Displaying all 12 results
- 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
may have heard of frequently, may even fear violating, butmany students fail to integrate the underlying values and purposes of abiding by academicintegrity within their own lives. The debate over whether academic dishonesty is on the rise orwhether technology has altered the way that violations appear is ongoing; however, what isimperative is that engineering educators begin to work to integrate this crucial aspect of one’seducation into the objectives of their courses. Students need to learn that academic honesty is acritical part of their educational endeavors and that their future work as an engineer is dependentupon the professional ethics that they must uphold.There are many types of academic integrity violations, ranging from minor to
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
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- Diversity
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- New Engineering Educators
Senior Lecturer, University of WyomingAbstractEducators revisit their teaching philosophy statement (TPS) when applying for new jobs orpromotion and tenure. However, sharing our teaching philosophy with our students could make asignificant difference. This research presents the results of creating a visual model of myteaching philosophy and sharing it with my students. My teaching philosophy informs mystudents that we learn in teams to gain not only technical knowledge but also skills and ethics. Itexpresses to students that my core values are to care, share, and be fair. I care about their life-long learning, as well as achieving fair grades. The visual model also shows the different levelsof engagement and communication; student-to-student and
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
that the Broader Impacts criteria of NSF grants in theCAREER program require a teacher-training plan26. Wankat goes further and links engineeringfaculty training with whether the faculty have the qualifications necessary to perform their jobfunctions in teaching26. He cites the AIChE Code of Ethics, which states that “Members shall:Perform professional services only in areas of competence.” The question here is obvious: Is itethical for a chemical engineering faculty member who belongs to AIChE to teach if they are notcompetent in that area? Of course, the next question is: what defines competency in the area ofteaching? Is it competency in the material or competency in the material and the delivery of thematerial? The former has been the
- Conference Session
- Enhancing Teaching and Research
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati
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- Diversity
- Tagged Divisions
- New Engineering Educators
from https://www.nature.com/articles/d41586-020-01622-z[23] J. Walther, N. W. Sochacka & N. N. Kellam, “Quality in Interpretive Engineering Education Research: Reflections on an Example Study,” Journal of Engineering Education, vol. 102, no. 4, pp. 626–659, 2014. doi.org/10.1002/jee.20029[24] N.W. Sochacka, J. Walther & A. L. Pawley, “Ethical Validation: Reframing Research Ethics in Engineering Education Research To Improve Research Quality,” Journal of Engineering Education, 107(3): 362-379, 2018. doi:10.1002/jee.20222
- Conference Session
- Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Ralph Ocon, Purdue University Calumet
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
significantly altering the structure of those courses. For example:1. Course Topic of Continuous Improvement: After providing students with a newspaperarticle on offshore outsourcing, the class can be divided into brainstorming teams. The instructorcan establish grading criteria for ideas generated on how organizations can reduce waste andimprove the efficiency of the factors of production in order to limit outsourcing. Outsourcinginvolves a number of issues including unemployment, international competition, ethics,unionization and training, to name a few. Likewise, the instructor can encourage students todemonstrate mutual respect during discussions, including listening and evaluating diverseviewpoints and approaches for dealing with the issues
- 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
Paper ID #12820Tricks of the trade: Developing research fundingDr. Edward F. Gehringer, North Carolina State University Dr. Gehringer is an associate professor in the Departments of Computer Science, and Electrical & Computer Engineering. His research interests include computerized assessment systems, and the use of natural-language processing to improve the quality of reviewing. He teaches courses in the area of programming, computer architecture, object-oriented design, and ethics in computing. Page 26.1607.1
- Conference Session
- Faculty Unite! Effective Ways for Educators to Collaborate Successfully
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Gouranga Banik, Oklahoma State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
coverage of fundamentals; teach more about “real-world” engineeringdesign, development, and operations; cover more material in frontier areas of engineering andengineering technologists; offer better instruction in both oral and written communication skillsand teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and theconnections between technology and society so that the average student can complete theundergraduate degree in four years (ABET.org).In view of the broadening and rapidly shifting scope of the profession and ABET criteria, it isimperative to shift the focus of E and ET curricula from transmission of content to the
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
ethics, and implicit bias. Students constantly replied to other’s posts and shared knowledge among themselves on the board. This was a common, but intentional practice. 5. Created a dedicated Microsoft TEAMS site for all senior design teams to communicate virtually. This was a common practice, but more important during the virtual quarter. 6. Met with each team throughout the quarter to identify any changes in team dynamics. The educator asked “how are you doing” each time. 7. Used the "Inclusivity Meter" to check in with students weekly, which provided an avenue for students to reflect and voice their concerns using an
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
with an aim to adopt a more responsible view ofsocial and environmental concerns. The proposal was submitted to and funded by VentureWell, anorganization that supports, trains, and aids science and technology innovators in building networksand securing resources to solve societal problems.(4.2.1) The ChallengeThe T-shaped style engineering model requires training in societally-responsible approachesincluding sensitivity about concerns that affect nature, such as the environmental pollutiongenerated by the development of new technology. Members of the RFRG piloted a PIT through therevitalization of a course centered on professional ethics supported by a Quality EnhancementProgram (QEP) proposal from our university [28] which focused on case
- Conference Session
- Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jenny L Lo, Virginia Tech; Kacie J. Hodges PE, Virginia Tech Dept of Engineering Education; Wm. Michael Butler, Virginia Tech; Tamara Knott, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
, contemporary software tools, and professional practices and expectations (e.g., communication, teamwork, and ethics). During the most recent curricular revision, there is increased emphasis on ProjectBased and ProblemBased Learning and mathematical modeling. In fall 2015 (offsemester), there were 5 instructors (1 faculty, 4 GTAs); of these, three quarters had taught the course previously. In spring 2016 there are 23 instructors (12 faculty, 11 GTAs); of these, half have not taught this course before, and two are new to Virginia Tech this semester. Training and mentorship Tables 1 and 2 describe challenges related to training a number of new instructors while being cognizant that instructors come from a wide variety of teaching experiences
- Conference Session
- Perspectives on Engineering Education During COVID-19
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
cultures of college and universitycampuses across the U.S., international students still face difficulty as they enter the U.S. andbegin their education. Difficulty with the English language, culture shock, and differencesbetween the education systems in their home country and those of the U.S. are compounded bydiscriminatory behaviors and biases that many international students face in their everyday livesand classroom experiences [5]. Gaining a greater understanding of these experiences, how theydiffer from those of U.S. students, and how faculty and TAs can better support internationalstudents not only benefits the U.S. in many ways but is also an ethical responsibility for faculty,staff, and others involved in the lives of these
- Conference Session
- Scaling class size and technology – New Engineering Educators Division
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators