Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

institutionalsupport. A total of 69 full-time faculty members were invited to participate in the survey, and 42of them (61%) completed the survey. The primary results were: (1) Assistant and associateprofessors think that their actual teaching load is heavier than their ideal teaching load. (2) Fullprofessors feel that they maintain a good balance between their teaching and scholarly activitiesand incorporate their research into teaching. (3) The faculty perceive different levels ofperformance expectations from the university, college and departments. (4) The faculty perceivethat the reward system for excellent teaching is vague and insufficient in contrast to the rewardsystem for scholarly activities. These results can be used to develop appropriate

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ajit D. Kelkar, North Carolina A&T State University; James G. Ryan, Joint School of Nanoscience and Nanoengineering

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

program will support many of the current and planned Research Clustersincluding: (1) Advanced Materials & Nanotechnology (new nanoengineered materials andmanufacturing processes); (2) Energy and Environment; (3) Biotechnology and Biosciences(new materials & applications of nanoscience in biology, agriculture and medicine); and (4)Computational Science and Engineering (computational aspects of nanotechnology) that are keytechnology areas for the current and future scientific, engineering and technology needs of thenation and the world. The rapidly spawning array of nanoengineered materials and techniques and theirapplications in research laboratories globally hold great promise for new nanoscale engineeringsystems and technologies

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

exercise no later than the end of the fourth week in all of your classes. Please review your responses, then make an appointment to see me so that I can review the cards with you and, if necessary, discuss ways that improvements can be made based on the students’ input. In this way I can effectively work with you to help you become both a better instructor and more in tune with the expectations of a typical ONU engineering student. If you have any questions please feel free to stop by my office. Page 22.1060.3 Figure 1. Body of email sent by mentor explaining index card assessment process.While the use of such

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brock E. Barry, U.S. Military Academy; Maj Jonathan Bodenhamer, U.S. Military Academy, Department of Civil and Mechanical Engineering; James J O'Brien Jr., American Society of Civil Engineers

Tagged Divisions

New Engineering Educators

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

outlier studentbiased the overall summary. To deal with this, a better method might be employed.To start, we want to convert the Likert scale responses to a numerical value. A “Strongly Agree”response is provided a value of 5, an “Agree” is provided a value of 4, a neutral response isprovided a value of 3, a “disagree” is provided a value of 2, and a “Strongly Disagree” isprovided a value of 1. For each class, we can then calculate a numerical average in the rangebetween 1 and 5 by adding the individual scores together. To aggregate this data across multiplesection, we simply, employ a weighted average and sum these results across all classes.Using such a method, a professor may set a goal of no result below a 3.75. As with the previousmethod, it

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

sendmessages about their beliefs by what they do and say.”1 If you ask engineering students manywill respond that that is what their instructors are. The effort should be then to convince facultyof their role (model) in the everyday action of teaching.When you think about it, do any of these faculty ever mention the response that they receive whensending material into journals for review? With the amount of writing that is done, the amount ofpresenting that goes on, and the level of intellectual thinking that goes into the text produced; itwould seem natural that this kind of information would be enlightening to students in everyengineering course. This then fits in quite well with comments by individuals who believe in theintrinsic value of role

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahesh Aggarwal, Gannon University; Karinna M Vernaza, Gannon University

Tagged Divisions

New Engineering Educators

. These categories are groups into three major areas: Teaching, Scholarship andProfessional Development, and Collegiality and Service. Tables 1 -3 present the categories undereach area. Table 4 states the specific requirements for tenure and advancement in rank toAssistant Professor, Associate Professor and Professor.Table 1: Categories under Teaching Area before year 20001 Supports and contributes to the mission, goals, and objectives of the University2 Demonstrates currency in knowledge of subject matter and methodological procedures of one's discipline3 Is proficient in presenting subject matter and methodological procedures of one's

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

, limited in-class time, students’ perceptions of learning through open-endedproblem solving, and the training of a large number of teaching assistants involved in the course.Since the Fall of 2002, revisions to the MEA instruction and assessment have been dynamic.MEA reformers – those involved in MEA curriculum reformation - have continuously updatedtheir understanding of the students, faculty, and teaching assistants (TAs) involved in MEAimplementation. The universality and dynamic nature of MEAs makes it a suitable site for PRtraining (or graduate student training) in curriculum instruction and development.In the Fall of 2010, the PR was responsible for training TAs to implement two MEAs: 1) TravelMode Choice MEA – which requires students to

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

environments.BackgroundThe development of teaching workshops has occurred at the university, regional, and nationallevels; the focus of the material presented in these workshops can apply to a specific area (e.g.,engineering) or can provide universal principles with examples of implementation in varioussubject areas. With workshop times being either short with various meetings throughout theterm/year or concentrated periods of eight hour days for 1–5 days, education experts expose bothnew and seasoned instructors to practical teaching pedagogy and effective classroommanagement. These workshops often emphasize research-based methods including use of clearlydefined learning objectives and implementing active learning techniques in the classroom. Theauthors each

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

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

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology

Tagged Divisions

New Engineering Educators

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

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

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

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Faizal Karim, University of British Columbia

Tagged Divisions

New Engineering Educators

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

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

process that begins without apreconceived notion of what the final product should look like, and allows constituents to take amore meaningful and creative role in developing program educational objectives.To reiterate and paraphrase the governing constraints on program educational objectives, theymust be (1) based on the needs of the program’s constituents, (2) consistent with the mission ofthe institution, (3) consistent with the ABET criteria for engineering programs, (4) published, (5)periodically assessed to determine the degree to which they are attained, and (6) periodicallyreviewed for currency with regard to the needs of the program’s constituents. In addition, (7) allrelevant processes must be documented. A contingent constraint is that

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Grau, University of Alabama; Guillermo Mejia, University of Alabama and Universidad Industrial de Santander

Tagged Divisions

New Engineering Educators

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

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

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

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

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

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

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

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

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

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

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

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

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

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

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

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

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