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

A Hands-on Project for a Wood Structures CourseAbstractThe material behavior of wood used in structural applications is a complicated topic. Thestrength values differ in each direction and for each type of loading as opposed to the relativelysimple yield and fracture strengths of steel, or the trusty compressive strength of concrete.Professors at two universities have implemented a hands-on project in the Structural WoodDesign course at their respective universities with the objective of stimulating critical thinking inrelation to the behavior of wood structural members. Teams of four to five students are given alist of available wood members to choose from including dimension lumber, plywood, OSB, andsets of nails and

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

Paper ID #17668The Paperless First Year ProfessorDr. Rustin Deane Webster, Purdue University, New Albany Dr. Rustin Webster is an assistant professor at Purdue University. He teaches within the Purdue Poly- technic Institute and the department of engineering technology. He specializes in mechanical engineering and computer graphics technology. Prior to joining Purdue, Dr. Webster worked in the Department of Defense field as an engineer, project manager, and researcher. His specialization was in mechanical de- sign, research and development, and business development. He studied at Murray State University and the

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

received asemester-long training from the project research team on pedagogy and FLC leadership. Theresearch team identified people within their departments who had an interest in interactiveteaching and were known to be trying new teaching methods. The leaders then recruitedcolleagues from their departments who they knew were interested in teaching generally andinteractive teaching. The leaders were responsible for participant recruitment, organization ofmeetings, and facilitating discussions during them. The leaders received a small stipend for theirrole as facilitators. Participation in the groups was voluntary. In this study, we explored the firstyear of the TDGs functioning. The four groups consisted of 4-9 members including the leaders.The

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

the term. Tutors also rate the students,but tutor data is not included in the final score. The final grade is computed as 5 Gi = Gg + (AVi – AVg)/2where Gi is the individual grade, Gg is the grade for the group, and AVi and AVg are therespective average grades.SPARKPLUS [21] is a self- and peer-assessment system developed at the University ofTechnology, Sydney. It is also a rating-based system,where students fill out a rubricassessing their and their teammates’ contributions. It produces two assessment factors.To compute the first factor, it multiplies the project score by a student-specificcontribution ratio (called the “Self- and Peer Assessment, or SPA) to derive

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

responsibilities and long lists of tasks. Some of thesetasks have more immediate deadlines and necessitate frequent attention, while otherresponsibilities are longer-term projects. For example, teaching preparation can consume a largeproportion of a new faculty member’s time; however, one’s research and writing cannot beneglected. New faculty in particular may be faced with teaching, research, and service activitiesall requiring their time and attention at an intensity level that they might not have encounteredbefore. This can lead to a faculty member feeling overwhelmed and trigger self-doubt.This paper presents a research-based, holistic framework and strategies for time management,with an emphasis on taking an intentional approach to allocating time

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

refer back to if conflicts arise.33 Mentor-mentee contracts should be reviewed andupdated regularly; in an academic environment, revising once per year at a minimum – or even atthe start of a new semester – helps to ensure that mentors and mentees remain focused on theircommon goals. Specific elements that may be helpful within a mentor-mentee contract include:  Goals. The goals statement should identify (1) the overarching goals for the project or timeframe (e.g., what is the purpose of the research, or what are the key goals to accomplish during the upcoming semester?); (2) the mentee’s personal and/or professional goals for the project/timeframe (e.g., to complete certain experiments, to submit a journal

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

for removal of emerging contaminants during water and wastewater treatment. At CalPoly, she works with both civil and environmental engineering undergraduate students to to expand her research into application of wastewater reuse for agricultural applications, as well as effective storm water management via Low Impact Development techniques. Before Cal Poly, Dr. Oulton was a consulting engineer at Cannon in San Luis Obispo, where her projects included the Guadalupe Restoration Project, storm water management for Diablo Canyon Nuclear Power Plant, water management and wastewater treatment projects for local municipalities, and pollution control design for numerous development and remediation projects throughout

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

software to manage literature. Most participants indicated that they were using referencemanagement software; Figure 7 shows which software they use the most.In addition to staying organized, Furtak7 suggests maintaining a publication pipeline. Herpipeline includes the following categories: conceiving new ideas, draft proposals, proposalsunder review, data collection, data analysis, manuscripts in draft form, almost ready forsubmission, manuscripts under review, in revisions, revisions under review, and inpress/published. She suggests that candidates regularly check where projects are in this pipelineto prevent stagnation and holdups. She also suggests keeping projects distributed along thepipeline.I personally use Google Drive for storing data

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

mentoringprimarily suited to only one of their multiple hats. Given their limited resources, this is also aconcern for formal faculty development programs. In this section, we will show how the primaryskill sets from Arreola et al.'s "Meta-Profession" project [12] are orthogonal to and illustratesome of the available sources of faculty mentoring and faculty development programs across themultiple hats faculty wear. Part of our choice of the Meta-Profession project is rooted in itsorigins: the concept grew out of the need to define the role of teaching in a comprehensivefaculty evaluation program [13]. As such, the skills sets described below are formed for use asmentoring/development prompts, a part of faculty evaluation, and a means to supporting

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

challenges including culture shock, change in standard of living, and needingto revisit fundamental technical principles, this mid-career change also has many benefits to thefaculty member, the students, and the department. The job satisfaction that comes with teachingand having an independent research program is probably the number one benefit to the facultymember. In addition, the flexibility and supportive environment have made the transitionworthwhile and possible.It has also been found by the author that industry experience can be beneficial to the classroom,such as by enhancing the quality of lecture material with “real world” examples, stories, andprojects. Industry contacts were called upon to serve as guest speakers, provide design projects

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

]. Peer-assessmentenvironments have also been designed for pedagogical code reviews [7] and exampractice questions [8]. A frequent use of peer assessment is for design projects [9],including user-interface design [9]. In group projects, peer assessment is often used torate contributions of team members to the artifacts produced by the team [11].The main objective of peer feedback is to provide specific and timely feedback to authorson how to improve their work. Unfortunately, most students, left to their own devices,provide a paucity of feedback that is not focused on helping the student author to improve.Most instructors have limited experience in teaching students how to review. It is one ofthe critical-thinking skills that is important for all

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

STEM teaching workshop, the workshoppurpose and goals were met. The short- and mid-term outcomes of this project to develop abroader awareness on campus of alternative teaching strategies for STEM classrooms andincrease comfort level in using alternative teaching strategies, such as active learning, wasachieved. Participants demonstrated alternative teaching strategies in their individual short peerreviewed teaching demonstrations. However, the goals to develop relationships and increasecommunication between the multiple STEM departments at SUU were less successful. The post-survey data is somewhat contradictory. The lowest Likert-scale numbers indicate that some ofthe participants are less likely to follow-up with the peers they met at the

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

that were previously present.Humans process information and remember through language.2 By incorporating discussionsinto the classroom, students are forced to confront their assumptions, implement collaborativelearning, and improve their synthesis skills.3 Furthermore, classroom talk increases studentlearning and understanding4 to potentially move students from novices (blindly following rules)to experts (using intuition to find a solution).5One common “learning by talking” technique historically used is the oral examination, which hasbeen shown to increase student knowledge and cognitive learning.6-8 With the advancements oftechnology, today’s students learn by talking through the creation of videos for projects whichhave also shown to

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

attending to student thinking than about analyzing or responding to student thinking.McCormick, Wendell, & O’Connell (2014) showed video of students engaged in engineeringdesign to five in-service teachers (i.e. practicing elementary school teachers) new to engineeringand then interviewed the teachers about what they noticed and how they might respond to thestudents. The researchers categorized four themes of teacher noticing and three themes ofhypothesized responses. The results suggested that while these teachers were new to engineering,they still exhibited productive beginnings of responsive teaching in engineering. In another studyas a part of the same project, Johnson, Wendell, & Watkins (2016) categorized what in-serviceteachers who

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

the community(Cambridge, Kaplan, & Suter, 2005; Pimmel, McKenna, Fortenberry, Yoder, & Chavela Guerra,2013). Although many communities of practice occur in person, there exists a history within theengineering education field of virtual communities of practice. For example, ASEE was involvedin a virtual community-of-practice project that was designed to help support faculty members inthe implementation of active learning principles within their classes (Pimmel et al., 2013).Through this project, two types of virtual communities of practice were developed: (1) thosefocused on a particular course content and (2) those that were disciplinary in nature. Resultsobtained from these communities seemed to vary and were dependent on the level

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

by two engineers using the coding schemein Table 2, and all responses were double-coded. One of the coders was the assessment analystfor the project and the other was a senior-level engineering student. We calculated our first timeinter-rater reliability, which indicated fair to good initial agreement, with Cohen’s κ = 0.69(Norusis, 2005).Our coding scheme in Table 2 was developed using a grounded, emergent qualitative analysis ofthe students’ responses (Neuendorf, 2002). Each category of the coding scheme is defined anddescribed in Table 2. The categories at the top of the table pertain to benefits of or desirablestudent behaviors associated with the active learning techniques. The categories in our codingscheme are supported by the STEM

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clint Armani PhD, Unites States Air Force Academy

Tagged Divisions

New Engineering Educators

the US Air Force Test Pilot School and served as a Service Chief’s Fellow at the Defense Advanced Research Projects Agency (DARPA). c American Society for Engineering Education, 2017 Training and Development for Faculty New to Teaching and Academia Lt Col Clinton J. Armani, PhD Assistant Professor of Mathematical Sciences Unites States Air Force AcademyAbstractThe Department of Mathematical Sciences at the United States Air Force Academy has beenrecognized across the institution for their outstanding work in preparing new and lessexperienced instructors to be successful teachers. The department makes an

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Edward Schmidt, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Samuel J. Dickerson, University of Pittsburgh

Tagged Divisions

New Engineering Educators

advancement of undergraduate education through the development of innovative active learning methods.Dr. David V.P. Sanchez, University of Pittsburgh David Sanchez is an Assistant Professor in the Department of Civil & Environmental Engineering and the Assistant Director for the Mascaro Center for Sustainable Innovation. He directs the Sustainable Design Labs that is currently focused on fusing sustainability principles and design thinking to address the Water and Energy grand challenges in the natural and built environment. Current projects include: Renewable electrode materials for Microbial Fuel Cells and the Electro-Fenton process, Recirculating Aquaponic Systems, Environmental Quality wireless sensor networks, and

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

evidence related to the knowledge gains associated with reflection activities in engineeringeducation, and it would be powerful to see the information about knowledge gains embedded inmore comprehensive research designs that connect the knowledge gains students report, thereactions they have to reflection activities, and more distal performance-based indicators oflearning (e.g., exam performance, design project success, job acquisition, employer satisfaction).We see the work reported here as helping the engineering education community build thecapacity to ask such questions.ContributionsThis work contributes to the conversation about the role and value of reflection in engineeringeducation. Specifically, the work has theoretical, empirical and

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; Neal A Lewis, University of New Haven

Tagged Divisions

New Engineering Educators

coursesubject. Using the course LMS to reinforce this education with items to read, tasks to complete,and a means of electronically collecting signed pledges of academic honesty is also a goodpractice across academia. However, some tools discussed here may not apply in all courses. Forexample, the randomized algorithmic questions work best with "bite-size" quantitative problemsrather than long multi-stage problems or more qualitative questions. Products such as Turnitin orSafeAssign can be helpful for evaluating students' writing assignments, but they won't help withan assignment to write code for a computer program to run. Some schools have developedmechanisms to evaluate coding projects for impermissible similarity, but that may not be capableof