Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

New Engineering Educators

transitions. On theother hand, non-changers often allowed concerns for security, power, and position to controltheir choice process at these transition points. Another study echoed these themes and foundthese factors were related to the three most important career transition success factors for thechangers:3 (1) displayed greater job and occupational mobility; (2) were more internally motivated; (3) usually moved towards a specific new career instead of away from an existing career.Other studies examined the cognitive and affective thought processes involved in the planning ofvoluntary career change.4 A common theme in these studies is the importance of a realistic andaccurate understanding of the proposed new career. A particularly useful

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

journey as a teacher: the personal vision, the politicalsetting, the professional commitment, and the pedagogical measures. (3, 5)Personal vision: Often, the ambiguity of teaching, the feeling that things are not ontrack, and the emergence of unanticipated factors and situations can be extremelydebilitating. At those times when the teacher feels that he /she is no longer in control andothers (be it learners, colleagues, or superiors) are in charge of his/her plans, actions, anddestiny. It can be dangerous and humiliating for the teacher to feel that he /she are offtrack, particularly when others step in to define his/her roles, aims, and functions. It mayalso be frustrating to realize that he/ she are devoting lots of time and tremendousenergies

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

before receiving their diplomas. (8)In some parts of the country, about a third of all high school students fail to graduate (9),and among those who do receive their high school diploma, many find that they are notprepared for the rigors of college academics. Equally alarming, more than a third of first-year college students received or planned on getting remedial help in math during theirfreshman year.(9) And finally, even though males and females take similar math classesand achieve similar scores in the K-12 environment, the participation rate of males inmath is far greater than that of females after high school. (10) In light of these findings, dowe wave the white flag and simply give up? Or do we wave a red flag to rally ourresources to do

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

into the themes of “connecting with others” and “being overwhelmed” at the mid-point.) I want to change things back home and I want to change things back home and worry I worry I will not be able to. My worries will not be able to. Some worries are still are general rather than specific. general, but others express concrete hopes, fears, and plans. I worry about my English proficiency. (Not mentioned in mid-point feedback.)Table 3. Perceptions and motivations transitioning towards self-authorship as a method oftransfer Workshop start

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen M. Williams P.E., Milwaukee School of Engineering; Robert W. Hasker, Milwaukee School of Engineering; Steven Holland, Milwaukee School of Engineering; Adam Redd Livingston, Milwaukee School of Engineering; Kerry R. Widder, Milwaukee School of Engineering; Josiah A. Yoder, Milwaukee School of Enginering

Tagged Divisions

New Engineering Educators

students.In the second quarter, I am teaching a Systems Interfacing course with two seasoned professors.We have a combined lecture sections which we take turns handling, and separate lab sections.This arrangement provides some similar benefits as the shadowing program via the built-inobservation of experienced faculty and the feedback from them on my lectures. The other courseis another transfer student course where I am the sole teacher.I felt the program met my expectations. The seasoned professor was generous in supplyingprevious materials, which helped give me a starting point for my preparation, and occasionally,when time for preparation was not there, a good backup plan. He was also a valuable resourcefor questions about departmental

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amber L. Genau, University of Alabama at Birmingham

Tagged Divisions

New Engineering Educators

initially high and did not change.After two years of data collection, ways to improve the usefulness of the pre and postcamp surveys are being considered. For example, Q8 will likely be removed. Q6 mayalso be removed, as the camp does not currently provide students with an opportunity totake anything apart. In addition, it may be more informative to use more directedquestions, such as Chen et al used in their assessment of the EPIC program at Cal Poly5.For example, instead of a Likert scale, they asked camp participants, “How committedare you to studying engineering. Please choose the statement that best fits you.” • I plan to study engineering in college. • I’m considering engineering but am also considering other majors for college

Conference Session

INVITED PANEL: Preparing your Teaching Portfolio

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

Glen Livesay is an Professor of Applied Biology and Biomedical Engineering; he co-developed and co- teaches the biomedical engineering capstone design sequence at Rose-Hulman Institute of Technology. Glen’s educational research interests include student learning styles, the statistical evaluation of assess- ment instruments, and increasing student engagement with hands-on activities. He has received an NSF CAREER award and served as a Fellow at the National Effective Teaching Institute.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Executive Director of the Office of Institutional Research, Planning, and Assess- ment & Professor of English at Rose-Hulman Institute of Technology

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

M.D. B. Sarder, University of Southern Mississippi

Tagged Divisions

New Engineering Educators

lectures.Figure 2: Online lecture management Page 24.719.7Design MethodologyThis section covers some innovative techniques that were implemented in our institution toincrease students’ engagement in online classes. Some of these techniques are proved to be veryeffective and some are not. We are still in the process of measuring the effectiveness and hencethis paper doesn’t provide enough detail of assessments. In our effort to increase studentinteraction within an online course delivery system, whether the course is entirely online orbeing offered face-to-face augmented by online support, we plan to incorporate two features thatwe believe will advance the

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; Carl Nelson Blue, University of Southern Maine

Tagged Divisions

New Engineering Educators

learning stylethat is the result of neuroscience research on how the human brain processes and retains newinformation”. 1Introduction“Acknowledging that students learn at different speeds and that they differ in their ability tothink abstractly or understand complex ideas is like acknowledging that students at any given agearen’t all the same height: It is not a statement of worth, but of reality”.2 In a differentiatedclassroom and laboratory, the teacher proactively plans and carries out varied approaches tocontent, process, and product in anticipation and response to student differences in readiness,interest, and learning needs. According to Tomlinson, our teaching style “can influence astudents’ IQ by 20 points in either direction, that’s a 40

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lea Marie Eaton, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

New Engineering Educators

the homework was: enjoyable, intellectually stimulating, relevant to the material of the course, relevant to the exam material, relevant to real life situations, relevant to your plans for the future, critical to your learning process of the material, fairly graded, graded and returned in a timely manner (see Figure 1 for layout). c. Finally, students were asked to type out what specific strategies the course used that made it a successful experience for the student.3. Negative Homework Course. All of the same questions as above, but relating to a homework experience in a STEM course that the student would describe as “negative.”4. Homework Grading. Questions about grading in courses in the STEM

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer L.W. Carter, Case Western Reserve University; Brian Yuhnke Jr, Case Western Reserve University

Tagged Divisions

New Engineering Educators

preparation for real-world applications of knowledge such as group collaboration.They also appreciated the focus on student and faculty dialog versus traditional lecturing. Thefacilitators of the Active Learning Faculty Fellowship are currently working on compiling data topresent a full assessment of the classroom space in the future.With regard to this particular MSE introductory course, the indirect assessment of the classroomindicates that the active learning space is both functional and exciting for student learning. Thisconclusion comes from instructor journaling, student interviews, and outsider shadowing duringteam-based learning activities. The initially planned course structure only included active-learningactivities every other Friday, but

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet

Tagged Divisions

New Engineering Educators

. Page 24.223.2There are many behaviors that characterize a successful leader. However, most successfulleaders have certain behavioral characteristics in common2. At the same time, whencomparing the behaviors of effective leadership with the various aspects of classroommanagement, similarities appear.Define Classroom ManagementClassroom management is a very complex issue. As a result, there are many ways ofdescribing the various aspects associated with classroom teaching. For example,descriptions of classroom management include the following: • “Classroom management, as applied to teaching, involves everything that a teacher must do to carry out his/her teaching objectives. It includes preparation of plans and materials

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

students to share their experiences. Other optionsmight include presenting a poster or giving a talk at a campus or regional symposium, or evengiving a formal presentation to the research group or department. Distilling their experiencesinto a poster or oral presentation gives students valuable experience in communicating technicalcontent, and encourages students to reflect on the their contributions to the larger researchproject.Example ProjectsThis three-step method for mentoring undergraduate researchers is easy for faculty to implementand scaffolds students’ introduction to the research domain. Highly motivated students have theopportunity to gain skills and responsibility as they move through the three stages of thismentoring plan. For

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melodie A. Selby PE, Walla Walla University

Tagged Divisions

New Engineering Educators

class also appreciates the pop culture I am planning to reference. Onereason the Avengers worked so well in this class was that it was a shared universe. Not everyonein the class has to be a diehard fan of the universe, but most need to feel positive about it and atleast be familiar with it. I’ve found the best way to discover what fandoms are represented in theclass is to ask. It’s a great icebreaker discussion as students are coming into the class, and alsohelps demonstrate that I’m interested in them.Third, I always make sure to provide an introduction to the specific feature I am discussing tomake sure no one feels left out. For example, when discussing whether Iron Man’s suit violatesthe laws of thermodynamics, first we reviewed what his

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

faculty member can actually enable learning by supporting the students’ non-academic needs, which in turn enables the students’ academic engagement. Another means to accommodate external Page 24.977.11 commitments is for faculty to avoid short time frames for completing   assignments. This allows the student to plan around external time pressures while still completing their school work. ii. Our results also suggest that faculty should be explicit in discussing extracurricular activities with students, informing them of the potential benefits of

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Juan C. Morales, Universidad del Turabo; Michael J. Prince, Bucknell University

Tagged Divisions

New Engineering Educators

Page 24.1074.5courses. In fact, it was the outcomes assessment results from the School of Engineering thatmotivated the proposal that landed this grant. The SFIP is a response to the students’suggestions that more practical problems should be included in the curriculum to provide contextto the theory presented in the classroom. Also, the institution itself, as a norm, sponsors innovation and the pursuit of excellence sothat the SFIP is conducted within a social system in which the upper echelons of leadershipsupport it. This is fortunate as, regarding this point, Everett Rogers starts his book [4,page 1]with the following quote by Niccolo Machiavelli from The Prince (1513): “There is nothingmore difficult to plan, more doubtful of

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

 Dr. Ayo’s class exhibiting what she suspects are signs of substance abuse – the student’s eyes are red and the student is incoherent and listless.Questions ­ The following questions were provided to guide the small group discussions.What are your initial reactions to the scenario? How would you respond in this situation? If you were tospeak with the student, what might you say? With whom would you want to consult? Do you need todocument your interventions? Is there anyone you would want to inform? What are some possiblepitfalls of your approach? What would be your “plan B” if your initial course of action was not effective?Large group discussionAfter the small group discussions, participants reported to the larger group. Many faculty

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

who then is supposed to complete the form and turnit in, along with the exam, to the disability services office at the university. Students then takethe test at this office. This office commonly requests that the materials be turned in 24 hoursprior to an exam which will require some instructors to plan ahead more than they are used to. Ifa student is visually impaired disability services will sometimes want materials turned in a weekearly so that they can be sent out to be converted into braille. Students may need to take the test Page 24.681.9at a different time than the rest of the class due to scheduling conflicts. This can create

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

. Students are asked to answer aquestion individually; then they discuss the answers and can be given an opportunity tochange their answer. It takes time to plan good peer-instruction exercises, and it’s easierto justify the time when many students will benefit from it. Students may be moreunderstanding when asked to purchase a clicker for a large class rather than a small class.Tech support is needed to make clickers work smoothly, and it is more likely to beavailable if the class is large.Category 2: Less effort per credit hour taught. In a large class, on most campuses, youwill get TA or grader support; in a small class, you may not. If you have multiple TAs,they can specialize in performing different tasks. For example, in a recent class

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

New Engineering Educators

Paper ID #9847Subscribing to WII-FM: When will we Begin to Function as a Team?Dr. Andrew E. Jackson, East Carolina University Dr. Jackson serves as a Tenured, Full Professor in the Department of Technology Systems at ECU. He is a senior faculty member in the Industrial Engineering Technology (IET) program where he teaches a variety of IET courses, including: Production Systems Engineering and Production Planning, Engineering Economics, Human Factors Engineering, and Risk Assessment. His career spans 40 years in the fields of aviation, aerospace, defense contract engineering support, systems acquisition, academics, and

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

taught in the course. It is unlikely that this interest gap will ever be eliminated but it isclear that a lecture based model seems to be more effective in reducing it. A video lecture muststate the facts as concisely as possible in the interest of time. A good video lecture includes theinstructor’s introspection and should be enthusiastic. However, there is only so much genuineenthusiasm that can be relayed in recorded format. Without interaction, student questions, andclassroom dialogue, it is difficult to inspire the uninterested to want to learn more; particularlywhen the material is not in their chosen field of study. Many times, those inspirational momentscome from a student inquiry or comment in class that the instructor did not plan or