Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

New Engineering Educators

if any familymember holds a doctoral degree in any field to explore if such factor has any influence on theirbehavioral intention. Also, participants were asked to rate 18 likert-scaled items on a scale of 5(1=strongly disagree, 5=strongly agree). The 18 items include: six that were designed to revealthe participants‟ interests in pursuing a PhD degree, three that were used to reflect the subjectivenorm, and nine that were used to reflect the participants‟ attitudes toward enrolling in PhDprograms. The 18 Likert-scaled items related to the interests, subjective norm, and attitudesrevealed a reliability of 0.91. Descriptive statistics were calculated to obtain the measures ofcentral tendency as well as the measures of variability of each of

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

Education, 2011 Mentoring with Index Cards: an Early Introduction to Formative Assessment for New FacultyAbstractThis paper illustrates the experiences of three first-year faculty members as they acclimated totheir new educational environment through an unusual mentoring process involving the humble3-by-5 index card. The faculty members were instructed in how to utilize index cards forsoliciting comments from their students. The cards were then used for formative assessment ineffecting changes in course content through both instructor reflection and discussions with asenior faculty member. The index cards served as an effective framework for developing amentoring relationship, with the senior faculty member providing

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

AC 2011-2527: OCCASIONING THE EMERGENCE OF KNOWLEDGEAND PROMOTING MOTIVATION FOR ALL STUDENTS: APPLYING IN-STRUCTIONAL PRINCIPLES TO ENGINEERING SITUATIONSJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teachings decisions, and the application of ideas from complexity science to the challenges of engineering education

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ron Scozzari, University of Wisconsin, Stout; Jennifer Astwood, University of Wisconsin, Stout

Tagged Divisions

New Engineering Educators

, depending on the skillset of those participating in the course. Page 22.945.7AssessmentsThere currently is one assessment which will be incorporated into the research, reflecting studentfeedback of the course, provided by the Office of International Education. The synopsis providedis from students in the second year (2010). Assessments from the first year are in the process ofbeing extracted, as the assessment software provider has changed, and system support isunavailable. Content areas are: a. Academic Quality (overall mean: 4.0 out of 5.0) 1. Relevant content 2. Engagement with host country culture and people 3. Quality of

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

” or “loose it” brain. Activities designed to engage the brain canhelp grow dendrites, which is the wiring that connects brain cells. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 22.500.2providing a non-threatening environment which allows them time to ask questions, seek solutions,reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

minimum quantitative score that is desired across all axes. On a five pointscale, this minimum might be set to a value of 3.0. That does not mean that a score of below 3would be entirely inappropriate, but rather, a score below 3.0 might require reflection by thefaculty member.However, a department chair may also be looking for scores that are excessively high. Forexample, on a five point scale, scores of 4.5 and above might not be indicative of effectivenessbut of popularity. A professor who pushes students to the edge of their comfort zones mayreceive lower evaluations from weaker students, thus lowering their overall scores versus a Page

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

emphasizeresearch-based methods including use of clearly defined learning objectives and implementingactive learning techniques in the classroom. Such methods can be very useful and have beenshown to be successful; however, for the new engineering educator, the implementation of suchmethods can be mentally and emotionally challenging and time consuming.This paper provides the authors’ reflection, as two relatively new engineering educators, on theirpersonal implementation of learning objectives and active learning techniques in the classroom intheir second and third years of teaching. We feel that our comparative evaluations are unique andhelpful because we teach at two different teaching-focused institutions and have employedmethods and techniques that we

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

. For our earlier, one semester proposition course (1), students rate as mostvaluable the “writing the rough draft, comments received on the rough draft, and givinga practice talk.” Rated as generally helpful were “doing a literature review; writing theproposal outline (with references); preparing the technical presentation, and classquestions after the practice talk.” These qualitative reflections indicate that continual,formative feedback for every phase of proposal construction is important. The formaldeliverables are the final paper and presentation and defense, but the greatest learning Page 22.1495.6appears to have been in the exercises and

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

inappropriate, toss them out.Step 5. Large Group Session: Review and Refine Themes.Reconvene the entire team. Each small group then reports its findings and lists the themes theydetermined in their session. The entire team should discuss the commonalities and differences inthe lists of group themes and combines, modifies, and refines them to determine a final list ofunique themes to reflect the distinct professional skills, competencies, and accomplishmentsexpected of program graduates after three to five years of employment. Most programs will findthat they will have four to eight final themes.Step 6. Small Group Session II: Draft Objectives Statements.Divide the team into three to five groups. Distribute the themes among these smaller groups witheach

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Grau, University of Alabama; Guillermo Mejia, University of Alabama and Universidad Industrial de Santander

Tagged Divisions

New Engineering Educators

students’ and professors’ feedback. Hence, three data collection tools allowed thedefinition of the key instruction strategies to enhance the academic performance of the students.The findings of an open survey, a structured survey, and a Test of Felder applied to threedifferent samples, reflected the students’ perceptions, which were analyzed and adapted todeliver the course syllabus.. The survey sample included students officially registered within thecourses of the construction area in the school of civil engineering.. First, the open surveycollected the preferences and suggestions of the students with respect to the methodology that Page

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Faizal Karim, University of British Columbia

Tagged Divisions

New Engineering Educators

reflect university strategic priorities addressing intercultural understanding, diversityand equity, TA training programs were expected to explore various strategies to prepare TAs towork in culturally and socially diverse classrooms. This mandate is met in the program byintroducing these topics in the discussions and having the trainees approach various scenariosfrom different cultural perspectives other than their own. This tends to lead to discussions aboutthe various cultural and social hurdles that exist in our diverse classrooms. Generally, theseconversations work better during the TA-Student Module. This result is likely due to the traineesbeing able to more readily/easily identify with the issues.At the conclusion of the 2010 Term I TA

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

take it as a reflection of your capabilities. Keep submitting! Learn your student’s names. Address them by their name during class lecture and greet them in the hallway. Give students something active at least every 20 minutes during class lectures. Students begin to lose focus after approximately 10 minutes. Work through your exams from scratch and note how long it takes you to complete it. Ensure that students have three times longer to take the exam than it took you to complete. Grade tough on homework and easier on timed exams. When someone asks you to do something you are not sure you want to do (i.e. chair/serve on a committee, organize a conference, do a presentation, etc.), tell

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

sites to experience the challenges withimplementing real world engineering problem solving in classroom settings. It requiredcontinuous innovation on the instructor’s end, to stay at the forefront of the engineering contentknowledge, and to be able to translate the knowledge in teaching.Other challenges are associated with evaluating success of students’ MEA solutions. Success intraditional engineering classroom problem solving is often evaluated based on standardengineering criteria – to calculate correct numbers and to produce working projects20.Traditional engineering problems do not reflect real-world engineering practice. MEA problemsolving looks more into satisfying user needs, where students produce solutions which aremathematical models

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

the amount of faculty workload in, teaching and research8. Althoughvariation in faculty workload between teaching and research is healthy for ensuring qualityeducation in the classroom, as well as quality research productivity, variation in faculty rewardsdoes not reflect this variation in faculty workload8, 9, 10. When compared to the typical,quantitative reward system for research, which is based on funding and publication productivity,evaluation of teaching is difficult because of its qualitative and subjective nature and is oftenlimited to student course evaluations despite other available evaluation methods1, 4.In addition, „balancing‟ is an elusive and subjective concept. The balance between teaching andresearch can be defined and