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 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)

also point out the variation among those who educate in engineering (tenured/tenure-trackfaculty, graduate students, and contingent/adjunct faculty), which is not always acknowledged.By not paying attention to such variation, the impact of work done in engineering educationresearch may be limited. In an effort to illuminate these variations, we report on research thatexplores some details of the educator experience. In this paper we ask: what does it look like tobe an educator working to adapt an existing curriculum for a new term, in our case a curriculumpreviously taught in Autumn 2021 and adapted for use in Winter 2022? Broadly, the curriculumwas a 10-week seminar titled Dear Design: Defining Your Ideal Design Signature where

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)

program improvement.Kristian Basaraba, University of Alberta Kristian Basaraba is currently an Instructional Coach for the SPARK-ENG (Scholarship of Pedagogy and Research Knowledge - Engineering) Program at the Faculty of Engineering at the University of Alberta. Throughout his 20+ years of teaching he has taught all levels of high school science in both a traditional and outreach setting. He earned his Master’s of Science in Science Education from Montana State University where he explored the role that computer simulations have on students’ conceptual understanding of classical physics. Kristian is very active in the professional development community and loves to share ideas and methodology for what happens in his

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)

shift is evident in the discussion andimplementation of various ‘non-traditional’ grading models such as standards-based grading[15], student self-assessment and grading [16], and the adoption of other “ungrading” [17]approaches or recommendations.Engineering education is an exciting field in which we are often encouraged and rewarded forclassroom and assessment innovations that break the mold of traditional engineering education.Early-career engineering faculty members are uniquely positioned such that they are newlyresponsible for design and delivery of engineering courses while also not being so far removedfrom our own educational experience that we can remember our personal educationalexperiences and the impact that various aspects of our