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

Tagged Divisions

New Engineering Educators

whatapproaches have been shown to work well for others; in other words, to consider evidence-basedteaching practices. The engineering education literature has provided such evidence-basedapproaches for introduction to engineering courses1, capstone courses2, and topic-specificcourses.3,4 It has also provided teaching guidelines for approaches ranging from teaching usingactive learning methods5, improving student self efficacy6 and retaining engineering students7. Page 24.977.2This paper summarizes other evidenced-based teaching practices which have recently emerged  from our collaborative research on the role of a student’s connection to community in his

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

among groupmembers. Learning how to acknowledge differences, arrive at consensus, set limits, andadminister fair sanctions to non-cooperative members are remembered and spoken of as Page 24.951.10more memorable than either the formal focus of the joint research undertaken by thegroup or the content of the course work in the program. The intensity of the groupexperience remains with the students long after graduation. Interestingly, this is as truefor students in groups that are marked by strong disagreements and personality clashes asit is for those groups that are well integrated.Teaching responsively is neither easy nor convenient, and runs against

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

undergraduate course is ‘good enough’ for their needs in agraduate program and you are telling the undergraduate students that the course is suitedfor graduate-level credit, thus setting up false expectations for student success and qualityof the various courses. Dedicated undergraduate and dedicated graduate courses are muchmore effective in my opinion. [10]”The reasoning behind this is that graduate courses should be different: “A graduatecourse should be more than just a lecture. There should be a deeper discussion about thetopic, as well as more personalized assignments that directly relate to graduate research,rather than just a regurgitation of the lecture.”Category #2: Reasons why piggybacking can’t be effective in some courses. In somecourses