pre-doctoral research focused on screening and developing novel agents to target aberrant and excessive

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida

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Diversity

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New Engineering Educators

knowledgeand skills that are crucial to succeed in creating high quality online learning environmentsbecause, as the famous quote from Joel Barker says, “When a paradigm shifts, everyone goesback to zero” and then “your past success guarantees nothing [1].”This is a reflective paper, in which I, the instructor (the first author), will narrate my experienceon transitioning from teaching in a face-to-face classroom to teach fully in an onlineenvironment. It will also explain how the support of an instructional designer (the second author)can make this transition smoother.About me, “the instructor”Before becoming an online instructor, I taught in face-to-face classrooms using teacher-centeredpractices and more recently the learner-centered (flipped

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

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Diversity

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New Engineering Educators

looked at as a negative by a tenure committee and others, since goodteaching requires a time investment – time the tenure-track faculty member might better havespent on writing another research proposal, for example).If you have the perspective of an undergraduate student, on the other hand, a faculty member’sshortcomings in their ability and training to effectively run a course might encourage you toemphatically state that “yes”, there is a problem. Students (and their parents) will voice theirdispleasure through formalized teaching evaluations, through external instructor rating sites,through emails/phone calls to administrators, through letters in the newspaper, etc. However,many/most undergraduate students will “play the game”1 – which means

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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New Engineering Educators

(Full Paper)Improving student accessibility, equity, course performance, and lab skills:How introduction of ClassTranscribe is changing engineering education at theUniversity of IllinoisAbstractThis paper presents three case studies that examined the use of ClassTranscribe in a diverse setof undergraduate engineering classes in 2019 and 2020 at the University of Illinois atUrbana-Champaign. ClassTranscribe, a video viewing system designed with accessibility andlearning in mind, was first presented to the ASEE community in 2019 ​[1]​. The pedagogicalfeatures of the tool include: pause, leave and resume viewing; captions available in multiplelanguages; downloadable transcriptions; shareable links to video moments; and searchablecontent within

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

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Diversity

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New Engineering Educators

disadvantaged, [and]multi-minority female [1].” More recent contributions have brought to the fore the experiences ofblack, male students [2], international students grappling with mental health issues [3], andstudents with disability [4] . Such accounts provide a foundation for understanding what needs tobe addressed in order to move from exclusion to inclusion.Approaches for promoting inclusion. In addition, a growing body of work offers potential actionsor practices that can be pursued in order to work toward inclusion. For example, a recent blogpost for the ASEE Commission on Diversity, Equity and Inclusion [5] summarizes some of theirown work on the experiences of marginalized students and offers three kinds of actions that thosein engineering can

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

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Diversity

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New Engineering Educators

90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics

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Diversity

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New Engineering Educators

thinking and is the originator of thecreative archaeology lab at Stanford University, working closely with Design Thinking.Another speaker was Kakeru Tsubota, Principal and Japan Representative, SAP LabsSilicon Valley. Also, Tamara Carleton, the CEO and founder of Innovation LeadershipGroup LLC and a research associate at the Foresight & Innovation lab affiliated withStanford's Center for Design Research.During the Ideathon Challenge, there was a division into two time zones (European andAmerican) to provide an opportunity to pitch the project at a suitable time. The studentswere offered but not limited to three challenges.Case study 1: Learning and interaction in the post-COVID worldIsolation can often lead to a reduction in communication

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati

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Diversity

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New Engineering Educators

as well as internalizing high standards of scientific research [1]. Asa field, EER benefits from diverse perspectives aimed at improving engineering education andchallenging existing models of professional formation of engineers. New faculty are oftensolicited to review journal manuscripts and grant proposals, but receive little to no formaltraining to develop their schema, or model, for conducting quality and constructive peer reviewsin their field. We have leveraged the knowledge and organizational structure of the first tworounds of the JEE Mentored Reviewer Program to create the EER PERT project. We anticipatedthat participants would experience benefits similar to those of the Publons Academy, a peerreview training program. Responses

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Nataliya Grigoryan, San Jose State University; Radha Aravamudhan, San Jose State University; Joseph Rodriguez, San Jose State University

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Diversity

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New Engineering Educators

) in Fall 2020. Theapproach seemed suitable to support students to master the class learning outcomes, by movingfrom a breadth to a depth learning priority. The available research indicates that competency-based learning is ideal to support weaker students while maintaining rigor. It allows them to moveat their own pace and be more successful and confident as they gain a higher level of understandingin the required topics [1], [2].This paper utilizes quantitative and qualitative methods to show whether competency-basedlearning generates positive results in achievements and learning, and to understand whetherstudents positively reacted to mastery learning. The authors will answer the following researchquestions 1. What is the impact of CBL on

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

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Diversity

Tagged Divisions

New Engineering Educators

TAs did in the first term of remote learning worked;and carrying forward those practices into future remote instruction and instruction beyond theCOVID-19 pandemic may be recommended.IntroductionAccording to the 2019 Open Doors Report by the Institute of International Education (IIE), thenumber of international students studying in the U.S. was at its highest ever during the 2018-2019 academic year – almost 1.1 million students or 5.5% of the total population in highereducation [1]. In total, these students contributed over 44 billion dollars to the U.S. economy.And, of these students, over half pursued Science, Technology, Engineering, and Mathematics(STEM) degrees, with engineering remaining the most popular academic discipline among

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh

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Diversity

Tagged Divisions

New Engineering Educators

educational processflow. In this work, we present a survey-based study of the students’ opinions and perspectives onthree different remote teaching techniques, practiced in the school hosting this study. The studytakes place during spring and summer of 2020 and more than 500 students participated in it. Thefactors affecting the students’ experience in each method will be identified, and, accordingly, bestpractices for the instructors will be recommended to ensure students’ engagement and satisfaction.1. IntroductionSince COVID-19 [1] was declared a pandemic in March 2020, normal life as we knew it wasdisrupted. Many universities across the US and worldwide were forced to either end their springsemester early or switch to remote learning for what was

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

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Diversity

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New Engineering Educators

currently a contributing research member of the Renaissance Foundry Research Group.Dr. Robby Sanders, Tennessee Technological University Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Depart- ment of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU in 1995, and he obtained his Master’s degree and his PhD in Biomedical Engineering from Vander- bilt University in 1998 and 2001, respectively. His research efforts address 1) innovation-driven learning with a focus on student learning at disciplinary interfaces, 2) clinical diagnostics and therapeutics for dis- eases of the lungs, 3) wound healing, and 4) performance of soft gel

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen

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Diversity

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New Engineering Educators

reported 19% of undergraduates reported a physicalor cognitive disability (see Table 2-6 of [1]). Students with disabilities are those who reportedthat they had one or more of the following conditions: blindness or visual impairment that cannotbe corrected by wearing glasses; hearing impairment (e.g., deaf or hard of hearing); orthopedicor mobility impairment; speech or language impairment; learning, mental, emotional, orpsychiatric condition (e.g., serious learning disability, depression, ADD, or ADHD); or otherhealth impairment or problem. However most disabilities are not reported to the institution orcourse instructors. For example, Previous research showed 75% underreporting of students witha wide spectrum of disability, i.e. only a quarter

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

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Diversity

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New Engineering Educators

: Testing Brookfield’s critical incident questionnaires effectiveness in improving student learning [WIP]IntroductionStephen Brookfield’s Critical Incident Questionnaire (CIQ) is a formative assessment tooldesigned to help faculty better understand their students’ behavioral responses to key factorsaffecting learning in a traditional (face-to-face) classroom. Grant and Trenor claim the CIQ holdspotential for building grounded theory in engineering education [1, p. 13]. CIQs have also beenidentified by Phelan as being “particularly valuable in an asynchronous online learning contextwhere students are typically geographically isolated from one another.” [2, p. 1]. This paperdescribes how a

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

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Diversity

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New Engineering Educators

throughexperimentation, analysis, and modeling. To prepare for teaching, most of us acquirethe same knowledge, except for a stint as teaching assistants; we receive almost notraining in how to impart it to students. Fortunately, there is now a well developedscience of human learning that has been very explicit in the ways in which studentsshould learn, and how teachers should teach (1, 2). Further, they address differentlearning styles (3, 4), focus explicitly on communication, teamwork, and leadershipskills (5, 6), and stress on educating students for life by helping them learn how tolearn. (5, 7)“Skilful engineering teachers” are those who are committed to the profession, and atthe same time, do possess knowledge in three domains: engineering knowledge (i.e

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

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Diversity

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New Engineering Educators

consultationsSince this list varies, many resources emphasize to candidates the importance of identifyingwritten and unwritten expectations for tenure at their institutions as soon as possible.1-4 Once acandidate has identified the criteria, Wankat and Oreovicz3 suggest creating a schedule fortechnical research and publishing over their entire probationary period. Candidates are alsoadvised to keep a record of activities to ensure nothing is missed in their portfolios.3PurposeDuring graduate school, I attended workshops for future faculty and compiled a reading list fornew faculty. When I started my tenure-track position, I had a little bit of time to look at a fewpages of the book on my reading list. I also consulted mentors about advice on how to get off

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University

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Diversity

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New Engineering Educators

-long learning28. Most engineering educators would agree thateducating future engineers in a strong knowledge of fundamentals is no trivial goal; and the taskbecomes more profound when educating students in large lectures31,59. Due to budget pressures and the attractive possibility for cost reduction, numerouscommuter schools in general, including SJSU, have chosen the route of teaching fundamentalclasses in large lectures10,42,27,54. As in any debatable topic, the discussion of large lectures hasbirthed two schools of thoughts. Christopher’s12 study found the following:1. The proponents of large lectures argue that large lecture classes generate the numbers, which provide other faculty the opportunity to teach special topic

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Matthew Walker, Ohio Northern University

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Diversity

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New Engineering Educators

traditional grading schemes to effectively assess student competency andachievement has been called into question by Sadler [1], among others. Guskey notes five keyobstacles to grading reform. He notes that grading has long been viewed as a means ofdifferentiation between students rather than a tool by which to assess a student’s competency andcommunicate that assessment to relevant stakeholders. [2] Recently, however, educationalresearchers and practitioners have begun to question the efficacy of such a perspective.Standards-, criteria-, or objectives-based course design has emerged as a possible path forwardfor the grading reform efforts. The central premise of such systems is the alignment of courseassessments with clearly delineated course

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

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Diversity

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New Engineering Educators

Efficient) Teaching (Work in Progress)IntroductionThe paper is the result of a Faculty Learning Community (FLC) [1] within the college ofengineering at the University of Delaware. The FLC was initiated, with the help of a $4k grantfrom the University’s Center for Teaching and Learning, to create a series of short guides oneffective teaching practices that distill the literature on various topics into actionable steps anyfaculty member (particularly new faculty) can implement. The FLC consisted of members fromall departments within the college of engineering and a single colleague from the college ofeducation with expertise in professional development (7 members total). All

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

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Diversity

Tagged Divisions

New Engineering Educators

, aligning learning outcomes to assessments and teachingactivities, methods for active learning, and strategies for effective classroom presentation. Theworkshop curriculum was centered around the following goals: 1) promoting broader awarenessof alternative teaching strategies for STEM classrooms, 2) increasing faculty comfort level inusing alternative teaching strategies, 3) increasing adoption of active learning and otherevidence-based pedagogies, 4) building a campus community dedicated to improving teaching,and 5) increasing multi-disciplinary collaborations amongst faculty attendees. The purpose ofthis paper is to provide an example of a model workshop designed to help new faculty engagestudents in STEM disciplines, and includes the planning

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

[1], this diversity is not uniformly spread across campuses. The majority ofcollege students in the United States attend public institutions regardless of racial or ethnicbackground [2]. It may appear from aggregate data that diversity at varying institution types(public vs. private, two-year vs. four-year, etc.) follows national demographic trends, however,these numbers are confounded by the distinctly different demographics found in HistoricallyBlack Colleges and Universities [3], Hispanic Serving Institutions [4], and Tribal Colleges [5].At these institutions, the race or ethnicity served is disproportionately represented compared tonational demographics.The modules described here focus on exposing students to perspectives that stem from

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

Tagged Divisions

New Engineering Educators

with, but one that may not be completely understood in terms of breadth orimportance. Academic integrity violations can range from cheating through premeditation bybringing restricted materials into an exam to glancing at another student’s exam [1]. Violationsof academic integrity can involve plagiarism, which includes taking the words or ideas ofanother person and passing them off as one’s own [2], or can involve working with otherstudents on an assignment when the expectation was that homework should be completed alone[3]. Although most universities define academic integrity similarly, the ways in which this areaof policy and education differ tremendously across institutions [2]. The concept of academicintegrity is something that students

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dimitra Michalaka P.E., The Citadel; Michael Golub, Indiana University Purdue University, Indianapolis

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Diversity

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New Engineering Educators

Test”14 during the first day of the class and email their results to the professor. Thefree online “Jung Typology Test”14 is based exactly on the concepts and categories of the CarlJung’s and Isabel Briggs Myers’ personality test and consists of 72 yes-no questions. Students’personality types were tabulated and grouped in four different categories (quadrants) based on astudy from Keirsey15. Table 1 illustrates the personality type quadrants.Table 1 Personality Type Quadrants.15,16 Rationals Idealists Artisans Guardians (Quadrant 1) (Quadrant 2) (Quadrant 3) (Quadrant 4) ENTJ – INTJ ENFJ – INFJ ESTP – ISTP ESTJ – ISTJ ENTP – INTP ENFP – INFP

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

and transgender (LGBT) individuals in U.S.workplaces often face disadvantages in pay, promotion, and workplace experiences.1-7 It is stilllegal in many states to fire LGBT persons due to sexual identity or gender expression.8 Recentscholarship on the experiences of LGBT students and professionals suggests that thesedisadvantages may be particularly pernicious within science and engineering-related fields, giventhe patterns of heteronormativity and heterosexism documented therein.9-12 LGBT faculty inscience, technology, engineering and math (STEM)-related departments face harassment anddiscrimination, marginalization, and chilly departmental and classroom climates.10 In a study oftwo NASA centers, furthermore, LGBT professionals encountered

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

(laser pointers used by students) that aims to solve the shortcomings of these popularmethods. I have used this method in some of my classes with largely positive results. I willdiscuss how this can been used and how it compliments many of the common methods currentlyin use, while providing superior functionality.Current popular methods for in-class student feedbackThe popular methods commonly used for getting student feedback1,2 are listed in Table 1,alongwith their performance on a set of criteria listed in the first column. The first method(students raising hand) satisfies most of the criteria listed in the table but suffers majorly fromtwo big drawbacks. First, it is not able to involve introverts in an engineering classroom (thatnumber

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 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

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Diversity

Tagged Divisions

New Engineering Educators

and homework is moved from home to classroom. We chose one of thefoundation courses in engineering and engineering technology, ENGR 2110: Statics formodification so that this model could be expanded to other engineering courses. Our revitalizedcourse differed from a traditional in-class and a complete online course in the following ways: (1)Lectures were summarized in 5-20 minute videos that include important concepts from thechapter/topic, one/two worked examples, and 3-4 homework/practice problems. These synopsisvideo lectures were made available to students in advance so that students could learn and preparefor the lectures/problem sessions. The lecture time was devoted to reciting the key concepts,working problems in class and identifying

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet

Tagged Topics

Diversity

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New Engineering Educators

faculty on how they can incorporate civility concepts into their subjects andclassroom management.Keywords: civility, soft skills, golden rule, culture, components of civility.IntroductionAn important role for faculty in every academic program is to provide students with the skillsnecessary for career success. In today’s competitive employment environment, proficienttechnical skills are a starting point for initial job opportunities. However, for sustained careersuccess, technical skills need to be supplemented by the ability to effectively interact with co-workers, customers, and other professionals.1 Often referred to as “soft skills,” universities needto provide training to engineering and technology students on these social or people

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

shadow that engineer at his/her job for a half day.Survey feedback from this experience indicates the students who participate find it valuable.Table 1 below provides the 10 questions from the shadowing survey completed by participatingstudents, along with average responses. Note that a 7-point Likert rating scale was utilized. Table 1 – Shadowing Survey Questions and Average Responses Q1 I feel this experience was a rewarding and valuable experience. 6.9 Q2 I now have a better understanding of what a full time job in engineering is like. 6.8 Q3 I gained new knowledge by participating in this experience. 6.8 Q4 This experience supported/enhanced my career goals

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

, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University; Neal A Lewis, University of Bridgeport

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Diversity

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New Engineering Educators

.), and Ph.D. in Industrial Engineering (University of Pittsburgh). Prior to entering academia, Dr. Nicholls was a practicing industrial engineer in the freight transportation industry. Address: Donald L. Harrison College of Business, Southeast Missouri State University, One University Plaza – MS 5815, Cape Girardeau, MO 63701; telephone (+1) 573.651.2016; fax: (+1) 573.651.2992; e-mail: gnicholls@semo.edu.Dr. William J. Schell IV P.E., Montana State University Dr. William J. Schell holds a Ph.D. in Industrial and Systems Engineering – Engineering Management from the University of Alabama in Huntsville and M.S. and B.S. degrees in Industrial and Management Engineering from Montana State University (MSU). He is an