Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

teaching portfolios designed primarily for self-reflection. Page 11.1219.9Additional resources about teaching portfolios may be found through the Carnegie Foundationfor the Advancement of Teaching9.In summary, our analysis revealed three primary reasons why institutions of higher educationencourage and support graduate students and faculty to develop and maintain teaching portfolios.These reasons include (a) for assessment – using teaching portfolios in applications for facultyjobs, or tenure and promotion; (b) as an instructional intervention – preparing graduate studentsfor faculty careers using the Preparing Future Faculty (PFF) model; or (c) as

Conference Session

Tricks of the Trade II

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

teams on activitiesrelated to the teaching topic. This approach enables the instructor to listen and monitorstudents as they work through the material.6 Price observed that concepts breezedthrough in 10 minutes in a traditional lecture, were actually taking students an entire classsession just to get a feel for. This powerful teaching technique requires certain premisesof teaching and learning to be put into place.7Fortunately, by applying three fundamental principles, instructors can create theseconditions in the vast majority of learning groups. These principles, referred to as“KEYS” in his essay, are: a) promoting individual and group accountability; b) usingassignments that link and mutually reinforce individual work, group work, and total

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University - San Marcos

Tagged Divisions

New Engineering Educators

insteadstudents who have no prior experience with the topic, that the questions were too easy or basicthis semester is not necessarily indicative of how later classes will fare. An example of one such Page 23.869.3question that showed high pre-existing knowledge (95% correct on the pre-quiz and 100%correct on the post-quiz) is: 3. What is the addenda? A.) The document issued to bidders before the bid to notify them of any changes. B.) The document showing an outline of the entire estimate. C.) The document letting the bidders know if they won the bid. D.) Both B

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

their work as others see it.Pondering not only how to do the work—how to analyze a problem, or create anartifact—but also how others might approach the same challenge, results inmetacognitive gains, which enhances students’ ability to transfer their learning to newenvironments [4]. As asessees, students benefit from seeing how their peers view theirwork, and having the opportunity to act on suggestions made to help them improve theirperformance. More pragmatically, peer assessment provides students with morefeedback than they can expect to receive from the instructor or teaching assistants, whoneed to provide feedback to all class members, not just a few. And it provides it morequickly: it can be conveyed to authors as soon as it is available

Conference Session

Off the Beaten Path

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

New Engineering Educators

“The Future of Engineering Education,” NASA Research Brief, Vol. 3, Issue 1, January 29, 20105 “Why Accreditation Matters,” Accrediting Board for Engineering and Technology, www.abet.org6 “The Future of Engineering Education, II. Teaching Methods That Work,” R.M. Felder, D.R. Woods, J.E. Stice,A. Rugarcia, Chemical Engineering Education, Volume 34(1), 2000, p. 26.7 Fry, C., Jordan W., Leman, G., Garner, B., Thomas, B., “Bringing Innovation and the Entrepreneurial Mindset(Back) Into Engineering: the KEEN Innovators Program,” 2010 ASEE National Conference & Exposition,Louisville, KY, June 2010.8 Fry, C., Jordan W., “Engineering Education the Entrepreneurial Mindset at Baylor University,” 2011 ASEENational Conference & Exposition

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Melissa Roberts, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen Hein, Michigan Technological University

Tagged Divisions

New Engineering Educators

., Elmore, B., Bradley, W., “Mentoring New Faculty: What Works and What Does Not Work”, Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, June Page 15.1384.13 18-21, 2006.11. Boyle, P., Boice, B., “Systemic Mentoring for New Faculty Teachers and Graduate Teaching Assistants”, Innovative Higher Education, Vol. 22, No.3, Spring 1988.12. Sands, R.G., Parson, A., Duane, J., “Faculty Mentoring Faculty in a Public University”, The Journal of Higher Education, Vol. 62, No. 2, Mar/Apr 1991

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Robert Engelken, Arkansas State University

Tagged Divisions

New Engineering Educators

involved, with NEE typically feeling less concerned about these changes than SEE, and sometimes naturally a bit defensive about discussions of such. The perceived/debated changes typically fall under one or more of the following categories: A. High school preparation less rigorous and thorough, and sometimes more “politically correct”, than in the past. Page 14.293.8 B. Students too used to an overly affluent and leisurely lifestyle, with an associated compromise of work habits and work ethic, including those associated with studying. C. As implied by 1.-5. above, students more skilled and comfortable with, and

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Edward Schmidt, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Samuel J. Dickerson, University of Pittsburgh

Tagged Divisions

New Engineering Educators

”. 3) The third and final section of the survey asked students to rate themselves on a 0-100 scale across four dimensions with respect to four tasks. The four dimensions were “how successful they would be”, “their belief in their ability to perform the tasks”, “how motivated they would be to perform the tasks”, and “the degree of anxiety they would feel in performing the following tasks”. The four tasks were a. Identify a problem b. Formulate a problem c. Generate a problem solution d. Ability to evaluate appropriateness of generated solution in context.Results and DiscussionThe majority of students (over 70%) across all three departments agreed with the followingstatement “I am

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Wade, U.S. Military Academy; Robert J. Rabb, U.S. Military Academy; R. Clayton McVay, U.S. Military Academy; Peter Hanlon, U.S. Military Academy

Tagged Divisions

New Engineering Educators

validate that the changes made during the student self-assessment actually increasedgrades, another analysis was conducted by looking at the overall grade achieved by each studentin the Controls course. The instructors were interested in seeing where the top performers spenttheir time versus the lower performers. West Point uses a +,- grade scale. A student can earn anA+, A, A-, B+, etc. There was one failure in the course in the semester examined, so the F datais statistically insignificant, representing just one data point. By grouping together all thestudents by letter grade and comparing the percent of time spent on each activity, moreinteresting results emerged (Figure 3). For instance, the A students and especially the A+students spent most

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

threat resurface throughout the semester as we discussspecific communication case studies and through periodic reflective journals. This course alsoincludes regular individual meetings with students to discuss their written and oralcommunication performance, during which some students recognize their susceptibility tostereotyped communication behaviors for a particular aspect of their identity (e.g., gender).Open SceneOpen Scene is a common exercise in theatre in which two actors are given a short, context-freescript. For example, an open scene script may consist of the following [18]:A: What’s that?B: My latest project.A: It looks very interesting.B: Well, I think so.In theatre, this can be presented as a challenge

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

from the Vanderbilt University Center for Teaching, 2011. [Online]. Available: https://my.vanderbilt.edu/sotl/understanding- sotl/why-sotl/. [Accessed 17 1 2020].[16] D. A. Schön, The Reflective Practitioner: How Professionals Think in Action, 1 ed., London: Routledge, 1992, p. 384.[17] H. B. Hessler and A. R. Taggart, "What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class," International Journal for the Scholarship of Teaching & Learning, vol. 5, no. 1, pp. 1-18, 2011.[18] S. D. Brookfield, Becoming a critically reflective teacher, San Francisco: Jossey-Bass, 1995.[19] M. Windschitl and A. C. Barton, "Rigor and Equity by Design: Locating A Set of Core

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University; Barry Wayne Peddycord III, North Carolina State University

Tagged Divisions

New Engineering Educators

) Reduce the weight of homework so that more of the grade depends on exams.(b) Place more emphasis on having students design artifacts and less emphasis on having them solveproblems.(c) Use an automated testing system that can randomize parameters, so each student is presented with adifferent problem.(d) Reword questions so that a text search will not find them.(e) Change names of people or organizations named in word problems.(f) Never distribute answers in the same document with questions, and refrain from putting the semesteror year on question or answer sheets; this makes it much harder to match questions with answers.(g) Swap problems with other instructors (e.g., at other institutions).(h) Have students make up problems that can be assigned

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Karen Benitez, University of Puerto Rico-Mayaguez; Juan Jimenez, University of Puerto Rico-Mayaguez; Yesenia Cruz, University of Puerto Rico-Mayaguez; Marta Rosa, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

New Engineering Educators

life in order to understand theentire concept. When a lot of information is given to a student he/she cannot have a completeknowledge of the whole idea until it is put it in practice. Students want to know how they canapply the theory to the jobs, how they are going to convert the concepts and ideas to the reality ofan industry. They exhort instructors to go a little bit forward of what books present and bringinto the classroom the industries´ situations and problems. One student said: “A professor shouldbe dynamic, enthusiastic and prepare an interactive class. The professor should state that he/sheis opened to answer any question anytime, and care for the students”.b. Help us Visualize

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

significant amounts of published research have focusedon the design and impact of blended “liberal studies in engineering” programs22, 23, 24, 25, 26(sometimes described as B.A. programs in Engineering Studies) similar to the program wedescribe at CPSU, surprisingly little of this research has attended to gender or the computingdisciplines. We believe that it is time to integrate the diverse research focused a) the relationshipsbetween liberal education and B.S. programs in engineering and computer science, b) theintegration of problem- and context-based education in B.S. programs in engineering andcomputer science, c) B.S. programs in engineering and computer science at liberal arts colleges,and d) the recruitment, retention, and success of women

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

with challenges, finding rewards, giving advice, and being successful. • Assign a reporter to document “table stories” of challenges and difficulties to share with broader audiencePhase V Goals: illustrate and summarize what we accomplished as a group and discuss future opportunities(10 min) Page 12.1302.6 Format: • Presenters debrief and elicit feedback and ideas for future opportunities I S M Y W R I T I N G T H A T B A D

Conference Session

Tricks of the Trade I

Collection

2009 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

Generalized Approach to Faculty Development: The Tenure Years”, 9th InternationalConference on Engineering Education, San Juan, Puerto Rico.3. Wheeless, A., Blaser, B., Litzler, E., (2007) “Mentoring of Graduate Students in STEM: Perceptions andOutcomes,” 2007 American Society for Engineering Education Annual Conference Proceedings, Honolulu, Hawaii.4. Donnelly, A., (2007) “The South East Alliance for Graduate Education and the Professoriate Program: GraduateMinority Retention and Preparedness for Academic Careers,” 2007 American Society for Engineering EducationAnnual Conference Proceedings, Honolulu, Hawaii.6. Phillips, J., Murphy, T., (2005) “Mentoring Graduate Students in Engineering Education Through TeamTeaching,” 2005 American Society for

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

. 18(4): 454-490.2. Auzenne, A. M, A. T. Hanson, R. B. Jacquez, and C. Burnham. Understanding engineering design as an argumentative strategy. Science, Engineering, & Technology Education Annual Conference. New Mexico State University, Las Cruces. 2006.3. Melander, JR, Curtis, E, Adams, KA, and Arthurs, L. A cross-disciplinary, service learning-based approach to enhance communication skills. Proceedings of the ASABE 2014 Annual International Meeting, Montreal, QC, CA, July 2014.4. Adams, KA and Keshwani, JR. Preparing pre-service teachers to make connections between science and engineering concepts through teamwork with engineering students. 2015. Proceedings of ASEE Annual Conference and Exposition, Seattle, Washington.5

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

ofteaching: popular myth, bias, validity, or innocent bystanders? Journal of Educational Psychology 92:1 (March2000), pp. 202–228.[12] Centra, John A. Will teachers receive higher student evaluations by giving higher grades and less course work?Research in Higher Education 44:5 (October 2003), pp. 495–518.[13] Eiszler, Charles F. College students’ evaluations of teaching and grade inflation. Research in HigherEducation 43:4 (August 2002), pp. 483–500..[14] Griffin, B. W. Grading leniency, grade discrepancy, and student ratings of instruction. Contemporary Educ.Psychology 29:4 (October 2004), pp. 410–425.[15] Angelo, Thomas A. and Cross, K. Patricia, Classroom Assessment Techniques, 2ed., Jossey-Bass, 1993

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

. San Francisco: Jossey-Bass.10. Buller, J.L. (2010). The essential college professor: A practical guide to an academic career. San Francisco: Jossey-Bass.11. Solem, M., Foote, K., & Monk, J. (2008). Aspiring academics: A resource book for graduate students and early career faculty. Upper Saddle River, NJ: Prentice Hall.12. Golde, C.M., & Walker, G. (Eds.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline - Carnegie essays on the doctorate. San Francisco: Jossey-Bass.13. Glaser, Barney G, & Strauss, Anselm. (1967). The Discovery of Grounded Theory. Chicago: Aldine.14. Cox, M.F., Zhu, J., Ahn, B., London, J.S., Frazier, S., Torres-Ayala, A.T., Chavela, R. (2011

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University

Tagged Divisions

New Engineering Educators

, J.S., “A handbook for classroom management that works,” Association for Supervision & Curriculum Development (ASCD), Alexandria, VA, pp 1­66, 2005.3. B. Van Veen, “Flipping Signal­Processing Instruction, IEEE Signal Processing Magazine,” vol. 30, no. 6, pp. 145 – 150, 2013. DOI: 10.1109/MSP.2013.22766504. A. Seidman, “The Learning Killer: Disruptive Student Behavior in the Classroom”, Reading Improvement, vol. 42, no. 1, pp. 40­46, 2005.5. C. M. Clark, and P. J. Springer, , “Thoughts on incivility: student and faculty perceptions of uncivil behavior in nursing education,” Nursing Education Perspectives, vol. 28, no. 2, pp. 93–97, Mar.–Apr. 2007.6. D. Wingert, and T. Molitor, “Best Practices: Preventing and

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

requires certain premisesof teaching and learning to be put into place.7Fortunately, by applying three fundamental principles, instructors can create theseconditions in the vast majority of learning groups. These principles, referred to as“KEYS” in his essay, are: a) promoting individual and group accountability; b) usingassignments that link and mutually reinforce individual work, group work, and total classdiscussions; and c) adopting practices that stimulate give-and-take interaction within andbetween groups.Application of the Theory:This type of interaction can be facilitated by dividing students into small groups of five orsix and assigning chapters within the text. These teams of students are then divided intoexpert groups one through five

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

AC 2010-1526: UFAST – PRACTICAL ADVICE FOR ACCELERATING NEWFACULTY SCHOLARSHIPRobert Garrick, Rochester Institute of Technology ROBERT D. GARRICK, Rochester Institute of Technology, College of Applied Science and Technology. Robert is an Associate Professor. He holds a BS in Electrical Engineering, MS in Mechanical Engineering, MBA Ph.D. in Mechanical Engineering, and a PE license in Mechanical Engineering. Prior to this academic position Robert worked 25 years in the automotive component industry. His primary research interests are in the domain of product realization, and energy efficient buildings. He can be reached at rdgmet@rit.edu or through Linkedin.com.Scott Anson, Rochester Institute of

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

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators

Paper ID #33255Investigating Students’ Expectations of Instruction in EngineeringLaboratory Courses During the COVID-19 PandemicMr. Keven Alkhoury, New Jersey Institute of Technology I am a Ph.D. student in mechanical engineering at the New Jersey Institute of Technology. The focus of my research is on the continuum-level coupled multiphysics behavior of polymeric materials. During the last year, I was also interested in investigating the impact of the COVID-19 Pandemic on the quality of education, which resulted in this publication.Mr. Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology Ahmed

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

AC 2007-1276: DIVERSITY IN ENGINEERING TEACHING – VIEWS FROMFUTURE ENGINEERING FACULTYBrook Sattler, University of Washington BROOK SATTLER is an undergraduate research assistant for the Scholarship on Teaching element of the Center for the Advancement of Engineering Education (CAEE). She is a senior in Technical Communication at the University of Washington.Jessica Yellin, University of Washington JESSICA M. H. YELLIN is a Research Scientist for the Scholarship on Teaching element of the Center for the Advancement of Engineering Education (CAEE). She holds a Ph.D. in Mechanical Engineering from the University of Washington with dissertation research on structural vibration and

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

Graduate Students as Co-Instructors for an Undergraduate Course: Implementation and AssessmentAbstractThis work suggests one method to fully expose graduate students to the demands ofteaching an undergraduate course under the supervision of a full-time faculty member.The students, called co-instructors, interact with the supervisor on various levels fromcourse design to the grading schemes. Based on the feed back received from the students,it was concluded that this type of interaction provided a useful learning experience forboth the undergraduate students and the co-instructors.IntroductionThe primary purpose of an engineering college, especially at the undergraduate level, isto provide effective instruction in subject matter

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

AC 2010-1298: ATLAS - ACADEMIC TEACHING AND LEARNING ASSISTANTSSTUDY: THE USE OF PEERS AS ‘QUALITY MANAGERS’ IN ENGINEERINGCLASS INSTRUCTIONBeverly Jaeger, Northeastern University Beverly K. Jaeger, PhD is a member of Northeastern University’s Gateway Team, a select group of full-time faculty devoted to the First-year Engineering Program at Northeastern University (NU). While she concentrates on first-year engineering courses and instructs across all engineering disciplines, Dr. Jaeger also teaches specialty courses in the Department of Mechanical and Industrial Engineering at NU in Digital Simulation, Facilities Planning, and Human-Machine Systems.Corey Balint, Northeastern University

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

- Page 11.514.4and-take discussions.Fortunately, by applying three fundamental principles, instructors can create theseconditions in the vast majority of learning groups. These principles, referred to as“KEYS” in his essay, are: a) promoting individual and group accountability; b) usingassignments that link and mutually reinforce individual work, group work, and total classdiscussions; and c) adopting practices that stimulate give-and-take interaction within andbetween groups.Application of the Theory:This type of interaction can be facilitated by dividing students into small groups of five orsix and assigning chapters within the text. These teams of students are then divided intoexpert groups one through five. After each individual reads the

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura D Hahn, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

New Engineering Educators

is available in Appendix B. Figur 1 Fa ult ati gs of Ob r atio Compo t tten t Self a Post-Obs Meet Pre-Obs Meet M a As seen in Figure 1, results indicate that the written summary report and the post-observation discussion were the most meaningful and useful parts of the process. This makes sense since they, in a complementary, practical, and focused way, delve into the specifics of what worked well and what needs to be improved in the faculty member’s teaching. Essentially, the written report anchors the post-observation

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

William Baer, Georgia Institute of Technology

Tagged Divisions

New Engineering Educators

for a brief period or span several years. They can change from time to time. Notevery class will be ideally suited to include an information literacy component, but greatpartnerships can emerge from unlikely situations.References[1] Rader, Hannelore B. 1999. "Faculty-librarian collaboration in building the curriculum for the millennium: the US experience." IFLA Journal 25, no. 4: 209-213. Library, Information Science & Technology Abstracts.[2] Tucker, James Cory, Jeremy Bullian, and Matthew C. Torrence. 2003. "Collaborate or Die! Collection Development in Today's Academic Library." Reference Librarian 40, no. 83/84: 219-236.[3] Oseghale, Osagie. 2008. “Faculty Opinion as Collection Evaluation Method: A Case Study of