Displaying all 8 results
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Julie P. Martin, Ohio State University
- Tagged Divisions
- New Engineering Educators
Paper ID #29166What no one tells you about writing a CAREER Proposal: Advice from aformer NSF program officerDr. Julie P. Martin, Ohio State University Julie P. Martin, Ph.D. is an associate professor of Engineering Education at The Ohio State University. She the editor-in-chief of the Journal of Women and Minorities in Science and Engineering. Dr. Martin’s research agenda focuses on diversity and inclusion in engineering education. Prior to her present position as associate professor in the Department of Engineering Education at OSU, Dr. Martin served as the Program Director for Engineering Education in the Directorate
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
medicalphysics research in cerebral metabolic pathways of oxygen, petro physics, and petroleum fluid character-ization of reservoirs. c American Society for Engineering Education, 2020Implementation of a Future Faculty Development Program: Impact and Evaluation of Years 1 & 2AbstractDiversifying STEM faculty proves to be an increasing challenge for research universities. Thisconference paper will discuss the outcome of a future faculty discovery and developmentprogram. This program is a two-day program designed for underrepresented minorities (URM)doctoral and post-doctoral scholars interested in an academic career in engineering and within 1-2 years of seeking a faculty position. Participants experience structured
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
college examinations stated that they did not feel guilty for their actions ifthe exam questions were not clearly tied to the students’ future educational and career goals [11].This paper will address best pedagogical practices that can be used to prevent academic integrityviolations, from the use of meaningful and clear low-stakes assignments to the use of technologyto detect when cheating has potentially occurred. When these recommendations are usedconsistently across the discipline, students will have a clear understanding of appropriate ethicalbehaviors and future engineers will be better prepared to work competently and ethically in thefield.Fantastic cheats – modern technology-driven cheatingA wide body of research studies indicate that
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
collectpreliminary data to inform her scholarship of teaching, after she read of its success in otherdisciplines. Review of preliminary data shows how her students’ weekly CIQ responsesinformed the instructor and influenced changes to course content and delivery methods. Successfor the instructor was measured by a significant increase in students’ reported satisfaction at theend of the course. Success for the students included greater satisfaction on their second siteevaluation visit to a LEED certified building than on their first visit where they reportedfrustration and angst.Early career teaching faculty and others may wish to make use of the CIQ as a formativeassessment tool when crafting questions to gain accurate responses that highlight
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Mussulman, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Karle Flanagan, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign; Natalia Ozymko, University of Illinois at Urbana-Champaign; Rittika Adhikari, University of Illinois at Urbana-Champaign; Jacqueline Osborn, University of Illinois at Urbana-Champaign
- Tagged Divisions
- New Engineering Educators
interests include student mental health and wellness, engineering stu- dent career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.Dr. Jennifer R Amos, University of Illinois at Urbana - Champaign Dr Amos joined the Bioengineering Department at the University of Illinois in 2009 and is currently a
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Randy Hugh Brooks, Texas A&M University
- Tagged Divisions
- New Engineering Educators
. This resulted in a MSEd from Purdue University in Learning Design and Technology (LDT). This widely varied background prepared me well for my next big adventure. Beginning in August 2018, I accepted a role as the Texas A and M Professor of Practice for the Texas A and M Engineering Academy at Blinn College in Brenham. TAMU Engineering Academies are an innovative approach to providing the planet with more Aggie Engineers. I am a technology learner and have been a regular presenter at the state TCEA (Texas Computer Educator Association) convention and PLTW state convention each year. My career began with a B.S. in Telecom Engineering from Texas A and M. Upon graduation, my learning continued at MCI, Vartec
- Conference Session
- New Engineering Educators 1: Learning Aids
- Collection
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
, improving accessibility and creating novel methods that encourage new learning opportunities and foster vibrant learning communities.Prof. Karin Jensen, University of Illinois at Urbana - Champaign Karin Jensen, Ph.D. is a Teaching Assistant Professor in bioengineering at the University of Illinois at Urbana-Champaign. Her research interests include student mental health and wellness, engineering stu- dent career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut
- Tagged Divisions
- New Engineering Educators
feedback given orally during thewalkthrough was sufficient for the instructor and student to agree on the assessment ofcompetency for more than 90% of students completing the walkthrough. This reduction ingrading time and improved feedback was tremendous.summary and conclusions While quantitative data were not collected, the faculty for all three courses found that thenew grading schemes decreased their time spent on grading and provided a more authenticassessment of student performance. Both students and faculty viewed these grading approachesas more representative of the way they will be evaluated in their future careers. Thespecifications grading approach also allowed students to better keep track of their currentstanding in the course