Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

Good Teaching: As Identified by Your PeersAbstract:The literature on teaching is replete with definitions and examples of good teaching. Theyinclude the traits and characteristics of the best instructor/teacher/professor. They have examplesof methods and results of surveys that quantify teaching: bad or good. In recent years, theliterature included the impact of teaching on the student learner; thus, coming full circle, fromteacher to learner. The literature provides good information, but it is the analysis of the currentclassroom experience of one’s peers that provides reliable information on the teaching of today’sstudents.Since 1998, over 1000 faculty have pondered over 5 questions concerning good teaching. Theyhave pair-shared the results

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

indicated the process was meeting with more successthan the previous semester. Some students clearly continued to like the idea and appreciated theincentive to check their work for accuracy. The author also observed much more documentationof help received during the review process, but he noted that not everyone had yet bought intothe approach. The author observed a few cases of students who would take the 5% cut for nothaving peer review done at all. He also noted that there were cases of students writing notes tothe effect, “My work did not match my reviewer’s work, but I could not find the error.” Closerinspection of these comments usually found that peer review was almost always done within the15 minutes prior to the turn-in deadline, thus

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

technologies will become our masters ratherthan our tools. The first two authors presented a paper in 2005 that dealt with that issue4.The authors of this paper are certainly not the only ones who have reflected on the issue ofmentoring. The next section describes some recent work done by others.Previous work done by othersPeer mentoring is the first kind of mentoring we would like to discuss. Peer mentoring occurswhen tenure track professors provide advise and support for each other. There are two ways thiscan be done. Younger faculty can write papers and make presentations describing theirexperiences to try to help other young faculty who may be facing the same situations. Thisenables the faculty member to benefit by presenting/publishing his work

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Eric Larson, Seattle University; Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

of the professor is to motivate the students to learn. The grading andfeedback process can significantly affect the learning process of the student. For some students,the feedback they receive on exams and assignments may be the only individualizedcommunication they obtain from the professor. At a minimum, the instructor needs tocommunicate why the students deserve the grade they received. The amount of feedback canvary. For problems done incorrectly, some instructors may point out where the error was so thestudent can avoid the same mistake in the future. Others may allow the student another chance atthe problem with the hope that the student is able to detect her/his own mistake, improving theirlearning. Writing detailed feedback can be

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

students interacted with their peers asthey went through the process of developing their teaching portfolios. At some institutions ofhigher education, this process of creating personal teaching portfolios has also become acommunity building opportunity as campuses develop networks of people who are interested intalking about teaching, and documenting and improving their teaching through self-reflection. Aprogram for faculty at Texas A&M includes peer interactions in the support activities and offersterm-long workshops with time for writing portfolio elements and discussing them with theirpeers and faculty developers built into the curriculum. The University of Florida also offersworkshops for faculty that include a strong peer component

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Jason Keith, Michigan Technological University

Tagged Divisions

New Engineering Educators

untenured faculty member should (andlikely will) spend most of their time. Page 11.256.3Tip #1: “Invest In Yourself” – When you successfully defend your doctoral dissertation,you are one of the best in the world in your field of Topic X. Thus, you have the bestchance to make an immediate scholarly impact by: • writing one or two more papers in Topic X. This keeps your publishing record intact and shows you can publish papers on your own (usually a key “deliverable” of a national research grant) • making a “lateral move” into a new, but parallel field of research. When you submit a proposal for review, the reviewers of your proposal

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

created over time, toshow the changes and advancement of their writing skills. These two types of portfolios areconsidered to be the basis of the portfolios used in engineering discipline.Besides these two commonly used portfolio models, there are several other types of portfoliomodels being suggested and used in the practice. Cress and McCullouogh-Cress1 designed astudent portfolio as a collection of student goals for learning, works in progress, peer andinstructor feedback, and reflections on the work and processes. Gottlieb2 pointed out thatportfolio designs, contents, and purposes could take on many forms, all of which areeducationally defensible. In order to clarify the variety of portfolios, he proposed adevelopmental scheme, which includes

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Yi-Min Huang, University of Washington; Matt Eliot, University of Washington; Jennifer Turns, University of Washington; Emma Rose, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

code captured any decision points that educators made that would impact all students in the college including those that they had no direct contact with. For example, one faculty member while seeking assistance in writing a large research grant proposal considered options that would create potential learning opportunities for all students. Page 11.388.6 Magnitude students affected Increase in

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Garrick Louis, University of Virginia

Tagged Divisions

New Engineering Educators

of juniorfaculty, many Assistant Professors agonize over writing and submitting their CAREERproposal.The goal of this paper is to present a systematic model for preparing the NSF CAREERproposal. Its objectives are to provide; a historical context for the CAREER program, apedagogical guide to preparing the proposal and supporting documents, and a templatefor writing the CAREER proposal. In the words of an experienced NSF program officer,“if you don’t submit a proposal, your chances of receiving an award are zero.”The CAREER Proposal Sections and FormatThere are 13 distinct sections required in an NSF CAREER proposal. The core of theserequirements are the Project Summary, Project Description, Budget with justification,and the Departmental

Conference Session

Faculty Development: Tenure & Promotion

Collection

2006 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Findlay Edwards, University of Arkansas; Norman Dennis, University of Arkansas

Tagged Divisions

New Engineering Educators

, exceptional students can be identified early in their academicstudies.ResearchAt most research universities, the official appointment for a faculty member is 50 percentteaching and 50 percent research. The teaching load is either 3 or 4 courses per year.Theoretically, research activities account for only 50 percent of the faculty’s membertime, but in reality, research oriented activities can consume much more of your time.The research side of academia can be divided into two major sections, research incomeand publications.A significant portion of a faculty member’s job can be spent on locating funding forhis/her research program. The search for research funding is sometimes combined withlittle or no training in writing research proposals. However

Conference Session

Tricks of the Trade in Research

Collection

2006 Annual Conference & Exposition

Authors

Matt Eliot, University of Washington; Roxane Neal, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

New Engineering Educators

situations which ranged from junior faculty concernedabout the impact of active learning techniques on their student ratings to more experiencedfaculty needing help writing the education section of the NSF’s Broader Impacts criteria for agrant proposal. This basic observation about the complexity of engineering educators’ teachingchallenges spurred this research group to generate an empirically-grounded set of designprinciples for this population.Design principles for engineering educator resourcesThe following is a list of our design principles as well as the empirical basis for each principlesynthesized from findings from our analysis of the interview transcripts. These design principlescould be used by engineering educators, especially those new

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

New Engineering Educators

: planning, project management, problem solving, presentation, patience andpersistence were skills either transferred from industry or newly acquired. All were essential forsuccess as an engineering educator. Each and every one played an important role in the transitionprocess and are equally valuable today and surely will be in future years.Quest for TenureThe third year intensified the pursuit of tenure leading to new obligations and responsibilities. Inaddition, many of the tasks from the previous two years continued over into the third adding tothe workload. Among the challenges were obtaining excellent ratings from the courseevaluations submitted by the students at the end of each term, writing peer reviewed articles forconferences and

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

require an on-line response or chat room discussion. Anothermethod is to require each student to find a hosting firm and develop a case study (relatingto the content of the course) that is presented to the class. One more strategy formaximizing outside of class behavior relates to the time consuming activity of viewingaudio visual materials such as DVDs. Require the students to view the materials on theirown time at the library (room use only) and write a three paragraph “executive summary”that is collected and serves as discussion points during class. Page 11.514.5Learning Technique Number 5 - Preparing to TeachDoyle (2001) in Integrating Learning