Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

CAREER award in 2010 and is working on a study to characterize practicing engineers’ understand- ings of core engineering concepts. Page 26.980.1 c American Society for Engineering Education, 2015 Instructor Concerns and Use of Resources in the Development of Course MaterialsIntroductionA national push to reform engineering education has been in effect to enable the United States tostay globally competitive1. In doing so, the field of engineering education has grown rapidlywhich has led to the development of new research-based innovations2. An innovation

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

Paper ID #11939A Pedagogy of Larger Concerns: Grounding Engineering Faculty Develop-ment in Research on Teaching ConceptionsDr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto

Tagged Divisions

New Engineering Educators

deals with sharing faculty experience developed in this implementation asrecorded in the journal by Instructor B. We also provide suggestions to new engineeringeducators who are interested in trying mastery grading in their courses to help them deal withsome of the challenges encountered.4. Practical Experience:Planning to use mastery grading in this course was initially daunting and there were a variety ofquestions or concerns that the faculty had prior to implementation:  How will students receive this method?  Will problem selections be suitable?  Will administrative problems (e.g. cheating) be exacerbated?  How can faculty answers to homework sets be provided?  How will it affect the time

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura D Hahn, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

New Engineering Educators

other’s classrooms. This program offers a chance to break down thosebarriers and meet aspiring new professors from different departments across the college. Forstudents, they rarely get a chance to interact with faculty in a more personal and collegialsetting. The observation program treats students as junior colleagues and values their input.From the pre-observation meeting through the post-observation discussion, the co-observersare provided an opportunity to help others, as well as learn from colleagues’ different teachingapproaches.It is encouraging to see the co-observers were learning from the observation process itself andtruly enjoyed, and learned from, meeting and discussing teaching issues with the CollinsScholars. We are confident

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course-load with his mother, who proceeded to contact the programadministrator – after which the issue was quickly resolved. While faculty hope to build studentautonomy more quickly than commonly found in traditional programs, this type of close parent /student relationship is the norm for many Millennial students [28]. It may be wise for thoseattempting to create unique undergraduate educational environments to consider ways toleverage strong family ties, while at the same time encouraging students to reach out in new andexciting directions.Both students and parents expressed concerns about credentialing, including transfer of credits totraditional degree programs or other universities, and the way transcripts would be perceived byemployers

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

Paper ID #11278Sustainable, Global, Interdisciplinary and Concerned for Others? Trends inEnvironmental Engineering StudentsDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She serves as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University

Tagged Divisions

New Engineering Educators

on active learning [6], which provided a framework for the strategies designed into the SFIP faculty development program. 4. The affirmation by the National Research Council of the National Academies that innovative teaching in STEM courses requires time that exceeds normal course development, as well as additional funding [7]. Borrego [8] also mentions these same issues, among others, in stating that diffusion of educational innovations in engineering is a challenge that has defied a satisfactory solution for decades. 5. The desire of both new and experienced faculty at this school of engineering to improve their teaching. A survey performed in 2009 showed that 96% of the engineering faculty members at

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University

Tagged Divisions

New Engineering Educators

student learning; made them more student-centered, scholarly, and reflective intheir teaching practice; and induced many of them to engage in instructional developmentand educational scholarship. SDSU’s College of Engineering has sent several facultymembers to NETI over the last few years, an indicator of administration support forimproving the practice of teaching in engineering.Studies by Boice15 show that for 95% of new faculty members it takes four to five yearsof trial and error to become fully productive in research and effective in teaching. Boicealso found, however, that the other 5% - the “quick starters”- are effective in their firstone to two years, and the actions that distinguish quick starters from their colleagues canbe identified

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Douglas G Schmucker, University of Utah; Steven J. Burian, University of Utah

Tagged Divisions

Civil Engineering

been argued that to create something new (synthesize or design) requiresone to also be able to evaluate.5,6For engineering education purposes, the paramount concern is that students are able to functionat both levels with less importance being attached to which is a higher level.7 The authors forthis paper have adopted a similar argument here. Further, the authors have taken the perspectivethat when students create an engineering report for a specific class project, they utilize high levelevaluative and synthesis skills, even when they are following a fairly well established templatefor that report. We are not suggesting that students are operating at a level where they arecreating new types of reports not yet known to the engineering

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

Claypool biomedical engineering book series. Joe is the author of three undergraduate textbooks. His work has been featured on the Discovery Channel, TEDx, US News and World Report, and CNN Health. He has won the national ASEE BED Teaching Award, Bucknell’s Pres- idential Teaching Award, and is currently a National Academy of Engineering Frontiers of Engineering Education Fellow and an NSF Pathways to Innovation Faculty Fellow. When not working Joe enjoys improvisational dance and music, running trail marathons, backpacking, brewing Belgian beers and most of all enjoying time with his children and wife. Page

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Engineering and Public Policy

education components, relevantmulti-disciplinary materials, and specific engineering case studies and issues, as suggestedabove.Engineering schools located at universities with faculties or institutes that offer programs, oradvanced degrees, in conflict studies/management, could draw on such capabilities to developoptions for introducing a conflict perspective into engineering curricula. For conflict studiesprograms, exposure of their students to the relevant roles and perspectives of the engineeringprofession would also be a curriculum enrichment. Engineering schools at universities that donot have resident conflict studies faculty could draw on outside sources such as the US Instituteof Peace; Engineers Without Borders; the Engineering, Peace and

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

learning4–6, promote faculty cohesion5,7,and encourage faculty to strive for improvement and adopt or adapt new practices to their ownclassrooms8,9. Furthermore, learning communities improve faculty’s experience as educators byreducing isolation and situating them in ready-made supportive cultures5,10.In addition to their value to individual educators, learning communities are well-suited to addressbroad concerns within the engineering education community. Learning communities have beenused to disseminate research-based teaching innovations2,5; to provide an impetus for classroominnovation6,11; to underscore student-centered learning10; to inspire interest, support, and valuefor teaching5,12; and to undergird shared vision and change among

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England University

Tagged Divisions

Engineering and Public Policy

and vision research and a Congressional briefing on Aging Eye Disease. TheAEVR/Research!America poll showed that across all demographics, loss of vision is asignificant concern for Americans and that they support increasing federal research expenditureson vision research. The Congressional briefing on Aging Eye Health included a presentation onthe mechanisms of macular degeneration and current research on treatments to slow theprogression of this disorder.Attendance at FDA WorkshopsIn order to better understand the process by which the FDA evaluates medical devices for safetyand efficacy, I attended two workshops related to new technologies for which the FDA has notyet issued guidance documents. The purpose of the workshops was to meet with

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Page 26.323.2issues such as • Student motivation. • Performance expectations. • Preparedness for design and team processes • Professional skill levels. • Experiences of teams.However, the summary indicated a “…lack of a coherent body of supporting scholarship point tothe need …to provide faculty with practical approaches for addressing these issues in theircourses.”Prior ArtEarlier work by Taylor, et al.4, found that successful student design teams had effectiveteam/sponsor relationships, FA awareness of, and concern for, student team success, FA abilityto assist in the areas of teamwork and design processes, and effective teamwork. These factorsof success were undergirded by what Taylor, et al.4

Conference Session

Curriculum and New Course Development in ET

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay R Porter, Texas A&M University

Tagged Divisions

Engineering Technology

frequency system design. In addition, students are also required to take acourse in wireless communications. Because the wireless course is taught from a “black-box”perspective, this elective helps the interested student delve into “what is inside the box.”Course Format As part of the College of Engineering’s new growth initiative, the faculty are beingencouraged to look at novel teaching methodologies where larger numbers of students can betaught effectively without sacrificing learning and engagement. In engineering technologyprograms, large classes are of particular concern due to the laboratory-oriented nature of thecourses. Specifically, most laboratories require small sections due to facility and equipmentavailability, space required

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Kathleen Moore, Oakland University; Julie Walters, Oakland University; Bradley J. Roth, Oakland University; Leanne DeVreugd, Oakland University; Jo Reger, Oakland University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

STEM fields over the last several years, new faculty members were oftenanxious and concerned about obtaining grants to support their research program. To assist andmentor new faculty with this process, one of our co-PIs who happens to be the director of theCenter for Biomedical Research and a former interim vice-provost for research met individuallywith each of the eight new faculty members in the 2012 cohort to discuss grant strategies andshare some of his grant-writing experience. Some of the topics that he focused on during theseone-on-one meetings include: Center for Biomedical Research resources (including internalfunding); equipment inventories (compiled by WISE@OU based on focus group suggestions);WISE@OU resources and website

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ellis, Idaho State University; Richard M. Wabrek P.E., Idaho State University

Tagged Divisions

Engineering and Public Policy

about possible academic freedom andfree-speech violations. Consequently, there are few papers addressing issues associated with thecorporate model in engineering education literature.There are recent instances at some of the most prestigious American universities of allegedviolations to shared governance principles, academic freedom, and free speech3,4,5. The board oftrustees and the administration of Rensselaer Polytechnic Institute, one of the oldest engineeringschools in America, recently suspended their faculty senate. A similar action occurred at ourinstitution, Idaho State University (ISU), when the Idaho State Board of Education suspended thefaculty senate in 2011.In the following paragraphs, one of the authors, Dr. Ellis, speaks in the

Conference Session

ETAC/ABET Related Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jorge Crichigno, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico University; Raul R Peralta, Northern New Mexico College; Alfredo J. Perez Ph.D., Columbus State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

of the most relevant elements of the review is the student transcript evaluation. Using theexact language provided in each of the above policies, a one-page document was developed toexplain every detail in each of the student transcripts that were provided to the evaluation teambefore their arrival. The document addressed all issues that may raise concerns: courses takenwithout pre-requisites or co-requisites, transfer courses, course substitutions, changes in coursenames, etc. These documents were sent to the ABET evaluation team along with the transcriptsrequested. Keys for Criterion 1: Have a faculty advisor for each student. Enforce students to regularly meet with their advisor (e.g., advisement hold preventing them to enroll to classes

Conference Session

ETAC/ABET Related Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammed Abdallah, State University of New York,Polytechnic Inst.

Tagged Divisions

Engineering Technology

followed by effective changes of theevaluation process. Page 26.1421.21. IntroductionThe Electrical Engineering Technology Program has adopted the student learning outcomeslisted below. These outcomes were developed in consultation with the faculty and the IndustrialAdvisory Board. Students that graduate from this program will: 1. Apply modern technology tools, such as software and test equipment, to analyze, simulate, design and improve electrical systems. 2. Apply digital and analog electronics to existing and new components, subsystems, and systems. 3. Apply microprocessors/microcontrollers to existing and new components

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Kathleen O'Leary, University of Washington; Joyce Yen, University of Washington; Priti N. Mody-Pan, University of Washington; Matthew O'Donnell, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

industry you can never go back.”Second, participants were concerned about financial impacts of entering academia and indeed,several participants did accept a lower salary, sometimes significantly lower, at their faculty job.A second participant reported, “When I got the final number [pay rate] it was such a shock […] Ireduced my salary by one-third and I’m working much harder because I have to prepare all thesecourses that I have never taught.” The first participant echoes, “So taking a step down when youstart in a new field … it’s something that, it’s not easy.”Third, all participants experienced gender discrimination as students in academia. This posed abarrier to their confidence regarding on-ramping back into this environment. The On-Ramps

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D. Beddoes, Oregon State University; Corey T. Schimpf, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

of power differences and subsequent framing of notions of fairness, faculty membersmay be unwilling or unable to change the organizational conceptualization of fairness.Fifth, the literature emphasizes that the head has a responsibility to focus on and promote thegood of the department as a whole, which we will refer to as ‘collective good.’ For example,Hecht et al. (1999) emphasize ‘collective success’ (61, p. 30). They assert that issues such ascourse scheduling should begin with ‘collective considerations’ (p. 78), and that heads shoulddevelop a ‘shared culture within the department concerning how work will be distributed andhow individuals will support the mission and goals of the department’ (p. 82). Morespecifically, for instance

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Jenna P. Carpenter, Louisiana Tech University; Stacy Doore, University of Maine; Roger A. Green, North Dakota State University; Karen J. Horton P.E., University of Maine; Kristen L. Jellison, Lehigh University; Sharon Melissa Latimer, West Virginia University; Marci J. Levine, Lehigh University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

quarter for theAdvocates and Allies group, targeting male faculty) may impact the latter, however. Meetingonce a quarter is beneficial in that it provides time to reflect on issues between meetings, but itmeans that participants will be exposed to new material at a slower pace (particularly given thatthe related workshops and distinguished lectures will likely cease with the end of this academicyear with the expiration of the grant). It is anticipated that project leaders will have to providemore assistance to the Advocates and Allies group until they develop a stronger understanding ofissues, resources, and potential projects.A mixture of quantitative and qualitative measures have been used to assess and evaluate theprogram, including an annual

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark T. Gordon, California Baptist University

Tagged Divisions

New Engineering Educators

if the initial resistance to a new teaching technique decreases over time. Ifso, this knowledge will encourage new faculty, who are often concerned about studentevaluations, to continue on with new teaching techniques rather than reverting to a format withwhich the students are more comfortable.MethodsStudents (n = 13) were surveyed approximately five weeks into the semester and at the end of thesemester of a junior level dynamics course with 31 total students at California Baptist University(primarily a teaching university). The course met for one and half hours, twice a week, for 13weeks. Students were asked to rate their feelings towards the new classroom techniques asdescribed below. Their answers were then compared to see if the

Conference Session

Civil Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

in the U.S., Europe, and East Asia. He retired at the rank of Colonel. During his military career, Dr. Lenox spent 15 years on the engineering faculty of USMA – including five years as the Director of the Civil Engineering Di- vision. Upon his retirement from the U.S. Army in 1998, he joined the staff of the American Society of Civil Engineers (ASCE). In his position as educational staff leader of ASCE, he managed several new educational initiatives – collectively labeled as Project ExCEEd (Excellence in Civil Engineering Education). As ASCE’s Executive Vice President, Dr. Lenox led several educational and professional career-development projects for the civil engineering profession – with the overall objective of

Conference Session

Revitalization of Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

teaching that included an emphasis on laboratory experiences, and a willingness to engage undergraduates in scholarship activities. Recent hires (8 in total) have shifted the faculty mix to one that is now predominantly Ph.D. qualified. However, most have some industrial experience, and all have backgrounds that will help in promoting these core values and mission of the department. The old technology programs were effective in their hands-on approach in large part because of a collegial and collaborative environment that existed between faculty and the department’s highly trained technical staff. This was to be maintained in the new programs. The concerns of staff and their role in supporting the new programs was thus a

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

education, exposing students to instruction for specific lengths of time, whereasdigital natives are more concerned with the outcomes of education, learning, and the mastery ofcontent in the manner of games (p. 166)”.Higher education and digital natives slant toward different methods of instruction. This is reflected in a difference between professors and students who approach knowledge in very different ways. Faculty members may be described as hunters who search for and generate knowledge to answer their questions. Digital natives by contrast are gatherers, who wade through a sea of data available to them in the disciplines, focusing on breadth versus depth of knowledge. Digital natives are oriented more toward

Conference Session

Flipped Electrical and Computer Engineering Classrooms 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany/SUNY; Meghan Morris Deyoe, University at Albany, SUNY; Jessica M Lamendola, University at Albany/SUNY

Tagged Divisions

Electrical and Computer

instructor’s family). The change from four to three quizzes was madebecause enrollments in the class are now climbing and we wished to free up more TA time sothey can actively participate in piazza discussions and other new in-class activities we are tryingout. Quiz grading is also as consistent as we can make it. We start with simple grade standards(A: 91-100; B: 81-90; C: 71-80; D: 61-70) and then, if necessary, adjust the ranges down slightly(e.g. use 11 points per grade rather than 10). We do this to correct for any unanticipatedproblems with issues like the wording of questions and use the grades from previous terms as aguide. The students are told that if everyone gets 91 or better, they will all earn an A grade (itnever happens). However, in

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

Paper ID #13540Leveraging Reflection to Deepen Engineering Graduate Student InstructorProfessional DevelopmentDr. Tershia A. Pinder-Grover, University of Michigan Tershia Pinder-Grover is an Assistant Director at the Center for Research on Learning in Teaching (CRLT) and the Center for Research on Learning and Teaching in Engineering (CRLT-Engin) at the University of Michigan (U-M). In these roles, she is responsible for teacher training for new engineering graduate student instructors (GSIs), consultations with faculty and GSIs on pedagogy, workshops on teaching and learning, and preparing future faculty programs. Prior

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

level, instructors are designing new teachingstrategies. At the second level, the researchers are designing a model for teaching developmentfor faculty. In addition, how does conceptualizing teaching as a design process inform a teachingdevelopment model for instructors?  Literature Review  We build in this project on other frameworks for research in education that examine howeducational products (e.g., curriculum) or processes are designed for the classroom. In many ofthese cases, there are models, resources or tools being designed to support teaching and learning.For example, in research about the design of curriculum, Clements describes multiple stages inthe life of the materials from the ideal curriculum to the planned curriculum to the

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

modern technology, course redesign, grade distributions, andpedagogical techniques. The authors also report improved student evaluations and performancedata, and correlate them to the continually improved teaching practices adopted by a new facultymember, who was mentored by a senior faculty member and the department chair. Thepercentage of DFW grades earned by students were improved from 60% for Fall 2013 to 24% inSpring 2014 and further to 8% in Summer 2014. The midsemester feedback and suggestionsreceived from the students are also presented in this paper. The outcomes of this study over aperiod of three semesters emphasize: (1) connecting early with students, (2) using adequatemodern technology to assist classroom teaching, (3) giving timely