Displaying all 17 results
- Conference Session
- Two Body Solutions: Strategies for the Dual-Career Job Search
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- 2015 ASEE Annual Conference & Exposition
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- Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University
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- New Engineering Educators, Student, Women in Engineering
Paper ID #11885Two Body Solutions: Strategies for the Dual-Career Job SearchDr. Shannon Ciston, University of California, Berkeley Shannon Ciston is a Lecturer and Director of Undergraduate Education in the Department of Chemical and Biomolecular Engineering at the University of California, Berkeley. Dr. Ciston holds degrees in chemical engineering from Northwestern University (PhD) and Illinois Institute of Technology (BS). She teaches undergraduate and graduate courses in technical communications and applied pedagogy, and conducts engineering education research.Dr. Katy Luchini-Colbry, Michigan State University Katy
- Conference Session
- New Engineering Educators Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette
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- New Engineering Educators
, innovative and novel graduate education experiences, global learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests
- Conference Session
- Leadership Development in Change: A Panel to Explore Experiences, Skills, and Learning in Change Management for New Engineering Educators
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- 2015 ASEE Annual Conference & Exposition
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- Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology
- Tagged Divisions
- New Engineering Educators
Page 26.1058.2for leadership skills or the skills of a change agent. The challenge to new engineering educatorsis to acquire such skills, and more so to acquire the understanding, early in their graduate train-ing, that non-disciplinary skills will be required for success in academic careers. Others recog-nize this situation. In recent work exploring the career trajectories of engineering Ph.D. holders,Cox and her colleagues [3] discovered the complex nature of academic professional positions,with the majority of their sample holding joint appointments of some kind, and others having sig-nificant leadership positions. Similarly, Austin (in her 2001 presidential address the Associationfor the Study of Higher Education) asserted that preparing
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
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- Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath
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- Diversity
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- New Engineering Educators
commented “Schools ofengineering might also do well to consider seriously cooperation with departments of educationin the professional training of teachers…”16 In 1955, the Grinter Report stated that “It isessential that those selected to teach be properly trained for this function.”17 More recently, theCCSSIEE from ASEE in 2009 recommended that “It is reasonable to expect students aspiring tofaculty positions to know something about pedagogy and how people learn when they begin theiracademic careers.”18Over the past decade, the future of engineering and engineering technology faculty preparation inthe US has received an increasing amount of attention, specifically from within the AmericanSociety for Engineering Education. Related activities
- Conference Session
- Research on Diversification & Inclusion
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- 2015 ASEE Annual Conference & Exposition
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- Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
, function to privilege and perpetuate certainunderstandings of the field. Autoethnographic techniques are used to construct three accounts ofthe student’s encounters with an upper level administrator, various members of faculty, and anacademic advisor. Critical analysis of these experiences using a prior evidence-based model ofstories ‘told’ about engineering in the public discourse reveals tensions between the freshmanstudent’s values and career interests and the emergent, dominant discourse he observed in hisundergraduate program. These tensions are described in terms of: i) The prioritization of nationaleconomic recovery and growth over the life and career goals of individuals; ii) A predominantfocus on the quantitative and technical aspects of
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University
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- Diversity
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- New Engineering Educators
shadow that engineer at his/her job for a half day.Survey feedback from this experience indicates the students who participate find it valuable.Table 1 below provides the 10 questions from the shadowing survey completed by participatingstudents, along with average responses. Note that a 7-point Likert rating scale was utilized. Table 1 – Shadowing Survey Questions and Average Responses Q1 I feel this experience was a rewarding and valuable experience. 6.9 Q2 I now have a better understanding of what a full time job in engineering is like. 6.8 Q3 I gained new knowledge by participating in this experience. 6.8 Q4 This experience supported/enhanced my career goals
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University
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- Diversity
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- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
major with a high level of one-on-one advising. However, a high degree of flexibility also contributes. In the LSE program,iterative revision and recreation of an individualized curriculum and career plan are understoodas signs of success rather than failure or deviation. Students are encouraged to understand anddesign their major as a “whole-person technical degree” that does not require them to pass, toassimilate, to compartmentalize, or to conform to stereotypes. We suggest that this holisticflexibility may disrupt barriers such as impostor syndrome by positioning the student not asimpostor but as designer and creator – even when enrolled in technical courses in which thesex/gender ratio is skewed male. Lessons learned from “liberal studies
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Dimitra Michalaka P.E., The Citadel; William J. Davis P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
engineering profession is focused on student skills developmentto meet future infrastructure demands in establishing a sustainable world and raising the globalquality of life. To meet increasing societal demands, civil engineers are required to be effectivemaster builders, skillful stewards of the environment, innovators, managers of risk, and leadersof public policy1,2. These characteristics are especially relevant to graduates entering careers inengineering. Effective application of well-constructed scholarship of instruction techniques inhigher education curriculum, play a valuable role in preparing engineering graduates to meet thehigh calling of these demands. Instructional methods that focus on active learning techniques,hands-on field
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University
- Tagged Divisions
- New Engineering Educators
educational philosophies: essentialism, perennialism, progressivism,social reconstructionism, and existentialism (Table 2). Students were asked to reflect on theirmost impactful courses from their undergraduate and graduate careers, as well as their ownfuture classrooms, and rate (on a five-point scale) how similar these classroom environmentswere or will be to the model descriptions. Only respondents’ reflections on their most impactfulundergraduate course were analyzed to answer the current research questions in this paper.The Instructional Environment Survey was reviewed by a number of parties to ensure validity, assuggested by previous authors28,29. First, a draft was evaluated by a group of professionals whowork in the area of graduate education
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ted Eschenbach P.E., University of Alaska Anchorage; Neal A Lewis, University of Bridgeport; Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University
- Tagged Divisions
- New Engineering Educators
academic career, he spent 14 years in industry where he held leadership positions focused on process improvement and organizational development. Page 26.1654.1 c American Society for Engineering Education, 2015 Using Agile Project Management to Maximize You and Your Coauthors’ ProductivityAbstractFor decades as information technology (IT) projects grew bigger and more complex, projectfailures seemed to become increasingly common, in spite of intense efforts to apply traditionalproject planning. Those traditional planning tools focused on balancing the triple
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin
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- New Engineering Educators
composition of the teaching staff atGerman research universities have different roles and responsibilities, recruitmentrequirements, career levels, and designations for teaching staff. In the organization anddelivery of the necessary teaching and student assessment provisions, relatively few tenuredfull professors are supported by comparatively few teaching staff members and external part-time lecturers, but by a huge number of so-called “assistants.” These assistants usually areyoung graduates with a master’s degree, hired shortly after their graduation. Professors andassistants are required to perform research and to teach. This is a result of the traditional andhighly appreciated German “Einheit von Forschung und Lehre” (the unity of research
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Edward F. Gehringer, North Carolina State University
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- Diversity
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- New Engineering Educators
c American Society for Engineering Education, 2015 Tricks of the Trade: Developing Research Funding AbstractBuilding a research group is an important determinant of career success. Maintaining acadre of students and assistants depends upon many factors, but perhaps none is soimportant as funding. Raising money takes time, a fact often bemoaned by professionalsacross the spectrum, from educators to politicians to missionaries. This paper presentsadvice from faculty who have been very successful in obtaining funding, including somewho have served for a time as NSF program officers. They advise that it’s important toserve on review panels to learn how the system works. Find out what each
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ralph Ocon, Purdue University, Calumet
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- Diversity
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- New Engineering Educators
Paper ID #11847Using Humor to Create a Positive Learning EnvironmentProf. Ralph Ocon, Purdue University Calumet (College of Technology) Page 26.1667.1 c American Society for Engineering Education, 2015 Using Humor to Create a Positive Learning EnvironmentAbstractHow to enhance student learning is a critical issue in academia. Throughout the author’sacademic career, teaching effectiveness has always been an on-going challenge.Consequently, he has experimented with different teaching techniques and approaches.The author’s
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington
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- Diversity
- Tagged Divisions
- New Engineering Educators
some pointin the undergraduate career. However, the full benefits of teamwork are not always realized informal project teams. In fact, it is not uncommon for engineering students to complete workindividually and then force fit the pieces together the night before a deadline. Some formalproject teams do work extremely well, providing educational benefits that are unlikely to berealized by students working alone. However, those teams that students develop outside theclassroom, with or without the help of a faculty member, can be just as important for supportinglearning, engagement, and other academic outcomes as more formal project teams organized byfaculty or instructors for specific purposes in individual courses.BackgroundAcademic project
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University
- Tagged Divisions
- New Engineering Educators
studentrelated issues.4 Variawa et. al. studies a program Prospective Professors In Training (PPIT) overa period of six years explaining student development and improvements.5 Bedekar et. al. formulated a pilot program to mentor a postdoctoral associate and a Ph.D.student on modern teaching techniques, pedagogical techniques, student engagement andconnection of dots between classroom and real world.6 Bilen-Green et. al. presented their studyon involvement of mentors for three years of early faculty career in order to help them throughformal as well as informal meetings.7 Meredith helps the instructor understand to prepare a fair,and balanced test of correct length. Authors also identify the program and ABET outcomes suchas students’ increased
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College
- Tagged Divisions
- New Engineering Educators
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
engineering,complicating any analysis of diversification efforts. In the case of economic competitiveness, thegoal is simply production of the maximum number of STEM graduates. The strategy is puttingmore bodies into the beginning of the STEM education pipeline so more come out the other end.In the case of educational pluralism, the goal is more about economic (and career) opportunity“for all,” and inclusiveness and diversity as desirable social and educational foundations in theirown right. These two diversification logics often fold together in practice—and are oftenconflated by STEM education reform advocates—confusing the conceptual foundations formany STEM inclusiveness initiatives. Therefore, while policy support for broad-based STEMrecruitment