Displaying all 5 results
- Conference Session
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign
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- New Engineering Educators
Paper ID #29904Improving student accessibility, equity, course performance, and labskills: How introduction of ClassTranscribe is changing engineeringeducation at the University of IllinoisProf. Lawrence Angrave, University of Illinois at Urbana-Champaign Lawrence Angrave is an award winning Fellow and Teaching Professor at the department of computer sci- ence at the University of Illinois at Urbana-Champaign (UIUC). His interests include (but are not limited to) joyful teaching, empirically-sound educational research, campus and online courses, computer sci- ence, unlocking the potential of underrepresented minorities
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ivan Detchev, University of Calgary; Elena Rangelova, University of Calgary; Sheng Lun (Christine) Cao, University of Calgary
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- New Engineering Educators
ahierarchy used for the classification of learning tasks (see Table 1). At the lowest level of thehierarchy is ”remembering”, i.e., where only memorizing facts is required, while at the highestlevel is ”creating”, i.e., where a great deal of critical thinking is necessary. In addition, actionverbs depicting the learning tasks can be grouped under a specific level in the hierarchy (seeTable 1). When expressing the learning outcomes for an entire course (e.g., in the courseoutline), for a course module, for homework or laboratory assignments, or for lesson planning ingeneral, it is recommended to use such action verbs. If possible and/or applicable the alignedcourse components (i.e., the learning outcomes, the learning and teaching exercises in
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut
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grading implementations: laboratory and research courses The specifications grading approach was implemented in two semesters of a largeundergraduate research course and a co-instructed chemical engineering senior laboratory courseat the University of Connecticut both had a variety of individual and group assessments. Thegrading scheme was explained to the students on the first day of both courses along with a duedate matrix for assessments. The student evaluations of teaching after the first semester indicatedmixed feelings regarding the grading scheme. Based on this feedback, the instructors made themotivation for using specifications grading more transparent and provided handouts withchecklists to the students during the second semester
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Derek Breid, Saint Vincent College; Tara Gupte Wilson, Ohio State University; Ann D. Christy P.E., Ohio State University
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- New Engineering Educators
associate for OSU’s fundamentals of engineering honors program - a first year, introductory course required for all honors engineering students. She also spent two semesters working as a teaching assistant for the Food, Agricultural, and Biological Engineering Department’s thermodynamics class. She worked in a chemical engineering laboratory for four semesters studying separation of human red blood cells from whole blood. After that, she spent four semesters studying engineering education, resulting in four publications. She also volunteers at a free clinic called Physicians Care Connections, the Dublin Food Pantry, and Sandlot Children’s Sports Camp. This fall she will begin her masters in Biomedical Engineering at
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh
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- Diversity
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- New Engineering Educators
director of the Translational Biomechanics Laboratory where his research applies approaches from mechanical testing, image analysis, mathematical and computational modeling, and device design to solve problems related to female pelvic health. He has secured funding from the NIH, DOD, NSF, and other sources to support these efforts. He is also co-director of 2 NSF sponsored programs focused on the success of underrepresented minorities and a national award winner (BMES 2019) for his work in diversity and inclusion.Dr. SYLVANUS N. WOSU, University of Pittsburgh Sylvanus Wosu is the Associate Dean for Diversity Affairs and Associate Professor of mechanical engi- neering and materials science at the University of Pittsburgh