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

Curriculum and the Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Gary Teng, The University of North Carolina at Charlotte

Tagged Divisions

Engineering Management

students were US centric in nature even though the instructing faculty emphasizedthe importance of global perspectives at the beginning of the semester.To overcome this issue, the case study assignment was changed to embrace the world’s nextbiggest smart phone market – India [5]. The following statements show the main requirementsfor the revised case study assignment. The case study work should include the case of analyzing the capital investment strategy in the next three-year period for Apple, Inc. to enhance its design, production, future new product deployment, and market dominance in the second largest smartphone market in the world - India. The expected budget is 20 million dollars of the present-day value. The

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

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Shawna Thomas, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

Tagged Topics

Diversity

, supporting even those students who did not directly vocalize the concern. Thisshows to the entire class that the instructor is on their team and wants them to be successfulin the course. In addition, faculty can send a personalized email to students with concernsand talk about specific ways to alleviate them. As multiple students often have the sameconcern, it helps save the response for future reuse. Student response to this approach isoverwhelmingly positive, especially in large classes where students typically feel unseen andunheard. This sets a tone of caring as, historically, faculty do not often ask their studentsabout their general concerns or issues. Another way to use these surveys is to identify gaps in student knowledge that needto be

Conference Session

Tricks of the Trade: Inside the Class

Collection

2004 Annual Conference

Authors

Donald Visco

quantitative student evaluation atthe end of the semester for a course instructor and these values are normally a required part of atenure dossier. However, such evaluations can be affected by things unrelated to teaching suchas whether the instructor bought pizza for the class prior to administering the assessment or thephysical attractiveness of the instructor. In an effort to improve student evaluations (andfeedback) in a more meaningful way, the author will present several steps suggested at recentworkshops and implemented over the past year by the author to demonstrate concern forstudents. These steps include: adding a recitation portion of a class to answer class questionsand “talk” about student issues, forcing students to pick up their first

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

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

Paper ID #11278Sustainable, Global, Interdisciplinary and Concerned for Others? Trends inEnvironmental Engineering StudentsDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She serves as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students

Collection

2001 Annual Conference

Authors

Robert Freeman; Stephen Crown

serves as a benchmark for self-assessment in the Reflect Backstep.Challenge 1: The first challenge is a lower difficulty level problem dealing with the topic. Thestudent is provided with information needed to understand the challenge. The steps shown belowrepresent the remainder of the cycle, which prepares the students to complete the challenge. a. Generate ideas: Students are asked to generate a list of issues and answers that they think are relevant to the challenge; to share ideas with fellow students; and to appreciate which ideas are “new” and to revise their list. b. Multiple perspectives: The student is asked to elicit ideas and approaches concerning this challenge from “experts”. Describing who came up

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers. c American Society for Engineering Education, 2020 Implementation of a Spatial Skills Curriculum in Grade 7: Analysis of the Teachers’ Concerns (Evaluation)IntroductionDevelopment of spatial skills during K-12 education is one way to better prepare students forentering and persisting in engineering and other STEM fields. Research indicates spatial skills

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute; David L.S. Hung, University of Michigan-Shanghai Jiao Tong University Joint Institute

Tagged Topics

International Forum

Luegenbiehl on global moral issues for engineers. His research and teaching interests include engineering ethics, philosophy of tech- nology, Chinese philosophy, political philosophy, and science, technology, and society studies. Rockwell completed his PhD at Purdue University, West Lafayette, MA at the Katholieke Universiteit, Leuven, Belgium, and BA at Fordham University, New York.Dr. Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute Dr. Gang Zheng is the Associate Dean for Undergraduate Education of the UM-SJTU Joint Institute. He is also a faculty member in Electrical and Computer Engineering. He has been leading and/or participating in curriculum development, program assessment

Conference Session

Technical Session 4: Modulus Topics 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashwin Satyanarayana, New York City College of Technology; Karen Goodlad, New York City College of Technology, CUNY; Jennifer Sears, New York City College of Technology, CUNY; Philip Kreniske, Columbia University, The HIV Center; Mery F. Diaz, New York City College of Technology; Sandra Cheng, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

. Sandra Cheng, New York City College of Technology Sandra Cheng is an Associate Professor of art history at New York City College of Technology, City Uni- versity of New York. She has served as a Faculty Leader for City Tech’s First Year Learning Community (FYLC) program, and she continues to teach FYLC courses. c American Society for Engineering Education, 2019 Using Natural Language Processing Tools on Individual Stories from First Year Students to Summarize Emotions, Sentiments and Concerns of Transition from High School to CollegeAbstractResearch indicates striking disparities in college completion rates between students who are first-generation and come from low-income

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa, Canada; James Borrelli, Stevenson University; Gennifer Smith, University of San Francisco; Michael G. Lerner, Earlham College ; Anne Raich, DePaul University

Tagged Divisions

Faculty Development Division (FDD)

barrier in cultural perspectives of inequality.While Title IX as written attends to gendered discrimination it is important to carry forward thisequality afforded to gender towards all ways our programming may be invisibly discriminatory.Constraints such as learning new systems have not found to be a substantial need, although notedfor some programs (Item 17), however this training may not be evenly distributed. One suchexample of distribution of training can be addressed with Item 28 - Faculty do not receive thetraining required to properly address issues in Mental Health. Common discussions regarding“As we want engineers to be gritty, how do we balance mental health and resilience?” took placewithout resolution. This may be a common challenge

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Arizona State University; Rocio C. Chavela Guerra, Rowan University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

institutionsseeking to meaningfully embed DEI into their institutional DNA (e.g., Kezar, 2015; Kezar, 2021;Watson et al., 2023).Lastly, garnering faculty buy-in, which emerged as a challenge two times more often than thenext most-cited challenge, is a pervasive and understandable concern. In addition to resistancefrom those whose values incline them away from DEI, there are those who may be inclined tosupport DEI but who are overwhelmed with continuing pressures and institutional restructuringdue to budget cuts and COVID, not to mention other new initiatives to which faculty areexpected to respond. For many faculty, DEI is only one more new thing that will require morecourse changes, more grading, and fewer resources before it gets eclipsed by the next

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

New trends in ECE education

Collection

2006 Annual Conference & Exposition

Authors

Douglas Jacobson, Iowa State University; Thomas Daniels, Iowa State University

Tagged Divisions

Electrical and Computer

: • Provide time for the participating faculty members to view the courses • Offering new information assurance and security courses or add security topics to existing courses • Release time to attend the summer workshopTo date, this level of commitment has not been an issue for participating Universities.Ongoing supportThe goal of the project is to establish a mechanism to provide on going support to theparticipants via the web, and through continued personal contact. A web site will be maintainedthat will support a chat room, on line help, an email list server, and access to the coursewaremodules. We will also provide on going assistance to help the participants develop laboratoriesto support the courses and will assist in assessment, by

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karen Chang Yan, College of New Jersey; Lisa Grega, College of New Jersey; Suriza VanderSandt, College of New Jersey; Diane C. Bates, College of New Jersey; Elizabeth Borland, College of New Jersey; Karen Elizabeth Clark, College of New Jersey; Amanda Norvell, College of New Jersey

Tagged Divisions

Women in Engineering

individual—change. “Organizational catalysts” and “institutional intermediaries”6 can take action oncampuses to challenge policies and practices that produce and reproduce gender inequality.Institutional Background The College of New Jersey (TCNJ) is a highly selective, public, primarily undergraduateinstitution (PUI) that has earned national recognition for its commitment to excellence. Foundedin 1855, TCNJ has become an exemplar of the best in public higher education and is consistentlyacknowledged as one of the top comprehensive colleges in the nation. With about 300 membersof the full-time teaching faculty and roughly 6200 undergraduate students, TCNJ prides itself onits teacher-scholar model. At TCNJ, gender equity issues reflect

Conference Session

Faculty Reward System Reform

Collection

2004 Annual Conference

Authors

Stanford Thomas; Donald Keating

Session 2155 Issues Driving Reform of Faculty Reward Systems to Advance Professional Graduate Engineering Education: Expectations For Core Professional Faculty D. A. Keating,1 T. G. Stanford,1 J. M. Snellenberger,2 D. H. Quick,2 I. T. Davis,3 J. P. Tidwell,4 A. L. McHenry,5 D. R. Depew,6 S. J. Tricamo,7 D. D. Dunlap 8 University of South Carolina 1/ Rolls-Royce Corporation 2 / Raytheon Missile Systems 3 The Boeing Company 4/Arizona State University East 5/ Purdue University 6 New Jersey Institute of

Collection

1996 Annual Conference

Authors

William W. Predebon; Peck Cho; Diana George; Linda M. Ott; Philip Sweany

focus of new faculty orientation will not do much to change the status of pedagogyacross campus. Once the quarter or semester begins, issues raised in orientation are rarely a priority as newfaculty struggle to find time to begin research projects, to learn and help do the business of the department, andto prepare new classes for a new student population. The pressures of beginning a university career, we wouldargue, too often make the talk of classroom practice infrequent and devalued. New faculty, in particular, taketheir cue from tenured colleagues and from university administrators. If there is little concern about ongoing 1996 ASEE Annual Conference Proceedings

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

accrued by not only the person traditionally known as the mentee, but also by the person traditionally known as the mentor A sense of empowerment was created for mentees, as they were expected to be proactive, intentional agents of their own career development rather than mere recipients of mentoringMethodologyResearch Design. An instrumental case study design (Stake, 1995) was grounded by the mutualmentoring model (Yun et al., 2016) to explore the potential efficacy of a new mentoring strategyin which faculty of color in engineering are matched with emeriti faculty on a specific careergoal. Instrumental case studies are valuable when seeking to illuminate a specific concern orproblem within a setting that may be ambiguous to cursory observers

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anne-Marie A Lerner, University of Wisconsin, Platteville; Christopher Frayer, University of Wisconsin - Platteville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

with the Student Success Programs (SSP) department. The director of the SSP has pledgedto match any start-up package that addresses URM retention issues. Moreover, the director of the SSPmeets with the NFLC to discuss best practices related to the retention of URM students.2.1.2 Providing a Welcoming EnvironmentFrom its inception, the NFLC was intended to be a “safe space” for new faculty to communicatestruggles and concerns. Intentional efforts have been made to create a welcoming environment.Facilitators begin each meeting by inquiring about participants’ experiences or trepidations related tothe topic of the day. This provides an encouraging atmosphere for faculty who need support, and alsogives the new faculty the opportunity to provide

Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

workshop was to address this issue of balance – not only amongst these three aspects of career, but also between career and personal matters [4].3. New faculty at our institution begin their careers with greater knowledge about and experience with teaching and learning than new faculty that we encountered as few as three and four years ago. We do not intend to indicate any sort of general trend with this statement, but only mean to describe the new faculty in our college. More and more of these faculty – including the assistant professors -- come to us with one or two years teaching experience, even at the university level. This of course doesn’t preclude the need to address teaching and learning during the workshop, however knowing

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

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Fethiye Ozis, Northern Arizona University

Tagged Divisions

Educational Research and Methods

. Participants reported that they did indeed implement new methodsfrom this seminar into their practice. The blended format addressed the issue of limited timeavailable for the in-person part of the seminar. Teaching confidence did not seem to be a concernto participants and there was no evidence that the seminar improved new faculty’s teachingconfidence.New engineering faculty bring in discipline-specific expertise into their classrooms. A teachingseminar can support them with the necessary tools to help convey that expertise to novicestudents.AcknowledgementsThe authors would like to thank Flower Darby and Walter Nolan at the NAU E-learning centerfor their work on developing and facilitating the seminar. We would also like to acknowledge theNAU shared

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