Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

AC 2010-328: SHOWCASING AND SUPPORTING ENGINEERING FACULTYENGAGED IN TEACHING INNOVATION THROUGH A NEW SYMPOSIUMElizabeth Cady, National Academy of EngineeringNorman Fortenberry, National Academy of Engineering Page 15.1064.1© American Society for Engineering Education, 2010 Showcasing and Supporting Engineering Faculty Engaged in Teaching Innovation through a New SymposiumIn spring 2009, the National Academy of Engineering (NAE) received funding from theO’Donnell Foundation in order to strengthen the engineering and innovation capacity of thenation by catalyzing a vibrant community of emerging engineering education leaders. The NAEchose to

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Barry Dupen, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

New Engineering Educators

AC 2010-356: DESIGNING USER-FRIENDLY HANDOUTS FOR A FLUID POWERCLASSBarry Dupen, Indiana University-Purdue University, Fort Wayne Page 15.372.1© American Society for Engineering Education, 2010 Designing User-Friendly Handouts for a Fluid Power ClassAbstractFluid power, the branch of mechanical engineering focused on compressed air and hydraulicsystems, is an inherently image-intensive subject. Teaching fluid power involves cutawaydiagrams of valves, cylinders, pumps, and motors, as well as performance curves and othertechnical graphs. Chalkboard instruction is inadequate: substantial image degradation occurs aspictures and graphs are transferred from original

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Melissa Roberts, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen Hein, Michigan Technological University

Tagged Divisions

New Engineering Educators

AC 2010-532: WORKING WITH AND MENTORING GRADUATE STUDENTINSTRUCTORS IN FIRST-YEAR ENGINEERING COURSESMelissa Roberts, Michigan Technological UniversityAmber Kemppainen, Michigan Technological UniversityGretchen Hein, Michigan Technological University Page 15.1384.1© American Society for Engineering Education, 2010 Working with and Mentoring Graduate Student Instructors in First-year Engineering CoursesAbstractMichigan Tech University has a history of teaching first-year engineering courses. Annually,approximately 900 first-year engineering students learn basic engineering skills and concepts inthe first-year engineering program. The program offers a

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

/ supervisors as to program or projectexpectations. The requirements for tenure, while daunting, seem to be less definitive in natureand could use the structure of an SOP. Specific items such as a minimum acceptable level ortrend in teaching evaluation ratings, specification of quantity and level of publication andpresentation requirements, as well as quantification of service at the various university /community levels expected, could be included in a university or department-specific SOP.The areas where academic best practices could be developed include successful teachingpractices and laboratory activities in the various courses, effective approaches for researchactivities and projects, as well as successful independent study course methodologies

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

grants, research andpublishing, the expectations for service often receive little discussion. Usually serving onseveral committees within one’s department and university, or with professional organizations, isconsidered sufficient.Non-tenure track faculty, such as lecturers and laboratory instructors at research universities, aswell as tenure-track faculty at teaching institutions may not be expected to perform significantlevels of funded research which result in publications as part of their jobs. However,expectations for achievement in scholarly and professional development activities still exist andare becoming more prominent in the promotion and tenure process at teaching institutions.Heavy teaching loads and a lack of graduate students

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering; Roger Frankowski, Milwaukee School of Engineering; Cory Prust, Milwaukee School of Engineering; Steven Reyer, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

of Academics since 2001. He is a member of ASEE, a member of the Society for Psychological Type, and a member of AAHEA. As a faculty member, he taught courses in history, government, and industrial psychology.Cory Prust, Milwaukee School of Engineering Dr. Prust is Assistant Professor of Electrical Engineering at the Milwaukee School of Engineering (MSOE). He received his Ph.D. degree from Purdue University in 2006. He is a former Technical Staff member at Lincoln Laboratory, Massachusetts Institute of Technology. He is a Member of the IEEE and typically teaches courses in the areas of signal processing and embedded systems.Steven Reyer, Milwaukee School of Engineering Dr. Reyer is

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

deficiency had a significant direct impact on the NEE’s formal set ofresponsibilities, for example, a senior faculty member who deliberately inhibited theNEE’s work, say, by not making available departmental equipment needed for the NEEto teach a laboratory course. Even then, with the problem being necessarily discussed,the administrator must be conservative and respectful in discussing it with the NEE, andin privately correcting (not in the presence of the NEE) the faculty member.Infrequently, irritated senior faculty may confront the NEE with reality behind closeddoors. This can be unpleasant if outside of the formal chain of command. A preferredapproach would be for offended faculty to ask the director, chair, or official NEE facultymentor to

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

crucial for them to quicklydevelop their scholarship foci, and research plans to allow them to achieve tenure.A successful tenure program requires a balance of teaching, scholarship, and service; however,developing a robust research and scholarship agenda while trying to maintain the excellence inteaching and a broad service agenda is a challenge. In addition, teaching-oriented colleges oftenlack research laboratories, have a very limited number of graduate students, and offer little or nostartup funds to new faculty. Because of economic constraints, both administrators and facultyare being asked to do more with less support [6]. Simply put, the “action figure” portrait oftoday’s engineering/engineering technology professor[7], who has to do it

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

orientation but before classes started to easenew faculty tension. Sessions were held on the three tenure criteria: research, teaching, andservice. In each session, a panel of three tenured faculty (one senior and two recently tenured)spoke about what was required for success and answered junior faculty questions. Following thethree sessions, the junior faculty had lunch with senior administrators and a discussion with theengineering dean.A particular problem in new faculty integration is bringing women into departments in whichfew or no women currently work. We started a women in engineering research network toconnect junior and senior women in all engineering departments, and thereby attain a criticalmass for effective peer-mentoring. The network

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Charlotte Erdmann, Purdue University

Tagged Divisions

New Engineering Educators

. Faculty members often expose students to standards in laboratory exercisesthroughout their college careers. These subtle opportunities are documented in the paper.ABET criterion and outcomes used to evaluate engineering and engineering technologyprograms now emphasize the use of standards, especially in the design process. This is a newchallenge for the engineering educator. Given that new engineering educators teach theirstudents about standards, it is necessary to become familiar with available information that mayhelp students as well as typical best practices for academic libraries. Acquiring access tostandards is the first step in using standards. The next step is to acquire skill and learn how tocritically read and apply them.The literature

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology; Jennifer Karlin, South Dakota School of Mines and Technology; Cassandra Groen, South Dakota School of Mines and Technology

Tagged Divisions

New Engineering Educators

, nor doesit guarantee a successful mentoring relationship (Chessler and Chessler 2002, Smith et al 2000).At institutions where there are less than ten women faculty members in the science orengineering programs, gender-specific mentoring or networking programs are not likely to be tobe practical. This is generally due to the lower number of senior female faculty when comparedto junior faculty in science, technology, engineering and math (STEM) fields (NSF 2007) as wellas the fact that women faculty allocate a higher percentage of their time to teaching and servicethan their male counterparts (Bellas and Toutkoushian 1999).This paper will discuss the preliminary findings of a meta-analysis of a number of facultymentoring programs at both large