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

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Henry Louie, Seattle University

Tagged Divisions

New Engineering Educators

be used for a variety of pedagogicapplications that benefit the class.Of particular interest to new engineering educators, this paper describes four pedagogicapplications of audience response systems. These applications include using the audienceresponse system to: become familiar with students by conducting surveys of their preferences;obtain and respond to students’ perception of teaching style by collecting formative feedback onteaching; monitor and adapt to student mastery of subject matter through the formativeassessment of student learning; and to teach new subject matter using interactive learning.Examples, reflections and best practices based on current literature and the author’s experiencesas a new engineering educator in each

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

were submitted electronically to the professor using a content management system.Assignments were graded using detailed rubrics and returned to student electronically as well.12FreshmanThe freshman class was the first area to be analyzed. In order for a student to be successful, it isvital that good study habits develop quickly. Otherwise, students may face significant struggles.Historical data also reflected that freshman classes also had the most problems with latesubmissions.The first analysis involved a comparison of late versus early submissions at the freshman level.In previous years, the instructor had taught courses at the freshman level twice. Class A andClass C were the same course material from two different years. Both courses were

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University

Tagged Divisions

New Engineering Educators

/Senior Clinic as the capstone design experiences in their programs. While theChemical Engineering and Civil and Environmental Engineering departments haveseparate capstone design courses, these departments also recognize Junior/Senior Clinicas a course that well reflects engineering practice. Consequently Junior/Senior Clinicfigures prominently in the assessment efforts of all four programs. As noted in theprevious section, the Junior/Senior Clinic final reports were included in the portfolios ofstudent work that were reviewed at the end of every year. While the department obtainedvaluable data from the portfolio evaluation, an inefficiency in the process was alsoevident: each paper was being read by the project supervisor(s), who assigned a

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering; Roger Frankowski, Milwaukee School of Engineering; Cory Prust, Milwaukee School of Engineering; Steven Reyer, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

by the department chair and numerical results aretabulated. The CAO is made aware of anyone not using the forms. The answers reflect aconcern for the details of the documentation required. The CAO and Senior Faculty responsestended to be at this level of detail as well.The answers to questions 1, 2 and 3 are more interesting. Here is demonstrated most clearly thedifference in how the evaluator and the person being evaluated view the Process. Those beingevaluated see it more as a method for ensuring that faculty members “measure up,” whereas theevaluators additionally see it as a process that assists in growth and improvement. Those beingevaluated are taking a pragmatic approach – in order to safely navigate the Process, they take itseriously

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Chin, East Carolina University; Nancy Study, Virginia State University

Tagged Divisions

New Engineering Educators

and table titles, notes, andrules; figures and figure captions; spell checking; and the cover letter.Author responsibilitiesPrior to manuscript submission, authors need to thoroughly proofread their manuscript and makeall changes and corrections. Correct spelling and punctuation, accurate quotations, complete andaccurate references, relevant content, coherent organization, proper format, legible appearanceand the like reflect upon the author’s due diligence and help shape the attitude of reviewers andeditors. Authors are responsible for concealing their identities if the manuscript is to be blindreviewed. If a checklist is available, use it. Ensure a complete cover letter, including contactinformation, accompanies the manuscript.Online

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

self and peer assessmentmethods.5 In an article entitled “Assessment for Learning and Skill Development: The Case ofLarge Classes”, Wanous et al illustrate a new goal of involving students as far as possible inteaching, learning, and assessment activities in their Professional Studies.10 They include a quotefrom Ronald Dearing that states, “students will increasingly need to develop new capabilities andto manage their own development and learning throughout life … it is important that students areprovided with opportunities for independent self reflective learning to prepare them for theworkplace upon graduation…this is why giving students more responsibility for their learningand development is so vital.” 10 ATLAS provides that opportunity to

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

) 13 45% Literature review 10 34% Find collaborators 9 31% Research on assessment methods 8 28% Reflection/Review of own work 4 14% Compare to similar programs 3 10% Page 15.1064.6Medium-term Detailed logistical plans/Prototypes/Pilot studies 19 66% Find collaborators 7 24

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

, which has many aspects that are new tothose coming from industry. The process requires development of teaching skills, as reflected incourse evaluations provided by the students and peer evaluations, scholarly activity, as reflectedin research and publication of professional documents, and service at the community, universityand departmental levels. The tenure requirements were listed in an informal prioritized order, asunderstood by the authors. As previously indicated, the task of developing course content can bechallenging in areas that are not immediately within the area of industrial expertise. Add to thisthe challenge of having to present the material in a sound pedagogical approach, the need toquickly adapt to the classroom environment

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

contributions to the class wiki. Ifound that design patterns were much more confusing to students than I expected;fortunately, the class seemed to catch on after two or three classes.4. ResultsTable 3 summarizes the responses to the Likert questions on the survey (5-point scale, 5 =“strongly agree”).In most respects, the graduate class was more enthusiastic than the undergraduate class.They gave somewhat higher scores after fall break, whereas the undergrad class gaveslightly lower scores after fall break. Both classes thought the material after fall break wasmore challenging than before. Both classes showed waning interest as the semester wentalong, likely a reflection on their increasing busyness with homework and projects. Thehighest scores were

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego; Thomas Doyle, McMaster University; Rachid Manseur, SUNY-Oswego

Tagged Divisions

New Engineering Educators

recognized by the instructor. Scaling up is always preferable to scalingdown, which brings about negative student perception. Therefore, it seems preferable to have the testmore challenging always (however, not too challenging), as opposed to giving too easy tests. Theintention of scaling is not to increase artificially the average of the group but rather to reflect groupperformance relative to objectives, difficulty, and other test variables. Diverse methods of scaling can beused; in our opinion, the most versatile one is the CLT, from among the ones discussed. The freedom ofchoosing LGs is still limited by the objective appreciation of test performance and by theacknowledgement that tests should be calibrated to class level so as not to appear

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

no real tangible measurable credentials to help my annualreviews and thus earn tenure. In retrospect, I was intimidated by writing research proposals,didn’t exactly know how to structure a proposal and lacked confidence that my ideas were good.During that first year, I only tried for smaller proposals and never stuck my neck out very far.When I got negative reviews, I felt devastated and defeated. Just as students sometimes allow Page 15.1005.2grades to reflect their self-worth, I was letting feedback tell me I wasn’t good or worthy of thejob. As a new faculty member, maybe the baggage that holds you back is a little different, but a

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

standards and workloads, as iscommon with NEE fresh out of the rigor-intensive experience of graduate school andeager to disseminate advanced knowledge to less than fully motivated students.Although their motives and observations may be directly on-target, what NEE may fail torealize is that, by definition, the status quo is how senior faculty, and often director, chair,and dean, have defined and developed it. Attacks on the status quo reflect upon them,and they take it that way. An exception is when a deficiency is the fault of an externalentity (for example, administration or state) or circumstances (for example, a long-periodof inadequate budgets) on which the problem can be blamed. Even then, there is a veiledimplication that current faculty