Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, various aspects of diversity in the absence of an intrinsicallydiverse classroom composition, as well as allow them to reflect on their own professional andpersonal experiences. Specifically, this module includes activities about implicit bias, stereotypethreat, and cross cultural competence. Student response has largely been positive, and studentreflection assignments have demonstrated critical thinking on the matter. As this is a recent pilotintervention, long-term longitudinal effects have yet to be investigated. Included here aredescriptions of the module activities, generalized student responses, and instructor perspective.While this topic is of great importance to all educators, it is often difficult to incorporate suchmaterial in well

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

unfortunate realities14. Although the 3 large fundamental engineering courses in this study pose a different set ofissues, which often implies that quality teaching is not possible in large classes, researchers ineducation10,42,54,75 suggested the contrary –quality teaching is quite possible in large classes whilefocusing on student-centered, cooperative, active experimentation, and high-level thinkinglearning, instead of the traditional teacher-centered, individual, reflective observation, androutine-drill learning. Almost 2 decades ago, Felder23 had recommended the need to change the pedagogy usedin engineering classrooms. According to his study at that time, many engineering classes in1999 were taught in exactly the same way that

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

newmaterial. Students will eventually need reliable feedback on their performance thatallows them to move forward as learners and deepens their understanding of thesubject matter. This feedback could come from the instructor, their classmates, theirown self-reflection, or a combination of the three. (27, 28)Another important factor in the optimization process is to integrate the differentcourse components (learning goals, teaching/learning activities, feedback, andassessment), in such a way that the course becomes well-knit while the variouscomponents support and complement each other in a coherent manner, i.e., thesequencing of learning activities, feedback, and assessment should build energy,engage students, and allow learning to develop as the

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Matthew Walker, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

groundsdoes the accumulation of some threshold number of points constitute mastery of the topic athand? Is such a numerical marker valuable to a learner in reflecting on their progress andaccumulated knowledge? The broad answer to such questions is that points are largely arbitrary,varying wildly in meaning across institutions, courses, or even across assignments.Trends in pedagogy have shifted strongly in the direction of more experiential, authentic learningactivities such as project-based and active learning. As the nature of the classroom activity haschanged, important questions have been raised about the efficacy of traditional grading schemes.Separation has been observed between course objectives and assessment practices, and theability of the