Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

can create and administer surveys for free, and with minimal investment of time.This paper reports on a semester-long experiment with daily feedback, and how itinfluenced instruction.1. IntroductionFor many faculty, student course evaluation is a stressful process. Student evaluations areoften the primary means of evaluating teaching. They can have an impact on performancereviews, tenure, and promotion. Coming at the end of a course, they are summative innature; that is, they measure what has occurred. There is no opportunity to adapt until thenext time the course is taught, and even then, the set of students is entirely different. Itwould be much better if faculty could get feedback during the course instead of at the end.This kind of

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

liability. To this end, it was found thatthe learners were exceptional students since the shared grades affected their classmates.Martinazzi7 presented four findings: 1. Students believe when one succeeds, all succeed. 2. Face to face interaction supports student’s efforts and motivates them to learn. 3. When individual (team) responsibility and accountability are stressed, it (learning) is taken seriously by the students. 4. Working together requires developing social skills such as leading, teaching, reaching consensus, resolving conflict and communicating.The students in this project initially had reservations but after agreeing to participate they found

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University

Tagged Divisions

New Engineering Educators

assessment strategy include:1) Establish goals and desired educational outcomes for the degree program, which mustinclude 11 outcomes2 (designated “A-K”) identified by ABET as essential for allengineering programs2) Measure whether graduates of the program are attaining the goals and outcomes3) Use the data collected in step 2 to identify opportunities for improvement, and modifythe program accordingly4) “Close the loop” by assessing whether the changes led to improved attainment ofdesired outcomes1According to Gloria Rogers3 the most difficult part of the process, and one which mostengineering programs do not do well, is “identification of a limited number ofperformance indicators for each outcome.” An outcome is a broad statement such as“The

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

remindus that “many undergraduate classes occur in large lecture halls where instructional practices areconstrained… such constraints include: student-teacher dialogue limitations, heavily lecture-based formats that encourage passive learners, and memorization of facts and formulas that passtests [yet] fail to achieve genuine understanding of STEM subject matter.”7The declining teacher-student ratio is the result of several factors, such as (1) diminishingresources for faculty and/or graduate teaching assistants, (2) an inclination toward enlisting onlyuniversity faculty with the highest possible degree, (3) a trend toward learning methods thatdepend less on instructor-based pedagogy and foster either individual/solitary responsibility forlearning

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

typical of senior level faculty whose years of effort and contributions in their fieldshave led them to be selected to serve on various committees and commissions related to theprofession.1 Boyer’s view of scholarship resulting from service activities at the highest level ofone’s profession has limited applicability for new engineering educators who are often juststarting out in their professional field. In order for a new engineering educator to use service as a Page 15.849.2scholarly activity, they must not merely serve, but they need to produce a scholarly publicationas a result of that service.Some of the general types of service activities

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Bruce Harding, Purdue University; Paul McPherson, Purdue University

Tagged Divisions

New Engineering Educators

standards while ANSI certifies standards as meeting the criteria to be anAmerican National Standard (ANS). Increasing educational awareness about standardization is one of twelve primaryobjectives of the USSS (1). To that end, over the past several years standards professionals haveconducted studies to determine how professors are incorporating standards into currentcurriculums. In parallel, other attempts have been made to increase students’ awareness ofstandards by imposing minimal requirements for standards use within specific engineering andtechnology ABET requirements. Yet the question of how to adequately implement the practiceand application of standards into curriculums still remains largely unanswered. Among standards

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Charlotte Erdmann, Purdue University; Bruce Harding, Purdue University

Tagged Divisions

New Engineering Educators

additionally includes a literature review on aspects of the case study project, overviewof information literacy standards, description of related engineering and technology accreditationrequirements, and integration of information literacy into the curriculum. The case study and its Page 15.841.2evolution in a changing information world is related from the viewpoint of both instructionalfaculty and library faculty. Student learning experiences are also characterized.Literature ReviewErdmann and Harding (1988) first described the Treasure Hunt in “Information Literacy: Needs– Skills – Assignments” 1 and discussed the definitions of library

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Christina Howe, University of Evansville

Tagged Divisions

New Engineering Educators

the student when encouraging young women tostick with engineering, and it is a very empowering experience. In the full paper, ways toovercome the challenges discussed will be explored in greater detail.IntroductionIt comes as no surprise that the number of female faculty members in engineering is quite low. In2006, a reported 10.8% of tenure and tenure-tracked engineering faculty were female and 5% offull professors of engineering were female1. While these percentages are significantly larger thanthose of 1985 (2.1% and 1% respectively), they still remain low when compared with otherfields. The National Center for Education Statistics reported in 2007 that 53.7% of faculty werefemale, leaving engineering behind at its 10.8%2. Because of this

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering; Roger Frankowski, Milwaukee School of Engineering; Cory Prust, Milwaukee School of Engineering; Steven Reyer, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

answer the following questions without consultationwith anyone or with the review process documentation.1. “What is the purpose of the CFARC Process?”2. “How is the University affected by the Process?”3. “How is the faculty member affected by the Process?”4. “Who are the stakeholders in the Process?”5. “How should a new faculty member prepare for the Process?”The questions were intentionally open-ended, eliciting candid responses from the groupmembers.Question 1 – The PurposeThe CAO’s responses included both broad analyses and detailed facts. He cited the purpose asincluding “faculty accountability,” “faculty growth,” “positive reinforcement,” “constructivecriticism,” and “sharing of best practices.” That is, the purpose is to ensure

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Henry Louie, Seattle University

Tagged Divisions

New Engineering Educators

application are provided.1. IntroductionContemporary studies have demonstrated that active learning methods can increase the masteringof subject matter by students as compared to the traditional passive lecturing method 1–4 . Activelearning covers a wide spectrum of activities with the common characteristic that the studentsindividually, in groups or as a whole are involved in an activity that requires them to work withthe subject matter being taught 2. An active learning enabling technology that is beingincreasingly utilized is the Audience Response System (ARS). ARS are also known as electronicvoting systems, interactive voting systems and by other generic and trade names.The ARS facilitates a bi-directional learning experience by allowing each

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

individual funded scholarship foci. Severalexcellent resources exist to assist new faculty as they develop their individual teaching styles,[1-5]but in the authors’ experience practical advice is lacking for new faculty to develop andaccelerate their scholarship productivity. Therefore, this paper will provide practical advice andindividual experiences in operating as an untenured faculty scholarship team.Rochester Institute of Technology is a teaching institution focused on career-oriented educationenjoying a good reputation regionally. Like many universities the institution is in the process ofrefocusing faculty priorities toward more research and scholarship than has been done in thepast. Because many faculty have not been research-active, it is

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Faruk Yildiz, Sam Houston State University

Tagged Divisions

New Engineering Educators

since Fall 2008 semester.1. IntroductionLaboratory safety is very important, particularly in undergraduate laboratories where studentsdevelop practices and habits initially that they may carry with them throughout their futurecareers [1-3]. Because this importance is generally agreed upon, undergraduate engineering labsinclude some amount of safety training, encompassing at a minimum a long list of safety rules [4-5] . These rules are often explained on the first day of lab, along with the course syllabus. Despiteof safety precautions, however, some accidents, near misses, and laboratory rule violationscontinue to occur either intentionally or accidently. Two major causes for these continuing safetyviolations are forgetfulness and complacency

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

and competence are low.Combine this state of development with the need to present 3-6 hours of new material each weekper class in an engaging and meaningful way, and it’s a wonder we didn’t hit the highway andhead back to what we’d known!Depending on the mode of instructional delivery, preparation for a single hour-long class cantake 1-6 hours, based on content, level of familiarity with the subject, and degree of calculationsrequired to be performed at the front of the class. Among faculty, the term “new course prep” isoften met with pitiful gasps and painful expressions typically reserved for dental surgery orcompound fracture wounds. One of the greatest challenges coming from industry has beendealing with the need to dust off areas of

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

number of junior faculty either leave prior to their application for tenure or do notsurvive the tenure process. Previous studies indicate the process used to select junior faculty forhire is not a successful predictor of those who will achieve tenure 1. Despite the motivation toretain high quality junior faculty due to limited institutional resources, these same limitedresources can inhibit efforts to create successful faculty retention programs.Even more challenging is the process of recruiting and retaining diverse faculty, in particular inscience, engineering, and mathematics. From 1999 to 2007, 18% of bachelor’s degrees and21.1% of doctoral degrees in engineering were awarded to women. However, only 12.3% oftenured or tenure-track faculty

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Rungun Nathan, Pennsylvania State University, Berks

Tagged Divisions

New Engineering Educators

isabout “Fill-in Worksheets”, a tool that was developed to increase student engagement inclassroom and allows for incorporating PBL, AL and CL along with Peer Instruction (PI).The paper describes the steps and thought process that was used in developing the fill-inworksheets over the past several years. The worksheets have enabled the author toincrease student engagement, include AL, CL and implement PI in the classroom.Introduction“Educators, researchers and policy makers have advocated student involvement forsometime as an essential aspect of meaningful learning.”1 To engage students, educatorshave used techniques like active2 and cooperative learning3, 4, inquiry and problem basedlearning, team projects, service learning and undergraduate

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

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego; Thomas Doyle, McMaster University; Rachid Manseur, SUNY-Oswego

Tagged Divisions

New Engineering Educators

demanding, is often a pleasant part. Marking papers and assigning grades are anessential component of the evaluation process, which may be more difficult than initially assumed.Moreover, student grades do bear weight on student evaluation of teaching (SET) scores [1], which mayimpact the future tenure and promotion of the faculty. Grading and student motivation for learning arerelated [2], although student motivation is not simply helped by high grades [3]. If the SET scores are notappropriate it is often very difficult to improve the scores without professional advice [4]. Someresearch shows that faculty can improve SET scores by giving higher grades [5-9].In North America (but not only) the letter grade (LG) system is used in the student

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Chin, East Carolina University; Nancy Study, Virginia State University

Tagged Divisions

New Engineering Educators

requirements addressed are applicable tovirtually all peer reviewed journals.IntroductionAccording to the Timken Science Library’s Guide to Library Research in Science1, the researchpublication cycle includes the production,dissemination, and assimilation ofscientific information in primary,secondary, and tertiary sources—seeFigure 1. That is, once new knowledge isproduced, it is disseminated throughprimary sources such as nonformal,preliminary, and formal means. TheEngineering Design Graphics Journal isan example of a primary source. Then theknowledge is assimilated throughsecondary sources such as bibliographies,indexes, abstracts, and catalogs. TheEducational Resources InformationCenter (ERIC), an online digital libraryof education research and

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Melissa Roberts, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen Hein, Michigan Technological University

Tagged Divisions

New Engineering Educators

15.1384.2The path students take to complete the first-year engineering program is dependent upon theirmath readiness. The majority of the first-year engineering students are calculus-ready.Approximately 25% of the entering class are enrolled in pre-calculus with a few students whoare enrolled in preparatory math. Students who are calculus-ready take the traditional track forfirst-year engineering students (ENG1101 followed by ENG1102). Students who are in Pre-Calculus are on an alternate path (ENG1001, ENG1100 and ENG1102). This path wasimplemented so that students can take an engineering course while they are in Pre-Calculus. Thisstructure has improved retention of students who are not ready for Calculus.1 Students who startin Pre-Calculus take three