Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

Paper ID #20572Time Management for Faculty: A Framework for Intentional Productivityand Well-BeingDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests in- clude teaching and learning innovations, faculty and organizational development, environmental systems analysis, and applied optimization. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Paper ID #18314A Model Workshop for Helping New Faculty Engage Students in the STEMClassroomDr. Clifton B. Farnsworth, Brigham Young University Clifton Farnsworth received B.S. and M.S. degrees in civil engineering from Brigham Young University and a Ph.D. in civil engineering from the University of Utah. He worked as a geotechnical engineer for eight years with the Utah Department of Transportation, spent three years as an Assistant Professor of civil engineering at The University of Texas at Tyler, and has a current appointment as an Assistant Professor of construction and facilities management at Brigham Young

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

ratiosvaried from a high of 135 to a low of 64 with an average value of approximately 98. Figure 1. Two examples of OU student beams from the early semester iteration (a) I beam with 2x8 web and plywood flanges and (b) I beam with 2x8 web, 2x4 top flange, and 2x4 and plywood bottom flangeFigure 2. Examples of OU student beams from the late semester iteration (a) box beam with 2x8flanges and plywood webs, (b) I beam with double 2x8 webs and 2x8 flanges (beam with highest load to weight ratio), and (c) box beam with 2x8 flanges and OSB websFollowing each iteration of the project, the students at OU were asked to complete a short surveyassessing the project. Each question allowed for responses on a five

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

Proceedings. Seattle, WA.Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505–532.Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, Ill.Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. New York: Cambridge University Press.Lottero-Perdue, P. S., & Fifield, S. (2010). A conceptual framework for higher education faculty mentoring. In L. B. Nilson (Ed.), To Improve the Academy (pp. 37–62).McGuire, G. M., & Reger, J. (2003). Feminist co-mentoring: A model for academic professional development. National Women’s Studies Association Journal, 15(1), 54–72.Pawley, A

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, Southeast Missouri State University; Neal A Lewis, University of New Haven

Tagged Divisions

New Engineering Educators

at nearly the sametime, it suggests collaboration. Figure 4 shows an example of checking IP addresses afterfinding that two students had turned in the same Excel file to document their work on an exam.Student A’s name turned up in the file properties of both Excel files. Student B admitted thecollusion when confronted with identical files and the suspicious IP logs. Both students failedthe exam, Student B earned a D and had to repeat it while Student A earned a C instead of an A. Figure 4 Sample of IP Address Logs Suggesting Exam CollusionFigure 5 shows another example of IP address logs that demonstrated exam collusion by twostudents and also the use of unauthorized aids. These two students came under suspicion afterturning

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Terri L. Lovins, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

. Cynthia J. Atman, University of Washington Cynthia J. Atman is the founding director of the Center for Engineering Learning & Teaching (CELT), a professor in Human Centered Design & Engineering, and the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair at the University of Washington. Dr. Atman is co-director of the Consortium to Promote Reflection in Engineering Education (CPREE), funded by the Leona M. and Harry B. Helmsley Charitable Trust. Her research focuses on engineering design learning, considering context in engineering design, and the use of reflection to support learning. c American Society for Engineering Education, 2017

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

HW 5 HW 8Assessment … … … … … … … …Section A 3.93 … 3.38 … 2.93 … 2.86 … 3.30 0.25 … 1.10 … 1.43 … 1.34 … 1.48Section B 3.71 … 3.89 … 2.67 … 2.99 … 3.13 0.75 … 0.65 … 1.54 … 1.49 … 1.65Section C 3.81 … 1.54 … 2.56 … 2.28 … 2.83 0.61 … 0.73 … 1.44 … 1.42 … 1.80Section D 3.75 … 1.86 … 2.36 … 2.87 … 3.11 0.47 … 0.91 … 1.59 … 1.18 … 1.65Section E 3.71 … 1.91 … 2.57 … 2.57 … 2.66 0.81 … 0.99 … 1.46 … 1.29 … 1.82Section F 3.74 … 2.60 … 2.31 … 2.44 … 2.48

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

-Bass.6. Hahn, L.D. and C. Migotsky, Formative Classroom Observations for New Faculty. ASEE Conferences: Seattle, Washington.7. Furtak, E.M. My Writing Productivity Pipeline. 2016. 2017.8. Boice, R., Advice for New Faculty Members: Nihil Nimus. 2000, Needham Heights, MA: Allyn & Bacon.9. Allen, D., Getting Things Done: The Art of Stress-Free Productivity. 2001: Penguin Group.Appendix – SurveyDemographics 1. What is your current title? a. Lecturer b. Assistant Professor c. Associate Professor d. Professor e. Other 2. What is your tenure status? a. Tenure-track (or equivalent) b. Tenured (or equivalent) c. Non-tenure-track 3. If applicable, how many

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

Roles. In J. C. Smart (Ed.), Higher Education (pp. 397–456). Springer Netherlands. Retrieved from http://link.springer.com/chapter/10.1007/1-4020-4512-3_8 3. Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364 4. Jazvac‐Martek, M. (2009). Oscillating role identities: the academic experiences of education doctoral students. Innovations in Education and Teaching International, 46(3), 253–264. https://doi.org/10.1080/14703290903068862 5. Allen, T. D., & Eby, L. T. (2011). The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

New Engineering Educators

Press, 2007).5. Freeman, S. et al. Active learning increases student performance in science, engineering, and mathematics. PNAS Early Ed. (2014). doi:10.1073/pnas.13190301116. Hake, R. R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys. 66, 64–74 (1998).7. Hora, M. T., Ferrare, J. & Oleson, A. Findings from classroom observations of 58 math and science faculty. Madison WI Univ. Wis.-Madison Wis. Cent. Educ. Res. (2012).8. Fiore, L. & Rosenquest, B. Shifting the culture of higher education: Influences on students, teachers, and pedagogy. Theory Pract. 49, 14–20 (2009).9. Hjalmarson, M. et al. Developing interactive teaching

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaela M Martin, Embry-Riddle Aeronautical University, Prescott; Dina M. Battaglia, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

New Engineering Educators

assignmentthey want to complete, and a new page shows the questions similar to Figure 2. Students clickthe “Respond” button to record their response before proceeding to the next question. If studentsare unhappy with the first recorded response, they can re-record their response as many times asthey wish before submitting the assignment. (a) (b) Figure 2. Recap Student View (a) and Sample Question (b).At the end of the semester, students were asked to fill out a four-question survey. The questionsincluded “How much did the use of Recap help increase your understanding of the coursematerial?”, “For daily quizzes, what ratio of Recap quizzes to Canvas quizzes would youprefer?”, “Would you recommend other professors

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

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

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

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

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

for removal of emerging contaminants during water and wastewater treatment. At CalPoly, she works with both civil and environmental engineering undergraduate students to to expand her research into application of wastewater reuse for agricultural applications, as well as effective storm water management via Low Impact Development techniques. Before Cal Poly, Dr. Oulton was a consulting engineer at Cannon in San Luis Obispo, where her projects included the Guadalupe Restoration Project, storm water management for Diablo Canyon Nuclear Power Plant, water management and wastewater treatment projects for local municipalities, and pollution control design for numerous development and remediation projects throughout

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Donna M. Riley, Virginia Tech

Tagged Divisions

New Engineering Educators

Research Association Annual Meeting, Chicago, IL.13. Arreola, R. A. (1995). Developing a Comprehensive Faculty Evaluation System, San Fransico, CA: Jossey-Bass.14. Theall, M. and Arreola, R. A. (2006). “The Meta-Profession of Teaching,” Thriving in Academe, Vol. 22, No. 5, pp. 5-8.15. Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Indiana University Press.16. Whittaker, J. A., & Montgomery, B. L. (2014). Cultivating institutional transformation and sustainable STEM diversity in higher education through integrative faculty development. Innovative Higher Education, 39(4), 263-275.17. Gardner, S. K. (2008

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

Paper ID #18387Training and Development for Faculty New to Teaching and AcademiaLt. Col. Clint Armani PhD, Unites States Air Force Academy Lt Col Clint Armani is an assistant professor of mathematical sciences at the United States Air Force Academy. In previous assignments, he served as the commander of a test and evaluation squadron, flight test engineer and mechanical engineer. Lt Col Armani received a BS in Mechanical Engineering from the University of Arkansas, a MS in Mechanical Engineering from Purdue University, and a PhD in Aeronautical Engineering from the Air Force Institute of Technology. He is also a graduate of

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Laura J Dietz, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators

Paper ID #18302Mid-Career Change: Benefits and challenges of leaving industry for academiaDr. Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown Dr. Shannon Parks is a registered Professional Engineer with 20 years of broad-based experience in the water resources and environmental engineering fields. She holds a Bachelor of Science Degree in Civil Engineering from the Pennsylvania State University and a Masters of Science and doctoral degree in Civil & Environmental Engineering from Carnegie Mellon University. She is currently teaching water resources and environmental engineering at University of

Conference Session

Technology for Faculty Development and Classroom Management

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

New Engineering Educators

University of Alabama at Birmingham where his research was on immersive virtual learning envi- ronments for educational training purposes. Furthermore, Dr. Webster has received various professional certifications from the American Society of Mechanical Engineers, SolidWorks Corporation, the Project Management Institute, and NACE International. c American Society for Engineering Education, 2017 The Paperless First Year ProfessorAbstract:This paper presents the experience of creating and adopting a paperless curriculumframework for a first year visiting assistant professor. The professor utilized a learningmanagement system (LMS) and internet-based applications exclusively inside a

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

Evaluation AbstractSelf-assessment has many advantages for student learning. By inducing students to thinkabout their own learning, it encourages metacognitive practices that deepen learning. Ithelps them to gain perspective, by thinking about how assignments fit into the context oftheir education. By itself, self-assessment is a useful formative exercise. While self-assessment is not reliable when students do not understand the material well, it ispossible to combine it with peer assessment or instructor assessment to derive validgrades. There are several approaches to including a self-assessment component in astudent’s grade, on the basis that accurate self-assessment itself demonstrates learninggains. The

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gilbert C. Brunnhoeffer III, Roger Williams University

Tagged Divisions

New Engineering Educators

! AbstractHomework accomplishes little or nothing. The few student who do complete it benefit but theoverwhelming majority copy (incorrectly often) their classmates’ efforts and think they can buildup a cushion to pass the course. There is a better way – announced quizzes. That is, suggestsome problems that demonstrate the principles taught in the course then give 10-15 minutequizzes frequently (about thirty (30) times a semester) with increasing point value every week.If the quizzes exactly mirror the “suggested problems” the instructor and the student have a goodmeasure of learning and mastery of the subject material.The task and the joy of teaching is to transfer knowledge from the teacher to the student. At itsbest this transfer involves a knowledgeable