Conference Session

Military and Veterans Division (MVD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Penn State University; Alyson G. Eggleston, Penn State University; Catherine Mobley, Clemson University; Angela Minichiello P.E., Utah State University; Ronald W. Welch P.E., The Citadel; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; David M. Feinauer P.E., Virginia Military Institute; B Grant Crawford P.E., Quinnipiac University; Samuel Shaw, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

ways of thinking that veterans bring with them to higher educationare better understood and more highly valued at Land Grant institutions, than at Research-focused or Private institutions. Faculty and staff at Research-focused or Private institutions maytend to value and produce knowledge and skill in areas where veterans have little to no priorexperience or training, and thus, veterans may appear more strongly as “rigid thinkers” as theylearn new ways of thinking, doing, and being.c. Identity - There were several correlations related to Gender, Race, and First-GenerationStudent Status. The most significant difference was in females believing most veterans hadPTSD. In some small sample populations of the traditional categories, it was

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

suggests that faculty may notrecognize the critical role they can play in student’s decision related to their field of study [34],[42]. There is evidence of a weed-out culture in STEM, where STEM faculty are said to have aperspective that not all are fit to succeed in the field and that it is solely the student’sresponsibility to demonstrate that they can withstand the rigors of STEM education [29], [43],[44]. Additionally, STEM faculty have reported a general lack of awareness, or concern, for thebroader challenges related to student attrition in STEM. Faculty have reported being unaware ofthe national need to retain and produce a greater number of STEM professionals, in addition totheir lack of knowledge and efficacy in influencing STEM student

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Tracy Anne Hammond, Texas A&M University; Karan Watson P.E., Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Drew Steven Casey, Texas A&M University; Shawna Thomas, Texas A&M University

Tagged Topics

Diversity

, DARPA, Google, Microsoft, and others. Hammond holds a Ph.D. in Computer Science and FTO (Finance Technology Option) from the Massachusetts Institute of Technology, and four degrees from Columbia University: an M.S in Anthropol- ogy, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics. Hammond mentored 17 UG theses (and many more non-thesis UG through 351 undergraduate research semesters taught), 29 MS theses, and 9 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011-2012 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alex Campbell P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

in the initial semesters of the curriculum could be a reason for retentionissues in the ARCHE program. As a result of this issue, a revision to the faculty assigned tocourses in the curriculum has been attempted to determine if better retention can be achieved inthe ARCHE program. To provide equity and to foster a sense of belonging in the ArchitecturalEngineering program, a Structural Engineering faculty member has been introduced into thefirst-year architectural design studio taken by both Architecture and Architectural Engineeringstudents. Note that throughout this paper, the terms Structural Engineering faculty andArchitectural Engineering faculty are used interchangeably and are intended to have the samemeaning.The relative success of

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

someone out, you‟ll get personal attention” (Mark, Senior).However, some students like Marie find that faculty are available to but not engaged withstudents: “I guess just at the end of the day, like if you come in and you have a question they‟ll answer your question. But, they don‟t really seem like concerned about whether or not you get it right later. Or, I just kind of feel like they‟re not interested in getting to know you as a person at all. And, I don‟t know, I, I guess that would be unreasonable to expect, but, but yeah, they‟re very available otherwise” (Marie, Senior).The senior year interviews generally show a greater sense of reflection over the previous years.Many students have had internships which changes their

Conference Session

Mentoring Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Sorraya Khiewnavawongsa, Purdue University; Edie Schmidt, Purdue University

Tagged Divisions

Graduate Studies

faculty worked with these graduate studentsboth in Master and Ph.D. level. Several studies on the relationship between graduate student andtheir advisors have been conducted in the past. These studies are concerned with various issuesaffecting the mentoring relationship. However, there has never been a study on this mentoringrelationship specifically at Purdue University. This project is a study of the mentor relationship between mentor and mentee, or facultyand graduate students at Purdue University. Graduate students were invited to participate in thesurvey through email. The survey was conducted online anonymously. This study consists ofquantitative and qualitative analysis. The existing mentoring relationships are identified in orderto

Conference Session

Faculty Reward System Reform

Collection

2005 Annual Conference

Authors

J.W. Bardo; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; Albert McHenry; T.G. Stanford; S.J. Tricamo; P.Y. Lee; H.J. Palmer; Michael Dyrenfurth; Dennis Depew; Donald Keating

Page 10.158.4comments were focused on undergraduate education, they extend to professional education as well. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”As Boyer noted: • “At the very heat of the current debate ─ the single concern around which all others pivot ─ is the issue of faculty time. What’s really being called into question is the reward system and the key issue is this: what activities of the professoriate are most highly prized? After all, it’s futile to talk about improving the quality of teaching if, in the end, faculty are not given recognition for

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Alice Pawley

, and Engineering: Opportunities and Challenges." Journal of Women and Minorities in Science and Engineering 5:311-322.5. Rosser, Sue V. 1995. "Reaching the Majority: Retaining Women in the Pipeline." Pp. 1-21 in Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics and Engineering, edited by S. V. Rosser. New York: Teachers College Press.6. Committee on Women Faculty in the School of Science 1999. "A Study on the Status of Women Faculty." MIT Faculty Newsletter, March, pp. 1-7.7. Program for Gender Diversity in Science Technology Engineering and Mathematics Education. 2003. "New Formulas for America's Workforce: Girls in Science and Engineering." National Science Foundation.8

Conference Session

Perspectives for Women Faculty

Collection

2007 Annual Conference & Exposition

Authors

Stacy Birmingham, Grove City College

Tagged Divisions

Women in Engineering

that has theability to make quick decisions and craft teaching assignments to foster family life and can betteraddress dual-career issues. There is great security that comes with tenure, but there is alsosecurity in a non-tenure system that carefully mentors its faculty. There is clearly no “one sizefits all” solution; indeed, I have succeeded at both a large research university as well as at a smallundergraduate school.My experiences have given me insights into careers at both types of institutions that can provideguidance to new faculty entering academic positions. In addition, these insights can aid chairsand deans in fostering the development of women faculty, as well as addressing career andfamily balance issues, with solutions that are

Conference Session

Continuing Education for Faculty

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

International

these difficulties and survive in this maelstrom of indecisiveness anduncertainty? What is the role of the institution in assisting young faculty inovercoming the initial hurdles at the start of their journey?The paper addresses issues and concerns that beset the majority of young engineeringfaculty in the Arab Gulf Region at the start of their academic career, and argues thatthe introduction, early on, of “well thought out” professional development strategiesof engineering educators would raise their self-confidence as teachers and help inequipping them with the tools they need in disseminating knowledge in theclassroom. This does not mean that learning and teaching does not go on in Region’scolleges of engineering; I think that a great deal

Conference Session

Faculty Reward System Reform

Collection

2007 Annual Conference & Exposition

Authors

Roger Olson, Rolls-Royce Corporation; David Quick, Rolls-Royce Corporation; Samuel Truesdale, Rolls-Royce Corporation; Dennis Depew, Purdue University; Gary Bertoline, Purdue University; Mark Schuver, Purdue University; Duane Dunlap, Western Carolina University; Donald Keating, University of South Carolina; Thomas Stanford, University of South Carolina

Tagged Divisions

Graduate Studies

of three invited papers prepared for a special panel session of the NationalCollaborative Task Force on Engineering Graduate Education Reform that is focusing on thecriteria for merit promotion of engineers in practice in industry to set the stage for designing anew faculty reward system for faculty participating in the graduate level instruction of practicingengineers. This is complementary to the traditional research-oriented faculty reward system foradvancement of professional engineering education. Using professional attainment guidelines inengineering practice for industry, government service, NSPE, and ASCE this paper sets thefoundation for rethinking new unit criteria for professionally-oriented faculty at the nation’scolleges of

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

response to identification of these systemic issues, in 2001 the National Science Foundationlaunched Institutional Transformation grants as a new initiative in the ADVANCE program.Research planning grants and career advancement grants supporting individual women werephased out, and greater emphasis was placed on systemic change within academic institutions[33]. From a review of 37 ADVANCE institutional transformation initiatives from 2001 to 2008,Morimoto and coauthors argued that creating equity in gendered organizations must go wellbeyond articulating policy, beyond attending to the needs of individuals, and beyond workingtoward balanced gender composition among the ranks of faculty, all of which they characterizedas surface-level work [5]. In

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

, but the primary concern would be in setting up false expectations in newly hired faculty who do not understand the final objectives and outcomes of the P&T process. By providing new faculty members with OES-l opportunities that are "outside of the academic mainstream" compared to the traditional P&T process—without ALSO mentoring them so they know about and understand the need to address the core function of the P&T process (Teaching, Creative Activities, & Service) —then they may be moving along an inappropriate career trajectory, leading to disappointment, failure, and possible law suits as a result. ≠ Retention is much influenced by the OES-l as a part of P&T process

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

introduce new engineering female faculty to female engineering faculty workingin separate buildings, programs, departments, many of whom one might not everencounter otherwise.With a recent change in administration at both the university and college levels and newpriorities being set, WEFIG has become more formalized in structure. As diversificationof the faculty has become increasingly important, WEFIG has been called upon by theDean to assist in meeting this goal. As a first step, WEFIG has initiated, with supportfrom the Dean’s office, an expanded version of the MIT self-study (MIT, 1999) toinclude issues of gender and ethnicity in assessing the college climate for recruitment andretention of new faculty. This study is expected to expose

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Heidi Diefes-Dux; Brenda Capobianco; Judith Zawojewski; Margret Hjalmarson; P.K. Imbrie; Deborah Follman

fields whereengineers work, but also increase women’s perseverance in engineering since these are contextsidentified as particularly appealing to women’s interests in being engineers7,8.While analysis of the Fall 2002 is still ongoing, preliminary findings indicated that the inclusionof the MEAs in ENGR 106 was valued by the students, the teaching assistants, and the facultyfor their exposure to real-world engineering problems. However, concerns over a number ofimplementation issues were consistently expressed.Faculty needed to be involved in presenting the MEAs to the students. A disconnect occurredbetween the labs, where the TAs are primarily responsible for instruction, and the lecture, wherethe faculty are responsible for the instruction. In

Conference Session

Perspectives for Women Faculty

Collection

2007 Annual Conference & Exposition

Authors

Nicole Hawkes, WiSE / University of Southern California; Jean Morrison, University of Southern California; Cauligi Raghavendra, University of Southern California

Tagged Divisions

Women in Engineering

. Through an analysis of the WiSE Program at USC,we hope to present a model from which others can draw on to tackle the same issues at their owninstitutions.IntroductionIn 2000, the University of Southern California (USC) launched its Women in Science andEngineering (WiSE) Program. Funded by a $20 million gift to the endowment, the goal of theprogram is to increase the number of tenured and tenure-track women faculty in science andengineering (S&E). Spearheaded by an energetic group of tenured faculty, the programs andactivities of the WiSE program have been designed to address a broad range of issues that affectthe representation of women in S&E.Operating from the Office of the Provost, WiSE works with deans and departments in the

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Carolyn Heising; Mary Goodwin

. Farrar’s course, it was concluded that perhaps the engineering Page 9.1426.3 Diversity Course 4college should develop and conduct its own diversity course that would be not only targeted atwomen engineering students, but at men engineering students as well. A second influence in the authors’ decision to pursue a separate diversity course forengineering students dealing with a focus on gender issues developed when one of the authors(Dr. Heising) participated as an invited lecturer in a new sociology course, also cross-listed withwomen’s studies, entitled

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

participate in a SPEED program. Long term, weconceive the SPEED programs to consist of three levels of competencies and related experience Page 15.975.6to be gained. • Level 1 is concerned with introducing participants to the Foundations of Teaching and Learning. • Level 2 is concerned with applying the competencies gained at level 1 and getting engaged with scholarly literature on educational practice. Here, participants become scholarly educators. • Level 3 is concerned with fostering faculty development, mentoring, and contributing to the scholarship of educational practice.At all three levels

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Tylesha D. Drayton, Ohio State University; Rachel Louis Kajfez, Ohio State University; Julia Armstrong, Ohio State University

Tagged Topics

NSF Grantees Poster Session

outreach events. c American Society for Engineering Education, 2020 Convergent Learning from Divergent Perspectives: An Executive Summary of the Pilot StudyIntroductionScience communication is an important issue as our global society continues to grow [1] .Whilemost researchers are comfortable conveying their findings to their peers, especially within theirdiscipline, through publications and conference presentations, there is room for improvementwhen communicating scientific discovery to the general public. Communicating with the generalpublic requires knowledge of the audience and engagement techniques that are not alwaysneeded when faculty present to a room of peers. Additionally

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

. Leaders’ perspectives were captured through a series of three one-on-one interviews conducted over the course of an academic semester as they were team-teaching. Our participants, who were not all engineers, worked closely with engineering faculty —the content experts— and learning scientists — experts in pedagogy— over the course of a semester. Weekly group meetings were held to review the recitation activities, reflect on our team’s teaching practices, discuss students’ reactions, and consider strategies to enhance the effectiveness of our course deliverables. At these meetings, we cultivated a learning community in which we encouraged the recitation leaders to facilitate the learning process, instead of trying to be the main

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

Engineering convened a diverse group of experts from aroundthe world to identify the grand challenges to engineering. They organized their 14 grandchallenges into four broad areas of human concern—sustainability, health, vulnerability, and thejoy of living [1]. They also make clear, like other leading advocates for sustainability, that thechallenge of creating sustainable ways of living necessitate collaboration across traditionaldisciplinary, national and socio-economic boundaries [1-3].The present-day concept of sustainability, though perhaps practiced by indigenous peoplethroughout the ages, was brought into the global arena through the 1992 Brundtland Reportarising out of the United Nations Summit Meeting [4]. It differs from the ecology movement

Conference Session

Continuing Education for Faculty

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette (College of Engineering); Kari L. Clase, Purdue University, West Lafayette (College of Engineering); Lauren Ann Terruso, Purdue University

Tagged Topics

Diversity

Tagged Divisions

International

control, and effectiveness. The dangers of having a subpar or non-existent,regulatory science practice can be costly at best or lethal at worst. Formal education at thegraduate level to train professionals is a relatively new field. Research has been done on thepractice of regulatory science, and on the institutions educating these scientists. The university’sinvestment, in particular, has the ultimate goal of getting sustainable medicine to Africa. Thecollaboration of the university’s Biotechnology Innovation and Regulatory Science program withthe Kilimanjaro School of Pharmacy is helping to provide good regulatory practices in Africa.Designing an applicable, theoretically sound and pragmatically implementable curriculum wasthe first step. This

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen, Unaffiliated; Jeffrey A Nason, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

reflection. However, studiesthat explicitly assess the tool’s effectiveness in various settings are lacking.18Hessler and Taggart15 reported that the CIQ solicited responses related to issues withpedagogical approaches rather than related to course content. In addition, they suggestthat students’ regular completion of the CIQ, including the Most Surprised question, Page 26.1731.3helped students develop habits of a reflective practitioner and gave the instructorinformation to improve instruction. They noted that responses to the Most Surprisedquestion were often related to times students reported feeling most engaged, disengaged,or affirmed in the course

Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bradley F. Aldrich, American Society of Civil Engineers; Jennifer Hofmann, American Society of Civil Engineers; Norma J. Mattei P.E., University of New Orleans; Michael B. O'Connor, New York University

Tagged Divisions

Civil Engineering

increased minimum formaleducation requirements for licensure to a master’s degree or other advanced professional degreeover time.Concerns over the adequacy of a bachelor’s degree as the formal educational requirement forlicensure are not new. They can be traced as far back as the Mann Report in 1918 [9]. Since thattime, numerous other scholarly works have addressed this concern, and will not be detailed here.Until 2018, most recently through their Raise the Bar Initiative, ASCE and others advocated forincreasing the minimum educational requirements for licensure from a baccalaureate degree to amaster’s degree (or equivalent), to no avail. Scholarly works offer reasons why this initiative wasunsuccessful so we will not outline them here [4]. Further

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Steven W. Peretti, North Carolina State University; David F. Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

numerous awards for both teaching and advising, including being named as an NCSU Alumni Distinguished Undergraduate Professor, the ASEE Raymond W. Fahien Award, the John Wiley Premier Award for Engineering Education Courseware, NCSU Fac- ulty Advising Award, National Effective Teaching Institute Fellow, NCSU Alumni Outstanding Teacher Award, George H. Blessis Outstanding Undergraduate Advisor Award, ASEE Southeastern Section New Teacher Award, and ASEE-ERM Apprentice Faculty Grant Award. Bullard’s research interests lie in the area of educational scholarship, including teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Kenneth J. Williamson, Oregon State University; Jeffrey A. Nason, Oregon State University; Goran Jovanovic Ph.D., Oregon State University; Chih-hung Chang, Oregon State University; Adam Z. Higgins, Oregon State University; Craig M. Gates, Oregon State University; Richard Mark Roehner, Oregon State University

Tagged Divisions

Chemical Engineering

AC 2012-3180: USING STUDIOS AS A STRATEGY TO RESPOND TO IN-CREASING ENROLLMENTDr. Milo Koretsky, Oregon State University Milo Koretsky is a professor of chemical engineering at Oregon State University. He currently has re- search activity in areas related to thin film materials processing and engineering education. He is inter- ested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.Dr. Kenneth J. Williamson, Oregon State UniversityDr. Jeffrey A. Nason, Oregon State University

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Libanos Redda, SPEED; Fabian Reichl, SPEED (Student Platform for Engineering Education Development); Agustin Ferrario, National Technological University, Resistencia Faculty, Argentina; Rohit Kandakatla, SPEED; Dhinesh Balaji Radhakrishnan, Student Platform for Engineering Education Development

Tagged Topics

Diversity, International Forum

since the past 3 years is focused on engaging students in engineering education discussions across the globe. He founded the Indian Student Forum (ISF) which is a regional replica of the Global Student Forum to provide a platform for more students to start engineering education initiatives. Rohit is also the founder and CEO of Footsteps, a social venture which is working towards transforming engineer- ing education in India through faculty and student workshops. As an IFEES executive member he intends towards the IFEES student strategic thrust and engage more students into the engineering education com- munity with new collaborations and initiatives.Mr. Dhinesh Balaji Radhakrishnan, Student Platform for Engineering

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

limited teaching resources [2], [3], [4], [5].The COVID-19 pandemic has only exacerbated these issues and added more with the need foronline and remote learning experiences that still provide students with the benefits ofexperiential learning [6], [7], [8]. Additionally, teaching a laboratory course for the first time canbe daunting for both new and experienced faculty.In the spring of 2021, we recognized that the pandemic had forced changes in lab and designcourses and that we as faculty had been largely making these changes in isolation. However, wealso know that collaboration increases creativity and outcomes in design. It was discovered thatwe all faced many of the same challenges despite teaching very different courses and labs.Therefore, in

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

students. The teachers expressed concern aboutwhether politicization and action is part of the teacher’s role, and also expressed concernabout exposing their bias and ideological bents around socio-technical issues. Willprofessors be more or less likely to expose their own political or social ideologies? Does Page 15.270.5the university provide a more “free” environment that encourages this, or converselymight engineering faculty feel constricted by being in a professional faculty with aparticular set of norms and values?The STSE framework, and demonstrated challenges and benefits of the approach asdemonstrated in the K-12 sector, are helpful in

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

calculating gradesmade them more difficult to understand, not easier. For example, if a student receives one4, two 3's, and one 2 on a four-standard assignment, the average grade is 3, which is a B.However, the percent grade is 4+3+3+2=12, then 12/16=0.75, resulting in a C grade. Thestudent notices a C in the grade book and becomes concerned about their grade, but it isincorrect. Automatic letter grades were turned off in Canvas, but even if students knew the scaleis different than traditional, it did not help that the student’s immediate reaction to seeing a 75 andremembering that they have a B, and not a C. Part of the purpose of the new grading is to make itless stressful not more, so this solution was not utilized. Furthermore, rather than