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

Paper ID #12167What makes an undergraduate course impactful? An examination of stu-dents’ perceptions of instructional environmentsDr. Alexandra Emelina Coso, Georgia Institute of Technology Alexandra Coso is a Postdoctoral Fellow at Georgia Tech’s Center for the Enhancement of Teaching and Learning. She completed her Ph.D. in 2014 in Aerospace Engineering at Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include graduate student experiences in engineering programs, engineering

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

M.D. B. Sarder, University of Southern Mississippi

Tagged Divisions

New Engineering Educators

Paper ID #10921Improving Student Engagement in Online CoursesDr. MD B. Sarder, University of Southern Mississippi Dr. Sarder is an associate professor and program coordinator of the industrial engineering technology program at the University of Southern Mississippi (USM). He is also an assistant director of the center for logistics, trade and transportation. At the USM, he revamped his program by developing as many as fourteen new courses, implementing hands on experience in courses, and delivering online courses for distant students. Dr. Sarder is very active in engineering and technology education research. He has

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lea Marie Eaton, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

New Engineering Educators

. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as reported in Educating Engineers: Designing for the Future of the Field). In addition, in 2003 Dr. Sheppard was named co-principal investigator on a National Science Foundation (NSF) grant to form the Center for the Advancement of Engineering Education (CAEE), along with faculty at the University of Washington, Colorado School of Mines, and Howard University. More recently (2011) she was named as co-PI of a national NSF innovation center (Epicenter), and leads an NSF program at Stanford on summer research experiences for high school teachers. Her industry experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

enormously in setting up,manning, and providing needed guidance to these fledgling institutions during theirearly years. The dramatic increase in oil revenues during the 70s, and 80s, coupledwith lack of skilled professionals in areas deemed necessary for growth anddevelopment of oil-related industries of the Region, has been pivotal in the start-up ofhigher education in general and engineering education in particular.There are today eight public colleges of engineering in the Region (Table 1) inaddition to several, recently established, private and semi private colleges and/oruniversities that offer engineering programs. These eight public colleges have, sincetheir inception, been guided by advisory boards made up largely from facultymembers and

Conference Session

But I'm a Loner! Expanding capability and creativity by examining effective alliances

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

engineering graduates. This trend has continued for decadesand has exceeded expectations. But, unfortunately, the education process in nearly allgovernment-run programs within these countries, continue to suffer from: antiquatedprograms, improper teaching methods, poor management, and lack of resources. Onthe other hand, engineering institutions in the Arab Gulf Region have, by and large,been spared. Region’s colleges (a map of the Region is shown in Figure1) have, fromthe start, “got on the right foot” and founded - what appeared to be at the time -modern engineering colleges with a decisive advantage over most of the engineeringinstitutions of the broader Arab Middle East(12,13,14) .Engineering education in the Arab Gulf Region started, in earnest

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

, coupledwith lack of skilled professionals in areas deemed necessary for growth anddevelopment of oil-related industries of the Region, has been pivotal in the start-up ofhigher education in general and engineering education in particular.There are today eight public colleges of engineering in the Region (Table 1) inaddition to several, recently established, private and semi private colleges and/oruniversities that offer engineering programs. These eight public colleges have, sincetheir inception, been guided by advisory boards made up largely from facultymembers and administrators drawn from US colleges. Previously, the Grinter’sReport (15) and the Goals Report (16) have been used to guide the educational process.Recently, ABET Engineering Criteria

Conference Session

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

Donna Llewellyn, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Richard Millman, Georgia Institute of Technology

Tagged Divisions

New Engineering Educators

with K-12education or the local community, talk to them about participating in one of their programs andask them to provide you with a letter of collaboration. Educational plans do not necessarily needto be new and “out of the box”. It is much more important that they are realistic and effective. Page 14.429.3Recommendation #2—Define your audience.Typical audiences are: ≠ Higher Education: Postdoctoral fellows, graduate students, and/or undergraduate students ≠ K-12 Outreach: Students (elementary school, middle school, high school) and/or teachers, and occasionally policy makers (e.g. the state Department of Education