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

Paper ID #18388Understanding Reflection Activities BroadlyDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education.Kathryn Elizabeth Shroyer, University of WashingtonMs. Terri L. Lovins, University of WashingtonDr

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren Thomas Quigley, University of Washington; Mania Orand, Human Centered Design and Engineering ; Kathryn Elizabeth Shroyer, University of Washington; Jennifer A Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

Paper ID #17117Tips & Tricks for Successful Implementation of Reflection Activities in Engi-neering EducationDr. Lauren D Thomas, University of WashingtonMania Orand, Human Centered Design and Engineering Mania Orand is a researcher in the field of Human Computer Interaction at the University of Washington. Her research interests are on using reflection in designing web and mobile technologies, user experience, and digital media.Kathryn Elizabeth Shroyer, University of WashingtonDr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Paper ID #31697Writing Good Reflection Questions: Testing Brookfield’s criticalincident questionnaires effectiveness in improving student learningDr. Elizabeth Payne Tofte, South Dakota State University Education: PhD, University of Edinburgh, Scotland. I am currently an Assistant Professor of Landscape Architecture for the School of Design at South Dakota State University, specializing in Scholarship of Teaching and Learning in interdisciplinary learning environments.Dr. Albena Yuliyanova Yordanova, South Dakota State University Education: University of Northern Iowa, Cedar Falls, Iowa; Doctor of Technology with emphasis in

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

monitoring, design optimization, and historic struc- tures. He is also interested in the history of engineering and integrating the liberal arts into engineering education. c American Society for Engineering Education, 2020 Closing the Homework Feedback Loop using Dual-Submission- with-Reflection Homework MethodologyAbstractHomework in engineering courses serves many purposes critical to student learning and success.For the students, homework provides an opportunity for concept and procedural practice withfeedback and correction, as well as support for the development and refinement of engineeringmental models. For the instructor, homework supplies insight on student progress

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

Paper ID #8774What Can Reflections From an ”Innovation in Engineering Education” Work-shop Teach New Faculty?Emily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is an NSF-funded PhD student in Engineering Education at Purdue University with a background in Mechanical and Industrial Engineering. Her interests include qualitatively exploring the experience of engineering students, impacts of personal epistemology, and curriculum and pedagogical design. She also enjoys engaging with engineering outreach.Mel Chua, Purdue University Mel Chua is a contagiously enthusiastic hacker, writer, and educator with over

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taryn Shalini Bipat, University of Washington; Jennifer A. Turns, University of Washington; Mitchell Fajardo; Yuliana Flores, University of Washington

Tagged Divisions

New Engineering Educators

Paper ID #26653Designing and Enacting Weekly Micro-reflections as a Means of ProfessionalDevelopment of Early Career Educators: Voices from the FieldMs. Taryn Shalini Bipat, University of WashingtonMiss Yuliana Flores, University of WashingtonDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the

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

rulesOne element that we believe helps us at different times in the year (especially when things getbusy) is a set of ground rules that we created as a group. From the onset of starting our virtualcommunity of practice, we thought it was important to establish a structure to ensure that eachmember of our community was accountable and prioritized their participation in the weeklymeetings. To create this structure, we co-constructed a set of rules of conduct and operatingprocedures. These rules include:  information on reflections that we would complete as part of our participation  the platform we would use for meetings  how we would develop an agenda for the meeting  when/how it would be determined if a meeting needed

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

coursedesigns, and promoting reflective practice. Because the process of creating a personal teachingportfolio can be challenging, many institutions provide guidance to graduate students and facultywho are developing teaching portfolios.IntroductionThe use of teaching portfolios in academia has increased in popularity in recent years. Ascolleges and universities continue to improve their commitment to teaching, the need forstrategies to document teaching as a scholarly activity parallel to other scholarly activities suchas research and service have in turn become increasingly important. Highly influential authorssuch as Selden1 have proposed that faculty develop teaching portfolios as one way to achieve thegoal of documenting teaching as a scholarly

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

created over time, toshow the changes and advancement of their writing skills. These two types of portfolios areconsidered to be the basis of the portfolios used in engineering discipline.Besides these two commonly used portfolio models, there are several other types of portfoliomodels being suggested and used in the practice. Cress and McCullouogh-Cress1 designed astudent portfolio as a collection of student goals for learning, works in progress, peer andinstructor feedback, and reflections on the work and processes. Gottlieb2 pointed out thatportfolio designs, contents, and purposes could take on many forms, all of which areeducationally defensible. In order to clarify the variety of portfolios, he proposed adevelopmental scheme, which includes

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Derek Breid, Saint Vincent College; Tara Gupte Wilson, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

New Engineering Educators

engineering concepts through low-stakes practice, and as a means ofassessing student progress. One such strategy has been utilized in various courses at a small, privatecollege with a general engineering degree program. This homework approach encourages students toauthentically engage with engineering concepts by incentivizing completion over correctness andrequiring students to complete a metacognitive reflection following each assignment. This approach hasshown strong improvements in the homework habits adopted by the students.In fall 2019, this homework approach was adapted for use in a thermodynamics course at a large, publicresearch institution. Although there are a few practical differences in implementation at the two schools,the purpose is

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura D Hahn, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

New Engineering Educators

from the model in Buskit et al.:1. A pre-observation meeting with the Collins Scholar and two observers.2. The observation itself, often videotaped.3. Observer debriefing: The two observers discuss and write up a summary of their findings.4. Self-reflection: The Collins Scholar is invited to watch the video, and writes a self- Page 26.789.2 analysis of the class session.5. A post-observation meeting to discuss the class observed, the participants’ impressions, and strategies for continued improvement.The findings from Brinko’s review of the literature on the effectiveness of peer feedback haveframed and guided the way we train our observers

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

Tagged Divisions

New Engineering Educators

Paper ID #31111Visual Notetaking: Opportunities to Support Student Agency in ActiveLearningWendy Roldan, University of Washington, Human Centered Design & Engineering Wendy Roldan is a PhD candidate in Human Centered Design and Engineering at the University of Wash- ington studying equity in engineering education. Her work draws from the fields of engineering education, design, and learning sciences.Mr. Schawnery LinMs. Yuxin Xu, University of Washington, Seattle Yuxin (Ziva) Xu is a second-year undergraduate student at the University of Washington, Seattle. Her research areas of interest include reflection in

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, various aspects of diversity in the absence of an intrinsicallydiverse classroom composition, as well as allow them to reflect on their own professional andpersonal experiences. Specifically, this module includes activities about implicit bias, stereotypethreat, and cross cultural competence. Student response has largely been positive, and studentreflection assignments have demonstrated critical thinking on the matter. As this is a recent pilotintervention, long-term longitudinal effects have yet to be investigated. Included here aredescriptions of the module activities, generalized student responses, and instructor perspective.While this topic is of great importance to all educators, it is often difficult to incorporate suchmaterial in well

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

building near engineering class at the same time, weekly meetings between instructors ensures common message 3 5-7 4-5:1-2 Tissue Primary literature to guide club topics improves engineering w/ connection to biomedical engineering, weekly 3D printers, reflection questions on virtual community may be cardiovascular excessive, in-class work time is helpful, don’t mechanics neglect weekly instructor meeting!Year OneUndergraduate students worked on cross-disciplinary teams of ten to sixteen

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Polytechnic Institute and State University; Tonya Saddler, Virginia Polytechnic Institute and State University; Margaret Layne, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

recognized as one of the strongest influences on academic scientists’ and engineers’productivity1 and satisfaction2. Perceptions of climate reflect policies, practices, and interactionsat both a local level, as within a lab or department, and at more global level of the college oruniversity. The Collaborative on Academic Careers in Higher Education (COACHE), anemerging voice from Harvard University about faculty careers, measures climate to include (a)personal and professional interactions with colleagues, (b) opportunities for collaboration, (c)sense of fit, (d) intellectual vitality of the senior faculty, (e) fairness of evaluation, (f) equitabletreatment, and (g) support for professional development. Perceptions of climate at the more locallevel

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

about theirteaching.Introduction: What Type of Teaching Portfolio are We Talking About?Teaching portfolios take a variety of forms (e.g., papers collected in a three-ring binder;multimedia-rich electronic documents), are used in a variety of educational settings (from pre-Kto post-graduate education), and are prepared for a variety of reasons. For example, a portfoliomay be formative in nature, serving as a place for collecting evidence of improvements inteaching, reflections on one’s identity as a teacher, or to share experiences with colleagues in anorganized way. The main purpose of these portfolios might be described as ‘improvement’1(both documenting and encouraging improvement). Portfolios can also be summative in nature,designed to

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

withdifferent assessment techniques is to try them with respect to student achievement in one’s ownclasses. Use methods other than tests, or use tests to assess the effectiveness of different teachingtechniques. A faculty member might compare student performance on tests from year to year –after normalizing or statistically controlling for differences in the initial academic backgroundsof the classes being compared. Student backgrounds at the beginning of class might be measuredusing a student self-assessment technique.Use the results. Too often results of assessment are set aside with little thought or reflection untilan accreditation team or university review team requests the data. Instead, carefully consider theresults in a timely manner. If

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

New Engineering Educators

if any familymember holds a doctoral degree in any field to explore if such factor has any influence on theirbehavioral intention. Also, participants were asked to rate 18 likert-scaled items on a scale of 5(1=strongly disagree, 5=strongly agree). The 18 items include: six that were designed to revealthe participants‟ interests in pursuing a PhD degree, three that were used to reflect the subjectivenorm, and nine that were used to reflect the participants‟ attitudes toward enrolling in PhDprograms. The 18 Likert-scaled items related to the interests, subjective norm, and attitudesrevealed a reliability of 0.91. Descriptive statistics were calculated to obtain the measures ofcentral tendency as well as the measures of variability of each of

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

has been designed as an autoethnography, specifically a collaborativeautoethnography is defined as “engineering in the study of self, collectively” [9]. The intent ofcollaborative autoethnography is to engage in a process that reflects on the experiences of acollaborative effort, it is “a process because as the researcher studies and analyzes their ownexperiences, meaning is made influencing future experiences and reflections” [10]. Thecollaborative autoethnography approach merges together three distinct research methods andapproaches: (1) the reflexive study of self through autobiography, (2) a lens from the study ofculture through ethnography, and (3) the multiple perspectives from a group throughcollaboration [11]. This method was chosen

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

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

David Chesney, University of Michigan; Ross Broms, The University of Michigan

Tagged Divisions

New Engineering Educators

before or just after related material during lecture;  Story Type 3: binary (0 or 1) about whether a story of type 3 (just a story to break up a long lecture) was told either just before or just after related material during lecture.In other words, the last three fields indicate whether or not a story was told in proximity to thematerial that was tested on the exam.Finally, a subset of students in the course kept journals that reflected on the stories that were told Page 15.230.4in the classroom. The students volunteered to participate in the study, with a clear indication thatparticipation

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

Page 23.1003.5used to draw connections between engineering and other areas of higher education.4 Felder andBrent’s work in this area discusses the program at North Carolina State University with ratingsand critique for each of the areas of teaching they focus on.5 Velasquez describes a similarprogram but in the context of online learning at Purdue University.6METHODOLOGYThe PPIT program is divided into a number of components that allow its participants to engagein learning and reflection activities about learning theories and instructional practices. Theprogram includes a series of 12 seminars in addition to a course on teaching that runs alongsidethe seminars for one term. This section outlines this course structure as well as other elements

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Ann Claussen, Colorado School of Mines

Tagged Divisions

New Engineering Educators

Teaching and Learning.1 One common argument againstsuch a system is that a single classroom visit is often not an accurate reflection of the learningthat occurs over an entire class, an argument which can also be made against peer evaluations,depending on the format of such programs. Expert evaluation can also be a very resource-intensive undertaking if it is to be done for all faculty at a university.Finally, some propose tracking student and student outcomes to assess teaching. This can bedone in a range of ways: following a student’s performance in more advanced courses to see theimpact of prior instruction; alumni surveys to ask which teaching they found impactful orparticularly instructive; or administering the same exam to all students to

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

refined by Shulman into “scholarship of teaching andlearning” and “scholarly teaching”[3]. The former is essentially the scholarship of discoverywithin the domain of education[4]. Our focus here is on the latter, “scholarly teaching” which isdistinguished from “teaching” by its focus on teaching practice and learning outcomes, groundedin disciplinary content and pedagogic knowledge, reflective critique, commitment tocommunication to peers and openness to peer evaluation([2], pp. 87-88). Scholarly teaching holds thepromise of enhanced student learning through rigorous faculty attention to learning. Becausetenure and promotion depend upon evaluations of scholarship and because compared toevaluation of the scholarships of discovery and synthesis

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

Education, 2011 Mentoring with Index Cards: an Early Introduction to Formative Assessment for New FacultyAbstractThis paper illustrates the experiences of three first-year faculty members as they acclimated totheir new educational environment through an unusual mentoring process involving the humble3-by-5 index card. The faculty members were instructed in how to utilize index cards forsoliciting comments from their students. The cards were then used for formative assessment ineffecting changes in course content through both instructor reflection and discussions with asenior faculty member. The index cards served as an effective framework for developing amentoring relationship, with the senior faculty member providing

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

, and then appliedthese during the Friday class. These adjustments were based on instructor reflections, peersuggestions, and students’ feedback. The workshops are the active learning sessions for the“Engineering Exploration” class, which is a core introductory engineering course for all first-year engineering students at Virginia Tech. The study was performed over the fall semester of2007. Statistical tests and measures show that while the two similar workshops belonged to thesame population, with respect to means and standard deviations of the learning outcomemeasures, they significantly differed with respect to students’ satisfaction. Statistical methods forappropriate analysis of data are also reported.BackgroundThe Engineering Exploration

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin

Tagged Divisions

New Engineering Educators

Delphi survey of German-speaking experts on teaching in higher education, ademand-oriented, sustainable model of didactical competences for teaching in highereducation has been developed. For teaching, the following ranking of the 10 most importantcompetences has been compiled: knowledge of (didactic) methods, professional knowledge,supporting independence, self reflection, enthusiasm, competence orientation,communication skills, participant orientation, concept competence, use of methods andchange of perspectives. The model also describes competences for processing examinationsand academic self-administration.4Program and MethodsThe competence development of teaching staff at TU Berlin starts with a curriculum for thequalification of academic

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madeleine Arvold, Seattle Pacific University; Steven David Mow, Seattle Pacific University; Zachary W. Cook, Seattle Pacific University; Natalie Goode, Seattle Pacific University; Caitlin H. Wasilewski, Seattle Pacific University; Rida Y. Al-Hawaj, Seattle Pacific University ; Melani Plett, Seattle Pacific University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

oninterpersonal skills showing the strongest connection to results8. Effective training is directlyrelated to performance, adaptation, and skills, and indirectly related to empowerment,communication, planning, and task coordination9. Ideally this brief video would be paired with aclass discussion or a reflection assignment to crystalize learning, similar to the reflectionassignment modeled by the students near the end of the video10, but the video can also standalone as an educational tool.Individuals are more motivated by work if they believe it to be important to them personally11,and receive the most benefit from training when they are highly motivated to learn12. As a result,the teaching of team skills and communication, which may seem out of place

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and