Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

David Devine, Indiana University-Purdue University Fort Wayne

Tagged Divisions

New Engineering Educators

Spring 2004, Final Exam InvitationSpecific Instructor Evaluation of David DevineDid the service learning assignment enhance your learning of the subject matter?Yes NoHow/why not:Should a service learning assignment be a part of this class? Yes NoHow/why not:Did the ethics assignment enhance your learning of the subject matter?Yes NoHow/why not:Should an ethics assignment be a part of this class? Yes NoHow/why not:Is it necessary to have open book and open note exams for this class?Yes NoWhy/why not:Writing is important and should be included in assignments made in this class.Strongly Disagree Strongly Agree 1 2 3 4 5The questions that appear on the SPIE FORM are specific to the class. Questions are

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Maher Murad, University of Pittsburgh-Johnstown; Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

23 His/her ethics and professional integrity 6 46 His/her professional experience 2 15As indicated in Table 1, most responses indicated that effective teaching methods, enthusiasm,and instructor’s confidence in his/her knowledge and views are the qualities of an excellentinstructor they had as in the past as students. Almost half of the responses indicated that otherqualities of an instructor make him/her an excellent instructor including the way he/she treatedstudents in class, his/her concern of student learning, grading system and fairness, his/her senseof humor, and his/her ethics and professional integrity. About a third of the survey

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

David Chesney, University of Michigan

Tagged Divisions

New Engineering Educators

give coherent meaning to seemingly divergent topics; ‚ To aid students in remembering content; ‚ Or, simply to break up a long lecture.The author is on the faculty in the Electrical Engineering and Computer Science Department atthe University of Michigan. He has used story-telling extensively in all of his classes, includingjunior-level Data Structures and Algorithms, and senior/grad-level Software Engineeringcourses. Story-telling also fits naturally into a Professionalism and Ethics course that hefrequently teaches.This paper describes story-telling as a teaching method. Several examples are used to illustratethe use of story-telling for different purposes. Dos and Don’ts are listed. Finally, the paper givesa summary.Story-telling

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

New Engineering Educators

unique methods to teach calculus to a group of underprivileged high school students in thefilm “Stand and Deliver”. In this true story, he was so successful that his students were accusedof cheating because the results were too unbelievable to be true. Another contender is professorof classics William Hundert (Kevin Kline) in the film, “The Emperor’s Club.” Hundert ispassionate about his teaching, his subject, and his students. The movie focuses on hisrelationship with Sedgewick Bell (Emile Hirsch), an ethically challenged student who Hundertattempts to change. Hundert ultimately fails in this task. In “Mona Lisa Smile”, Katherine AnnWatson (Julia Roberts) would be on some people’s list for exemplar as the free-thinking artprofessor in the 1950

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University; Walter Bradley, Baylor University

Tagged Divisions

New Engineering Educators

2006-1212: MENTORING NEW FACULTY: WHAT WORKS AND WHAT DOESNOT WORKWilliam Jordan, Baylor University WILLIAM JORDAN is Professor and Department Chair of Mechanical Engineering at Baylor University. He has B.S. and M.S. degrees in Metallurgical Engineering from the Colorado School of Mines. He has an M.A. degree in Theology from Denver Seminary. His Ph.D. was in mechanics and materials engineering from Texas A & M University. He teaches materials oriented courses and his main research area deals with the mechanical behavior of composite materials. He also writes and does research in the areas of engineering ethics and engineering education. He is a registered metallurgical engineer

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

suggested a more formal process of recording reviews andreminding them exactly what the review should accomplish. Taking these comments intoaccount a new policy was written (see Appendix A).The need to educate the students in the methodology was also noted. It was naïve for the authorto believe that the students would know what to do automatically without significant instructionand coaching. The students had not encountered this in previous engineering classes, and theauthor and the other course instructor took care to prepare the students. Combined with adiscussion of professional responsibility and ethics in the second lesson, the idea of peer reviewwas explained and the policy was introduced and its implementation discussed; this took abouttwo

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

institutions, designing courses, teaching techniques, solving instructional problems, andanalyze case studies of ethical issues in academic life. Some doctoral students in the PFFprogram choose to complete the Graduate Certificate in College and University FacultyPreparation6, in which they take several courses geared at preparing them for teaching andfaculty careers and which includes a mentored teaching experience.Format of Support Activities: The format of the support activities ranged from individualconsultations with faculty developers to 1-2 year long teaching certificate programs for graduatestudents involving multiple seminar classes and a mentored teaching experience. Less clear fromthe websites was the level to which faculty and graduate