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

effective. TheOffice of Strategic Research Development of the Texas Engineering Experiment Station (TEES)at Texas A&M University has held proposal development workshops targeting juniorengineering faculty and young investigator programs, especially the National ScienceFoundation Faculty Early Career Development (CAREER) Program, for almost 10 years as wellas individual follow-up with the participants. Attendance and feedback from these workshopshas resulted in several levels of workshops to address different needs and audiences, includingworkshops across our university system campuses on varying aspects of overall grantsmanshipthrough regional campus research initiation workshops, graduate student fellowship seminars,presentations at graduate

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

enable them to grow in both of these areas.This year a series of workshops were designed and developed for the varied needs of the faculty,both experienced and new, in the art and practice of undergraduate engineering education. Whilethe workshops varied from a macro-level discussion of the School’s core competencies inteaching to two day-long workshops in the mechanics of teaching, collaboration was soughtacross campus lines and across different institutions, leveraging the experiences of thoseinvolved in similar endeavors in other academic or administrative units.This paper will document the benefits to the School including the sharing of “best practices” inteaching the various undergraduate courses, in much the same way as a local version of

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

AC 2012-3646: BUILDING A CLASSROOM CULTURE THAT PAVES THEWAY TO LEARNINGDr. Brian Swartz P.E., University of Hartford Brian Swartz is Assistant Professor of civil engineering at the University of Hartford. He received his degrees from the Pennsylvania State University, where he also taught for two years. He was a visiting faculty for one year at Bucknell University before joining the University of Hartford. He teaches courses in structural engineering and pursues research related to concrete bridges. Page 25.274.1 c American Society for Engineering Education, 2012 Building a

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

AC 2012-3178: ON THE COMPETENCIES OF ENGINEERING EDUCA-TORS IN THE ARAB GULF REGION: RELEVANT THOUGHTS, CUR-RENT PRACTICES, AND CHALLENGESDr. Waddah Akili, Iowa State University Waddah Akili has been in the academic arena for more than 37 years. He has held academic positions at Drexel University, Philadelphia, Penn. (1966-1969), at King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia (1969-1987), and at the University of Qatar, Doha, Qatar (87-00). Akili’s major field is geotechnical engineering and materials. His research work and experience include characterization of arid and semi arid soils, piled foundations, pavement design and materials, and concrete durability. His interests also include

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

Course Compared to Two Previous SemestersWhen this information is compared to the time data survey in Figure 4, this seems to indicate thatthe current semester students learned to study more efficiently. The current semester studentsspent less time preparing for each class and yet they either improved or had no statistical changefor their grade on three of the four exams. This answers the second research question that theirstudying efficiency did improve as a result of their self-assessment.Test grades are the best surrogate of student learning but overall performance in a class does notindicate whether or not individual students learned the material better throughout the semester.Moreover, the above

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

Bachelor’s Degree Attainment,” (http://www.ed.gov/pubs/Toolbox/toolbox.html).2. Anderson-Rowland, Mary R. (1997). “Understanding Freshman Engineering Student Retention through a Survey,” Proceedings, American Society for Engineering Education Annual Conference and Exposition.3. Astin, A.W. and Astin, H.S. (1992). “Final Report: Undergraduate Science Education: The Impact of Different College Environments on the Educational Pipeline in the Sciences,” Higher Education Research Institute, Graduate School of Education, UCLA.4. Beckett, Andrew and Marrero, Tom (2005). “Freshman Interest Groups: Creating Seamless Learning Communities to Enhance Student Success,” Proceedings, American Society for

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

a Large Freshman Engineering Course,” Proceedings of the 2009ASEE Annual Conference and Exposition, June 14-18, 2009, Austin, TX.3. Robson, V., Lohani, V. K., and Muffo, J. 2008. “Assessment in Engineering Education, Book Chapter inAssessment in the Disciplines,” vol. 3, Assessment in Engineering Programs: Evolving Best Practices, Editor:William E. Kelly, pp. 173-192, Association for Institutional Research, Tallahassee, FL.4. Lohani, V.K., Sanders, M., Wildman, T., Connor, J., Mallikarjunan, K., Dillaha, T., et al. 2005. “From BEEVT Page 25.135.11to DLR - NSF supported engineering education projects at Virginia Tech,” Proceedings

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

. Instead of grading for total level of learning, wespent an exorbitant amount of time focused on trying to make sure we “nickel and dimed” everystudent equally, consistently assessing the same penalty for the same errors. In a sense, precisegrading became more important than measuring student learning. As a result, we missed theforest for the trees and were less prepared to adjust course topics and class lectures for theoverall goal of student learning. For even the best designed rubric cannot accurately reflectstudent learning without including instructor intuition.After a semester grading against a rubric, our instructor intuition and grading confidence quicklygrew. Within this maturation process, we became more adept at focusing on the overall