Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

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New Engineering Educators

Paper ID #8774What Can Reflections From an ”Innovation in Engineering Education” Work-shop Teach New Faculty?Emily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is an NSF-funded PhD student in Engineering Education at Purdue University with a background in Mechanical and Industrial Engineering. Her interests include qualitatively exploring the experience of engineering students, impacts of personal epistemology, and curriculum and pedagogical design. She also enjoys engaging with engineering outreach.Mel Chua, Purdue University Mel Chua is a contagiously enthusiastic hacker, writer, and educator with over

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University

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New Engineering Educators

 faculty and students agree that ignoring classroom incivility is not an effective technique for stopping the behavior. 21,23 When surveyed, students reported that the most effective ways to respond to classroom incivility are to address the behavior immediately when it is hostile, or confront the student in private for inattentive conflict.23  The type of response inevitably will vary based on the observed behavior. Unprepared students can be given study guides or online quizzes, due at the beginning of class. Active learning techniques such as Think/Pair/Share or One Minute Papers can refocus all students on the topic at hand. When cheating is observed on homework, a reminder of academic integrity policies to the whole class may

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lea Marie Eaton, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

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New Engineering Educators

includes engineering positions at Detroit’s ”Big Three:” Ford Motor Company, General Motors Corporation, and Chrysler Corporation. At Stanford she has served a chair of the faculty senate, and is currently the Associate Vice Provost for Graduate Education.Dr. Helen L. Chen, Stanford University Page 24.1133.1 c American Society for Engineering Education, 2014 Students’ Perspectives on Homework and Problem Sets in STEM CoursesIntroductionHomework is an integral part of virtually every university-level course, and a critical componentof the learning experience for students. It is the main

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

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New Engineering Educators

Paper ID #8505People Matter: The Role of Peers and Faculty in Students’ Academic En-gagementDr. Melani Plett, Seattle Pacific UniversityDr. Denise Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University, Stanford, CA, in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Tech- nology, Atlanta, in 1989 and 1995, respectively. She received the M.Ed. from the University of Wash- ington in 2008. She is currently an Associate Professor with the Electrical Engineering Department, University of Washington, Seattle, and she

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

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New Engineering Educators

. Steps such as thisappear to have an effect, particularly when used in conjunction with classroom discussions onacademic integrity. Kerkvliet and Sigmund12 report that harsh warnings against cheating givenright before a test reduce transgressions by 13%, including an additional proctor reducestransgressions by 11% and writing multiple versions of a test reduces transgressions by 25%.Harding suggests that cheating will be reduced for tests which are not convoluted, do notoverwhelm the students, don’t require memorization, allow reference sheets, address onlymaterial covered in class and can be finished in the allotted time30. Harding further suggestsallowing students 4 times the amount of time it takes the instructor to complete the

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

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New Engineering Educators

motivation of career changers is a potential area for additional investigation.Once motivations are understood, it becomes important to understand the different types ofacademic positions and how they may or may not integrate with the motivations of a careerchanging engineer.Types of Academic PositionsConsidering the importance of personal motivation factors and the decision processes notedabove, it is critical to understand how motivations fit into the varied roles available within theacademy. This section provides an overview of the literature describing the potential options andrequirements for engineering related faculty positions. One of the first realizations in searching

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; Carl Nelson Blue, University of Southern Maine

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New Engineering Educators

bodily-kinesthetic intelligence”3 to name a few. Gardener views intelligence as an individual’s abilityto solve problems or create products that are valued by society. The implication for teaching andlearning is that instructors need to vary the inputs and have a repertoire of strategies forfacilitating learning. The more ways we find to process material, the stronger learning becomes.We need to recognize there’s no “one best way.”Learning is enhanced in an enriched environment. The physical environment of the classroom iscertainly important (aesthetics, climate, etc.), but so too is the learning environment that wecreate to get students to use their minds well. An enriched learning environment is a settingwhere students are actively engaged in

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer L.W. Carter, Case Western Reserve University; Brian Yuhnke Jr, Case Western Reserve University

Tagged Divisions

New Engineering Educators

contemporaryideologies, a material agnostic approach, computational materials science and engineering, andprepare students to work on interdisciplinary teams. With the above stated goals, a sophomoreyear course was redesigned and renamed from “Introduction to Materials Science” to “MaterialsProperties and Design”. The instructor chose to both add additional content and use pedagogies toaddress each of the goals of the newly redesign curriculum. Contemporary ideologies were broughtinto the classroom by adding content at the end of each section to discussion how the topics pre-sented in class were applicable to existing and new real-world applications. A materials agnosticapproach was implemented by utilizing the integrated version of the Callister textbook.1