Displaying results 1 - 30 of 42 in total
- Conference Session
- Tools and Strategies for Teaching Online Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- John Alexander Mendoza-Garcia, University of Florida
- Tagged Divisions
- New Engineering Educators
Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design
- Conference Session
- Tools and Strategies for Teaching Online Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
like syllabus,announcements was retained because administrators and department heads were interested inknowing when these items were posted in the course. The institution adopted specificinformation and requirements to be included in all syllabi. New information included equipmentnecessary for remote instruction while some requirements were that students will keep theircameras on.4. Near-term ImpactsBoth mentors and mentees were surveyed in their usage of the QM dashboard, and surveyanalysis is ongoing. Mentors who underwent QM training agree that the QM dashboard is useful,and they will use it to guide their own online course design efforts. Mentors and mentees alikeappreciated that the tool was visual and allows for immediate recognition of
- Conference Session
- Classroom Strategies – New Engineering Educators Division
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Ralph Ocon, Purdue University Northwest
- Tagged Divisions
- New Engineering Educators
learning objectives that werelisted in the course syllabus and summarized in Table 2. At a minimum, the CPS Assignment wasdesigned to satisfy Learning Objectives 1, 2 and 5. The assignment also satisfied some of theABET criterion required by program accreditation. Incidentally, the learning objectives were thesame for both the online and face-to-face courses.Table 2: (OLS 35000) Course Learning Objectives. This course satisfies ABET criterion c, e, g, h and j- The Course Objectives are: 1. List and explain 5 reasons why creative thinking and problem-solving are important in today’s global economy. (h, j) 2. Describe the 5 components of the Creative Problem Solving Process. (c, e) 3. Create a Mandala. (c, e, g) 4. List 5 major barriers to
- Conference Session
- Training and Support for NEEs
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Te-shun Chou, East Carolina University; John Barry DuVall, East Carolina University; Kamalesh Panthi, East Carolina University; Tijjani Mohammed, East Carolina University
- Tagged Divisions
- New Engineering Educators
module in progression. The first module was on“Development of a Syllabus that is Compliant with Quality Standards” from accrediting bodiesand the academic unit providing the courses.Step 2: While studying this module she also reviewed content from a repository of model syllabiand a standard syllabus template developed by our College. After reviewing the module andthese templates, the Mentee had a pretty good understanding of what a good syllabus should looklike.Step 3: With this knowledge, the Mentee drafted a syllabus for the online course that she wouldbe teaching in the future. A checksheet was also available in the content section of the moduleand the Mentee used this to evaluate her syllabus based on the specific requirements
- Conference Session
- NEE 1 - Innovative Teaching & Learning Strategies
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
second language. Accordingly, feel free to ask for repetition or clarification. I will be happy to provide it. Beyond addressing inclusion in the syllabus, I also recorded a welcome message that I expectstudents to watch at the beginning of the semester. In that video, I presented these inclusion ideasagain. In addition, I talk about diversity and students’ need to get prepared for the globalworkforce. Being in this course, I say in the video, “will develop your skills of working withnon-native speakers of English because English is my second language.”In addition to this, the instructional designer tested the slides and online content to make surethat they complied with the Americans with Disabilities Act and Section 508 of
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Nathan John Washuta P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Patrick Bass, The Citadel; Jason Howison, The Citadel; James Righter, The Citadel
- Tagged Divisions
- New Engineering Educators
terminology when students learnsketching and a handout on proper layout of engineering drawings. Future iterations of thisworkbook will likely include more reference material, such as a syllabus, directions for signingup for the flipped classroom video service, and rubrics that explain grading point deductions ingreater detail.Thermal-Fluids Course Sequence The thermal-fluids course sequence at The Citadel is taught as Thermal-Fluids I and IIrather than separate Thermodynamics and Fluid Mechanics courses. Students typically take bothof these courses during their junior year of study. This course sequence is largely taught viatraditional lecture, with daily example problems solved in class by the instructor to demonstratethe problem solving
- Conference Session
- Technology for Faculty Development and Classroom Management
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Gillian M. Nicholls, Southeast Missouri State University; Neal A Lewis, University of New Haven
- Tagged Divisions
- New Engineering Educators
technology has changed cheating in face to face classes, it has also affected the potential forcheating in online classes12, 13. Malesky, Baley, and Crow14 conducted an experiment todetermine if instructors could identify a student cheating by contracting out an online course to aringer supplied by a commercial cheating company. They created a pseudo-online course co-taught by two experienced online instructors and recruited students who had already taken thecourse to participate as students for research experience and/or honors credit. All the studentswere assigned aliases, false student ID numbers, and new email addresses by the university. Oneof the students was directed to contact a cheating company, provide the syllabus, and hire themto
- 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
Instead of relying on coordinators contracts started a threeday bootcamp. It provided to do all training, departmental week prior to the an overview of policies, the course experts led some sessions. This start of classes, thus project, the learning management reduced monotony for attendees limiting training system, and university online and leveraged expertise of options. recordkeeping systems, as well as colleagues. We found that if prepared instructors to teach the bootcamp is optional, those first two weeks of course content. missing training are behind. Instructors had a Deliberate decisions
- Conference Session
- That's a Great Idea! Learning-focused Methods to Revitalize Your Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Rob Sleezer, Minnesota State University, Mankato, Twin Cities; Jacob John Swanson, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato
- Tagged Divisions
- New Engineering Educators
support for the change. The syllabus for the Designcourse was modified from previous semesters to require each team to provide weekly documentsthat tracked progress and proposed changes to the design specifications. In prior semesters,students in the Professionalism course had been required to reflect on several design experiences.For this study, the students were required to reflect specifically on the use of iterative loops aspart of the design process. The Seminar course was modified to provide a venue to discussfailure, iterative loops, and the design process.Propositions and Process for Linking Data to PurposeYin34 noted that exploratory studies could state a purpose and the criteria for judging theexploration successful instead of
- 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
undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism
- 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
Paper ID #29904Improving student accessibility, equity, course performance, and labskills: How introduction of ClassTranscribe is changing engineeringeducation at the University of IllinoisProf. Lawrence Angrave, University of Illinois at Urbana-Champaign Lawrence Angrave is an award winning Fellow and Teaching Professor at the department of computer sci- ence at the University of Illinois at Urbana-Champaign (UIUC). His interests include (but are not limited to) joyful teaching, empirically-sound educational research, campus and online courses, computer sci- ence, unlocking the potential of underrepresented minorities
- Conference Session
- Lessons for New Engineering Educators
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette
- Tagged Divisions
- New Engineering Educators
materials and students’homework. This allowed modification to the PD content and instruction targeted to fit the needsof current students and changes in course objectives.The list of task underwent by the PR was follows:1. Understand content of prior MEA TA-PD PowerPoint slides. This required reading the course syllabus, the MEA problem statement, sample student work on this MEA, experts’ assessment of this sample student work, and past semester TAs’ feedback on this sample student work.2. Modify PowerPoint slides to accommodate new content that could address TA confusion over poorly defined terms associated with MEAs and provide samples of actual TA feedback from past semester.3. Understand MEA assessment dimensions. There are two
- 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
become a successful teacherand an effective mentor. “Introduction to Metals and Metallurgy” being a freshman course,demands certain expectations from the instructor teaching this course. He/she must haveMaterials Science (for this course) background and the ability to effectively communicate withfreshman students who are just out of high school. Modern day teaching methods include use oftextbooks, multimedia, online lectures, and classroom interaction. An instructor needs to use some or all of the above tools to enhance students’ classroomlearning experience. However, to the authors’ best knowledge there is not much literatureavailable on how soon an instructor should connect to students in order to help them succeed intheir course and
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
evaluation and the online discussionboard, in addition to my classroom observations.Results and DiscussionAfter presenting my visual teaching and assessment philosophy, students were asked to completea three-question survey and engage in an online discussion about teaching philosophy andsyllabus. Overall, the results show my students’ satisfaction with my teaching philosophy. Figure3 depicts that 82.8% of the students strongly agree that the course syllabus, including myteaching and assessment philosophy, is clear, helpful, and matches student expectations. Notably,98.9% of the students agree and strongly agree with this course syllabus statement. Figure 3 The results of the first survey Likert question about the course syllabus and the clear
- Conference Session
- NEE 2 - Strategies to Improve Teaching Effectiveness
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
students to not ask questions that are covered on the syllabus?PurposeA syllabus has multiple functions that should be considered while creating the document. (1) Plan the course (for example, lay out the schedule and the assessments) (2) Communicate the objectives of the course (for elective courses, help students decide whether they truly want to take the course or not) (3) Serve as a “contract” or at least a “reference guide” for course policies (how to contact the instructor/s, coursework policies, etc)ContentAt a minimum, your syllabus should include the following information. Beneath each “main item”on this list are questions to consider as you decide what to include and how.• Course number, title, semester, section(s
- Conference Session
- New Engineering Educators: Tricks of the Trade II
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Melani Plett, Seattle Pacific Univ; Donald Peter
- Tagged Divisions
- New Engineering Educators
motivatedto do the hard work of solving the quantity and variety of problems needed for learning, withoutdemoralizing penalties for making mistakes while learning. Further, many professors prefer touse homework scores as a significant portion of the final course grade because it is difficult totest students on such a wide variety of problems.To achieve these goals, several homework options exist for the professor: traditional homework,homework that is graded online 3, 4, and homework that is assigned but not graded. Each of thevarious approaches addresses the homework balancing act differently, and each has itsdrawbacks (Table 1). An alternative approach described in this paper incorporates many of thebenefits of these various methods in a manner
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
development, areas of greatest mastery and greatest confusion, andcommunicate their understanding to the instructor. A literature review of both homeworkstrategies and classroom assessment techniques shows the development of the dual-submission-with-reflection homework methodology. The instructors administer the methodology throughsyllabus explanations, coversheet templates, and online learning management systems.Instructors discuss the effectiveness, benefits, and drawbacks of the methodology. Results fromstudent surveys illustrate the effectiveness of each component of the dual-submission-with-reflection homework methodology.KeywordsHomework, Instructor Perspectives, Student PerspectivesIntroductionHomework in engineering courses serves many
- Conference Session
- NEE - 3: Improving Homework and Problem-solving Performance
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Emily Kate Bierman, The Citadel; Timothy Aaron Wood Ph.D., The Citadel; Jeffery M Plumblee II, The Citadel
- Tagged Divisions
- New Engineering Educators
major, students must take and pass a two-course series:Thermo-Fluid Dynamics I (MECH 310) and Thermo-Fluids II (MECH 311). This coursesequence is taken during the junior year. The same faculty member taught both courses, and inMECH 310, the course used a traditional, single turn-in homework method. Homework washanded out and a hard copy was collected and graded by the professor. The following semesterin MECH 311, the same group of students used the dual-submission, innovative homeworkmethod. For the dual-submission, the students scanned in or took a picture of the completedhomework. For the first attempt, it is only submitted online. The difficulty level of the homeworkand exams are comparable for both classes. The number of the problems in
- Conference Session
- Tricks of the Trade I
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Seamus Freyne, Manhattan College; Micah Hale, University of Arkansas; Stephan Durham, University of Colorado, Denver
- Tagged Divisions
- New Engineering Educators
, try to be consistent across all sections. Meet with thefaculty who will teach the course and come to a general agreement on the syllabus. Choose thesame textbook. Give roughly the same assignments, projects, and exams. As you can guess,your students will complain if they think the workload in your course is too heavy, and studentsin other sections will complain if they detect the workload in your course is too light. You willhear about it, the other faculty will hear about it, and so will the department head.What happens if you meet resistance when trying to reach some consensus on the syllabus? Sayyou want to update the course with some new topics or experiments, but other faculty want toteach the course as it has previously been taught
- Conference Session
- Assessment of Student Learning – New Engineering Educators Division
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Sara A. Atwood, Elizabethtown College; Arjun Singh, Gradescope
- Tagged Divisions
- New Engineering Educators
mechanical engineering courses over two successive cohortsand want to share key features that may appeal to both new and experienced engineeringeducators to support improved pedagogy. These include the ability to: • grade student submissions online in any location, • change the point value associated with a particular mistake once and apply to the entire population, • quickly reference similar mistakes instead of rewriting the same comment, • retain a digital record of the student work, and • return feedback digitally outside of classroom time.The online rubric-based grading tool can facilitate feedback that is prompt, equitable,explanatory and formative. Such tools can inform opportunities to re-teach and re-test in
- 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
more severe. Onecurrent type of violation is contract cheating, first coined by Lancaster and Clarke in 2006, whichinvolves paying a third-party to complete an assignment instead of the student enrolled in theclass [4]. Some researchers have even discovered “ghost students,” in which a fee is paid foranother person or company to enroll in an online course for an entire semester on behalf ofsomeone else [5]. Even though contract cheating and ghost-students are extremely severeviolations because of the awareness of the deviousness of the act, the underlying motivations forthese types of violations often reflect the same causes as other forms of academic integrityviolations [4].Students have cited a variety of motivations for engaging in academic
- Conference Session
- NEE - 3: Improving Homework and Problem-solving Performance
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University
- Tagged Divisions
- New Engineering Educators
evolved since 2009 and this paper will discuss anew approach to using UGTAs throughout a large scale, multi-disciplinary, multiple campusengineering program. This approach was created from the foundation of the KernEntrepreneurship Education Network (KEEN) entrepreneurial mindset focusing on the 3 C’s;curiosity, connections, and creating value [1]. While many programs utilize UGTAs inengineering or other curriculums, few have done so at an entire college scale spanning both on-campus and online courses or focused on the growth and mentorship of the UGTAs themselves.The goal of the Fulton UGTA program is to provide UGTAs with the motivation to create newvalue in the classroom that wouldn’t otherwise be available and promote the
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University
- Tagged Divisions
- New Engineering Educators
EannPatterson’s use of Everyday Engineering Examples in the classroom and the use of the Five E’s:Engage, Explore, Explain, Elaborate, Evaluate [3, 4]; presentation of new textbooks andworkbooks that take into account innovative teaching techniques, for example, references [12]and [13]; innovation of grade distributions in engineering courses to include the“comprehension” cognitive level in Bloom’s taxonomy; discussion on how to prepare exams andhow to assist students in preparing for them; the use of innovative Massive Open Online Courses(MOOCs) as a potential complement to the class; gamification techniques to maintain theclassroom motivated and engaged [15] – [20];. The last three weeks are dedicated to the transformation of two courses by each
- Conference Session
- Training and Support for NEEs
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Vishwas Narayan Bedekar, University of Arkansas; John DUPE Lee, University of Arkansas; Douglas E. Spearot, University of Arkansas
- Tagged Divisions
- New Engineering Educators
) management in a very large class, (2)syllabus content and (3) balancing teaching and research responsibilities. In addition, Prof.Spearot worked with the Department of Mechanical Engineering staff to develop a formalevaluation survey for Mr. John Lee.In preparation for the fall 2012 semester, Prof. Spearot involved Mr. Lee in every decisionrelated to the management of the large course, including writing of the course syllabus, decisionsrelated to the weight provided to each assignment and exams in the course, week-by-weekplanning of course topics and homework problems, and determination of homework and examdates. Prof. Spearot and Mr. Lee developed a strategy to manage homework submission,homework distribution to the graders, and drill session
- Conference Session
- Tricks of the Trade
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University
- Tagged Divisions
- New Engineering Educators
pedagogy to technology and to the learning styles oftoday’s college student is an additional strategy, which may enhance classroom management.The modern engineering classroom, for example, is changing in format. There is the traditional lecture(possibly accompanied by recitation sections), the flipped classroom where students watch recordedlectures prior to class and engage in active learning during class time,3 and the online classroom wherestudents access course material through the internet and laboratory sessions. In all of these formats,faculty must manage the environment to ensure a supportive learning experience. Faculty come tohigher education wellversed in their subject matter but largely unprepared to successfully confront andmanage
- 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
the expectations of the specifications grading conveyed by the course syllabus and by the instructors? 2. Did you feel confident about where you stood in terms of progress towards earning your intended grade throughout the course? 3. Based on the specifications grading scheme for this course, what final grade do you expect to earn? 4. What do you think were the strengths of the grading approach for this course? Why? 5. What do you think were the weaknesses of the grading approach for this course? Why?The responses for the first three questions are given in Figures 1, 2, and 3. The majority (85%) ofthe students felt that the specifications grading scheme was transparent and communicatedeffectively. All of the students
- Conference Session
- But I'm a Loner! Expanding capability and creativity by examining effective alliances
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley
- Tagged Divisions
- New Engineering Educators
together. Share your teaching philosophy and goals for the classwith your graduate teaching assistants. Tell them what inspires and motivates you to teach thecourse, and how you are seeking to improve it based on previous experiences. Ask them whythey are teaching this course, what they hope to get out of it, and what their previous teachingexperience has been. Invite them to set goals with you: personal goals for the own teaching, aswell as group goals for teaching the course.Share student learning objectives, ABET requirements, and your course syllabus with yourgraduate teaching assistants at this meeting. Communicate the key course deliverables orassignments, topics, and policies. Describe your typical approach to grading. Coordinate to setup a
- Conference Session
- Scaling class size and technology – New Engineering Educators Division
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Geoffrey Recktenwald, Michigan State University; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Anant Sahai, University of California, Berkeley; Matthew West, University of Illinois, Urbana-Champaign
- Tagged Divisions
- New Engineering Educators
Paper ID #23578A Corporate Organizational Model for Scaling Class SizeDr. Geoffrey Recktenwald, Michigan State University Dr. Recktenwald is a lecturer in Mechanical Engineering at Michigan State University where he teaches courses in in mechanics and mathematical methods. He completed his degree in Theoretical and Applied Mechanics at Cornell University in stability and parametric excitation. His active areas of research are dynamic stability, online assessment, and instructional pedagogy.Dr. Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant
- Conference Session
- Tricks of the Trade
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Steven Chene Chetcuti, United States Military Academy; Hans J. Thomas P.E., U.S. Military Academy; Brent J. Pafford, U.S. Military Academy
- Tagged Divisions
- New Engineering Educators
the students conductlittle to no daily preparation when there are no graded requirements andconversely show extremely large time spikes when out of class assignments aredue or prior to in-class evaluations. Finally, in-class lectures force an instructor toteach a certain amount of material in a limited timeframe irrespective of the rate atwhich each student can retain or comprehend that information regardless of theexperience level of the student. Inspired by the pedagogical concept of ‘flipping the classroom,’ KhanAcademy online instructional videos, and the Thayer Method (whereby studentsprepare prior to class, recite the topic to their instructors and receive dailyevaluations) the authors created a blended course. This blended
- Conference Session
- But I'm a Loner! Expanding capability and creativity by examining effective alliances
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University
- Tagged Divisions
- New Engineering Educators
pedagogicalcontent knowledge [13]; several examples of work created by faculty members from previousSFIP sessions to calibrate the participants’ expectations on deliverables; examples from EannPatterson’s use of Everyday Engineering Examples in the classroom and the use of the Five E’s:Engage, Explore, Explain, Elaborate, Evaluate [14, 15]; presentation of new textbooks andworkbooks that take into account innovative teaching techniques, for example, references [16]and [17]; innovation of grade distributions in engineering courses to include the“comprehension” cognitive level in Bloom’s taxonomy; discussion on how to prepare exams andhow to assist students in preparing for them; the use of innovative Massive Open Online Courses(MOOCs) as a potential