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 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

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

for college levelengineering instructors implementing the flip classroom technique based upon his experiencesand anecdotal evidence. The key to success was found in increasing student participation inclass, building a rapport with students, defining clear objectives through a well-structuredcontent.2 Dringenberg et. al. reported reflections from faculty regarding their motivation andexperiences in the one week workshop. Authors also proposed several recommendations fordeveloping reflective practices to new educators. Authors propose SAID (Situation, Affect,Interpretation, and Decision protocol for new faculty reflection.3 Shepard et. al. published theirexperiences from early faculty years and suggested how to handle several academic and

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

use time effectively during class. This paperpresents resources for addressing both of those needs. To uncover a wide variety ofresources, a web-based survey was sent to three listservs for college educators andeducational researchers: the POD Mailing List, the ACM SIGCSE Members List, and theEngineering Technology1 listserv in October 2014. These listservs have a total of about3000 subscribers, but only 32 responses were received. This probably reflects the factthat few educators have yet “flipped” their classes, but since thousands of faculty andhundreds of faculty developers were surveyed, it’s likely that they were able to namemost of the prominent resources and techniques.1 pod@listserv.nd.edu, the listserv of the Professional and

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

26.822.9and computer science students?To address this question, quantitative survey data were analyzed first. The survey findingsshowed that students were most frequently “active or very active” in laboratory groups andinformal study groups and least frequently active in study abroad programs, activities sponsoredby the home college, and women/minority organizations (Table 3). More frequent and activeparticipation in lab groups and informal study groups reflects overall the emphasis and prioritythat engineering students place on their studies,19 while on the other end of the spectrum, theinfrequent participation in study abroad programs is consistent with generally low participationin such programs by engineers nationally,20 and may also be a result

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University

Tagged Divisions

New Engineering Educators

Paper ID #11113Discussions of Engineering Education Learning Advances among WorkingEngineering FacultyProf. Byron G. Garry, South Dakota State University BYRON GARRY is an Associate Professor and Undergraduate Program Coordinator in the Department of Construction & Operations Management in the College of Engineering at South Dakota State University. He has been a member of ASEE since 1998. As SDSU ASEE Campus Rep., his goal is to help fellow College of Engineering faculty to be reflective teachers.Dr. Suzette R Burckhard, South Dakota State University Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

navigate a course to geta good grade and look towards finding a position after graduation or move to graduate school.They have opted into the system that exists to graduate with an engineering degree.If put into a broader context, there are a number of additional reasons to reflect on the currentwidespread lack of professional pedagogical preparation of engineering faculty in the US and itspotential long-term ramifications if no corrective action is taken.It stands to reason that the prosperity and well-being of a nation can be linked to the education Page 26.1596.3and qualification of its population2,3. Therefore, parents as key stakeholders of

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark T. Gordon, California Baptist University

Tagged Divisions

New Engineering Educators

. Page 26.861.7Unfortunately, the sample size (n=13) was very small for this study. While the trend is good,since the participation was voluntary it is impossible to know if this is reflective of the class as awhole. The author is working on duplicating this study in other courses to increase the samplesize since the IRB is not comfortable with making participating mandatory.Secondly, the flipped classroom technique may be cumbersome to new faculty. The initial timeto construct videos, while not recorded here, has been shown to take approximately 80 hours6.However, once the videos are produced the preparation time for the course may be less than forthat of a traditional lecture course. New faculty may also benefit from the video lectures

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Divisions

New Engineering Educators

component waspresented. The online discussion component of this model was able to create a virtual interactivepeer-assisted learning environment outside-the-classroom. The supporting lecture notes werepublished especially to aid the delivery of the online video content of this course. This made themodel hybrid in nature lecture notes/video-based flipped classroom. This seemed to appeal to alarge population of engineering students’ learning styles. In addition, this model provided a levelof student ownership in the learning process which motivated them to perform better. The briefin class review represented a capstone reflection of what the students’ were able to learn andeven help clarify any outstanding misconceptions through an effective student

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto

Tagged Divisions

New Engineering Educators

objective standards.5. ConclusionImplementation of mastery grading orients homework assignments toward formative assessment.While it does require additional time investment on the part of both faculty and students, it alsoresulted in a positive reception from students and showed other benefits. Faculty members newto implementation of mastery grading kept a journal containing reflections on the process, fromwhich suggestions can be made to other new faculty who may consider implementing thetechnique. Page 26.1187.10  When presenting the method to students, emphasize it as a technique to enhance learning. When doing so, students were

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

National Science Foundation is to support “basic scientific researchand research fundamental to the engineering process.” This doesn’t mean that NSF willsupport any kind of research, as long as it is of high quality. Rather, the perspective atNSF is that they are funding things in the national good [5]. Since it is not possible tosupport all high-quality research, priorities need to be established. This involvestradeoffs between activities that may not be directly comparable. Is solving an openproblem in cybersecurity more important than, say, developing better methods to makebuildings earthquake safe? NSF’s priorities are reflected in program announcements.Even a proposal that is rated very highly by a panel may not get funded if the

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

Education, 2015 Understanding Missions for Engineering Outreach and Service: How New Engineering Faculty Can Learn from Past Generations of Ph.D.-holding Engineers and Engineering EducatorsAbstractTeaching, research, and service are the three “arms” of academic success, especially for newfaculty. The roles of teaching and research are relatively concrete in disciplinary standards, butservice is more ambiguous. This paper reflects on the service and outreach of prior generationsof Ph.D.-holding engineers to more fully interrogate the idea of what service means in thecontext of being an expert in the field. This paper studies the role of service and outreach in thecareers of engineering Ph.D.s in academia and industry through

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ordel Brown, West Virginia University

Tagged Divisions

New Engineering Educators

activities that providerapid formative feedback is linked to better performance 1, 18 because it allows for the long-term Page 26.675.7retention of fundamental concepts.19 Students were given instant formative feedback with boththe ARS and the control-ARS sections and were provided opportunities to be actively engaged inthe learning process. Since the main difference between the sections was the display of the classperformance reports, it is believed that the display of the aggregate class responses served as afocus-trigger, which encouraged or forced reflection. This resulted in students being moreattentive to and engaged with the class material

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Divisions

New Engineering Educators

study styles in a larger population; and (b) effectivemeans to identify student preferences for group work in multiple types of situations (laboratories,design projects, problem sets, etc.). This study has exposed patterns of study and workingtogether that can form the basis for a follow-up quantitative study.ACKNOWLEDGMENTSThe authors would like to gratefully acknowledge the National Science Foundation for theirsupport of this work under the REESE program (grant numbers DRL-0909817, 0910143,0909659, 0909900, and 0909850). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views of theNational Science Foundation. The authors would also like to