Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

and effort to high priorityactivities that require both immediate and sustained, long-term attention. Another goal of thistime management framework is supporting one’s well-being, which can often be neglected. ThePRIDE framework for time management consists of five components: Priorities, Reflection,Implementation, Deadlines, and Emotions. These five components are considered when makingdecisions about individual tasks and setting plans for each day, week, or semester, or for acomplex project.The audience of this paper includes new faculty, faculty at all experience levels who are lookingto tune-up their time management practices, and faculty who have assumed additionaladministrative roles.Introduction and BackgroundTime management is as

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

University.Dr. Donna Harp Ziegenfuss, University of Utah Donna Harp Ziegenfuss, is an Associate Librarian in Graduate and Undergraduate Services in the J. Willard Marriott Library at the University of Utah. She has an Ed.D. in Academic Leadership/Higher Education and an MS degree in Applied Technology/Instructional Design. She has over 10 years of experience teaching, designing instruction, and doing qualitative research both in and outside of a library context. Her research interests focus on library and technology-based instructional planning and course design, assessment and evaluation topics, as well as online teaching and learning.Dr. Matthew W Roberts, Southern Utah University Dr. Roberts has been teaching structural

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

New Engineering Educators

school into teaching, would feelmost comfortable implementing the same techniques and tools in their classrooms(Chachra, 2016). McManus (2001) specifically discusses how most new facultymembers were taught by instructors who used the Teacher-Centered paradigm asopposed to the Learning-Centered paradigm and therefore they likewise use it oncethey enter academia. This professor, who transitioned from a working professional inthe engineering and aerospace industry to teaching in higher education, self-imposedthe challenge of going digital at the beginning of the transition. His game plan consistedof creating and adopting a paperless curriculum framework (see Figure 1). Figure 1. Going Digital FrameworkAs a first year

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

0 1 2 3 4 5 6 Years Figure 3 - Number of years until tenure-track participants can apply for tenure (n=21)TeachingA teaching portfolio has many elements in common with the teaching section of a tenureportfolio, and in many cases, they are the same. At my university, the teaching section doesresemble a teaching portfolio. As such, all new faculty are provided a copy of The TeachingPortfolio by Peter Seldin, J. Elizabeth Miller, and Clement A. Seldin.5 The authors5 provide thefollowing steps for creating a teaching portfolio: 1. Planning, identify

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

; however, not much curricular emphasis isplaced on developing leadership skills through graduate school or for junior faculty members.Recent studies have linked transformational leadership5,6 –the leadership style that seeks to helpeach individual member of a team develop her or his maximum talent and potential—toinnovation success,27 learning outcomes, and higher productivity.28 By adopting a“transformational leadership” approach to leading and sculpting a research group, advisors canhelp students plan their own success. Outlining specific roles for students and helping them to setgoals for themselves at the same time as a research advisor sets overall goals for the team canhelp to form a productive research group.In sum, there are several

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebekah Oulton PE, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators

students, andexamples of classroom application as well as select student artifacts from this class are includedfor illustration. However, the instructional ideas presented are expected to be broadly applicable.JustificationCritical thinking is defined by characteristics such as “interpretation, analysis, evaluation,inference, explanation, and self-regulation” (Facione, 1990, 2011; Romkey & Cheng, 2009). Itis linked with responsible decision making and the level of intellectual curiosity and inquirynecessary to research societal challenges, solve complex problems, and discover new solutions(Facione, 1990; Schafersman, 1991). Effective critical thinking incorporates other higher-levelskills such as planning, written and verbal communication, and

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

wood screws. The teams are then tasked with building beams using their chosenmembers to span a given distance and fit within designated height parameters. Once the beamsare constructed, they are load tested using a hydraulic ram. The team whose beam has the highestcapacity to weight ratio receives a bonus on the assignment. Each group submits a reportoutlining their thought process for design, experience in construction and testing, and the lessonslearned. The project not only stimulates critical thinking about wood behavior, but requirescareful planning ahead to meet the design goals with different possible combinations ofmembers. It also provides hands-on experience hammering in nails and installing screws,something which many students have

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Laura J Dietz, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators

struggling students, planning and deliveringcourses effectively, starting a research program and getting it funded, writing rigorous and fairassignments and tests, dealing with classroom management problems, attracting and managingstudents, finding and working with collaborators, learning and integrating into campus culture,and balancing work life with family (Adams and Felder 2008; Banik 2016).Work-life balance has been shown to be a consistent source of stress to new faculty, along withunclear expectations (Austin 2003). Banik (2016) asserts teaching practices, finding time forresearch, inadequate feedback and recognition, unrealistic expectations from supervisors,insufficient resources and lack of mentors are all challenges for the new faculty

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

New Engineering Educators

dynamics and vibrations for thirty years. Eighty-one students were enrolled in this section of Dynamics & Vibrations, and it was held in atraditional “lecture-style” amphitheater classroom with tiered rows of fixed tables. Dynamics &Vibrations was selected for observation because Professor DV was known to heavily employactive learning activities in class, and because the class was held in a traditional classroom.Professor DV used the whiteboard at the front of the classroom every day, and occasionally didpre-planned or spontaneous demonstrations for students.MethodsDuring the fall 2016 semester, we collected data from the Aerodynamics and Dynamics &Vibration courses in the form of 1) pre- and post-semester interviews with each

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaela M Martin, Embry-Riddle Aeronautical University, Prescott; Dina M. Battaglia, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

New Engineering Educators

currently stands, we believe Recap’s technology glitches hinder true learninggains and have decided not to implement Recap during the spring 2017 semester. Plans to revisitthe technology later in 2017 to see what improvements have been made will determine future useand implementation decisions.References1 Bransford, J. D., Brown, A. L. & Cocking, R. R. How People Learn: Brain, Mind, Experience and School. (National Academy Press, 2000).2 Fisher, D., Frey, N. & Rothenberg, C. Content-Area Conversations. (ASCD 2008).3 Brookfield, S. D. & Preskill, S. Discussion as a Way of Teaching. (John Wiley and Sons, 2005).4 Alexander, R. J. Towards Diologic Teaching: rethinking classroom talk. (Dialogos, 2017).5 Dreyfus

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Anita Jain

Tagged Divisions

New Engineering Educators

has been working as an undergraduate researcher at the EERC since 2014 and plans to pursue a Master of Engineering degree in Engineering Management at Cornell University. c American Society for Engineering Education, 2017 No Excuses: Use of Simple Active Learning in Electrical and Computer EngineeringAbstractStudent-centered active learning, in which students are called upon to “do” something duringclass beyond listening and note taking, should be used to some degree in STEM courses. Activelearning has a significant positive impact on learning, understanding, and retention ofinformation. Fortunately, active learning can be incorporated into a course in many ways

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

issufficiently broad to provide the foundation skills necessary while also pointing to disciplinesthat may supplement the faculty member’s current skill set and/or suggest potential mentors ortraining opportunities in other disciplines.Sample Implications for Faculty Leaders and MentorsFaculty leaders and mentors have significant roles both at the person level, mentoring andsupporting the development of individual faculty, and at the organizational level, influencingand/or implementing the policies and procedures of the organization that form one set ofconstraints to the faculty career. As we think about the best ways to mentor junior faculty inparticular, how can we design mentoring plans that provide space and encouragement to honeboth base and meta

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

participants to the decision to implement them andseveral members had a chance to do so during the first year of TDG functioning. However, somemembers deferred the implementation of new ideas to the future for various reasons (e.g., thecurrent class was already planned or the idea was not suitable for the current class). Reasons fordelaying implementation included the implementation difficulty of particular strategies or thelack of leeway in the course structure. The decision to implement and the actual implementation of new ideas, however, werefound to appear not only as a consequence of learning outcomes. For some participants, thosephases appeared as a consequence of other participation outcomes, such as generation orvalidation of

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

’ work, and thereby gauge whetherthey are directing enough effort to the right parts of the assignment. Students embarkingon a peer-reviewed assignment should be told this, as a way to increase their buy-in to theprocess.7. ConclusionIn-class peer review can be a rewarding experience, but to realize its promise, it requirescareful planning and instruction. First, the instructor should create a detailed rubric,possibly with suggestions from students. Students should be shown what a good reviewlooks like. They should understand the benefit of providing specific, actionablesuggestions to the authors. They should endeavor to put themselves in the authors’ shoes,and think carefully about the effect that their feedback will have on the

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Terri L. Lovins, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

, professional 2, personal 1, etc. The nine questions are shownin Table 1.Table 1​. Survey questions. Each statement was a completion to the stem, “This reflectionactivity helped me to.” Respondents were given a set of five options: “strongly disagree,”“disagree,” “neither agree nor disagree,” “agree,” and “strongly agree.” Column 1 contains thequestion identifiers that are used in the results and discussion below. Identifier Question Professional 1 . . . learn something related to the key ideas in this [context]. Professional 2 . . . learn something relevant to my major (or planned major). Professional 3 . . . learn something but not something related to this [context] or my major. Personal 1 . . . fit into the campus community