Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Susan Murray, Missouri University of Science and Technology; Elizabeth Cudney, Missouri University of Science and Technology; Suzanna Long, Missouri University of Science and Technology; Katie Grantham Lough, Missouri University of Science and Technology

Tagged Divisions

New Engineering Educators

been written on the importance of mentoring.Countless researchers have explored a variety of issues related to mentoring including how thementor is assigned, individual vs. group mentors2, unique issues for non-majority facultymembers5, and countless others. Understanding how to get assistance in a safe, comfortableenvironment is a key concern for new faculty members facing the challenges of launching a Page 14.1367.2productive career that balances the right level of funded scholarship, effective teaching, andservice. It is our contention, however, if the protégé and mentor do not know the questions andissues they should be discussing, the

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

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

out of classes is the most important factor in studentmotivation and involvement”.14 Faculty concern helps students get through rough times and keepon working. Knowing a few faculty members well enhances students’ intellectual commitmentand encourages them to think about their own values and future plans”. 14 Encourage Cooperation Among Students“Learning is enhanced when it is more like a team effort than a solo race. Good learning, likegood work, is collaborative and social, not competitive and isolated”.14 Working with othersoften increases involvement in learning. Sharing one’s own ideas and responding to other’sreactions improves thinking and deepens understanding. Encourage

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Kam Jugdev, Athabasca University

Tagged Divisions

New Engineering Educators

support faculty development is vital. New faculty that feel engaged, less isolated,and well supported in terms of teaching effectiveness and instructional support are essential to auniversity’s ability to achieve its strategic goals. Overall, successful faculty development Page 12.188.6programs make the connections between curricula, pedagogy, and technology. 5Sources of Stress for New FacultyCoupled with the interpersonal and cultural issues (resistance to change and knowledge andpower related issues), concerns on education pedagogy and

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

from California Polytechnic State University and M.S. and Ph.D. degrees in Mechanical Engineering from Texas A&M University. His research and teaching interests include energy systems, engines for alternative fuels, and building energy efficiency. Prior to his academic position James developed advanced powertrains for General Motors. Page 15.1287.2© American Society for Engineering Education, 2010 UFAST – Practical Advice for Accelerating New Faculty ScholarshipAbstractThe issue of accelerating faculty scholarship is a key item especially for new/untenured faculty.New faculty future career success

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

happening. Even near the end of theterm, the feedback and discussion showed me numerous ways to improve my teaching and againwas a confidence boost that affirmed my overall teaching approach was on the right track.Looking back, as a new faculty member teaching for the first time, this program has helped meget up to speed very quickly in the classroom, and has helped me avoid various “new teacher”pitfalls. When I did encounter issues, I never felt lost, as I had already established open andcooperative dialogues with my new colleagues early in the term. The program has had a lastingeffect on my teaching and on the department culture—during the fall term I approached tworeceptive professors in the department who welcomed me to sit in on one of their

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

from oneperson’s experiences and not officially endorsed by any funding agency, they are focused toprovide encouraging and tangible advice on how new faculty can approach writing their firstproposals and get them funded.Introduction and Brief Background of the AuthorA key mentor (my mother) told me as I was growing up, “You don’t know what you don’t knowuntil you do know what you didn’t know.” This is apparently a slight misquote from LewisCarroll’s ‘Alice's Adventures in Wonderland’, but wise nonetheless. The issue is that when onedoesn’t know what they don’t know, they also don’t know what questions to ask or who to askthem of to find the answers they need to move forward. This is extremely true of beginningassistant professors in academia

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University; Elizabeth J. Birmingham, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

New Engineering Educators

graduate students. Engineering degrees offered include agriculture,civil, construction, electrical, industrial, manufacturing, and mechanical. While almost half ofthe undergraduate student population is female, less than 10% of the engineering degrees areawarded to female students. Thus, an area of great concern is the number of women faculty intraditional science and engineering disciplines. Although NDSU has had overall success inrecruiting women faculty (with at least 30% of new hires women since 1999), no more than 20%of the science and engineering hires have been women. However, this modest percentage is notreflected through faculty ranks. And while the institution seems to be making progress thatwould lead to a pipeline of women in tenured

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet

Tagged Divisions

New Engineering Educators

activities todevelop his expertise and teaching skills, provide service to industry, and promote theuniversity. The paper will provide guidelines and advice for new faculty on the best practicesfor using consulting activities for faculty development. The paper will focus on the benefitsfaculty can derive from industry consulting and offer ideas on how they can utilize this facultydevelopment technique.IntroductionFaculty development is a major concern for faculty, academic administrators and students1.Consulting activities offer faculty the opportunity to engage in faculty development byallowing them to develop their expertise and enhance their teaching skills. Also, consultinginitiatives can provide faculty, including engineering and technology

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

significantamounts of time, and may not be highly regarded by a tenure-review committee. Therefore, itmay be better to delay participation in such activities until after receiving tenure.Recommendations on Early Career ServiceAs discussed, new, untenured engineering faculty members at research institutions need todetermine how to best balance their time between teaching, research, and service. In most cases,service contributions will be of less concern for a tenure review committee than research andteaching accomplishments. As large time commitments are the primary detriment to performingservice, an untenured faculty member needs to weigh the potential career benefits versus the timespent on a service activity. With these thoughts in mind, the following

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego; Thomas Doyle, McMaster University; Rachid Manseur, SUNY-Oswego

Tagged Divisions

New Engineering Educators

AC 2010-504: GRADING TECHNIQUES FOR TUNING STUDENT AND FACULTYPERFORMANCEAdrian Ieta, State University of New York, OswegoThomas Doyle, McMaster UniversityRachid Manseur, SUNY-Oswego Page 15.629.1© American Society for Engineering Education, 2010Grading techniques for tuning student and faculty performanceNew faculty are highly qualified in their own field, where they have accumulated some researchexperience and where they can bring fair amounts of enthusiasm. This article discusses gradingtechniques that help match student performance and instructor interest. Grading as a tool forevaluating student performance has been considered mainly from the student perspective

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University; Walter Bradley, Baylor University

Tagged Divisions

New Engineering Educators

Education, 2006 Mentoring New Faculty: What Works and What Does not WorkAbstractThe world of academia has a unique set of challenges to the new faculty member. This is trueeven if the person just graduated with a Ph.D. since professors face many challenges that are notfaced by a graduate student.There are several different ways mentoring can be done. One way is to have the directsupervisor of the professor also serve as his mentor. While this has some merit, a new professormay be reluctant to share issues or struggles with a supervisor. A second and often moreeffective way is to have mentoring from a more senior professor who is not the new person’sdirect supervisor. In this way the new professor

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

William Baer, Georgia Institute of Technology

Tagged Divisions

New Engineering Educators

AC 2009-1510: CREATING PARTNERSHIPS BETWEEN LIBRARIANS AND NEWENGINEERING FACULTY MEMBERSWilliam Baer, Georgia Institute of Technology William Baer is the Mechanical Engineering and Distance Learning Services Librarian at the Georgia Institute of Technology. Page 14.384.1© American Society for Engineering Education, 2009 Creating Partnerships between Librarians and New Engineering Faculty MembersAbstractUnlike engineering, librarianship is a humanistic discipline. Therefore it may be somewhatcounterintuitive to think that partnerships between librarians and new engineering

Conference Session

Faculty Development: Creating successful NEEs

Collection

2007 Annual Conference & Exposition

Authors

Andrew Jackson, East Carolina University; Robert Chin, East Carolina University; Charles Coddington, East Carolina University; Paul Petersen, East Carolina University; Fonooni Hamid

Tagged Divisions

New Engineering Educators

any effective mentoring program. The initial immersion into a new program is acritical step for both groups of faculty – experienced and novice. Most schools tend to bring newfaculty on-board a few days prior to the start of the semester, which typically, does not allowenough time for the faculty member to become acquainted with the school, the community, andcolleagues and peers. This is generally justified as a budgetary issue, but this justification maybea false economy and counterproductive, since this hiring process is considered to be a seven-year to a lifetime commitment for both the college and the faculty member. During this typical one week timeframe, newly-hired faculty members must settle intothe new geographical area, take

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

New Engineering Educators

be asked to perhaps open up to students inan area that they may not be totally comfortable? How do you get faculty members to talk about anarea in which they may have problems themselves? Here the need exists for concerned members ofa department to begin the process. Much like creating a text, select faculty members must becomethe catalyst to encourage other members to talk about communication and how they approach it intheir own writing and in their courses. Discussion among faculty members will help to bring thecommunication issue to the forefront. As discussion continues, the particular methods used toinclude communication tasks in one's course will become evident. These approaches may beminimal. They may include only formal reports with

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Maher Murad, University of Pittsburgh-Johnstown; Andrew Rose, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

excerpts from the comments made by the faculty: o “He is one of the main reasons why I loved teaching and decided to became a professor” o “Gave view of the big picture of life” Page 11.1126.6 o “Tied lessons back to real life experience with sense of humor” o “Kept perspective of school as introduction a career” o “Stressed competitive nature of success in school as related to opportunities for employment” o “Knew so much about so many issues in life” o “Encouraged critical thinking and made you recognize that today’s answer may well be supplanted in the future by new knowledge and/or understanding” o

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh-Johnstown

Tagged Divisions

New Engineering Educators

ideas about teaching are reinforced by the views of theirpeers. Thus we have identified good teaching through a peer identification process. Perhaps, allcolleges should gather their faculty to discuss this very issue as it has great impact on thestudents, even if the university reward system does not recognize teaching as important. Mostfaculty must teach, and doing it well can be fulfilling and lead to efficiencies across the spectrumof teaching, research and service.References:1. Skilling, H.H., Do You Teach? Views on college teaching, New York, Holt, Rinehart and Winston, Inc. 1969.2. Lowman, J., Mastering the Techniques of Teaching, Second Edition, San Francisco, CA Jossey-Bass Publishers,1995.3. Wankat, P.C. and Oreovicz, F.S., Teaching

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

, is most likely informal in nature, as instructor evaluations fall undera vast degree of confidentiality issues. However, for a new faculty member, this may be one ofthe most important uses for evaluations.Beyond basic mentoring, the first area where faculty evaluations are used is in faculty retention.At a teaching oriented school, a professor who constantly receives poor instructor evaluationsmost likely will not be employed for extended periods. This is especially important for facultymembers who are not in a tenure track position.The first person who reviews instructor evaluations is typically the department chair. Inreviewing instructor evaluations, the department chair is typically looking for two things. Atsome point, there is a

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

New Engineering Educators

individualtalents of the instructor. What works superbly for one teacher may totally flop for another.Some veterans will admit they cannot define good teaching, but they know it when they see it.While there are an infinite number of ways to teach well, there are some consistent elements,activities and attributes that seem to be present with all good teachers.In a landmark study, Joseph Lowman2 used teaching award nominations from over 500 studentsand faculty members to quantify what makes a good teacher. The award nominations, in essence,constituted a statistical database of descriptions of exemplary teaching. The study assembledadjectives and descriptive phrases from the award recommendations, divided them into likecategories and tallied the results. The

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahesh Aggarwal, Gannon University; Karinna M Vernaza, Gannon University

Tagged Divisions

New Engineering Educators

the tenure process at a teaching-based institution can use this article as aguide to create a portfolio/development plan that will contain the relevant information to satisfythe rank and tenure requirements at their institution. It is advised that the new faculty memberreviews in a yearly basis the contents of his/hers development plan with the department chair toobtain feedback and ensure a continuous progress towards advancement. By compiling thisinformation in a yearly basis, the new faculty member will be able to prepare his/hers tenure andrank application in a painless and smooth manner.2 Rank and Tenure Requirements before year 2000General requirements for rank and tenure at Gannon University consist of satisfying a set ofcategories

Conference Session

Women, Minorities and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

New Engineering Educators

allocated funding to address diversity issues through specificrequests for proposals related to increasing diversity in science and engineering. NSF has alsoincluded diversity explicitly in the broader impacts criteria for all NSF proposals7.As colleges and universities strive to recruit and retain a more diverse student population inengineering, faculty need to become more aware of how to handle diversity issues within theirclassrooms. Therefore, it is important to encourage faculty to think more broadly about diversityissues. As researchers, we believe there are various ways to encourage educators to think anddiscuss the topic of diversity in engineering. Many universities offer campus-wide discussionforums and workshops that address the topic of

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Saeed Moaveni, Minnesota State University, Mankato; Deborah Nykanen, Minnesota State University, Mankato; Karen Chou, Minnesota State University, Mankato

Tagged Divisions

New Engineering Educators

, and one semester of modified duties at full payto create a more flexible schedule. Many of these policies have been in place for several years,however, Bird and Debinski8 reported that faculty members have, in general, been slow to usethese policies. Quinn et al.9 found that utilization of family-friendly policies by faculty oftenrequired negotiation between the chair and faculty member on issues regarding eligibility to usepolicies, how to implement the policies at the department level, expectations in terms of service,teaching and research for part-time appointments, and how they will be evaluated during thetenure process.The young female faculty whom was hired for our new civil engineering in 2003 faced thisdilemma of feeling like she had

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

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology; Jennifer Karlin, South Dakota School of Mines and Technology; Cassandra Groen, South Dakota School of Mines and Technology

Tagged Divisions

New Engineering Educators

their academic careers, particularly in smaller institutions that may be geographicallyisolated, possess a small engineering faculty population, and/or have limited financial resources.A survey was conducted by the research team to determine the major concerns of facultymembers at their respective institutions to determine major factors that a new facultydevelopment program may need to address. This survey targeted STEM (Science, Technology,Engineering, and Math) faculty and included questions about mentoring, career satisfaction, andcareer relationships. The participants ranked their responses as strongly disagree, tend todisagree, tend to agree, and strongly disagree. The data contained within this survey will beanalyzed in more detail as the

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

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

John Gumaer, Central Washington University

Tagged Divisions

New Engineering Educators

Do’s and Don’ts for Recruiting Engineering or Technology FacultyAbstractRecruiting new engineering or technology faculty is a time and resource intensive process.Frequently, a faculty search takes the back burner to more immediate concerns, resulting in anunsuccessful recruiting effort. This paper outlines suggestions for organizing and improving therecruiting process to enhance the likelihood of a successful search. A typical engineering ortechnology faculty search process is examined. The steps considered are: search committeeformation, timeline development, position description, position announcement, initial screening,telephone interviews, campus visit, and position offer. Suggestions are presented to

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

young engineering researchers has dramaticallychanged the face of the college, a significant challenge lies in integrating such a large number ofnew faculty into existing, established departments. We initiated three programs to facilitate newfaculty integration: a junior faculty advisory board, engineering-specific new faculty orientation,and a women in engineering research network.The junior faculty advisory board’s function is to advise the dean of significant issues facingindividual junior faculty or the entire cohort. The board is composed of at least one junior facultymember from each engineering department. The board is led by the Assistant Dean for FacultyDevelopment, who is also a junior faculty member, and who meets regularly with the

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

using the Fink Model of Backwards Design10 we focused on helping faculty tothink differently about course design and instruction by going to the end of instruction, settingoutcomes, and working backwards to design the course. This faculty development workshop alsoincluded the component of social aspect of learning with other faculty in a learning community,21where they learned new content and strategies, observed demonstrations of new strategies andthen integrated what they learned, and taught a brief excerpt of a lesson to their peers andreceived feedback from the community of learners. Also used as an assessment tool for thisworkshop is an instrument called the Concerns-Based Adoption Model (CBAM),22,23 to measurehow workshop participants

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Polytechnic Institute and State University; Tonya Saddler, Virginia Polytechnic Institute and State University; Margaret Layne, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

-intensiveuniversity. Two major shifts in priorities occurred within the three years: a shift from anemphasis on securing external funding to managing a research team and multiple sources offunding; and secondly, a shift from concern about the ambiguity of tenure expectations togrowing confidence about expectations attributed largely to clear feedback about performance.Research findings presented here suggest that new faculty will benefit from professionaldevelopment opportunities that address such issues as conflict, interpersonal communication, andessentials of supervision in a team and laboratory setting.Introduction and Review of Related LiteratureSocial and organizational features of faculty work, often referred to in more generic way asclimate, are