Conference Session

Educational Research and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Malcolm Drewery, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Stefani A. Bjorklund

Tagged Divisions

New Engineering Educators

. Second, engineering administrators can use information gathered from the F-NSSE tobetter mentor new faculty member by: (1) seeing how faculty are incorporating innovations ininstruction and curriculum development; (2) helping to lay the groundwork for discussions aboutthe assumptions and values that underlie the role of new faculty members; (3) diagnosing facultymember’s strength and weaknesses; (4) developing professional development programming thataddresses identified teaching and learning issues; and (5) making fairer comparisons amongfaculty.The data collected from the E-NSSE and F-NSSE will provide all faculty members (both newand experienced) with: (a) tools to make them more effective teachers and (b) data which caninform classroom-based

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet

Tagged Divisions

New Engineering Educators

, service initiatives, and teaching various courses, leave many facultywith little time to develop teaching effectiveness.Classroom management is a critical concern in academia. Unfortunately, most universityfaculty have not had any formal training on classroom management. Consequently, manyare left on their own to figure out how to competently teach and manage their students’behavior and performance1. Often, faculty resort to trial and error experimentation, withsome imitating the techniques used by experienced colleagues or former instructors.Fortunately, successful classroom management skills can be learned and developed. Theauthor’s experience as a teacher and industrial supervisory-leadership trainer helped himto recognize that many leadership

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Saravanan Swaminathan, Tennessee Technological University; Barath Baburao, Tennessee Technological University; Donald Visco, Tennessee Technological University

Tagged Divisions

New Engineering Educators

programs such as Page 11.670.2Preparing Future Faculty (PFF) at the University of Cincinnati, whose goal is to 1transform the way the aspiring faculty members prepare for their careers. Though thisinitiative is a cluster of 295 participating institutions, the disciplines primarily involvedare in arts and sciences and the participation of the engineering discipline is meager [6].Finally, students can participate in American Society of Engineering Education (ASEE)meetings, either at the national, sectional or local levels (re: student chapters) to beexposed to issues of interest to faculty members concerning

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Tylisha Baber, Michigan State University

Tagged Divisions

New Engineering Educators

Scholarship in EngineeringAbstractThere is a window of opportunity to engage the engineering community in a discussion of themetrics by which to measure scholarly teaching. We place emphasis on those summative metricsthat could be used by administrators in judging new faculty rather than on strategies that wouldformatively help new faculty to document their teaching results and improve their practice. Ourview is that unless a discussion is held on the potential evaluative metrics, it will be difficult toachieve the desired level of attention to the importance of high quality teaching. Therefore, it isin the long-term interests of new faculty that this precursor discussion targeting administrators beheld.Teaching is a multifaceted activity that is

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

straightforward,coherent, efficient and effective as they used them within their own departments and providedguidance for faculty in the other engineering and computer science departments at MissouriUniversity of Science and Technology. Case studies are presented as well as lessons learnedfrom recent objectives and outcomes assessment exercises and accreditation visits.I. IntroductionThe radical change in the process employed by ABET to accredit engineering programs with theadvent of EC2000 has produced much anguish and confusion for faculty and administratorswithin departments and institutions attempting to meet new and changing expectations. Theterminology and methods used in outcomes-based assessment are often unfamiliar to engineeringfaculty even

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

level, instructors are designing new teachingstrategies. At the second level, the researchers are designing a model for teaching developmentfor faculty. In addition, how does conceptualizing teaching as a design process inform a teachingdevelopment model for instructors?  Literature Review  We build in this project on other frameworks for research in education that examine howeducational products (e.g., curriculum) or processes are designed for the classroom. In many ofthese cases, there are models, resources or tools being designed to support teaching and learning.For example, in research about the design of curriculum, Clements describes multiple stages inthe life of the materials from the ideal curriculum to the planned curriculum to the

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

.5. Multidisciplinary Learning: Instructors can incorporate civility as a multidisciplinary topicassignment. The instructor can develop a “current topic assignment” where students are requiredto research or discuss a non-technical issue related to their careers. For example, the 2016 U.S.Presidential Campaigns present an opportunity for students to discuss the candidates’ leadershipabilities and policy ideas. When considering the controversial rhetoric spoken by somecandidates, civility can also be discussed. The election of a new U.S. President is relevant forengineering and technology students since it impacts their education and careers. Table 14provides an example of the potential Components of Civility that can be satisfied using

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

instructional designer who has supported several instructors facing thischallenge) will share our experience in the re-development of one online learning course to makeit learner-centered, inclusive (embracing diversity), engaging, etc. We will share the issues theinstructor had with his online teaching course and how, with the support of the instructionaldesigner, these difficulties can be addressed using different instructional strategies.Introduction and motivationOnline education is booming. Faculty all over the world are starting to upload their content to theweb to provide learning opportunities for students beyond their classrooms. Having students inan online environment, either partially or fully, requires the instructor to learn new

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

modern technology, course redesign, grade distributions, andpedagogical techniques. The authors also report improved student evaluations and performancedata, and correlate them to the continually improved teaching practices adopted by a new facultymember, who was mentored by a senior faculty member and the department chair. Thepercentage of DFW grades earned by students were improved from 60% for Fall 2013 to 24% inSpring 2014 and further to 8% in Summer 2014. The midsemester feedback and suggestionsreceived from the students are also presented in this paper. The outcomes of this study over aperiod of three semesters emphasize: (1) connecting early with students, (2) using adequatemodern technology to assist classroom teaching, (3) giving timely

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley

Tagged Divisions

New Engineering Educators

timein class for student teams to discuss their group’s function and goals can support groupprocessing.The premise of this paper is that the same five characteristics of effective teams can be appliedto the teaching of engineering courses, specifically to the role of engineering faculty inworking with graduate student teaching assistants (TAs).1.2 BackgroundTypically, new and seasoned engineering faculty at research institutions can expect to work withgraduate teaching assistants for the delivery of one or more courses. However, not much hasbeen written to date on the specific topic of engineering faculty working with graduate teachingassistants to teach courses. A notable exception is Edward Gehringer’s 2009 ASEE/PEERconference paper

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Bobby Crawford, USMA; Tony Jones, USMA

Tagged Divisions

New Engineering Educators

andhands-on projects that supported the overall objectives of increased student learning andachievement of USMA’s Engineering and Technology Goal outcomes. The results wereremarkable. Students, who expressed concern about their abilities to perform well in thesequence at the beginning of the second course, completed the program wondering if theyhad made a mistake in NOT majoring in mechanical engineering.This paper describes the issues, examination of methods used in other courses to enhancestudent motivation, implementation of techniques in the second and third courses of thesequence, assessment of the results, and recommendations for its applicability outside ofUSMA. Student feedback and the comparative results of student surveys from

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Anita Jain

Tagged Divisions

New Engineering Educators

-only) to an active learning course inthe fall 2016 semester. The instructor was a new faculty member and had previously taught thecourse in a traditional, lecture-only manner. In our work, we provide an approach for coursetransformation that is simple and effective with highly positive results that new faculty can easilyadopt and replicate in their respective engineering courses.2. Literature ReviewWhen considering the use of active learning, faculty members commonly have concerns aboutstudent acceptance, content coverage, preparation time, and logistics, and research has shownthat the likelihood of adoption of new, research-based instructional approaches is directly relatedto the ease of implementation (Prince et al., 2013). This is

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato, Twin Cities; Jacob John Swanson, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato

Tagged Divisions

New Engineering Educators

as an Instrumentation DLA. In this example, the team design project was to design a systemto measure a media under various fluid flow conditions.The Managing Design Through Failure Intervention (MDTFI)The intervention was designed to address the faculty concern that many student teams wereunsuccessful in completing the final technical outcome of their design projects. For example,faculty observed that student teams would put a lot of time and energy attempting to perfect theirdesign on paper based on assumptions about invalid (or unworkable) sub-designs andcomponents. Thus, the project was doomed to failure from the moment the first bad assumptionwas made. Another example that frequently occurred was that students misinterpreted the needsof

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

thegrading system and its data. For a robust grading system, each of these aspects of a high qualitygrading system must be worked out and monitored over time to ensure high quality data.Fairness is concerned with a number of issues pertaining to stakeholder perceptions, particularlystudents. First, grading is perceived to be fair if it is focused on an individual’s work withoutcomparison to other individuals’ work (as with normative grading) [12]. This particular aspect offairness is foundational to SBG; grades are issued based on an individual student’s demonstrationof their ability with each learning objective. Second, grading is perceived to be fair if studentsknow when and how they are going to be judged [12]. This can be achieved by making a

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Jennifer Retherford P.E., University of Tennessee, Knoxville; David A. Saftner, University of Minnesota Duluth

Tagged Divisions

New Engineering Educators

one of the staple experiences for young andaspiring civil engineering professors. The ASCE ExCEEd Teaching Workshop, or morespecifically the founding members, have provided an atmosphere to inform and inspire new civilengineering faculty to climb Lowman’s ladder. This paper seeks to extend the vision of theworkshop for ExCEEd graduates and entice those who wish to improve their pedagogicalpractices in the spirit of the ExCEEd Teaching Model. The authors gratefully acknowledge thesupport of the entire ASCE ExCEEd family.Bibliography1. Lowman, J., 1995. Mastering the techniques of teaching. Jossey-Bass, San Francisco, CA.2. Estes, A.C., Welch, R.W., and Ressler, S.J., 2005. “The ExCEEd Teaching Model.” Journal of Professional Issues in

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

instructor and may prove disruptive to his/her Page 14.980.2career. Bad teaching experiences early on may discourage the instructor from seeking more teach-ing assignments and even cause him/her to quit the profession entirely. Questions about dealingwith disruptive students are one of the main concerns of new faculty. However, this topic is usuallynot a part of faculty development workshops offered at most institutions [1]. In this paper, tech-niques that prevent classroom incivilities and methods of dealing with incivilities when they arehappening are presented. As shown in literature, female faculty, faculty who look younger, faculty of

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

New Engineering Educators

if the material delivered is correct. The professor is a bit aghast at the wholescenario, but then remembers that she has earned a Ph.D. degree. Because of this degree, thenewly acquired faculty colleagues trust that a new professor is responsible, knows the material,and knows how to teach. Of course the new professor soon learns that no one has to be in theclassroom to check on the teaching. If a professor, especially a new one, is not doing well in acourse, the students immediately report problems to the department chair. However, the newprofessor feels OK about the class because she taught a few courses as a graduate teachingassistant. In those circumstances, the course syllabus was set and a graduate student was notindividually

Conference Session

Tricks of the Trade II

Collection

2008 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; June Marshall, St. Joseph's College

Tagged Divisions

New Engineering Educators

. Page 13.968.1© American Society for Engineering Education, 2008 Pedagogy: Review of Best PracticesThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty as well as experienced faculty become more effective teachers.Based on a review of the literature related to “teaching excellence”, the followingexcerpts have been divided into two major sections. The focus of the first section is thelearning process, and the second section discusses innovative methods of teaching.Topics included in the “Learning” section include: 1) Focusing on Learning and NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning (PromotingAccountability, Linking Assignments, and

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

2006-1168: EFFECTIVE AND EFFICIENT PEDAGOGICAL TECHNIQUESJohn Marshall, University of Southern MaineJune Marshall, St. Joseph's College JUNE MARSHALL received her doctorate from North Carolina State University and is Director of Education at St. Joseph’s College in Maine. Her specialization is learning strategies focusing specifically in cooperative leaning and character education. Page 11.514.1© American Society for Engineering Education, 2006 Effective and Efficient Pedagogical TechniquesThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; June Marshall, St. Joseph's College

Tagged Divisions

New Engineering Educators

. Page 12.867.1© American Society for Engineering Education, 2007 In Search of Teaching Excellence: Tricks of the TradeThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty as well as experienced faculty become more effective teachers.Based on a review of the literature, the following excerpts have been divided into twomajor sections. The focus of the first section is the learning process, and the secondsection discusses innovative methods of teaching.Topics included in the “Learning” section include: 1) Focusing on Learning and NotTeaching; 2) Problem Based Learning; 3) Facilitating Group Learning (PromotingAccountability, Linking Assignments, and Stimulating the Idea Exchange

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Cheryl Allendoerfer, University of Washington; Tori Rhoulac Smith, Howard University; David Socha, University of Washington; Dawn Williams, Howard University; Ken Yasuhara

Tagged Divisions

New Engineering Educators

leverage thepractical implications (e.g., “connecting questions and findings directly to teaching practices orproducing generalizable findings with implications beyond the local, studied context”).The issue of legitimacy prompted sharing other kinds of stories and triggered conversationsregarding arguments that might be effective in convincing traditional engineering faculty tounderstand and respect engineering education research. For example, one person shared a storyof how an engineering faculty member negatively critiqued a graduate student’s dissertation oneducation-related work, which prompted a discussion on the importance of building andmaintaining “community momentum” within engineering education research. As a group theycould identify

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; William R. Marshall, Alief Independent School District

Tagged Divisions

New Engineering Educators

. Gamson’s book entitled Applying theSeven Principles for Good Practice in Undergraduate Education . Encourage Student / Faculty Contact“Frequent student-faculty contact in and out of classes is the most important factor in studentmotivation and involvement”.16 Faculty concern helps students get through rough times andkeep on working. Knowing a few faculty members well enhances students’ intellectualcommitment and encourages them to think about their own values and future plans. 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”.16 Working with othersoften

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

Paper ID #12015Leadership Development in Change: A Panel to Explore Experiences, Skills,and Learning in Change Management for New Engineering Educators.Dr. Ella Lee Ingram, Rose-Hulman Institute of Technology Ella L. Ingram is an Associate Professor of Biology and Director of the Center for the Practice and Schol- arship of Education at Rose-Hulman Institute of Technology. Her educational research interests include promoting successful change practice of STEM faculty, effective evolution and ecology instruction, and facilitating undergraduate research experiences. Her teaching portfolio includes courses on: nutrition

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren Thomas Quigley, University of Washington; Mania Orand, Human Centered Design and Engineering ; Kathryn Elizabeth Shroyer, University of Washington; Jennifer A Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

 sharing these thematic findings is to call out the important considerations for implementing reflection in engineering as identified by educators. These findings will help new and experienced faculty make decisions about how to design and implement reflection activities in their own pedagogy.   Methods This work involved thematic analysis of tips offered by engineering educators as part of a large­scale effort to document activities used by educators to support student reflection. The tips that we collected are the data for this analysis. In this section, we provide details on this data source, discuss the thematic analysis approach that was used, and identify key features of how the resulting themes presented.   Data collection One of the

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

Industrial Engineering and Director of Assessment in the Swanson School of Engineering and the Engineering Education Research Center (EERC). She received her MS in Mechanical Engineering from Case Western and her PhD in Industrial Engineering from the University of Pittsburgh while working for Delphi Automotive. Her research interests focus on the propagation and assessment of active and experiential learning in engineering education. c American Society for Engineering Education, 2019 Progressive Use of Active Learning in Electrical Engineering CoursesAbstractThis paper describes my progression as a junior faculty member and instructor in terms of the useof various student-centered and active

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie P. Martin, Ohio State University

Tagged Divisions

New Engineering Educators

] lead guest editor for a forthcoming special issue of EuropeanJournal of Engineering Education.” She described an NSF grant for which she was serving as PI,“investigating what and how engineering professors think about gender in engineering(education)” and the implications of that project. She linked the project to the proposed project,pointing out it “builds directly on [jer] prior activities.” Her long-term goals statement read: 1) lead the creation of a new area of scholarship focused on gendered socialization in engineering, and 2) increase studying up within engineering education research. Ultimately, these goals can facilitate greater equality in the socialization of newcomer engineers and decrease attrition

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

undergraduate and graduate classes that might not otherwise be offered to the student body due to budget and other resource constraints.2. The opponents of the large lecture approach argue that large lecture sections dilute the learning process, place an undue burden on faculty in terms of test monitoring, grading, office hours or student interaction, and course management.Whichever camp one belongs to, whether one attempts to move toward small lectures or largeones, or one believes more in one idea over the other, there is a perspective that has been longneglected – the students. The central issue is not small versus large lectures, but theeffectiveness of student learning. It is quite true that in large fundamental courses, such as

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

compiled in a study supported by the American Association of Higher Education, Page 22.500.7the Education Commission of States, and The Johnson Foundation. These Seven Principles arealso presented in Arthur W. Chickering and Zelda F. Gamson’s book entitled Applying theSeven Principles for Good Practice in Undergraduate Education . Encourage Student / Faculty Contact“Frequent student-faculty contact in and out of classes is the most important factor in studentmotivation and involvement”.15 Faculty concern helps students get through rough times andkeep on working. Knowing a few faculty members well enhances students

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

Challenges of the New Millennium, eds. J. Losco and B. L. Fife. Westport, CT: Bergin and Garvey.[9]. Fairweather, J. S. (2002). The mythologies of faculty productivity: Implications for institutional policy and decision making. The Journal of Higher Education 73(1).[10].Davidson-Shivers, G. V. (2009). Frequency and types of instructor-interactions in online instruction. Journal of Interactive Online Learning 8(1). Retrieved from www.ncolr.org/jiol/issues/PDF/8.1.2.pdf.[11].Tomei, L. (2004). The impact of online teaching on faculty load: Computing the ideal class size for online courses. International Journal of Instructional Technology & Distance Learning 1(1). Retrieved from http://www.itdl.org/journal/Jan_04

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Alexis Powe, Mississippi State University; Jane Moorhead, Mississippi State University

Tagged Divisions

New Engineering Educators

writing intotheir classrooms. They rarely debate the need to improve engineering students’ written (andoral) communication skills, the benefits of which are well documented. Perhaps the mostimportant skill writing fosters in students is critical thinking. As Wheeler and McDonald state,“Writing, like teaching, forces one to think—hard!”1 However, new educators—both thosetaking over classes already firmly established by more senior faculty and those creating newclasses—struggle to incorporate writing into their classrooms and, even more challenging, tograde that writing effectively. Pappas and Hendricks state, “The problem is not that engineeringfaculty members fail to value good writing and speaking; the problem is that they are not trainedto