Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

New Engineering Educators

of Personality/Behavior/Motivation Assessment in the Design of a Good Group Project Team o Teaching in Large Classes: Ensuring Student Success and Engagement o What Makes a Good Assessment? o Collaborative learning in the Classroom o Technology in the Classroom: What works and what does not o How and where to Incorporate Active Learning into Courses o Learner-Centered Teaching o Grades and Learning: Expectations, Assessments, and Accountability o Developing Cross-Disciplinary Learning Experiences for Students o Incorporating and Teaching Global Perspectives o Promoting Learning through WritingInnovation and Creativity o Teaching Innovation in Design Courses o Benefits of/Best Practices in Integrating Innovation

Conference Session

Leadership Development in Change: A Panel to Explore Experiences, Skills, and Learning in Change Management for New Engineering Educators

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

to others). In contrast, successfulchange efforts incorporate significant contextual information (e.g., acquired through curiosityand connections) and a careful assessment of needs and possible directions (e.g., creating the val-uable change for that situation). Further, the connection of change agents and their skills andneeds to the entrepreneurship literature is more readily apparent if one considers academic inno-vations as start-up operations. Many of the same skills needed to support start-up activities in thebusiness world are those needed for change agents in academia – for example, advocacy for aproject, creating a network, developing vision, and passion [9, 10]. Although this business-ori-ented language may be unfamiliar, there are

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Devdas M. Pai, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Prashant N. Kumta, University of Pittsburgh; Harvey S. Borovetz, University of Pittsburgh; Sarah K. Pixley, University of Cincinnati, College of Medicine; Partha Roy, University of Pittsburgh; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

students registeredacross the three campuses. Classes were held in distance learning classrooms at each school.Course broadcasting and web-archiving facilities were enabled through resources provided byPitt’s Bioengineering Department. The course met once a week for three hours. NCAT, whoseengineering graduate students did not have any prior biology knowledge, were providedadditional biology orientation by organizing a weekly recitation session staffed by qualifiedgraduate students recruited from NCAT’s Department of Biology. This course was led by one of this paper’s authors (Roy), a professor in thebioengineering department at Pitt with an established track record of research in this field. It alsohad technical input from another author

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

Woodcock, University of Michigan Cassandra (Cassie) Woodcock is a PhD Candidate at the University of Michigan. She is pursuing a PhD in Biomedical Engineering (BME) with an Emphasis in Engineering Education. Her research interests involve experiential engineering out-of-class experiences and the professional, personal, and academic outcomes of students engaged in these experiences. She is also involved in student outcomes research in the BME Department and with the Associate Dean for Undergraduate Education Office, College of Engineering at Michigan. Cassie received a B.A. in Engineering Sciences at Wartburg College (Waverly, IA) and a M.S. in BME from the University of Michigan (Ann Arbor).Dr. Aileen Huang-Saad

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, University of Arkansas; John DUPE Lee, University of Arkansas; Douglas E. Spearot, University of Arkansas

Tagged Divisions

New Engineering Educators

related material such as class notes, grades, homework, tests, etc. usingMEEG 2303: Introduction to Materials as a learning vehicle. Common pedagogical techniquesincluded communication and presentation skills, body language and tonal variation forengagement, preparation of information rich slides and explanation which helped the graduatestudent and postdoc provide a spherical learning experience for students. In this pilot program,the mentees learnt five key aspects of modern teaching: (1) dedication and empathy towardsstudents, (2) engaging and exciting the students in the class for the subject matter and self-motivated learning after-class, (3) giving and receiving constructive feedback, (4) learning howto learn and teach, and (5) connecting

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

Ph.D in Engineering Education from Virginia Tech, his M.S. in Industrial & Systems Engineering from Virginia Tech, and his B.S. in Industrial Engineering from Clemson University.Dr. Cheryl A. Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

from classes and work, so they could 100% be in and take partin all activities.Recommendations for future workIdeathon Challenge participants had an opportunity to learn about Design Thinkingfrom worldwide experts, gain unique professional experience in research analysis,create innovative original business solutions (that should be of great interest toindustry and academia), and pitch them to a professional judging panel. They had achance to put their academic knowledge and creative thinking to the test to solve real-world problems of the post-covid world. Moreover, it was a great chance to meet withstudents and experts from other countries and expand the network. • Being the organizers, we came up with the key characteristics identified for

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

the most time towards this one particular class during that semester, but also got the most out of it. My research, programming, and presentation skills were sharpened like never before, and I learned to appreciate the value of resourcefulness, initiative, and constructive feedback.”Almost another forty percent of the comments (n = 18) related to the inclusion of “the realworld” into the course, whether through connections between content and real world challengesor interactions with clients on projects. Silvia traveled to India, for example, as part of herHumanitarian and Social Entrepreneurship course. “We had to create everything from zero in atrue startup environment. It was incredibly frustrating but taught me a lot

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

education faculty, leaders and facilitators of professional development opportunities, and peer mentors who help practitioners improve teaching and learning [9].Again, it is possible for a single individual to hold one, two, or all three of these roles.Often, a single individual holds one or multiple roles in the Engineering Education disciplinewhile holding one or multiple roles in an additional discipline. A frequent example of thisintersection of disciplines is the faculty member who is teaching classes in one discipline, suchas civil engineering, who is also using the knowledge base and outputs of researchers in theengineering education discipline. As shown in Figure 2, this individual is simultaneously‘wearing’ the trainer hat

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E Smith, North Carolina State University; Louis A Martin-Vega, North Carolina State University; Olgha Bassam Qaqish, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

expectations, enthusiastically sharing their research with theirstudents, incorporating their field of research in their classes, and delivering lectures at a pacethat would give students the time and space to ask questions and engage in discussions.Additional areas of importance included limiting course preparation time after the first offeringto less than 1.5 hours of preparation, allowing for more time to spend on writing, research,networking with other faculty members an average of 2-4 hours per week, developingconnections that helped them with both academic instruction and field research, and easing theirintegration into the academic community4. The new faculty orientation workshop was generated by a collaborative effort of