Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

New Engineering Educators

AC 2012-5142: IMPLEMENTING A BRIDGE CAMP AND INTRO. COURSE:LESSONS LEARNED FROM A PHASE 1 STEP GRANTMs. Summer Dann , Louisiana State UniversityPaige Davis, Louisiana State University Paige Davis has 22 years of experience in the College of Engineering at Louisiana State University. For the past two years, she has directed a study abroad program specifically designed for engineering students. In addition to teaching, she assists with the STEP program. She received her bachelor’s degree in engineering technology and master’s degree in industrial engineering.Dr. Warren N. Waggenspack Jr., Louisiana State University Warren N. Waggenspack, Jr. is currently the Associate Dean for Academic Programs in the College of

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

New Engineering Educators

semester were:ECS Core Competencies in Teaching, Academic Integrity Update, and Innovation andCreativity in the Classroom.Seminar 1 – ECS Core Competencies in TeachingThe overall seminar series had four primary objectives: to intentionally refocus on one ofthe ECS’s Core Competencies, excellence in undergraduate teaching; to foster cross-disciplinary discussions within the School of ECS; and to promote the development of “bestpractices” in teaching. This first seminar was aimed at getting the faculty to identify whatcore competencies in teaching should be important for the School of ECS. Teachingexcellence is consistent with Baylor University 's Christian commitment, to do “…whateveryou do, you must do all for the glory of God.” (I Cor 10:31) or

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding P.E., Brigham Young University; James K. Archibald, Brigham Young University; Paul Richards P.E., Brigham Young University; Steven L. Shumway, Brigham Young University; Brian D Jensen, Brigham Young University

Tagged Divisions

New Engineering Educators

faculty member in research and citizenship,in addition to teaching demands, it is difficult for faculty to devote large amounts of time todevelopment activities. This is particularly true for young faculty who are trying to establishstrong research programs.Fostering a culture of excellent teaching and planning efficient and effective seminars has been agoal in our college. There are many possible ways to structure a program for teacherdevelopment.1 Programs may vary in topics covered, expected time commitment, involvementof outside experts, and whether the programs are mandatory. The purpose of this paper is torelate the lessons learned in our efforts to develop such a culture and program, and it is hopedthat our experience will help to inform

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Laurie S. Garton, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

approaching each of the proposal developmentelements will ensure faculty members submit their best effort, thereby laying a good foundationfor a beginning academic faculty researcher.IntroductionIn an effort to encourage faculty to submit more and better proposals to young investigatorprograms, our office developed a proposal writing workshop in 2003 for College of Engineeringjunior faculty. The first workshops targeted a single program, the National Science Foundation(NSF) Faculty Early Career Development Program (CAREER)1. We simply walked facultythrough the program solicitation, invited a past awardee to present lessons learned, handed out asample proposal, and outlined a timeline to get it all done before the deadline (Table 1

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert A. Chin, East Carolina University; I. Richmond Nettey, Kent State University; Edem G. Tetteh; Philip Weinsier, Bowling Green State University, Firelands

Tagged Divisions

New Engineering Educators

Teaching awards o Letters of support from others than those from the external reviewers.How can you find out what your P&T committee will *actually value* [sic] in time to dosomething about your "first impression"?• Find out (1) what the P&T committee members are doing, (2) what the institution is acknowledging and rewarding, and (3) what the in-your-field trends are and how they match the mission of the institution.Many technology colleges and departments are teaching focused with moderate to heavyteaching loads From [sic] conversations, it would appear that many universities are nowexpecting a research agenda from faculty with not so much reduced teaching expectations. Isthis observation true in general?• Generally speaking

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marcus L. Roberts, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy; Ryan Jay Silva, U.S. Air Force Academy

Tagged Divisions

New Engineering Educators

this initial common exposure to student-learning strategies contributed to the commonobservations we share within this paper.We believe these observations to be universally applicable to all instructors (beyond merelyElectrical Engineering or even engineering at-large) provided the following caveats are met: 1) alearning-centered environment for students is the underlying paradigm for the classroominstruction, 2) the course is required (e.g., a core class), and 3) the instructor/student ratio issmall (i.e., manageable).The observations cover a wide gamut of teaching/classroom strategies and execution, but hereare the observations we address in the paper. These observations are explored further within the

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

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.,their main disciplinary expertise and its related areas), pedagogical knowledge (i.e.,how students learn, effective pedagogies in achieving learning goals), andpedagogical content knowledge (e.g., how best to demonstrate procedures, relateconcepts, and correct students

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University; Randy L. Vander Wal, Pennsylvania State University

Tagged Divisions

New Engineering Educators

standardtextbook isn‟t employed.I. IntroductionIn many of today‟s classrooms, the textbook sets the stage. Accordingly, textbooks guideinstructional planning and classroom activities “by making content available, organizing it, andsetting out learning tasks in a form designed to be appealing to students.” 1 Whether or not to usea textbook in a college level class is a decision that may or not fall to the individual instructor.Some courses, particularly those that are required of all undergraduates in a major, often use a“standard” text selected by the department. Other courses may allow for more flexibility and aprofessor can decide whether or not to require a textbook as well as select the textbook.Researchers have advocated a variety of approaches

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian Swartz P.E., University of Hartford

Tagged Divisions

New Engineering Educators

engineering instructor. The recommendations fall into five categories: 1. Establish rapport with the class 2. Articulate clear learning objectives for the course 3. Structure the content and delivery to facilitate learning 4. Involve students in class time 5. Hold students accountable for learningThe lessons learned and the recommendations summarized here have led the author towardsimplementing the “classroom flip” strategy. The paper concludes with a summary of ongoingwork to evaluate the effectiveness of the flip approach.1.Establish Rapport with the ClassOftentimes students have a distorted perception of the educational process and the role of theteacher and learner in that process. They might hold the assumption that the

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu; Mehmet Cetin, Temple University

Tagged Divisions

New Engineering Educators

average values were reported as the basevalues for all the categories in both surveys of the control groups. Upon reading the reviewer’scomment the authors agree that the exact values should be reported and hence the exact valuesare given as shown in Tables 4 and 5.Paper is revised by including more results and explanation and less background information. Thefollowing are some examples. (1) Exact values are reported for all the 7 categories of the performance indices on the controlgroups as explained above.(2) 7 critical thinking issues were removed from the background information, and(3) Table 3 (consisting several examples of critical thinking questions connected to the activitiesshowing the various components of the critical thinking issues

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; William R. Marshall, Alief Independent School District

Tagged Divisions

New Engineering Educators

from peer reactions and should be encouraged to take responsibility for their ownlearning (i.e., taught to self-evaluate). Providing accurate feedback and helping students totake charge of learning can stimulate healthy minds. Page 25.469.3Improving Pedagogy with Differentiated InstructionA key concept in differentiated instruction is applying a proactive approach to the learning andteaching model. As 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 NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Wade, U.S. Military Academy; Robert J. Rabb, U.S. Military Academy; R. Clayton McVay, U.S. Military Academy; Peter Hanlon, U.S. Military Academy

Tagged Divisions

New Engineering Educators

things to do in the teaching profession is motivate and inspire students tolearn. There are numerous examples to motivate students as expressed by Barbara Davis. Theserange from incorporating different instructional behaviors to various ways to structure the coursesuch as de-emphasizing grades, giving feedback, and influencing student preparation. 1 Anotherobservation by James Lang is that “comprehension lies outside of the classroom.”2 With somuch student time spent outside of class preparing for tests and other requirements, instructorsmay not have a good idea for how students spend their time. It is this time outside of class that iscritical to learning. Chickering and Gamson argue that time on task and active learning leads tobetter

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny L. Lo, Virginia Tech; Tamara W. Knott, Virginia Tech; Thomas D. Walker P.E., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

involved.Because common tests may be given to a large population at one time, split into multiple rooms,there is generally no opportunity for whimsical changes during the testing time. Therefore, it’simportant to make the test as bulletproof as possible. In general, we have found that for a 20 MCquestion, 1 workout question test, it takes at least 1.5 hours to review a first draft of the test andat least 7 iterations to finalize the test with a teaching team of 8 faculty members. The amount oftime it takes for a majority of students to complete a test is also important. Have GTAs whowere not involved in creating the test take it to make sure timing is adequate.One of the challenges of a large common course is trying to maintain fairness across all

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

cooperatively. Googledocs serve much the same function, allowing more flexibility but less uniformity informatting. More powerful features are available through Google sites, which allow theinstructor to set up templates to track student progress, including the time that they havespent on the project. CATME/Team Maker is a tool for creating teams based on studentschedules or other criteria, and collecting feedback from team members on thecontributions of their partners.1. IntroductionOver the last 20 years, there has been a movement to adopt collaborative learning inengineering classes, based upon the results of studies that show it is decidedly moreeffective in promoting student learning. This trend has been coincident with the rise of theWorld-Wide

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Meredith, Pennsylvania State University, Fayette

Tagged Divisions

New Engineering Educators

successful completion of the course andexpress these as course learning outcomes in proper format.1 This step is also required as part of the ABET CQIprocess. If the course has already been taught, the course outcomes should already be included in the existingcourse syllabus and should be reviewed as part of your course preparation. I have always viewed this process asdeciding what will be covered on the final exam before I teach the first lesson. Keep in mind that your courseoutcomes are always a work in progress. In fact, it is a good idea to review and update them at the end of eachsemester, while everything is still fresh in your mind.Philosophy of TestingFrom my perspective, there are three purposes of a test: (1) the students learn what they