Displaying all 14 results
- Conference Session
- EE/NEE Joint Panel Discussion: Ideas for an Enjoyable and Productive Sabbatical
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jean M. Andino P.E., Arizona State University; David V.P. Sanchez, University of Pittsburgh; Michelle Marincel Payne, Rose-Hulman Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Daniel B Oerther P.E., Missouri University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Environmental Engineering Division (ENVIRON), New Engineering Educators Division (NEE)
community vision with Pitt’s core compe- tencies of research and education, Sanchez has built up Pitt Hydroponics in Homewood, founded Con- stellation Energy Inventor labs for K-12 students, and re-created the Mascaro Center’s Teach the Teacher sustainability program for science educators in the region. As a teacher he designed and created the Sustainability capstone course which has annually partnered with community stakeholders to address sustainability challenges at all scales. Past projects have in- cluded evaluating composting stations in Wilkinsburg, studying infrastructure resilience in Homewood, enabling community solar in PA, improving energy efficiency in McCandless Township, and improving water quality in
A Pathway to Initiate Engineering Education Research: A First-Year Reflection on Faculty Development
- Conference Session
- Faculty Development and Research Programs (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- James W. Giancaspro, University of Miami; Diana Arboleda, University of Miami; Aaron Heller, University of Miami; Ali Ghahremaninezhad, University of Miami
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
evolution is not without barriers to entry andassociated risks.The objective of this paper is to share the experiences of three established civil engineeringfaculty and their mentor who are within two years of receiving their first NSF grants to supportEER projects at their home institution. Barriers to entry, challenges, and the lessons learnedassociated with their growth as emerging engineering education researchers are discussed.Strategies and resources are provided to assist new engineering educators to: lobby forinstitutional support, secure initial extramural funding, initiate collaborations, formulate short-and long-term career plans, build an Individual Development Plan (IDP), and develop aneffective mentor-mentee relationship with an
- 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)
interdisciplinary STEAM collaborations?” From this data, we synthesized fourrecommendations, which are further discussed in this paper.Research Context & MethodsIn 2018, our project commenced that facilitated and studied higher education researchers’experiences with science communication with the public on interdisciplinary teams. The projectteam selected sixteen STEAM faculty members from a pool of applicants at a large, public,midwestern university who expressed interest in participating in interdisciplinary collaborationsand engaging with the public around science communication. We targeted early careerresearchers, and at the time the project began, thirteen of the participants were tenure-track butnot yet tenured while three of the participants
- Conference Session
- Teaching Tools: Problem Solving and Hands-On Teaching (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Patricia Caratozzolo, Tecnológico de Monterrey, Mexico; Luis Alberto Mejía-Manzano, Tecnológico de Monterrey, Mexico; Rebeca Maria Garcia; Maria Ileana Ruiz-Cantisani, Tecnológico de Monterrey, Mexico; Patricia Vázquez-Villegas, Tecnológico de Monterrey, Mexico; Vianney Lara-Prieto, Tecnológico de Monterrey, Mexico; Edgar Omar Lopez-Caudana; Jorge Membrillo-Hernández, Tecnológico de Monterrey, Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
Paper ID #37682Instructor Profile in Global Shared Learning Classroom: Development ofCompetencies and SkillsPatricia Caratozzolo, Tecnol´ogico de Monterrey, Mexico Patricia Caratozzolo received her Ph.D. from Universitat Polit´ecnica de Catalunya, Barcelona. She is a Full Member of the Institute for the Future of Education and an Assistant Professor at Tecnologico de Monterrey, Mexico. She leads projects in Educational Innovation, Critical Thinking, Cognitive Flexi- bility, and the development of Social Oriented Interdisciplinary Skills in STEAM. Dr. Caratozzolo is a Senior Member of IEEE, a Member of the Executive
- Conference Session
- Teaching Tools: Problem Solving and Hands-On Teaching (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Andrew Ritenour, Western Carolina University; Yanjun Yan, Western Carolina University; Hugh Jack, P.E., Western Carolina University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
degree program at Western CarolinaUniversity. This ensures that students have primarily used their individual lab kits as part of in-person courses, rather than online courses. Students prior to the 2021-22 academic year wouldhave used their kits as part of remote courses, and not had access to traditional benchtopequipment, both of which might affect their perceptions of individual lab kits.The survey catalogued the types of activities that the student had engaged in with the M2K (labexercises, post-lab exercises, homework, projects both personal and for other classes). The M2Kdoes require installation and setup which is not required for benchtop devices, so the ease ofsetup was surveyed with a three-level Likert scale (easy, challenging
- Conference Session
- Teaching Tools: Student Experience and Reflection (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Rebecca Mazur
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
students in 11both the 2018 (n = 10) and 2022 (n = 13) versions of the course. Six assignments comprised thetotal coursework for the EGR 340 course: (1) Homework assignments, (2) the Borrow/Fillsimulation project, (3) The Atterberg project, (4) Gravity Dam project, (5) a midterm, and (6) acourse final assessment. The projects–Borrow/Fill, Atterberg, and Gravity Dam–are detailedabove (see the section titled Development & Delivery of EGR340). All six assignments wereequally weighted in both 2018 and 2022. All quantitative analyses were carried out using Rsoftware (R Core Team 2020).Qualitative analysis followed a process of grounded analysis of themes
- 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)
experiments and activities that reflect authentic sci-entific practices and applications relevant to industry or research fields. For example, using thecommercial available software which students will use in their future career; integrating case stud-ies, simulations, or hands-on projects that mirror real-world problems and scenarios, alongsideincorporating modern technologies, equipment, and techniques used in industry settings. 22.1.3 Assessing student learning outcomesVarious indicators can be employed to assess and evaluate the learning outcomes, including stu-dents’ performance in laboratories, completion of homework assignments, and examination results.Designing homework assignments and quizzes
- Conference Session
- New Engineering Educators (NEE) Technical Session 2 - Technology Tools
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Martin Karl Fislake, University of Koblenz
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
didactics and educational economics. 2024 he was appointed professor in his field. In addition, he operates a technology-oriented summer school for children and youth as an education and research project. He writes and presents widely on issues of technology education with a focus on educational robotics and his out of school project technikcamps. ©American Society for Engineering Education, 2025 A Review of Basic Factors on How to Recruit Young EngineersAbstractKnown as the land of poets, thinkers and engineers Germany nowadays is threatened by anincreasing shortage of skilled workers in engineering fields which could have serious consequencesfor the
- 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)
Paper ID #41125Engineering Educator Identity Development in a Socially and Culturally EmbeddedDiscipline Specific Graduate Teaching Assistant Professional DevelopmentProgramDr. Gokce Akcayir, University of Alberta Dr. Gokce Akcayir works on the SPARK-ENG project as a postdoctoral fellow at the University of Alberta. Gokce received both her masters and Ph.D. degrees in Educational Technology. After completing her Ph.D. in 2018, she joined the Educational Technology, Knowledge, Language and Learning Analytics (EdTeKLA) research group at the University of Alberta where she completed a SSHRC postdoctoral fellowship. Later she
- Conference Session
- NEE Technical Session 1 - Educator's Tools
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jennifer Mott, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
societal contexts [7]. Theemphasis is on enhancing students' ability to confront social and ethical dilemmas in theirprofessional lives, acknowledging the crucial role that ethical decision-making plays inengineering practice.One approach is to integrate ethics and societal impact (ESI) issues directly into senior capstonedesign courses. This integration can be achieved through various methods, including dedicatedlectures, discussions, and project work that emphasize ethical decision-making in engineeringpractice. According to a 2016 national survey [8], 40% of engineering faculty include ethics andsocietal impacts (ESI) in capstone design courses. ESI topics such as professional practiceissues, safety, engineering decisions in uncertainty, and
- 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)
real worldmuch more flexible than their artificial course deadlines, but by holding these rigid deadlinesthey were preventing students from learning to manage their time and projects [4]. Anotherauthor realized that being compassionate about deadlines builds community with the studentsand that some of the best work was turned in after the deadline [7]. Fairness was a concern, asstudents who turned in things late had more time to work on them and consider the problem.However, they conceded that few if any students complained about flexible deadlines beingunfair.Deadlines and DiversityIn a 2016 article, Boucher framed rigid deadlines as contributing to student stress and imposingunfair consequences on the most vulnerable students [8]. For
- 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)
) common inquiry protocols [11]. The team employed the NICframework to guide and structure our CoP to accelerate progress [12] on improving laboratorycourses by sharing information and collaboratively addressing issues that arise. We have foundthat the CoP has been helpful for both new and experienced faculty to have a network of support.The current CoP is organized by a group of eight specialized faculty. Our backgrounds aresummarized in Table 1. In addition to organizing CoP events, the members of the organizingteam also collaborate on research projects across our lab and design courses. We have recruited32 additional members into the CoP; the available demographics are summarized in Table 2.During the CoP events, instructors from across the
- Conference Session
- New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Celina Anwar, University of Illinois at Urbana - Champaign; Shivi Narang, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
benefits from integrating UDL and inclusive design principles.Inclusive design projects, like creating assistive tools for individuals with disabilities, fosterempathy, innovation, and real-world problem-solving skills among students [2, 7]. Such projectsresonate particularly with underrepresented groups, including SWDs, who are motivated by thesocietal impact of their work. Capstone courses, for example, effectively incorporate UDL toencourage students to consider diverse user needs in their designs [2].Despite these advancements, SWDs report significant barriers, including difficulties navigatingmultiple LMS platforms, inconsistent use of accessible tools, and limited instructor awareness.Surveys reveal that centralized platforms, captioned
- Conference Session
- Teaching Tools: Communication (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jiaxi Li, University of Illinois Urbana-Champaign; Colin P. Lualdi, University of Illinois, Urbana-Champaign; Yijun Lin, University of Illinois, Urbana-Champaign; Aarya Bhatia; Jihong Cai, University of Illinois at Urbana-Champaign; Sujit Varadhan, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois, Urbana-Champaign; Lawrence Angrave, University of Illinois, Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
representation. For example, lecture content could be presented in a video or a text file of audio transcription. • Multiple means of expression. For example, students are allowed to demonstrate the course project through written report or oral presentation. • Multiple means of engagement. For example, students can ask questions and share opinions in the classroom or through the online forum.2.3 Active Learning Active Learning is a well-known and widely studied set of educational practices and prin-ciples that suggests students create higher order knowledge and understand more effectivelywhen they engage in learning activities that are beyond passively receiving information[6].Active Learning is supported by