Displaying all 28 results
- Conference Session
- Leadership Development in Change: A Panel to Explore Experiences, Skills, and Learning in Change Management for New Engineering Educators
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology
- Tagged Divisions
- New Engineering Educators
points foremerging change agents to harness in their personal and professional development.References[1] University of Alabama Civil, Construction, and Environmental Engineering Departmenthttp://cce.eng.ua.edu/graduate/program-objectives-and-student-learning-outcomes/[2] Boice, R. 2000. Advice to New Faculty Members. Pearson.[3] Cox, M.F., J. Zhu, B. Ahn, et al. 2011. Choices for Ph.D.s in engineering: Analyses of career paths in academicand industry. American Society for Engineering Education Annual Conference, Vancouver, BC.[4] Austin, A.E. 2002. Creating a bridge to the future: Preparing new faculty to face changing expectations in a shift-ing context. Review of Higher Education 26(2): 119-144.[5] Kelsch, A. & J. Hawthorne. 2014
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ralph Ocon, Purdue University, Calumet
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
courses were taught by different teachers (Dr. Deiter and the author) and at different universities.1. When comparing the survey results on humor in the classroom administered by Dr.Deiter and the author, the overall results are relatively consistent. Tables 4 and 5summarizes the ratings for each of the 6 courses surveyed.2. Average scores were compared for Dr. Deiter’s three courses and the author’s threecourses on 4 questions dealing with humor and: (a) students remembering class material(b) students asking questions (c) class attendance and (d) students paying attention. Table6 summarizes the average scores for the 3 courses surveyed by Dr. Deiter and the 3courses surveyed by the author on questions 3, 5, 9 and 11.Table 6: Average Score
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Erin A. Cech, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
informaladvancement structures in other labor market sectors.15-17 Of course, this does not imply thatovert and subtle processes of discrimination and bias are absent in federal agencies; just that (a)LGBT employees have baseline legal protections not guaranteed in other sectors, and (b) moreformalized advancement structures in federal agencies mean that, at least in theory, hiring,promotion, and disciplinary procedures are under greater scrutiny to align with anti-discrimination policies. As such, although organizations in the private, non-profit and educationsectors likely vary widely in their treatment of LGBT professionals, the differential experiencesof LGBT professionals in STEM agencies documented here may be equally if not more extremein other
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
Classroom: A Survey of Research”, in 2013 ASEE Annual Conference, Atlanta, Georgia, June 23 - 26, 2013. 9. Van Wie, B., “Multi-Disciplinary Hands-on Desktop Learning Modules and Modern Pedagogies”, in ASEE Annual Conference, San Antonio, TX June 10 - 13, 2012. 10. Schaefer, D., Panchal, J.H., Thames, J.L., Haroon, S., and F. Mistree, “Educating Engineers for the Near Tomorrow”, International Journal of Engineering Education (IJEE), vol. 28, no. 2, 2012, pp. 381-396. 11. Mistree, F., Panchal, J.H., Schaefer, D., Allen, J.K., Haroon, S, and Z. Siddique, “Personalized Engineering Education for the 21st Century – A Competency-based Approach". In Gosper, M., Ifenthaler, D. (Eds.), Curriculum Models for the 21st
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
response to feedback from “Dr. Jacobson” (see second anecdote below), we spent almost anentire meeting debating over whether or not to describe the upper-level administrator’s watch as:a) “flashy”, which was Michael’s original, immediate observation and visceral reaction, b) “whatlooks like an expensive watch”, or c) to simply leave this part of the story out altogether. Thosein favor of option “a” felt that it was important to highlight the difference between Michael’sprior life experiences and the level of privilege that such watches represent to him. At the sametime, we all agreed that the use of the word “flashy” served to set the anecdotes as immediatereactions captured in Michael’s natural voice apart from the other more formally written
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
engineering: results of a qualitative study.Presentation at Mid-South Research Association Meeting, Biloxi, MS.[6] Tinto, V. (1993). Leaving College. 2nd edition, Chicago: University of Chicago Press.[7] Ponton, M.K., Edmister, J.H., Ukeiley, L.S., & Seiner, J.M. (2001). Understanding the role of self-efficacy inengineering education". Journal of Engineering Education 90(2), 247-251.[8] Maton, K. I. & Hrabowski III, F.A. (2004). Increasing the number of African American PhDs in the Sciencesand Engineering: A Strengths-Based Approach. American Physiologist 59, 547-556.[9] Pascarella, E.T., & Terenzini, P.T. (2005). How College Affects Students: A Third Decade of Research, v2. SanFrancisco: Jossey-Bass.[10] Ost, B. (2010). The role of peers
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College
- Tagged Divisions
- New Engineering Educators
distinct variations: (a) Start alone, End together; and (b)Start alone, End almost together.Start alone, End togetherStudents who reported studying this way tended to decide in advance that they would begin atask or assignment alone and also would come together toward the end of an assignment or studyperiod and meet to review their work and resolve any disagreement in solutions or approaches toproblems. For example, Becky observed that most of the students in her major (bioengineering)cohort studied this way: In my major, the most often I would say was the second scenario where you do have a study group but everyone has already attempted to try to do the problems, and then we kind of just go over the problems that we don't quite understand
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ted Eschenbach P.E., University of Alaska Anchorage; Neal A Lewis, University of Bridgeport; Gillian M. Nicholls, Southeast Missouri State University; William J. Schell IV P.E., Montana State University
- Tagged Divisions
- New Engineering Educators
., and Anbari, F. T., Editors. Praeger Publishers. Page 26.1654.113. Beck, K., Beedle, M, van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., Grenning, J., Highsmith, J., Hunt, A., Jeffries, R., Kern, J., Marick, B., Martin, R., Mellor, S., Schwaber, K., Sutherland, J., & Thomas, D. (2001). Manifesto for agile software development. Retrieved from http://agilemanifesto.org/ .4. Schwaber, K. (2004). Agile project management with scrum. Microsoft Press.5. Cockburn, A. & Highsmith, J. (2001, November). Agile software development, the people factor. IEEE Computer, 34(11), 131-133. doi: 10.1109
- Conference Session
- New Engineering Educators Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University
- Tagged Divisions
- New Engineering Educators
of optical fiber com- munication/networks, multimedia bandwidth forecasting, Ad-Hoc networks, smart grid applications, and engineering education.Dr. Youakim Kalaani, Georgia Southern University Youakim Kalaani is an Associate Professor of Electrical Engineering in the Department of Electrical En- gineering at Georgia Southern University. Dr. Kalaani received his B.S. degree in Electrical Engineering from Cleveland State University (CSU). He graduated from CSU with M.S. and Doctoral degrees in Elec- trical Engineering with concentration in power systems. Dr. Kalaani is a licensed professional engineer (PE) and an ABET Program Evaluator (PA). He is a Member of IEEE and ASEE and has research interests in
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Madeleine Arvold, Seattle Pacific University; Steven David Mow, Seattle Pacific University; Zachary W. Cook, Seattle Pacific University; Natalie Goode, Seattle Pacific University; Caitlin H. Wasilewski, Seattle Pacific University; Rida Y. Al-Hawaj, Seattle Pacific University ; Melani Plett, Seattle Pacific University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
Paper ID #12113Teaching Teamwork: A Training Video Designed for Engineering StudentsMadeleine Arvold, Seattle Pacific University Madeleine Arvold is a second year industrial-organizational psychology master’s student at Seattle Pacific University. Madeleine is interested in organizational and team cultures, and particularly on the effects of those cultures on the attraction and retention of women in the technology industry.Mr. Steven David Mow, Seattle Pacific University Steven D. Mow is and Industrial-Organizational Psychology M.A. student at Seattle Pacific University. He has four years of formal leadership and
- Conference Session
- New Engineering Educators Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Juan C Morales, Universidad del Turabo; Michael J. Prince, Bucknell University
- Tagged Divisions
- New Engineering Educators
Paper ID #11293Third-Year Status of a Summer Faculty Immersion ProgramDr. Juan C Morales, Universidad del Turabo Dr. Juan C. Morales, P.E., joined the Mechanical Engineering Department at Universidad del Turabo (UT), Gurabo, Puerto Rico, in 1995 and currently holds the rank of professor. Dr. Morales was the ABET Coordinator of the School of Engineering for the initial ABET-EAC accreditation of all four accredited programs at UT. He has been Department Head of Mechanical Engineering since 2003. His efforts to diffuse innovative teaching and learning practices derive directly from the outcomes assessment plan that he
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209-240, Thousand Oaks, CA: Sage Publications. 16. Creswell, J.W., & Plano-Clark V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications. 17. Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda, MD: National Institutes of Health. 18. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. 19
- Conference Session
- New Engineering Educators Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ordel Brown, West Virginia University
- Tagged Divisions
- New Engineering Educators
Paper ID #14005Enriching the Synergetic Instructor-Student Assessments with a Web-BasedAudience Response SystemDr. Ordel Brown, West Virginia University Ordel Brown is a Teaching Assistant Professor in the Statler College of Engineering and Mineral Re- sources at West Virginia University, where she currently teaches first-year courses in the Freshman Engi- neering Program. Her research interests in engineering education include the identification of variables that impact the first-year experience and the development of strategies to enhance it, retention of under- represented populations in STEM fields and service-learning
- Conference Session
- New Engineering Educators Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Faisal Shaikh, Milwaukee School of Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
significantly limited its widespread adoption but is still a well researched andstudied topic3. This method allows only discrete and limited types of responses (eg. A, B, C orD), so questions have to be restricted to multiple choice type of questions.The third method (ABCD voting cards) in which each student has 4 big voting cards (each withA, B, C and D printed on it) and votes for an answer, solves the bigger drawbacks of the clickermethod by simplifying the entire response process4. It ends up loosing anonymity (if studentslook at others’ cards) and is also restricted to multiple choice type questions. Additionally,students do not get a glimpse of the class response in this method, unless the instructor informsthem how the class voted. Counting of
- Conference Session
- New Engineering Educators Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Dimitra Michalaka P.E., The Citadel; William J. Davis P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
76.2% Notes: 1.) The entire class consisted of 46 students. 2.) Quiz Average determined by averaging individual student scores based on the number of students who participated in quiz.Use of Clicker Quiz Results to Evaluate Effects on Small Group DiscussionClicker quiz questions were qualitative in nature and primarily tested concepts discussed inassigned readings or material covered in previous lectures. Each question was presented usingPowerPoint slides and students were allowed 30-seconds to read and answer the question viaclicker. After 30-seconds, student responses for each multiple-choice answer (A, B, C, D, and E) Page
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Joseph Ranalli, Pennsylvania State University, Hazleton; Jacob Preston Moore, Pennsylvania State University, Mont Alto
- Tagged Divisions
- New Engineering Educators
homework,provision of feedback, and allows students opportunities for resubmission of work. A similarstrategy was employed for exams by Sangelkar et al. [6], who showed students were more likelyto address feedback using their approach.3. MethodologyIn this study, mastery grading for homework was implemented by two instructors in sophomore-level engineering courses. One instructor had familiarity with the technique (Instructor A), whilethe other was a novice (Instructor B). Instructor A implemented mastery grading in a Dynamicscourse, and used traditional grading in Thermodynamics and Strength of Materials. Instructor Bimplemented mastery grading in Thermodynamics at a different campus. The same homeworkassignments were used in both thermodynamics
- 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
them promptfeedback, establishing clear expectations, and working with them on various academic oremergency situations. Hence, authors conclude that for making a connection with students,establishing clear expectations is extremely important for students’ success and their enhancedlearning experience. Authors also feel that the findings of this study will help New EngineeringEducators prepare effectively for connecting with freshman students and providing outstandingand information rich learning environment to them.References[1] M. Roberts, R. Deppensmith, AC 2012-4764: Observations From First-Year Instructors: What We Wish WeKnew Before We Began, American Society for Engineering Education 2012.[2] B. Swartz, AC 2012-3646: Building A Classroom
- 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
- 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 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
- 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
- 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
Paper ID #12167What makes an undergraduate course impactful? An examination of stu-dents’ perceptions of instructional environmentsDr. Alexandra Emelina Coso, Georgia Institute of Technology Alexandra Coso is a Postdoctoral Fellow at Georgia Tech’s Center for the Enhancement of Teaching and Learning. She completed her Ph.D. in 2014 in Aerospace Engineering at Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include graduate student experiences in engineering programs, engineering
- Conference Session
- Two Body Solutions: Strategies for the Dual-Career Job Search
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators, Student, Women in Engineering
Paper ID #11885Two Body Solutions: Strategies for the Dual-Career Job SearchDr. Shannon Ciston, University of California, Berkeley Shannon Ciston is a Lecturer and Director of Undergraduate Education in the Department of Chemical and Biomolecular Engineering at the University of California, Berkeley. Dr. Ciston holds degrees in chemical engineering from Northwestern University (PhD) and Illinois Institute of Technology (BS). She teaches undergraduate and graduate courses in technical communications and applied pedagogy, and conducts engineering education research.Dr. Katy Luchini-Colbry, Michigan State University Katy
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Edward F. Gehringer, North Carolina State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
c American Society for Engineering Education, 2015 Tricks of the Trade: Developing Research Funding AbstractBuilding a research group is an important determinant of career success. Maintaining acadre of students and assistants depends upon many factors, but perhaps none is soimportant as funding. Raising money takes time, a fact often bemoaned by professionalsacross the spectrum, from educators to politicians to missionaries. This paper presentsadvice from faculty who have been very successful in obtaining funding, including somewho have served for a time as NSF program officers. They advise that it’s important toserve on review panels to learn how the system works. Find out what each
- 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
c American Society for Engineering Education, 2015 Resources for Flipping Classes AbstractAs flipped classes become more popular, opportunities for sharing resources andtechniques arise. Instructors can learn from the experience of others, and they can alsoborrow materials and approaches that others have used. But the design space is verylarge, and simple web searches usually fail to retrieve the most relevant materials. Thispaper aims to serve as a guide to what is currently available in three areas: sites devotedto the pedagogy of “flipping,” sources for reusable materials such as videos, andtechniques other than lecturing that can be used during a class
- Conference Session
- New Engineering Educators Division Technical Session 5
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Mark T. Gordon, California Baptist University
- Tagged Divisions
- New Engineering Educators
Students’ Views of New Teaching Techniques Change Over TimeAbstractMany new faculty are eager to try new teaching techniques in their classrooms, but students areoften resistant to change and convince new faculty to abandon their ideas for a more traditionalstyle that students are more familiar with. This study looks at the change in attitude of studentstowards a flipped classroom format and the concept of assessment corrections during thesemester. A subset of the students voluntarily completed an anonymous survey approximatelyfive weeks into the course and again at the end of the course.Students were enrolled in a junior-level dynamics course. On the first day of class students wereinformed that the class would be using a flipped format rather
- Conference Session
- New Engineering Educators Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin
- Tagged Divisions
- New Engineering Educators
Techniques.Ms. Petra Nikol, Technische Universit¨at Berlin - Working at the Centre for Continuing Scientific Education and Cooperation at TU Berlin - since 2012: project coordinator of tu wimi plus (a program for the development of change agents to improve the quality of teaching and learning at TU Berlin) Page 26.402.1 c American Society for Engineering Education, 2015 Continuing Education and Training of Academic (Teaching) Staff and (Teaching) Change Agents for Engineering Education: Concept and Program for
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
Paper ID #13481Engineering Bait-and-Switch: K-12 Recruitment Strategies Meet UniversityCurricula and CultureMr. Michael Lachney, Rensselaer Polytechnic Institute Michael Lachney is a PhD candidate in the Science and Technology Studies department at Rensselaer Polytechnic Institute. He studies the design and implementation of educational technologies for STEM teaching and learning.Dr. Dean Nieusma, Rensselaer Polytechnic Institute Dean Nieusma is Associate Professor in Science and Technology Studies and Director of the Programs in Design and Innovation at Rensselaer