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

become experts in complementary areas, for example.—Individual and group accountabilityEveryone takes responsibility for their own work and the overall work of the team.Accountability can be promoted through milestone deliverables, frequent group communication,and a grading scheme that has a shared group element, for example.—Teamwork skillsEach member practices effective communication, decision making, problem solving, conflictmanagement, leadership. Instructors can promote the development of teamwork skills bymodeling and describing conflict management approaches, and guidelines for clear, directcommunication and effective leadership.—Group processingThe team periodically reflects on how well it is working, celebrates, and corrects. Providing

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

for college levelengineering instructors implementing the flip classroom technique based upon his experiencesand anecdotal evidence. The key to success was found in increasing student participation inclass, building a rapport with students, defining clear objectives through a well-structuredcontent.2 Dringenberg et. al. reported reflections from faculty regarding their motivation andexperiences in the one week workshop. Authors also proposed several recommendations fordeveloping reflective practices to new educators. Authors propose SAID (Situation, Affect,Interpretation, and Decision protocol for new faculty reflection.3 Shepard et. al. published theirexperiences from early faculty years and suggested how to handle several academic and

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

. Hence, the key components of this review focus onlearning and pedagogy based on Computational Thinking. We develop a synthesis of suggestionsand explanations to answer the proposed questions based on literature from recent research incomputational thinking. As for the instructional implication, based on our initial analysis wepropose that a constructionism-based problem-solving active learning environment, withinformation processing, scaffolding and reflection activities, could be designed to enhancelearning through computational thinking.IntroductionIn recent years, Computational Thinking research has bloomed. Computational thinking is a 21stcentury way of problem-solving and is also a competency that has enduring outcomes given weare in the

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Yi-Min Huang, University of Washington; Matt Eliot, University of Washington; Jennifer Turns, University of Washington; Emma Rose, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

this material is essential for the students’ future success in their coursework and careers as engineers. She’s afraid that the students will not be prepared and that this may reflect poorly on her. Thinking about the class lectures, she wonders what she can do differently to better engage her students both this quarter and next time she teaches the class.Each of these scenarios highlight some common challenges that engineering educators face.Engineering education is a complex design activity where educators create a range of teachingartifacts including course curricula, classroom policies, lecture notes, exams, and timelines forstudent group projects. In order to design such artifacts, engineering faculty must make a

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

researchers newto EER.EER PERT Project Goals Building on the JEE Mentored Reviewer Program, the broader EER PERT project seeksto develop peer review training for EER scholars and conduct research on how individualsdevelop mental models of the review process. The research goals of the project entail addressingthe following research questions: ● How do scholars develop schema for quality EER through collaboratively constructing peer reviews? ● How do reviewing skills in EER improve research skills?While we have already gained insights through the experiences and reflections from previousparticipants in the JEE Mentored Reviewer Program, we are exploring these questions moredeeply by including a research component. A later phase of

Conference Session

Women, Minorities and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

. Page 12.558.1© American Society for Engineering Education, 2007 Diversity in Engineering Teaching – Views from Future Engineering FacultyAbstractThis current paper uses a qualitative analysis approach to explore the conceptions of diversity asexpressed by future engineering educators. Engineering graduate students and post-docs (futureengineering educators) wrote a statement of diversity as it relates to teaching engineering as acomponent of a teaching portfolio. We then interviewed these participants about the processesthey used for this writing task. During the interview, they reflected on their processes in writing thediversity statement; they also discussed their personal experiences with

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

, delve deeper into specificresearch issues, or how to use their research to make an impact. Common sources for accessingthis kind of knowledge have been formal presentations or publications. However, these oftenprovide only superficial accounts of the rationales behind research, career, or impact decisions.Informal situations such as meetings, conferences, brown bag sessions, gatherings at the local“water cooler”, and blogs are also places to meet and share knowledge. However, theseconversations are rarely formalized and shared broadly. Some exceptions are efforts to formallysupport reflective practice and dialogue such as the Annals of Research on EngineeringEducation website [18]. On this website researchers may discuss such issues as

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they

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

undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter

Tagged Divisions

New Engineering Educators

. Page 12.1263.4 7. Since it is common for students to earn 100% on the self graded portion, we keep the percentage of the course grade based on the self graded homework at roughly 5%. This is high enough of a grade reward to motivate students to complete the assignments, but it is also low enough to avoid significantly raising the course grade. 8. We have chosen to keep the total homework percentage of the course grade at roughly the same as we did before implementing self grading. Thus, the instructor graded homework portion is roughly 5% less than it would have been before. 9. To aid the student in learning, both of us require students to do a metacognitive reflection on what he/she learned when

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Kenneth McDonald, U.S. Military Academy

Tagged Divisions

New Engineering Educators

the basics of a particular subject. In an ideal world, college shouldbe a place for the initial stages of development for a profession and should encourage learningthat reflects the way professionals learn and work. [10]To make classroom discussion a successful experience the teacher must prepare and follow somefundamental considerations. First, the discussion should fit some objective or purpose. Failureto provide an overarching purpose tends to have students wondering “why”. [7, 11] That is not tosay that the discussion cannot be free to follow various meanders. When good discussion isoccurring, student input can take the discussion into equally relevant subject areas that may ormay not be applicable to the objective but valuable

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

intersecting theories that lend themselves well to strategies for the “careand keeping” of graduate students. By considering the processes and mechanisms by whichgraduate students develop, faculty members can reform or revise their leadership practices(formally and informally) to better meet the needs of graduate students at various stages in theiracademic careers. Although these theories may seem disparate, they intersect and overlap in anacademic research group context. As we lead the attendees of this interactive panel workshopthrough the following activities, we ask them to reflect on how these theories impact how theymake decisions for their research group and how theory-guided decisions might help themimprove or plan for effective and productive

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Colleen M. Kuusinen, University of Georgia

Tagged Divisions

New Engineering Educators

pedagogyfocused largely on students’ perspective of this type of classroom and inquiry has been done onits effectiveness over the traditional lecture. The purpose of this study is to gauge students’understanding of the concepts presented in the video they are supposed to watch prior to class.Students enrolled in three sections of “Introduction to Fluid Mechanics” participated in thisstudy. To test the impact of review before quizzes on student performance, a quasi-experimentalstudy with three conditions for test-taking was used: a) with brief review of notes before the quizb) with brief reflection on videos before the quiz c) no review/reflection before quiz. In eachcondition, students took a three-minute, one-word quiz. By being provided only one word

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

use time effectively during class. This paperpresents resources for addressing both of those needs. To uncover a wide variety ofresources, a web-based survey was sent to three listservs for college educators andeducational researchers: the POD Mailing List, the ACM SIGCSE Members List, and theEngineering Technology1 listserv in October 2014. These listservs have a total of about3000 subscribers, but only 32 responses were received. This probably reflects the factthat few educators have yet “flipped” their classes, but since thousands of faculty andhundreds of faculty developers were surveyed, it’s likely that they were able to namemost of the prominent resources and techniques.1 pod@listserv.nd.edu, the listserv of the Professional and

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut

Tagged Divisions

New Engineering Educators

research, (2) technical communication, (3) project management, (4)teamwork, (5) environmental health and safety, and (6) research ethics. Students can elect to take1, 2, or 3 credits of research each semester. Developing a concrete grading scheme that is both effective and efficient has long been adifficult task. To combat this problem, the co-author has implemented a specifications gradingapproach during the last three semesters (starting in Fall 2018). The defined specifications aremade up of two components: deliverables and hours of effort. The deliverables are comprised of mandatory university safety trainings to gain access tothe lab, responsible conduct of research training, educational and skills modules, reflections,planning

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebekah Oulton PE, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators

required students to question and analyze assumptions inherent in the technicalmaterial (Lynch & Wolcott, 2001). Other questions required a reflective response thatchallenged students to express and support an opinion in a brief essay-style format (Ralston &Bays, 2010; Romkey & Cheng, 2009; Schafersman, 1991).The SGMA questions on the midterm(s) and final exams were designed to not only promptcritical thinking, but also to review material previously covered and address the full range ofBloom’s Taxonomy (Brown, Roediger, & McDaniel, 2014). They were designed to allowstudents still working on mastery of more fundamental levels of the hierarchy to be able torespond while also presenting a critical thinking challenge for more adept

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida

Tagged Divisions

New Engineering Educators

course had five significant assignments: one for Word,three for Excel (basics operations, pivot tables, and regression), and one for PowerPoint. Each was dueapproximately every three weeks. There were three (3) quizzes (Syllabus, Statistics, and Regression). Inthe Word module, students were asked to format a document. A video from the previous instructorgoing about this formatting task was offered to students as a guide. For the problem-solving component,they were asked to reflect on their professional development path, find job postings interesting forthem, and write their resume and cover letters that they could use to apply for each of these jobpostings. If students needed to learn Word for these tasks, they were suggested to complete a

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

AC 2011-2527: OCCASIONING THE EMERGENCE OF KNOWLEDGEAND PROMOTING MOTIVATION FOR ALL STUDENTS: APPLYING IN-STRUCTIONAL PRINCIPLES TO ENGINEERING SITUATIONSJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teachings decisions, and the application of ideas from complexity science to the challenges of engineering education

Conference Session

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

Richard Taber, National Academy of Engineering; Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

willevaluate the selected metrics. This paper summarizes the committee report.IntroductionScholarship of teaching [1] is often compared with the scholarships of discovery and synthesis.Shulman [2] further categorized the scholarship of teaching as discovery scholarship within theeducational domain [3] and scholarly teaching as teaching that (a) focuses on learning outcomesand teaching practices, (b) originates with knowledge of pedagogy and course content, and (c)includes self-reflection, discussions with peers, and participation in peer evaluation [4].When engineering faculty members attend to the different ways in which students learn, thestudents become more engaged and also learn more course content and connections betweenengineering concepts

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

New Engineering Educators

students’ engineering designs.Other research has focused on teachers’ ability to notice and respond to student thinking inengineering. Mangiante & Moore (2016) investigated what pre-service teachers (i.e.undergraduate students studying education) new to engineering attended, analyzed, andresponded to when working with fourth grade students during engineering activities. The authorsanalyzed written reflections from the pre-service teachers and assessed their attention to threedisciplinary practices—defining the engineering problem, designing solutions, and optimizingsolutions (NGSS Lead States, 2013)—as having a low, medium, or high focus on studentthinking. The authors found that the pre-service teachers had more sophisticated reflectionsabout

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

andwho is active in reflecting about teaching and in trying new strategies. Ideally, thefacilitator was from the same discipline as the group members; however, we also hadinterdepartmental groups of faculty all from STEM disciplines in our study. In addition tothe facilitator’s knowledge, the use of outside resources provided research-basedinformation and kept the conversation focused on teaching and how to improve teaching.For example, some of our groups used How Learning Works: Seven Research-BasedPrinciples 10 to foster discussion and keep the group focused on developing their teachingpractice. A common strategy was to help faculty learn more about students’ learning aswell as effective teaching. It can be challenging as an expert in a field

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Classroom Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

recommended steps to build trust withstudents. In this type of environment students feel that they are important, that their needscan be met, and that others experience joy and satisfaction in helping them get theirneeds met. It is also argued that when the teacher is able to focus on assisting the studentsin meeting their needs, teacher’s own needs get met. In concluding, the author presentshis own reflections based on his experience as an engineering student and a facultymember. The author has a firm conviction that the only professor who belongs in aclassroom is a caring professor.IntroductionA caring faculty understands, encourages and supports students’ individuality and issensitive to students’ needs. A caring faculty understands that the

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

teaching-effectiveness seminar: I attended an “Essential Teaching Seminar” sponsored by ASME, hosted at MIT and conducted by former West Point faculty in June 2006. This three-day interactive training workshop demonstra- ted proven techniques for effective learning in engineering courses. An instructional improvement was reflected in higher student ratings for the course in Fall 2006 than the previous semester.The second went to a speech pathologist to improve his delivery: I would like to remain anonymous, but I have been evaluated for over 17 years teaching in the Associate Degree Electronic Technician Program. For over 15 years my students have commented that I talk too fast. Two years ago I had

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Arjun Singh, Gradescope

Tagged Divisions

New Engineering Educators

ofmaterial Twoquizzesdropped Opportunitiesto retestconceptsto increasegrade Figure 1. Practice-feedback-assessment structure.Exams comprised 3-4 problems with multiple parts. All problems required students to show theirwork and obtain a numerical answer. Some parts of problems asked students to reflect on theiranswers in a few sentences or predict consequences of changing parameters. Multiple choice,fill-in-the-blank, and true-false were not testing constructs used heavily in these courses.Undergraduate graders were utilized in checking the completion-based homework

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ron Scozzari, University of Wisconsin, Stout; Jennifer Astwood, University of Wisconsin, Stout

Tagged Divisions

New Engineering Educators

, depending on the skillset of those participating in the course. Page 22.945.7AssessmentsThere currently is one assessment which will be incorporated into the research, reflecting studentfeedback of the course, provided by the Office of International Education. The synopsis providedis from students in the second year (2010). Assessments from the first year are in the process ofbeing extracted, as the assessment software provider has changed, and system support isunavailable. Content areas are: a. Academic Quality (overall mean: 4.0 out of 5.0) 1. Relevant content 2. Engagement with host country culture and people 3. Quality of

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

” or “loose it” brain. Activities designed to engage the brain canhelp grow dendrites, which is the wiring that connects brain cells. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 22.500.2providing a non-threatening environment which allows them time to ask questions, seek solutions,reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The

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

. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 25.469.2providing a non-threatening environment which allows them time to ask questions, seek solutions,reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The real value of subject matter can be heightened for students through activitiesthat combine the classroom instructional context with real

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh -Johnstown

Tagged Divisions

New Engineering Educators

the Page 13.839.3students? They don’t give me tenure!” Others throw themselves into teaching to side step thepressure to conduct important research or bring in a big grant. They can then explain theirfailure to complete dissertations, produce publications, or obtain tenure as rising from theirchoice to pursue teaching excellence.” Lowman goes on to say: “Such “champions of goodteaching” often fail to notice that some colleagues can balance the competing demands on theirtime and do well in both teaching and scholarship. It is this balance that is reflected in theteacher-scholar model.The next concern is why worry about teaching at all. In

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clint Armani PhD, Unites States Air Force Academy

Tagged Divisions

New Engineering Educators

finding time for research, effective teaching, the lack of collegial relationships,inadequate feedback/recognition, unrealistic expectations, insufficient resources, the lack ofmentors, technology, isolation, and little work-life balance.” From my observations as a newfaculty member returning to the academic environment following several years away, I proposethat many of these stresses can be addressed with some investment into developing new facultymembers. Kam Jugdev (2007) concludes that universities or departments that fail to prioritizefaculty development “risk isolating valuable resources.”As I reflected on the USAFA-wide orientation, the theme that faculty members are aninstrumental component to a vision much larger than teaching our