Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

David Malicky, University of San Diego; Ming Huang, University of San Diego; Susan Lord, University of San Diego

Tagged Divisions

New Engineering Educators

engineering measurements laboratory,” Proceedings of the 2005 ASEE Conference, 2005. http://www.asee.org/about/events/conferences/search.cfm3. Nasr, K J. and B. Ramadan, “Implementation of problem-based learning into engineering thermodynamics,” Page 11.1025.10 Proceedings of the 2005 ASEE Conference, 2005. http://www.asee.org/about/events/conferences/search.cfm4. Prince, M., “Does Active Learning Work? A Review of the Research,” Journal of Engineering Education, July, 2004, pp. 223-231.5. Woods, D.R., Problem-based Learning: how to gain the most from PBL, D.R. Woods, 1994. http://chemeng.mcmaster.ca

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

David Benson, Kettering University

Tagged Divisions

New Engineering Educators

student success is one way to have a positiveimpact on student performance in a class.Bibliography1. Gardner, M., ed. Toward a Scientific Practice of Science Education. Hillsdale, NJ: L. Erlbaum Association, 1990.2. Bentley, D., Watts, M., eds. Learning and Teaching in School Science: Practical Alternatives. Milton Keynes, Philadelphia: Open University Press, 19943. Yung, B., Assessment Reform in Science. Dordrecht, London: Springer, 20064. Wollnough, B., Effective Science Teaching. Buckingham, Philadelphia: Open University Press, 1994.5. Mintzes, J., Wandersee, J., Novak, J., eds. Assessing Science Understanding : A Human Constructivist View. San Diego, Calif., London: Academic, 2000.6. Schoenfeld, A., “Beyond the Purely

Conference Session

Women, Minorities and the New Engineering Educator

Collection

2007 Annual Conference & Exposition

Authors

Annette Mallory Donawa; Clifton Martin, Morgan State University; Carl White, Morgan State University

Tagged Divisions

New Engineering Educators

thinkingskills abilities and critical thinking skill development. Teaching critical thinking skills,especially in higher education, seems to have received limited attention when itspecifically applies to minority students 19 (Legare, 2002). Zeroing in on buildingacademic skills with the African American population, especially in the STEM network,can provide a building block for development and training of such populations. Page 12.1221.5 Page 4 Current literature supports two methods of increasing students’ critical thinkingskills: (a) providing a single course in critical thinking and (b) embedding critical

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

Problem Solving: As students were working on the problem, Professor DV walked around the classroom. This served two purposes: a. It allowed Professor DV to check on students’ progress to know when to bring the class back together to discuss the problem. b. It gave students an opportunity to raise their hands and ask private questions one-on-one with Professor DV.3. Checking Progress: Professor DV asked students to raise their hands if they had finished particular steps of the problem, such as drawing a free-body diagram or choosing a coordinate system (e.g. Cartesian or polar).4. Identifying a Sticking Point: Professor DV asked students to suggest one thing that he could help them to understand that would assist them in

Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

. For example, when scheduling materials – you can cover a) most significant items first, b) harder items first, c) prioritize items with longer time constants. 3. Look for ways to make time by blurring boundaries between research and teaching. In extreme cases, educators/researchers have formulated their research to include teaching issues (focus on educational technology, focus on how to teach x). However, such extreme cases are not the only ways to do this. Other strategies include having students read papers relevant to your research, having students do projects relevant to your research, using your research as examples in your teaching. 4. Use time as a lens for asking

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

policies within one’s courses, and assignments that are designed to focus on studentsincrementally developing their skills rather than large-stakes assessments, instructors andinstitutions have the power to prevent dishonest behaviors among their students.References[1] T. L. Giluk and B. E. Postlethwaite, “Big five personality and academic dishonesty: a meta- analytic review,” Personality and Individual Differences, vol. 72, pp.59-67, Aug. 2014.[2] L. W. Thompson, J. H. Bagby, T. N. Sulak, J. Sheets, and T. M. Trepinski, “The cultural elements of academic honesty,” Journal of International Studies, vol. 7, no. 1, p.136+, Jan./Feb. 2017.[3] J. Payan, J. Reardon, and D. E. McCorkle, “The effect of culture on the academic honesty

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Nataliya Grigoryan, San Jose State University; Radha Aravamudhan, San Jose State University; Joseph Rodriguez, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

discussionbefore, during and at the end of the semester.The final course grades are also compared between the CBL offering in Fall 2020 and the previousFall 2019 offering (traditional approaches). Figure 2 shows the percentage in grade distributionbetween the two offerings. The chart shows that the percentage of “A” and “B” grades was similar,but fewer students failed the course (corresponding to a grade of “D”, “F” or “W” – students areallowed to withdraw from the class at any point during the semester) in Fall 2020 when CBL wasimplemented with respect to the previous offering. Our experience of CBL pedagogy particularlysupports the weaker students, by focusing on their learning of the fundamental class topics.Figure 2. Course grade distribution (in

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

., McManis, K., Bardet, J.P., Gunnink, B., List, G., Smith, R., and Lenox,T. “Educating the Future Civil Engineer for the New Civil Engineering Body of Knowledge.” Proceedings, 2009 ASEE Annual Conference, June 2009, Austin, TX. (CD-ROM).6. Russell, J.S., Smerdon, E.T. and Lenox, T.A. “It’s Time to Remove a Barrier to Engineering Education Reform: ABET’s Prohibition on Dual Level Accreditation.” Proceedings, 2005 ASEE Annaul Conference, June 2005, Portland, OR. (CD-ROM).7. IEEE Educational Activities Board, “IEEE Position Paper on the First Professional Degree in Engineering.” IEEE, November 18, 2007. (URL: http://www.ieee.org/web/education/EABVolunteers/PositionStatements/PositionStatements.html, accessed

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

adjacent entries in the map. Students were asked to share their solutions on thewhiteboard as they finished, allowing the entire class to see the wide range of approaches (figure1(b)). Rather than simply presenting the correct solution, time was spent reviewing the variousmistakes made before finally discussing the correct answer. Activities such these proved to bevery beneficial to student learning, as students were able to learn from their own mistakes andtheir classmates’ mistakes in real-time. Furthermore, such high-payoff activities required verylittle preparation time on the part of the instructor, but rather just a simple modification inapproach. In addition, the instructor had no issues with covering the necessary or desired contentin the

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Ann Claussen, Colorado School of Mines

Tagged Divisions

New Engineering Educators

process, (b) use of multiple sources of information, (c) interaction withpeers, (d) sufficient time for dialogue and interaction, (e) use of teacher self-ratings, (f) use ofhigh-quality feedback information, (g) examination of conceptions of teaching, and (h) setting ofimprovement goals.As will be described in the sections to follow, at Mines we set out to develop a peer teachingassessment program which relied heavily on the research described above, with the singular aimof improving teaching.Institutional ContextThe Colorado School of Mines is a small, public, engineering-focused university, withapproximately 4200 undergraduate students and 1200 graduate students. The university has twotracks for faculty: tenure/tenure-track faculty, which have

Conference Session

Tricks of the Trade II

Collection

2008 Annual Conference & Exposition

Authors

Adam Chalmers, United States Military Academy; Eric Crispino, United States Military Academy; Joseph Hanus, United States Military Academy

Tagged Divisions

New Engineering Educators

clearlydemonstrated a failure to grasp and apply the course material. But did a cadet fail if theyachieved a C- or a B- for a grade? We devised a numerical method to clearly delineate whatclassified a failing performance. At the author’s request, the Dean’s Office tabulated eachstudent’s grades for all of their courses while at the academy in numerical format. We thenconducted a quick statistical analysis with a normal distribution to determine the mean (GPA) ofeach cadet’s grades and then found one standard deviation. The standard deviation in thenegative tail of the normal distribution provided the metric to determine failure for each student.If a student’s final grade in our course fell within that negative tail, or below one standarddeviation from their

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8410–8415, 2014.[7] N. L. Ramo, J. E. Nejad, K. C. Popat, and K. Catton, “Student assessment of active learning elements in 100-level introductory biomedical engineering course,” 2018 ASEE Annu. Conf. Expo., 2018.[8] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices,” J. Eng. Educ., vol. 94, no. 1, pp. 87–101, 2005.[9] A. Johri and B. M. Olds, “Situated Engineering learning: Bridging Engineering Education Research and the Learning Sciences,” J. Eng. Educ., vol. 100, no. 1, pp. 151–185, 2011.[10] R. M. Felder and R. Brent, “Evaluating Knowledge, Skills, and Understanding,” in Teaching and

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

New Engineering Educators

, Boulder, CO, November 2003. 9. Courter, S.S., Freitag, C., and McEniry, M., “Ways of Knowing: Ways of Practice,” ASEE/IEEE Frontiers in Education Conference, Boulder, CO, November 2003.10. Mitchell, J. E., “Time Professors Spend Improving their Teaching,” ASEE/IEEE Frontiers in Education Conference, Savannah, GA, October 2004, S1C-6 – S1C-8.11. Miller, R.L., Streveler, R. A., Nelson, M. A., Geist, M. R., and Olds, B. M., “Concept Inventories Meet Cognitive Psychology: Using Beta Testing as s Mechanism for Identifying Student Misconceptions,” Proceedings of the 2005 American Society for Engineering Education Annual Conference, Portland, OR, October 2005, 18 pages.12. Davis, J.S., “Strategic Planning

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

skill and knowledge, S Satisfactory/Functional skills and knowledge, B Basic skills andknowledge, or N No skills or knowledge. In fact, the new scale is more successful in producingdifferentiated responses. Administering the survey each spring, with the assistance of the faculty Page 11.1166.6in senior level courses, ensures a good return rate.The ACI reviewed the instrument of this example relative to the criteria proposed by theNCHEMS. They determined that it satisfied at least two of the criteria that support use of selfreports of academic development. The outcomes measured by the instrument are broad basedoutcomes and the measures represent

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

Institutional Marketplace and Faculty Attrition.” The NEA Higher Education Journal7. Lee, M., Abate, M.A., Fjortoft, N., Linn, A., and Maddux, M., “Report of the Task Force on the Recruitment and Retention of Pharmacy Practice Faculty,” Am. J. Pharm. Educ., 59, 28S-33S(1995).8. Brent, R., and Felder R. “A Model for Engineering Faculty Development.” Intl. Journal of Engr. Education, 19(2), 234–240 (2003).9. Moody, J. “Supporting Women and Minority Faculty.” Academe Online January-February (2004).10. R. Boice, Advice for New Faculty Members. Allyn & Bacon, Needham Heights, MA (2000).11. Etzkowitz, H., C. Kemelgor, and B. Uzzi, Athena Unbound: The Advancement of Women in Science and Technology, New York, NY: Cambridge

Conference Session

Best of the NEE

Collection

2007 Annual Conference & Exposition

Authors

James Squire, Virginia Military Institute; Charles Bott, Virginia Military Institute; Matthew Hyre, Virginia Military Institute

Tagged Divisions

New Engineering Educators

VMI he teaches analog circuitry, continuous time and discrete time signal processing, and advises a variety of independent study projects.Charles Bott, Virginia Military Institute Dr. Charles B. Bott is an Assistant Professor in the Department of Civil and Environmental Engineering at the Virginia Military Institute in Lexington, Virginia and an Adjunct Professor in the Department of Civil and Environmental Engineering at Virginia Tech. His research and consulting activities focus on nutrient removal in both domestic and industrial wastewater treatment applications. Charles also specializes in the treatment of unique chemical constituents in industrial wastewater applications by

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

for Improved LearningA primary goal of homework is for students to learn as much as possible, especially perhaps,from their mistakes. The typical homework format, however, has impediments to the learningprocess: 1) slow feedback, 2) penalties for mistakes, and 3) no encouragement to discovermistakes and correct them. In recent years, several new approaches to homework have beenintroduced, but none addresses all three learning limitations listed above: a) Homework isassigned but neither required nor graded. b) It is automatically graded online. c) Detailedsolutions are provided online.Four years ago we began developing a self-graded aspect to our homework assignments with thegoal of improving student learning while minimizing the burden to the

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Derek Breid, Saint Vincent College; Tara Gupte Wilson, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

New Engineering Educators

the extent to which they interacted with their completed homework post-submission, for bothstudent sets. The magnitude of this increase is greater for SVC than OSU students. To study this further,the data were analyzed for each individual student to document their specific change in behavior. Thisa)b) Figure 3: Sankey plot detailing the change in individual student behaviors when receiving back graded homework for (a) SVC and (b) OSU. This is an expansion of the data in Figure 2. The left side of each plot indicates student behavior in previous courses, while the right side shows student behavior in MHP courses. Upward flows (green) indicate student progress towards more effective study behavior in the MHP courses, while downward flows

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

John Reisel, University of Wisconsin - Milwaukee

Tagged Divisions

New Engineering Educators

positive teaching experience for the new teacher, and better learning environment andeducation for the students.IntroductionMany new as well as experienced teachers of engineering, science, and technology in collegesand universities often struggle with the teaching component of their jobs. This can be veryfrustrating as these individuals see themselves as highly-intelligent, well-accomplished peoplewho understand the material that they are attempting to teach to students—often undergraduatestudents. When the teaching struggles result in (a) poor teaching evaluations by the students or(b) a significant reduction of time spent developing his or her research program, the teachingproblems can reduce the chances of the faculty member gaining tenure. So

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

presented, and include:1. “Set Your Priorities.” Page 14.835.52. “Place Priorities on Your Calendar.”3. “Allow a Little Time for the Unexpected.”4. “Do Projects One at a Time.” a. “Organize each project in a folder.” b. “Itemize all that needs to be done.” c. “Prioritize in order of importance.” d. “Emphasize only one project at a time.”5. “Organize Your Workspace.”6. “Work According to Your Temperament.”7. “Use Your Driving Time for Light Work and Growth.”8. “Develop Systems That Work for You.”9. “Always Have a Plan for those Minutes Between Meetings.”10. “Focus on Results, Not the Activity.”Wankat and Oreovicz4 devote an

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

outcomes[6]. ‚ The engineering community became increasingly aware of the broad response in the academic community to Boyer’s authorship of Scholarship Reconsidered[1] and efforts by the US Department of Education along with the National Research Council to a) define rigorous education research[7] and b) gather evidence and highlight the significance of recent findings on how people learn and the significance of those findings for education[8], and ‚ Engineering education began a transition from cycles of “reform” to exploring use of a rigorous research base to inform the shape and content of the undergraduate engineering curriculum[9].As a result of these events, the engineering profession

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

taughtduring the fall quarter. Class B, while not an identical class, served the same constituency. Italso contained many of the same students as Class A, and was of similar material, only differingsignificantly in that it was taught during the winter quarter. Thus, while not an exact match, it isan appropriate comparison with Class A. Freshman Class A Freshman Class B Freshman Course C with Performance Incentive Percent Percent PercentAssignment Submissions Late Late Submissions Late Percent Late Late Early Total Late Early 1 20 0 0.0

Conference Session

Standards For Future Engineering Practitioners

Collection

2010 Annual Conference & Exposition

Authors

Charlotte Erdmann, Purdue University

Tagged Divisions

New Engineering Educators

first reading Page 15.1088.10of the outcomes does not lead an educator or librarian to make quick decisions regardingappropriate outcomes. Depending on the type of course and the assignment, the outcomes maybe different. The author recommends that the educator review the outcomes to determineappropriate choices. Readers are encouraged to read the outcomes in Appendix B: Criteria forAccrediting Engineering Programs (2009)14 Criterion 3: General Criterion of ProgramOutcomes and Criteria for Accrediting Engineering Technology Programs (2009)15 Criterion 3:General Criteria of Program Outcomes.ABET evaluation often lists information literacy as a life

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

meeting, you can ask the TA for any feedback that (s)he isgetting from the students. This is important, because students are often more willing to discusstheir difficulties with a TA than they are to discuss them with you.4. ContractsExperience indicates that few instructors enter into contracts with their TAs, but it is a goodpractice, because it makes explicit the expectations, and therefore makes it more likely that thegoals will be met. Appendix A and Appendix B contain two sample TA contracts. Thoughneither is from engineering (they are from Sociology and Hospitality & Tourism Management,respectively), both are indicative of what could be included in a contract for an engineeringcourse. Note that both of them stress the importance of

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

international travel 4. I wish I had learned Swedish or Danish and be able to converse with locals f. Would you recommend this program to a friend? 1. 44 % yes 2. 44% maybe 3. 11% no (A reason why was not provided or defined by the survey)A second assessment is in process, and consists of an electronic questionnaire designed by theauthors. The survey will reflect questions in Likert Scale fashion pertaining to: a. Prioritizing reasons/motivations for selecting the course b. Extent to which interdisciplinary course model improved learning c. Extent to which other interdisciplinary courses improved learning d. Extent to which project direction changed after international experience e. Extent to which

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University; Randy L. Vander Wal, Pennsylvania State University

Tagged Divisions

New Engineering Educators

„Inconsiderate‟ Texts. In Prichard and McLaren (Eds.), Handbook of College Teaching: Theory and Application. Westport, Conn: Greenwood, Press, pp. 23-44. 4. Fitzpatrick, L. & McConnell, C. (2009). Student Reading Strategies and Textbook Use: An Inquiry into Economics and Accounting Courses, http://www.aabri.com/manuscripts/09150.pdf, accessed January 5, 2012. Page 25.10.9 5. Parish, B. (2004). Teaching Adult ESL: A Practical Introduction. NY, NY: McGraw Hill. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven Chene Chetcuti, United States Military Academy; Hans J. Thomas P.E., U.S. Military Academy; Brent J. Pafford, U.S. Military Academy

Tagged Divisions

New Engineering Educators

Paper ID #10923Flipping the Engineering Classroom: Results and Observations with Non-Engineering StudentsMajor Steven Chene Chetcuti, United States Military Academy Major Steven C. Chetcuti serves as an Instructor of Mechanical Engineering at the United States Military Academy at West Point. He has taught undergraduate courses in statics, mechanics of materials, thermal- fluid systems, and aerodynamics. Major Chetcuti graduated from West Point in 2002 with a Bachelor of Science in Mechanical Engineering. He also holds a Master of Science in Aerospace Engineering from the University of Michigan. Commissioned as an Aviation

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

AcknowledgementsThe author would like to thank Elizabeth J. Mills and Lisa Berman for their editorial review of thisarticle.References [1] R. Boice, “Classroom incivilities,” Research in Higher Education, vol. 37, pp. 453–486, August 1996. [2] L. B. Nilson, Teaching at Its Best. Bolton, MA: Anker Publishing Company, Inc., 2 ed., 2003. [3] J. M. Braxton and A. E. Bayer, eds., Addressing Faculty and Student Classroom Impropri- eties, vol. 99 of New Directions for Teaching and Learning. San Francisco, CA: Wiley Peri- odicals, Inc., Fall 2004. [4] S. Brown, “Civility in the classroom,” http://www.tc3.edu/instruct/sbrown/ fac/civilbib.htm, 2004. [5] P. J. Morrissette, “Reducing incivility in the university/college classroom,” International

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Aly Tawfik, Virginia Polytechnic Institute and State University; Janis Terpenny, Virginia Polytechnic Institute and State University; Richard Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

devations of the other two workshops at a significancelevel of 5%. Whereas, Figure 4 shows that there is not enough evidence to reject the nullhypothesis of equal standard deviations between workshops 1 and 2. Since the end-of-semestermeasure of students’ satisfaction turned out to have a non-normal distribution which is alsocharacterized by unequal variances – and by checking the distributions, provided in Appendix B,the distributions did not seem to look similar – there was no reliable statistical test available tocompare the two distributions central tendencies. Table 4: Tests of normality, equal variances and equal central tendency measures Normality Equal Variances Equal

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University

Tagged Divisions

New Engineering Educators

Paper ID #11113Discussions of Engineering Education Learning Advances among WorkingEngineering FacultyProf. Byron G. Garry, South Dakota State University BYRON GARRY is an Associate Professor and Undergraduate Program Coordinator in the Department of Construction & Operations Management in the College of Engineering at South Dakota State University. He has been a member of ASEE since 1998. As SDSU ASEE Campus Rep., his goal is to help fellow College of Engineering faculty to be reflective teachers.Dr. Suzette R Burckhard, South Dakota State University Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil