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

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

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

discussion on a breadth of topics relating to graduate education,acquiring a job, and the transition therein. The course component of PPIT aims to improve theteaching qualities of each student by providing theoretical and practical instruction on teachingin the classroom. In class, students are introduced to learning theories, literature in the field,learning styles, syllabus development, and others. The emphasis in this environment is on thedelivery and not particularly the technical content of an engineering professor’s instruction. Thiscomponent scaffolds the development of personal teaching philosophies and learning objectives,and gives each student a video-recorded microteaching sample for feedback purposes. Thesuccessful completion of both