Displaying all 11 results
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Julie P. Martin, Ohio State University
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- New Engineering Educators
for Engineering, at the National Science Foundation from 2017-2019. In 2018, Dr. Martin represented the Foundation in an interagency group, managed by the White House Office of Science and Technology Policy, charged with writing the 5-Year STEM Education Strategic Plan ”Charting a Course for Success: America’s Strategy for Stem Education for the US government.” Dr. Martin served as a member of the writing team for that document, published in December of that year. Dr. Martin has held faculty appointments at Clemson University (2008-2019) and the University of Hous- ton (2004-2008) where she was the Director of Recruitment and Retention for the Cullen College of Engineering. Since 2004, Dr. Martin has held a
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ivan Detchev, University of Calgary; Elena Rangelova, University of Calgary; Sheng Lun (Christine) Cao, University of Calgary
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- New Engineering Educators
instructor in the Department of Geomatics Engineering, Schulich School of Engineering, University of Calgary. She received her PhD degree from the same department in 2007. Her research interests in scholarship of teaching and learning are in the field of deep, active and team- based learning, as well as transformative learning in threshold concepts.Ms. Sheng Lun (Christine) Cao, University of Calgary Sheng Lun (Christine) Cao is a second-year Master of science student at the Schulich School of Engineer- ing, University of Calgary. Her primary research field is in applied machine learning on urban planning and development. Due to her interest in Engineering Education, Christine also works as a research assis- tant for Dr
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Mussulman, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Karle Flanagan, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign; Natalia Ozymko, University of Illinois at Urbana-Champaign; Rittika Adhikari, University of Illinois at Urbana-Champaign; Jacqueline Osborn, University of Illinois at Urbana-Champaign
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- New Engineering Educators
office hours, tutoring sessions, and other events indistributed spaces across the building. Several different student organizations have used theQueue during the Fall 2019 semester, and this novel use is something we plan to study more infuture work.2.4. Queue as a Resource in Response to COVID-19In the transition to online courses, the Queue continued to be used to help students engage for 1:1and small group office hours. In the first month of use, three different usage patterns haveemerged from different Illinois courses using the Queue: 1. STAT/CS/IS 107: Data Science Discovery runs 1-on-1 office hours in a single virtual Zoom conference room. When a student has a question, the student will join the “waiting room” for the
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut
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- New Engineering Educators
research, (2) technical communication, (3) project management, (4)teamwork, (5) environmental health and safety, and (6) research ethics. Students can elect to take1, 2, or 3 credits of research each semester. Developing a concrete grading scheme that is both effective and efficient has long been adifficult task. To combat this problem, the co-author has implemented a specifications gradingapproach during the last three semesters (starting in Fall 2018). The defined specifications aremade up of two components: deliverables and hours of effort. The deliverables are comprised of mandatory university safety trainings to gain access tothe lab, responsible conduct of research training, educational and skills modules, reflections,planning
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh
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- Diversity
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- New Engineering Educators
underrepresented faculty, more emphasis must be placed on building allies to develop a better community and institutional culture for underrepresented faculty. The critical mass theory states that roughly 30% of people are required to create an influential body for policy changes [7]. 2. Lack of strategic planning for early-career faculty towards coping with the demands of the academic career based on informed/realistic expectations [8]. There are many unsaid nuances to obtaining and keeping faculty positions, and due to implicit bias, and culture, sometimes it is difficult to know what to ask, whom to ask, or how to ask to get the information required for success. 3. Lack of encouraging URMs into the professoriate
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
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- Diversity
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- New Engineering Educators
academic accomplishments.• Be wary for how students cheat. Once a method of cheating is identified, create a solution that does not allow this type of cheating in the future. Figure 4: A sample of academic policies that can be added to course syllabiCheating during examsCheating on exams can be either opportunistic or planned. Here are a few tips to preventcheating during exams-• Questions asked on the exams should never be repeated from previous semesters. In this technologically advanced era, do not ever recycle your exams.• Questions from textbooks and publisher text banks should be altered to avoid students copying from a solution manual that is readily available online.• If possible, at least two different sets of exams
- Conference Session
- New Engineering Educators 1: Learning Aids
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington
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- New Engineering Educators
. Reflection as a form ofmetacognition that involves stepping out, thinking about, and connecting forward [18] helped usmake sense of our experiences during the seminar as an ongoing practice. We designed reflectionactivities that took into account where students were in the quarter, what topics we had beendiscussing, and made use of a creative range of materials and formats.Iteratively designing the seminarCurriculum. We turned the notion of visual notetaking into a meaningful educational experiencewithin the constraints of a 10-week academic quarter. Originally, we planned on using anexisting visual notetaking online resource and then adapting the instruction for our seminar.Serendipitously, the online resource we found had 10 visual notetaking
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette
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- New Engineering Educators
supportcomputational thinking while planning a programming instruction [9]. To examine practices andperspectives in Computational thinking learning research, a proposed methodology of datacollection will be asking students to verbalize their thought process using think aloud protocolwhile programming and their on-screen programming activity could be captured and analyzed[9]. As for the instructional implication, it is proposed that a constructionism-based problem-solving learning environment, with information processing, scaffolding and reflection activities,could be designed to foster computational practices and computational perspectives.Although constructionism was the dominant learning theory to teach computational thinking.Additional frameworks were also
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Randy Hugh Brooks, Texas A&M University
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- New Engineering Educators
idea. Students start from thebasics, such as drawing a line, and are well-supported with lesson videos and visual guidance foreach lesson. Practice may be pursued through a structured plan, or by selecting their own paththrough the lessons. The most popular item is an award-winning gamified line sketching activitywhereby points are awarded for achievement levels of three basic sketching metrics.Instructor ObservationsAll three tools provide digital formative assessments with immediate feedback to the studentsfrom the tools. PhET and Sketchtivity respond with visual stimuli to be interpreted by thestudent, while Mechanix is designed to provide textual hints and guidance.PhET is an online simulation tool widely utilized at all levels of
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
Good Category Strengths Areas for Improvement Format Interpretation Planning / Procedure Solution Execution Figures Equations Units Checking WorkReflectionWhat answers from the Initial Attempt coversheet, if any, changed after assessing the work?____________________________________________________________________________________________________________________________________________________________Reflect on how to improve concept mastery and homework performance in the next homework.____________________________________________________________________________________________________________________________________________________________
- Conference Session
- New Engineering Educators 1: Learning Aids
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Mariana Silva, University of Illinois at Urbana-Champaign; Eric G. Shaffer, University of Illinois at Urbana-Champaign; Nicolas Nytko, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign
- Tagged Divisions
- New Engineering Educators
trained model performs better thanthe other two methods.For this study, the recall parameter is the most useful since we want to identify the students atrisk that could benefit from the course intervention. Our model gives a 57% recall, which isunfortunately not high, but is better than selecting students at random. The instructor plans tocontinue gathering data to improve the classification model.To answer the second research question (can we improve the student experience and performancein the course via an intervention based on early predictions?), we analyzed assessment scoresfrom students in each of the four groups A, B, C and D.Student final grades 125 100