Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

model,” Int. J. Instr. Media;, vol. 31, no. 3, pp. 223–228, 2004.[3] National Research Council, How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press, 2000.[4] M. Svinicki, “New directions in learning and motivation,” New Dir. Teach. Learn., vol. 80, pp. 5–30, 1999.[5] K. Reeves, “Online adjuncts: teaching Web-based courses appeals to administrators, but they find demands aren’t few,” Sch. Adm., vol. 59, no. 10, pp. 32–34, 2002.[6] C.-S. Li and B. Irby, “An overview of online education: attractiveness, benefits, challenges, concerns and recommendations,” Coll. Stud. J., vol. 42, no. 2, 2008.[7] D. Krathwohl, “A Revision of Bloom’s Taxonomy: An

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Colleen M. Kuusinen, University of Georgia

Tagged Divisions

New Engineering Educators

final grade. For key topics, ratherthan beginning the class with a review and explanation of the equations for the day, the instructorwould administer the One Word Prompt Quiz as a ramp into the class activities. This will alsoencourage a long-lasting benefit of retrieval of information on a particular tricky part of aconcept.The quizzes were given in three conditions at the beginning of class, referred to as type of quiz.Each section of Introduction to Fluid Mechanics had a different type of quiz, though they mighthave received the same word. 1. Type A quiz: students closed all books and notes and the instructor provided the word connected to the concept. Students had three minutes to write their explanations. 2. Type B quiz

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Divisions

New Engineering Educators

, “Evaluation of Canvas-Based Online Homework for Engineering,” Columbus, Ohio, 2017.[5] S. L. Billington, S. D. Sheppard, R. C. Calfee, and P. C. Boylan-Ashraf, “Evaluation of Impact of Web-based Activities on Mechanics Achievement and Self-Efficacy,” Indianapolis, Indiana, 2014.[6] J. Olinger, M. Hutton, C. G. Covington, K. Meehan, R. L. Clark, Jr., B. McKagen, and J. Harris, “Lab-in-a-Box: Techniques and Technologies to Manage Large and Not So Large Laboratory Courses,” San Antonio, Texas, 2012.[7] P. J. Weber, “Timely Feedback and Strengthened Study Habits via Computer Automated End-of-Lecture Questions,” Vancouver, BC, 2011.[8] G. M. Nicholls, and N. Lewis, “Using a Course Learning Management System

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Lawrence Angrave, University of Illinois, Urbana Champaign; Karle Flanagan; David Mussulman, University of Illinois, Urbana-Champaign; Christopher D. Schmitz, University of Illinois, Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois, Urbana-Champaign

Tagged Divisions

New Engineering Educators

instructor clicks the “+ Create Queue”button and gives the affiliation such as CS Advising or a course number like CS 225 (Figure1A). The instructor can name the Queue to signal to users what the intended purpose is of thequeue. The queue can also be assigned a designated location, if desirable. Once a queue iscreated, the instructor can launch the queue by clicking on it and clicking “Join” to markthemselves as “On-Duty Staff”. A. The front page of the B. The new-question interface, C. The currently-asked-questions Illinois Open Source Queue, allowing a student to add themselves interface, allowing course staff to showing open queues for to a queue. answer students’ questions. (Student several

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

://ctal.udel.edu/enhancing-teaching/inclusive-teaching/​. [Accessed: 01-Aug-2017].[2]https://www.washingtonpost.com/news/grade-point/wp/2016/09/26/an-ivy-league-professor-on-why-colleges-dont-hire-more-faculty-of-color-we-dont-want-them/?utm_term=.1ee6a408a7cc​ [Accessed:25-Oct-2017][3] T. Barnes and X. Zhang, “Assessment of Student Culture for Women and Underrepresented Groups inthe University of Delaware’s College of Engineering.” Delaware Education Research & Development, July2017.[4] B. R. Sandler, L. Silverberg, and R. Hall, ​The Chilly Classroom Climate: A Guide To Improve theEducation of Women.​ Washington, D.C.: National Association of Women in Education, 1996. Active LearningHow do I motivate students

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

senseof pride of what was accomplished when they are finished.References[1] A. Kolb and D. Kolb. (2005). Learning styles and learning space: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2):193-212.[2] K. Robinson, and A. M. Azzam. (2009). Why creativity now? (interview). Educational Leadership, 67(1):22-26.[3] S. B. Velegol, S. E. Zappe, and E. Mahoney. (2015). The evolution of a flipped classroom: evidence-based recommendations. Advances in Engineering Education, Winter 2015.[4] A. Pears, S. Seidman, L. Malmi, L. Mannila, and E. Adams. (2007). A survey of literature on the teaching of introductory programming. Working Group Report on ITiCSE on Innovation and Technology in

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taryn Shalini Bipat, University of Washington; Jennifer A. Turns, University of Washington; Mitchell Fajardo; Yuliana Flores, University of Washington

Tagged Divisions

New Engineering Educators

circumstances and in what ways can engaging students inmicro-reflection activities function as a site for professional development? Specifically, we 2wonder for a specific set of educators in a specific situation, (a) what micro-reflections are takenup?, (b) in what ways does the experience advance their teaching knowledge?, and (c) whatfeatures of the situation emerge as significant for appreciating the micro-reflections used and theadvancement of teaching knowledge identified?We explored these questions with an approach that combined three ways of knowing: ● a proof-of-concept mentality (a focus on exploring potentials and informing future

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee

Tagged Divisions

New Engineering Educators

Paper ID #26554Service at a Research University: A Veteran Faculty Member’s Perspectivefor New Engineering FacultyDr. John R. Reisel, University of Wisconsin, Milwaukee Dr. John R. Reisel is a Professor of Mechanical Engineering at the University of Wisconsin-Milwaukee (UWM). He serves as the co-director of the Energy Conversion Efficiency Lab. In addition to research into engineering education, his efforts focus on combustion and energy utilization. Dr. Reisel was a 2005 recipient of the UWM Distinguished Undergraduate Teaching Award, a 2000 recipient of the UWM Col- lege of Engineering and Applied Science Outstanding

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Kate Bierman, The Citadel; Timothy Aaron Wood Ph.D., The Citadel; Jeffery M Plumblee II, The Citadel

Tagged Divisions

New Engineering Educators

each homeworkassignment is similar between the two courses. The number of homework’s assigned in bothclasses is the same. Syllabus excerpts regarding the homework policy for MECH 310 and MECH311 are in Table 1 and 2.Table 1. MECH 310 Syllabus ExcerptHomework is a practice in applying new course concepts. Effort is more important thancorrectness. Working in groups is allowed and encouraged. Any late homework will automaticallyget 50% of the points reduced unless the instructor is notified the day before the homework is due.Document aid of any kind received on all homework, e.g. Jane Doe helped with part (b)or referred to solution on the internet for this problem. You do not need to document aidreceived from the instructor. You must turn in all

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College

Tagged Divisions

New Engineering Educators

gradeis based off of two criteria: a) students identifying mistakes in their original submission andmaking corrections, and b) a metacognitive response to each problem where students outlinetheir solution process, identify points of misconception and think critically about their ownunderstanding of the material. As long as a student engages honestly and critically in themetacognitive response, they again receive full credit for their resubmission.At no point on either submission are students graded based on the correctness of their answers,removing one of the main incentives for turning to solution manuals. Instead, the student isrewarded for timely effort (initial submission) and for reflecting on what they learned from eachexercise

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University

Tagged Divisions

New Engineering Educators

Paper ID #27138Adding the Extra 5 Percent: Undergraduate TA’s Creating Value in the Class-roomMrs. Alicia Baumann, Arizona State University Ali Baumann received her master’s degree in Electrical Engineering from the University of Wyoming before working as senior systems engineer at General Dynamics C4 Systems. She is now part of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State Uni- versity. Currently, she focuses on enhancing the curriculum for the freshman engineering program to incorporate industry standards into hands-on design projects. She is an instructor for the

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

Paper ID #25579It’s Not Just What TA’s Know: Exploring the Role of Teacher Efficacy amongEngineering TA’sJoanna Wright, University of Washington Joanna Wright is an M.Ed. student in Learning Sciences and Human Development at the University of Washington, Seattle. Her education research interests span early childhood through higher education, with a focus on the impact of pedagogical practices and contexts on learning and development.Lauren N. Summers, University of Washington Lauren N. Summers is a doctoral student in the College of Education at the University of Washington, Seattle. Her research interests focus on the

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devayan Debashis Bir, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology; Bora Cetin, Iowa State University; Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Kristin Lerdal, South Dakota School of Mines and Technology; Mary Michelle Anton, Iowa State University; Kyle R. Thompson, Iowa State University

Tagged Divisions

New Engineering Educators

. Picone-Decaro, R. Jenkins and J. Carey, “Reliability in coding open-ended data: Lessons learned from HIV behavioral research,” Field Methods, vol. 16, 3, pp. 307-331, 2004.16. K. MacQueen, E. McLellan, K. Kay and B. Milstein, “Codebook development for team-based qualitative analysis,” Cultural Anthropology Methods, vol. 10, 2, pp 31-36, 1998.17. G. Spindler and L. Spindler, “Cultural process and ethnography: An anthropological perspective,” In The handbook of qualitative research in education, M. D. LeCompte, W. L. Millroy, and J. Preissle, San Diego: Academic Press, 1992, pp. 53-92.18. R. Dixon, A. Raymond, and S. Johnson, “Experts vs. novices: Differences in how mental representations are used in engineering design” Journal

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, School of Engineering and Sciences, Tecnologico de Monterrey, Mexico; Alvaro Alvarez-Delgado, Language Department, School of Social Sciences, Tecnologico de Monterrey, Mexico; Samira Hosseini, Writing Lab, Center for Educational Innovation, Tecnológico de Monterrey, Mexico

Tagged Divisions

New Engineering Educators

. Springer, Boston, 1989, pp. 135- 145. [8] Csikszentmihalyi, M. Flow and the psychology of discovery and invention. New York: Harper Collins, 1996. Vol. 56, p. 107. [9] Lattuca, L. R., Knight, D. B., Ro, H. K., & Novoselich, B. J. Supporting the development of Engineers' interdisciplinary competence. Journal of Engineering Education, 2017. 106(1), pp. 71-97. [10] Caratozzolo, P., Alvarez-Delgado, A. (2018). A New Transdisciplinary Approach to Foster Soft Skills in Engineering: Using Critical Reading Micro-Workshops. In 2018 World Engineering Education Forum- Global Engineering Deans Council (WEEF-GEDC) (pp. 1-6). WEEF2018 IEEE Proceedings. [11] Caratozzolo, P., Alvarez-Delgado, A., and Hosseini, S. (2019

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

New Engineering Educators

Paper ID #25335Progressive Use of Active Learning in Electrical Engineering CoursesDr. Ahmed Dallal, University of Pittsburgh Dr. Dallal is an assistant professor at the department of electrical and computer engineering, Unversity of Pittsburgh, since August 2017. Dr. Dallal primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, and computer vision, as well as machine learning, networked control systems, and human-machine learning.Dr. Renee M. Clark, University of Pittsburgh Renee M. Clark is a research assistant professor of