Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Divisions

New Engineering Educators

platforms, which extend or compliment the LMS features and allow the instructorto provide their desired feedback. This paper summarizes the features of eight additional toolsthat can be used to expand feedback and assignments in engineering courses.References[1] M. D. Svinicki, and W. J. McKeachie, McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers: Wadsworth Cengage Learning, 2014.[2] S. Navaee, “Application Of Technology In Engineering Education,” Portland, Oregon, 2005.[3] G. M. Nicholls, W. J. Schell, IV, and N. Lewis, “Best Practices for Using Algorithmic Calculated Questions via a Course Learning Management System,” New Orleans, Louisiana, 2016.[4] A. Jones

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

and Y. Amannejad, “Evidence-based Best Practices for First-year Blended Learning Implementation,” in Proceedings of 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, June 24-27, 2018.[9] H. Chang, F. W. Ngunjiri, and K. C. Hernandez. 2016. Collaborative Autoethnography. NY, NY: Routledge.[10] R. McCord, C. Hixson, E. L. Ingram, and L. D. McNair. 2014. Graduate student and faculty member: An exploration of career and personal decisions. In Proceedings of the 121st ASEE Annual Conference and Exposition. Indianapolis, IN.[11] J. S. Cicek, P. K. Sheridan, L. A. Kuley, and R. Paul. (2017). Through ‘Collaborative Autoethnography’ Researchers Explore Their Role as Participants in Characterizing the Identities of

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University

Tagged Divisions

New Engineering Educators

impact made to the students in their assigned classwas low, attributed to having no creativity within the rigid training structure [7]. A study byShannon [11] revealed that TAs who attend departmental training were more likely to havepositive ratings in the classroom, but the best UGTA training was viewed as prior experiencewith teaching. Small amounts of training (1 day or less) that often focus on university anddepartment policies do not provide enough time for UGTAs to learn and more importantlydevelop a comprehension of pedagogical skills, limiting the professional development achieved.From a small sample size of 6 graduate TAs at Texas Tech University, survey results suggestedthat graduate teaching assistants view preparedness, fair grading

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

be due to a number of factors such as how TSE influences teacher classroom practices,instructional strategies, and climate of the learning setting [29].In comparison to K-12 settings, research on the impact of instructor TSE on students in highereducation is more limited, especially for TAs. Most research on TA TSE in higher education hasfocused on measuring levels of TSE and identifying contributors to TSE, such as professionaldevelopment, previous teaching experience, and background characteristics [30]–[36]. Shannonet al. [37] measured student ratings of TAs and found that prior teaching experience, but notdepartmental TA training, was significantly associated with higher student ratings of TAefficacy. Shannon et al. [37] suggest that