Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maryam Mirabolghasemi, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

Measurements Lab Class’, in 2006Annual Conference & Exposition Proceedings. 2006 Annual Conference & Exposition, Chicago,Illinois: ASEE Conferences, p. 11.1093.1-11.1093.12. Available at: https://doi.org/10.18260/1-2--28.Caridade, C.M. and Rasteiro, D. (2018) ‘INVOLVE ME AND I LEARN–video-lessons to teachmath to Engineers’, 19th SEFI-MWG, pp. 107–114.Cutri, R. et al. (2016) ‘Ten Ways to Improve Learning Physics as Part of an EngineeringCourse’, in 2016 ASEE Annual Conference & Exposition Proceedings. 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana: ASEE Conferences, p. 26075. Available at:https://doi.org/10.18260/p.26075.Davis, C. and Wilcock, E. (2003) ‘Teaching materials using case studies’, C. Baillie (Series Ed

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators Division (NEE)

empirical comparison of undergraduate online courses and equivalent face-to-facemechanical engineering courses indicated that the overall learning effectiveness and studentsatisfaction were equivalent between online and traditional classroom education. The authorsconclude “that the overall learning effectiveness of online learning is equivalent to traditionalclassroom education, and it is not degraded due to the online format of instruction which is themajor concern of many educators”. Online students even rated their acquisition of knowledgeand the quality of the course marginally better [1]. Furthermore, a study at South Dakota StateUniversity based on the development of an Active Learning Cloud Program found thatblended/hybrid learning in

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Cynthia J. Atman, University of Washington; Soraya Grace Barar; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

studentsexplored multiple elements of the design process and had the opportunity to discover their idealdesign signature. During the delivery of the seminar, the education team wrote weekly reflectionsto capture their adaptation experiences. Using qualitative methods, we analyzed the educationteam’s structured reflections. The thematic analysis resulted in three emergent themes: 1) Ithought this would be easier, 2) acting on values, and 3) teaching as an educational journey. Wediscuss these themes in light of positioning theory and the norms that early career instructorsmay find themselves working within.IntroductionStephanie Cutler and Alexandra Coso Strong (2023) bring awareness to the lack of discussionabout faculty as people in engineering education

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

Basaraba1, 1 University of Alberta, Canada, 2 Cape Breton University, CanadaAbstractA discipline-specific pedagogical professional development (PD) program was created for Graduateteaching assistants (GTAs) in the Faculty of Engineering at a Canadian university to support and enhanceGTAs pedagogical knowledge and competencies. As GTAs are employed to assist with course and labdelivery supporting their development as instructors and mentors may enhance undergraduate learningexperiences. Situated learning theory informed the development of the community of practice based PDprogram. This case study explores the perspectives of GTAs who participated in the pilot PD program,including what they learned, how they

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

members to navigate the complexities of academia confidently, fostering personal andprofessional growth while enhancing the educational and research experiences of their students andcolleagues.1 IntroductionThe transition into academia as a new faculty member marks the beginning of a challenging yetrewarding journey[1]. For many individuals, this period represents a significant shift from therole of a student or postdoctoral researcher to that of an educator, scholar, and contributor tothe academic community. As new faculty members navigate the complexities of their roles, theyencounter various responsibilities and expectations, ranging from teaching and research to serviceand mentorship. Effectively managing these demands while striving for

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghana Parameswarappa Jayalakshmamma, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

industrial practices.Addressing this, our study advocates integrating such emerging research conceptscoupled with active learning strategies, such as special topics or projects, intotraditional engineering courses through simple enhancements to the syllabi. Thispaper outlines three case studies we implemented to integrate the topic of “GreenInfrastructure for Stormwater Mitigation and Pollution Control” intoundergraduate courses and summer research experiences. This paper discusseshow these three activities were designed and implemented. The feedback andperformance metrics from these interventions demonstrated the potential of ourapproach to enrich engineering education and bridge the gap between researchand classroom learning.1

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bob Schaffer, Mission College

Tagged Divisions

New Engineering Educators Division (NEE)

on Formative Assessments in anIntroduction Programming CourseAbstractFor some faculty, it is an ongoing challenge to design assignments and course policies thatmotivate students to focus on the learning that can come from overcoming challenges. For manystudents, when the stakes are too high or their time is too strained, productive activities arebypassed for strategies that more quickly get to an answer without necessarily exercising criticalthinking skills. A variety of approaches have been taken to encourage students to productivelystruggle on formative assessments and then reflect on their results to further enhance learning [1],[2], [3]. These strategies often come with a tradeoff.The purpose of this work is to share additional

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taru Malhotra, University of Waterloo; Carolyn G. MacGregor, University of Waterloo; Richard Li, University of Toronto, Canada; Alexander Edwin Kay Glover

Tagged Divisions

New Engineering Educators Division (NEE)

focuses on involving postsecondary studentsto better their experiences at different levels, psychological and physical [1]. Instructors haveinvolved students in 1) individual and collaborative activities with hands-on, experiential,problem-based or inquiry-based components and 2) feedback strategies using peer feedback andinstructor feedback [2],[3]. These active learning and collaborative pedagogies enhanceinteraction and increase student engagement with content and peers and better learning andachievement in in-person, blended, and online STEM courses [4], [5], [3].Even with such innovative pedagogies and resulting higher grades, STEM students may feelunsatisfied with the course experience citing lack of interaction as the main reason [6

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

other dereliction of duty. Given this background, it is not surprising that manyfaculty members run their courses similarly. Evidence-based teaching has changed some of theseviews, but strict deadlines are still seen as necessary for rigor in many cases. However, there isincreasing evidence in the literature that these two concepts – strict deadlines and rigor – are notstrongly linked and that these deadlines may disadvantage certain groups of students.Deadlines and rigorAcademic rigor was defined by the 1947 Truman Commission as promoting critical thinking,having high expectations, and providing scaffolding to allow all students to achieve high levels[1]. Professors seeking rigorous policies may equate high expectations with detailed

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

education community, especially for instructors who have recently started teaching acourse with a laboratory or large design project.IntroductionLaboratory experiences are a form of experiential learning and a common component ofundergraduate STEM education. They provide valuable experiences for students, who benefit byconnecting the theories learned in class to practice in the laboratory. In the laboratory, studentsalso have opportunities for design, problem solving, and exposure to real-world issues that arenot usually present in traditional hand-written homework assignments [1]. However, to operateeffective laboratories, engineering departments and colleges must address challenges such asbudget constraints, space limitations, class size, and

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

examples of how they are used in classroomenvironments.Introduction and MotivationIn the ever-evolving landscape of engineering education, the quest for fair and effectivegrading practices has become a topic of interest. The idea of "Grading for Equity," as JoeFeldman defines it in his book of the same name from 2019, lies at the core of thisauthor’s endeavor to change their grading practices. This approach transcends traditionalgrading norms, advocating for practices that are not only mathematically accurate butalso bias-resistant and motivational, ultimately geared toward fostering meaningfullearning experiences for students. [1]Traditional grading systems have several positive features that contribute to effectivecommunication within the

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #43960The Impact of In-person Instruction on Student Performance Using a STEMTechnical Design CourseDr. Sarah Rajkumari Jayasekaran, University of Florida Instructional assistant professor ©American Society for Engineering Education, 2024 The impact of in-person instruction on student performance using a STEM Technical Design CourseIntroductionSince the onset of the COVID-19 pandemic in the Spring of 2020, there has been a completeshift in instructional modalities[1]. The pandemic prompted widespread closures and a rapid shiftto remote learning, compelling instructors to adapt their course

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

,behavioral intention to use, perceived usefulness, and perceived ease of use. GPA andvoluntariness had significant relationships with actual use and perceived usefulness. Housing hadno effect on any of the TAM factors. This study provides valuable insights into how students'unique backgrounds shape their educational journeys, insights which program managers and neweducators can utilize to inform the design of new programs.Introduction. In early March 2020, the World Health Organization declared an outbreak of a novelcoronavirus a global pandemic [1]. As COVID-19 guidelines were rapidly put in place, requiringsocial distancing and closure of many public places, including most schools and universities,who had to quickly pivot to distance

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Carol Geary, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

; BackgroundAssigning grades as a practice in educational systems has been used commonly since the early1900’s [1]. Grades are globally ubiquitous to students’ academic success. Whether representedalphabetically (A, B, C, D, & F) or numerically (through percentages or grade-point averages)grades can be considered a universal language taught to nearly everyone as early as primary andelementary school.Grades are a practice tool and serve dual function in educational systems. Formative assessmentsare ideally low stakes assignments that happen multiple times in a way that scaffolds studentlearning and development and deliver frequent real-time feedback to students [2], [3], so anygrades that are a result of a formative assessments (e.g., homework, quizzes

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Oregon State University; Abigail Clark, The Ohio Northern University; Rachel Louis Kajfez, The Ohio State University; Cassie Wallwey, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

futureresearch on interdisciplinary STEAM collaborations.Keywords: Interdisciplinary collaboration; Science, technology, engineering, arts, andmathematics (STEAM); case study; faculty developmentIntroduction & BackgroundResearch, particularly that which is conducted within academia, is often confined to a singlediscipline or to a narrow band of related fields [1]. However, many of the world’s mostchallenging problems are interdisciplinary in nature and require input from experts in a widerange of fields to find creative solutions. These are sometimes referred to as “wicked problems”,or problems that are ill-defined, have no clear right or wrong answer, and have multiplestakeholders with competing priorities [2]. While these wicked problems have