Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Laura J Dietz, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators

Paper ID #18302Mid-Career Change: Benefits and challenges of leaving industry for academiaDr. Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown Dr. Shannon Parks is a registered Professional Engineer with 20 years of broad-based experience in the water resources and environmental engineering fields. She holds a Bachelor of Science Degree in Civil Engineering from the Pennsylvania State University and a Masters of Science and doctoral degree in Civil & Environmental Engineering from Carnegie Mellon University. She is currently teaching water resources and environmental engineering at University of

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

Paper ID #18735Which ”Me” am I Today? The Many Disciplines and Skill Sets of Engineer-ing EducatorsDr. Jennifer Karlin, University of Southern Maine Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial engineering and held the Pietz professorship for entrepreneurship and economic development. She is now at the University of Southern Maine where she is a research professor of engineering and the curriculum specialist for the Maine Regulatory Training and Ethics Center.Dr. Donna M. Riley, Virginia Tech Donna Riley is Professor and

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

Olin, she was a Postdoctoral Fellow at Georgia Tech’s Center for the Enhancement of Teaching and Learning. She completed her Ph.D. in 2014 in Aerospace Engineering at Georgia Tech. Alexandra received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include engineering design education (especially in regards to the design of complex systems), student preparation for post-graduation careers, approaches for supporting education research-to-practice.Dr. Erin McCave, University of Houston Erin is an Instructional Assistant Professor in the Cullen College of Engineering at the University of Houston. She joined the University of Houston

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

New Engineering Educators

typicalclassroom environment. The self-imposed challenge of going digital across all assignedcourses was in the hope that his classroom efficiency and effectiveness would be positive,and the transition from a business career and mindset to one of teaching and scholarshipwould be easier. Additional goals included increasing the opportunity and capability ofeasy and quick sharing of full course curriculum with fellow faculty, while reducing clutter(office and classroom) and grading times. Key to the framework was utilization of the LMSand its built in features, such as automated grading and tablet/stylus functionality. Alsoused were online tools for collaboration, industry supplied instructional materials, andlessons from massive open online courses (MOOC

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

. Lucas, C.J. and J. Murry, John W., New Faculty: A Practical Guide for Academic Beginners. Third ed. 2011, New York, NY: Palgrave Macmillan.2. Reis, R.M., Tomorrow's Professor: Preparing for Careers in Science and Engineering. Electronic ed. 1997: Wiley-Interscience-IEEE.3. Wankat, P.C. and F.S. Oreovicz, Teaching engineering. 2015, West Lafayette, Indiana: Purdue University Press.4. Whicker, M.L., J.J. Kronenfeld, and R.A. Strickland, Getting tenure. Survival skills for scholars. 1993, Newbury Park: Sage Publications.5. Seldin, P., J.E. Miller, and C.A. Seldin, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Fourth ed. 2010, San Francisco, CA: Jossey

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

intersecting theories that lend themselves well to strategies for the “careand keeping” of graduate students. By considering the processes and mechanisms by whichgraduate students develop, faculty members can reform or revise their leadership practices(formally and informally) to better meet the needs of graduate students at various stages in theiracademic careers. Although these theories may seem disparate, they intersect and overlap in anacademic research group context. As we lead the attendees of this interactive panel workshopthrough the following activities, we ask them to reflect on how these theories impact how theymake decisions for their research group and how theory-guided decisions might help themimprove or plan for effective and productive

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clint Armani PhD, Unites States Air Force Academy

Tagged Divisions

New Engineering Educators

and presented from the perspective of a new faculty member in 2016, this paperprovides an overview of the new faculty development and orientation in the Department ofMathematical Sciences at the United States Air Force Academy and recommends key strategiesfor implementation at other institutions.IntroductionThe pace of a military lifestyle is often intense. For career officers, there are several movesaround the world with each duty location generally stable for only a two- to three-yearassignment. Family structures as well as the work environment are stressed by the high demandsplaced on our military leaders. For officers with advanced academic degrees, many spendseveral years outside of their academic specialty while serving in various

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gilbert C. Brunnhoeffer III, Roger Williams University

Tagged Divisions

New Engineering Educators

Paper ID #17693Homework Is So 20th Century !Dr. Gilbert C Brunnhoeffer III P.E., Roger Williams University Practiced Civil Engineering and Engineering Management in the U S Army for 20 years. Engaged in software engineering for three years and ran factories producing engineered materials for the aerospace and electronics industries for seventeen years. Teaching career includes engineering mechanics, civil engineering, and construction management for seventeen years. c American Society for Engineering Education, 2017 Homework Is So 20th Century

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Anita Jain

Tagged Divisions

New Engineering Educators

recent survey of over 1,000 Faculty Focus readers, 90% had an interestin learner-centered teaching articles (Bart, 2016).Therefore, in this paper, we propose that the long-term solution to this problem is to place facultymembers on a positive trajectory of using learner-centered techniques at the very start of theiracademic careers. One effective way to achieve success with this goal is to encourage andenable new faculty members to see for themselves that the benefits of active learning to bothstudents and instructors are real and that most perceived obstacles can be easily overcome. As acase study, we present the transformation of an introductory electrical and computer engineeringcourse on digital logic design from a passive (i.e., lecture

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

feeling less stressed andmore energized and including opportunities for personal interests (Dudovskiy 2013).ObjectivesThe intent of being efficient or productive is not complete without a framing in the context ofone’s goals in the short- and long-term. A faculty member’s work, whether they are early careeror at a later stage in their academic career, can fall into a reactive mode, rather than anintentional and proactive mode that supports one’s goals. In other words, one can becomecaught up in the day-to-day series of tasks, many of them calling for one’s immediate attentionand time, and delaying progress on long-term goals and complex projects.This paper presents a holistic framework that helps one make time management decisions andwork towards

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebekah Oulton PE, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators

careers – there may be more than one valid approach to solve aproblem and more than one “right” answer to that problem. With this challenge in mind, a“Signature Assignment” was developed to help students develop effective critical thinking skills.Here, a “Signature Assignment” as defined as a coordinated series of in-class activities andindividual assignments, collectively consisting of approximately 20% of instructional time and acorresponding percentage of the overall grade.Discussion of development of the Signature Assignment in this paper is intended to be useful forengineering educators in many different disciplines. The material presented was developed for agroundwater hydrology class for senior-level civil and environmental engineering

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical signal processing, specifically detection and estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

job or inacademic research.Most other kinds of assessment place the student in a passive role. The student simplyreceives feedback from the instructor or TA. Self-assessment, by contrast, forcesstudents to become autonomous learners, to think about how what they should belearning. Having learned self-assessment skills, students can continue to apply them intheir career and in other contexts throughout life.Self-assessment is a useful life skill. In school, students are told what they need to learn,but in the work world, they usually need to figure it out for themselves. Most students donot come into higher education with this skill well developed. But if they are to emergeas graduates who can take responsibility for their own learning, they