Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Tylisha Baber, Michigan State University

Tagged Divisions

New Engineering Educators

structure is required in order to ensure fairness andreliability. Furthermore, a fair and effective peer evaluation program requires a considerableinvestment in faculty time. The minimum amount of time suggested is 4 to 6 hours perevaluation, including a minimum of 1-hr for the pre-observation meeting, 1-hr for theobservation meeting, 1-hr for the post-observation, and1-hr to write the final report[38]. Based onresearch studies and the experience of institutions in which peer review of teaching is practiced,the following elements seem to be essential[39-41]: ‚ Peer observers should be neutral and well-trained. ‚ Observers must use standardized observation reports to ensure reliability. ‚ Teams of at least two colleagues

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Ryan Beasley, Texas A&M University; Ana Elisa Goulart, Texas A&M University; Wei Zhan, Texas A&M University

Tagged Divisions

New Engineering Educators

are difficult for a variety of reasons, including the lackof preparation and experience that new faculty members have for various aspects of the job.Much advice has been given regarding the use of mentoring and workshops to accelerate theacclimatization period, but these methods may not involve the relaxed atmosphere and opendiscussion conducive to the development and free exchange of ideas and ideologies. In thispaper, we discuss our approach of regular peer meetings of such discussions. Peer meetingspromote the discussion of problems encountered by new faculty as the problems develop. Notonly does discussing problems in such meetings assist in the creation of solutions, but everyonewho participates in the discussion is thereafter prepared

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

• Enhanced educational and mentoring experience for graduate studentsThe faculty mentor plays a key role in the process. New faculty especially need to make sure that the effort theyput into mentoring a student in this worthwhile program has a return on its investment. In other words, theparticipant’s project should lead to at least a presentation or poster at a professional meeting, but more ideally, itshould provide a substantial contribution to a paper prepared for peer-review. ENABLING MEANINGFUL RESEARCH EXPERIENCESThe primary goal of a summer research experience is to offer an informative, positive immersion in research so thatparticipants can make an informed decision as to whether they would like to pursue an

Conference Session

Mentoring & Development:Creating Successful NEEs

Collection

2008 Annual Conference & Exposition

Authors

B. Elizabeth Jones, Tarleton State University; Denise Martinez, Tarleton State University

Tagged Divisions

New Engineering Educators

used to drive periodic (e.g., monthly) workshops and brown bag lunch series. Thesefaculty resource efforts are being hosted and implemented by the Center for InstructionalTechnology and Distance Education. Thus, it requires minimal time investment by the newfaculty cohort members.Most recently, expansion of the cohort has resulted in the formation of the Junior Faculty WritersGroup. The focus of this group is to provide a framework for peer review of manuscripts invarious stages of the writing process, review journal or conference papers, grant proposals, bookchapters, academic portfolios, or any other scholarly works. The group is not only an extra set ofediting eyes, but also a source of encouragement for each other to produce high

Conference Session

Off the Beaten Path

Collection

2008 Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University-Mankato; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

in Office Hours and in ClassAbstractOne of the most challenging and unexpected aspects of a new professor’s career is dealing withstudent emotions. Emotions, especially anger and frustration, can have an impact on studentsuccess and willingness to stay engaged with course content. Successfully implementingstrategies for dealing with student emotions can result in improved academic outcomes. Thispaper addresses the impact of student emotions and suggests strategies for faculty to use wheninteracting with students.IntroductionThe impact of student emotions on learning is rarely discussed in faculty preparation workshops.Guidebooks suggest ways to write syllabi, plan lessons and incorporate active learning strategiesbut rarely present ways to

Conference Session

Tricks of the Trade II

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

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.Learning Technique Number 5 - Preparing to TeachDoyle in Integrating Learning Strategies into Teaching 9 suggests that we give thought toenhancing student learning, by asking and answering the following seven questions.Question #1 - Prior Knowledge: What background information do my students need to beprepared for my course?Application of the Theory:By letting students know what prior knowledge you are assuming they already have and bysuggesting ways to review or fill in missing

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Aly Tawfik, Virginia Polytechnic Institute and State University; Janis Terpenny, Virginia Polytechnic Institute and State University; Richard Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

experience of one of the GTA’s who was involved inleading 3 of the 45 workshops. The GTA taught the first workshop on the early mornings ofWednesdays (8:00 to 9:50 am), and the second and third on Friday mornings, the second beingearly in the morning (8:00 to 9:50 am), and the third being right after (10:00 to 11:50 am). In the1-day time gap between the workshop taught on Wednesday and workshops taught on Friday,the GTA, if possible, modified the instructional delivery process of the activities, with theobjective of improving the learning outcomes. The modified instructional delivery was based onthe GTA’s reflections, peer suggestions, and students’ feedback. Course modifications are, ingeneral, in accordance with the literature on human/student

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Margaret Bates, Northeastern University; Brittany Damon, Northeastern University; Alison Reppy

Tagged Divisions

New Engineering Educators

towards their learning, and therefore inclined towant more involvement in the process. They also want to relate learning to their life experiences,understanding that education is for life. Young learners, on the other hand, have little experience to drawon, and therefore tend to be dependent on the instructor for guidance. They are also motivated to learnmore by reward and punishment, i.e. good grades, failing grades4. Typically, the traditional lecture isbased on the pedagogical model, with the professor providing information to the student, while theandragogical model allows for more interaction and cooperation between the student, peers, professor,and subject matter (active learning). With both approaches, effective learning can occur. Yet