Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

Paper ID #8774What Can Reflections From an ”Innovation in Engineering Education” Work-shop Teach New Faculty?Emily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is an NSF-funded PhD student in Engineering Education at Purdue University with a background in Mechanical and Industrial Engineering. Her interests include qualitatively exploring the experience of engineering students, impacts of personal epistemology, and curriculum and pedagogical design. She also enjoys engaging with engineering outreach.Mel Chua, Purdue University Mel Chua is a contagiously enthusiastic hacker, writer, and educator with over

Conference Session

INVITED PANEL: Preparing your Teaching Portfolio

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

about theirteaching.Introduction: What Type of Teaching Portfolio are We Talking About?Teaching portfolios take a variety of forms (e.g., papers collected in a three-ring binder;multimedia-rich electronic documents), are used in a variety of educational settings (from pre-Kto post-graduate education), and are prepared for a variety of reasons. For example, a portfoliomay be formative in nature, serving as a place for collecting evidence of improvements inteaching, reflections on one’s identity as a teacher, or to share experiences with colleagues in anorganized way. The main purpose of these portfolios might be described as ‘improvement’1(both documenting and encouraging improvement). Portfolios can also be summative in nature,designed to

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

andwho is active in reflecting about teaching and in trying new strategies. Ideally, thefacilitator was from the same discipline as the group members; however, we also hadinterdepartmental groups of faculty all from STEM disciplines in our study. In addition tothe facilitator’s knowledge, the use of outside resources provided research-basedinformation and kept the conversation focused on teaching and how to improve teaching.For example, some of our groups used How Learning Works: Seven Research-BasedPrinciples 10 to foster discussion and keep the group focused on developing their teachingpractice. A common strategy was to help faculty learn more about students’ learning aswell as effective teaching. It can be challenging as an expert in a field

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

recommended steps to build trust withstudents. In this type of environment students feel that they are important, that their needscan be met, and that others experience joy and satisfaction in helping them get theirneeds met. It is also argued that when the teacher is able to focus on assisting the studentsin meeting their needs, teacher’s own needs get met. In concluding, the author presentshis own reflections based on his experience as an engineering student and a facultymember. The author has a firm conviction that the only professor who belongs in aclassroom is a caring professor.IntroductionA caring faculty understands, encourages and supports students’ individuality and issensitive to students’ needs. A caring faculty understands that the

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; Carl Nelson Blue, University of Southern Maine

Tagged Divisions

New Engineering Educators

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 24.975.2providing a non-threatening environment which allows them time to ask questions, seeksolutions, 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 real value of subject matter can be heightened for students through activities thatcombine the classroom

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

New Engineering Educators

equitable assessment of their team’s performance. Once the PeerEvaluation scores have been compiled, the instructor can determine who has contributed morethan expected, compared to those individuals who have demonstrated marginal (or no)performance on team activities. For those team members who participated equally throughout thesemester, Peer Evaluation scores almost always reflect equal scores for all team participants,therefore – based on the team members’ collective assessments – no grade advantage or gradepenalty is required for any of the team members. By dividing the individual student’s PeerEvaluation assessment by the base score available within the Peer Evaluation tool, a multiplier isidentified. In this case all team members will have a

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

New Engineering Educators

view of career changeproposes grouping these steps into various phases.5,6 The initial phase involves separation froma previous career and the transition stage involves individual identities in flux as changersexplore and experiment with different career roles. In the final stage, changers reflect on thevalue of the transition for their future career, rejoin society and take on their new career role.There is a substantial body of work on the specifics of transition to an educational career andthese studies found similar dimensions appearing in the decision process.7-9 Although primarilyreflecting a transition to K-12 teaching, these studies often revealed that career changers’motivations were largely intrinsic, although pragmatic decisions

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet

Tagged Divisions

New Engineering Educators

Opportunities for Success Employees 3. Take Personal Interest in Each 3. Deal with Employee Performance Employee Problems Immediately 4. Establish a Climate of Open 4. Coach Employees for Peak Communication with Employees PerformanceConsiderationa. As applied to leadership, the Ohio State model describes Consideration as thedimension that reflects a leader’s interpersonal relationship with subordinates.Consideration is characterized by mutual trust, respect for his/her employees, andconsideration of their feelings.b. As applied to teaching, the author describes Consideration as the dimension thatreflects a teacher’s interpersonal relationship with students

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melodie A. Selby PE, Walla Walla University

Tagged Divisions

New Engineering Educators

” and “Homework questions on the Avengers made the homeworksomething cool to research of [sic] figure out rather than just get through and done with.”The students also submitted reflections on the class as part of their final. In 2013, the studentswere unanimously positive about the class. Their comments included statements like “All myfriends in other classes are jealous” and “It helped me see that engineering doesn’t have to beseparate from my real life.” Their level of enthusiasm for the class was certainly higher thanstudents in previous years. For the first time since I have taught the class, people who were notin the class have come to me, sometimes months later, to talk about the ideas we discussed in theclass. The students have been

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

more reflectively on that course.Reason #2: The rehearsal effect. The first time one makes a presentation, mistakes areinevitable. Practice makes perfect, and reflecting on what you did in one section willhelp you do a better job in another section. One caveat: More practice is not always anadvantage, as we will discuss in the next section.Reason #3: Questions from students in one section may help in another section.Presenting the material multiple times lets you observe the reactions of different sets ofstudents. A student in one class may ask a question that leads you to present the samematerial better to the other class. Page 24.961.4Category 3

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen M. Williams P.E., Milwaukee School of Engineering; Robert W. Hasker, Milwaukee School of Engineering; Steven Holland, Milwaukee School of Engineering; Adam Redd Livingston, Milwaukee School of Engineering; Kerry R. Widder, Milwaukee School of Engineering; Josiah A. Yoder, Milwaukee School of Enginering

Tagged Divisions

New Engineering Educators

improve the teaching ability of engineeringfaculty members. Numerous programs to address faculty teaching skills are spelled out in theliterature.4, 5, 6, 7, 8 A variety of programs for preparing faculty to teach are detailed by Stice.9These include taking graduate courses on teaching, attending teaching workshops and seminars,mentorships, networking, consulting with on-campus teaching experts, and self-study.In their article on faculty mentoring, Bullard and Felder offered their experiences in a mentoringpartnership in which each taught a section of the same course.10 The two instructors, oneexperienced and one new to teaching, sat in on each other’s classes and met for debriefingsessions. Their article presented reflections on what they did

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

M.D. B. Sarder, University of Southern Mississippi

Tagged Divisions

New Engineering Educators

quality of student learning and interactivity. The first feature will bebased on a question/answer repository (database) related to material covered in specific lectures.This repository will work in conjunction with the recorded lectures to serve as an interactivefeedback mechanism to ensure proper viewing as well as improve understanding of the lecturematerial. The second feature will be to extract specific events from each recorded lecture. Theseevents correspond to interactions between students and instructor in a live lecture setting. Thebenefits of extracting these interactions will reflect on current and future students. Furthermore,it will positively impact the training of future teachers of the subject matter.Innovations in Curriculum

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven Chene Chetcuti, United States Military Academy; Hans J. Thomas P.E., U.S. Military Academy; Brent J. Pafford, U.S. Military Academy

Tagged Divisions

New Engineering Educators

, while simultaneously reducing the cumulative average outside the classroom andincreasing the daily preparation time for each class. AY 13-2 demonstrates multiple lessons witha preparation average of less than five minutes. Page 24.620.18Figure 23 Time-on-task data, representing student preparation outside of class, in minutesusing Thayer 2.0Figure 24 Time-on-task data, representing student preparation outside of class, in minutes Traditional MethodObviously the increased daily preparation is a direct reflection of the requirement to watch videolectures prior to the class, but is shows that students are actually

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

methods approaches.26, 27, 28, 29, 30, 31, 32ResultsThe significant findings from our research efforts, so far, fall into six primary categories, relatedto the six categories discussed above in the brief literature review. Our findings are summarizedbelow along with further explanation. Page 24.977.6   1. A student’s sense of belonging in classes and major is strongly associated with academic engagement and other positive outcomes.26 Belonging reflects the experiences of a student in the STEM environment and has implications for what they do in class (effort and participation) and how they feel about their

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

students to share their experiences. Other optionsmight include presenting a poster or giving a talk at a campus or regional symposium, or evengiving a formal presentation to the research group or department. Distilling their experiencesinto a poster or oral presentation gives students valuable experience in communicating technicalcontent, and encourages students to reflect on the their contributions to the larger researchproject.Example ProjectsThis three-step method for mentoring undergraduate researchers is easy for faculty to implementand scaffolds students’ introduction to the research domain. Highly motivated students have theopportunity to gain skills and responsibility as they move through the three stages of thismentoring plan. For