Displaying all 17 results
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kurt M. DeGoede, Elizabethtown College
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- New Engineering Educators
Metacognition," in ASEE Annual conference and Exposition, New Orleans, LA, 2016.[15] K. J. Chew, H. L. Chen, B. Rieken, A. Turpin and S. Sheppard, "Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self- Regulated Learning," in ASEE Annaul conference and Exposition, New Orleans, LA, 2016.[16] K. DeGoede, "Competency-Based Assessment in Dynamics," in ASEE Annual Conference and Exposition, Salt Lake City, UT, 2018.[17] Instructure, "Canvas Home," 2020. [Online]. Available: https://www.instructure.com/canvas/. [Accessed 16 March 2020].
- Conference Session
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mariana Silva, University of Illinois at Urbana-Champaign; Eric G. Shaffer, University of Illinois at Urbana-Champaign; Nicolas Nytko, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign
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indicative of lower performance. Students targeted as at-risk may need more studying resources and help in order to achieve a higher grade.Early predictions using a trained modelThis computer science course uses computerized homework assignments and quizzes. For thehomework, students have one week to complete the assignment to obtain full credit. Thebi-weekly quizzes are administered in a proctored computer-based testing facility, where studentsare free to reserve their 50-minute slot at any time over a period of 4 days. For each assessment,the instructor has access to the following information: (a) the day the student first opens thehomework, or schedules the quiz, (b) the time duration to complete the assessment, and (c) thescore. Since
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette
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- New Engineering Educators
what abstractions and data representations will best help develop an automated solution is a key part of Computational thinking.[14] Computational thinking has evolved from designing software to formulating problems so that their solutions can be expressed as Denning (2017) computational steps. [5] Computational thinking is defined as a universal attitude and skill Voogt (2015) set that includes decomposition, abstraction, algorithmic thinking and pattern matching, and programming.[17]b) Learning of Computational ThinkingProgramming activities are an effective factor in developing Computational Thinking skills.Also, both cognitive aspects and practice must be taken into consideration to
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Randy Hugh Brooks, Texas A&M University
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- New Engineering Educators
., MIT, Cambridge, MA, 2007.[3] S. Bante, and E. Hilton, and K. Talley, and K. Shryock, and J. Linsey, and T. Hammond, “Board 65: Changing Homework Achievement with Mechanix Pedagogy,” in 2019 ASEE Annual Conference & Exposition, Tampa, Florida, June 2019. https://peer.asee.org/32398[4] B. Williford, and M. Runyon, and J. Cherian, and W. Li, and J. Linsey, and T. Hammond, “A Framework for Motivating Sketching Practice with Sketch-based Gameplay,” in Chi Play ’19, Barcelona, Spain, October 22-25, 2019. doi: 10.1145/3311350.3347175.[5] R. Brooks, and J. Koh, and S. Polsley, and T. Hammond, “Score Improvement Distribution When Using Sketch Recognition Software (Mechanix) as a Tutor: Assessment
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- Julie P. Martin, Ohio State University
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- New Engineering Educators
program officers. Intentionally building a support network for writing willundoubtedly help you throughout your academic career. Happy writing!References[1] J. P. Martin, “Demystifying the NSF CAREER Program: Tips from a Program Officer.” Dec-2018.[2] T. Sussex, “How to Create a Mission and Vision Statement for Your Career,” Aug-2015. [Online]. Available: https://www.liquidplanner.com/blog/how-to-create-a-personal- mission-and-vision-statement-for-your-career/.[3] W. B. Boggs, “Create a Career Vision,” Quality Progress, vol. 30, no. 5. pp. 33–36, 1997.[4] J. Martin, “CAREER: Influence of Social Capital on Under-Represented Engineering Students’ Academic and Career Decisions,” 2010.[5
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- David Gau, University of Pittsburgh; Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh
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- Diversity
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- New Engineering Educators
thefuture faculty. We also intend to engage with local institutions to develop larger-scale and inter-institution future faculty development programs; hence, creating a better culture and strongernetwork for underrepresented future faculty.References[1] E. L. Anderson, K. L. Williams, L. Ponjuan, and H. Frierson, “The 2018 Status Report onEngineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering,”Association of Public & Land-grant Universities: Washington, DC, 2018.[2] M. Gumpertz, R. Durodoye, E. Griffith, and A. Wilson, “Retention and Promotion of Womenand Underrepresented Minority Faculty in Science and Engineering at Four Large Land GrantInstitutions,” PLoS ONE 12(11): e0187285, 2017.[3] J. A. Whittaker, B. L
- Conference Session
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington
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- New Engineering Educators
the seminar, and present one keytakeaway of their experience.” Finally, during our third round of analysis the research team cameto a consensus about the four student portraits we wanted to highlight in our findings by: a)synthesizing our analysis of interviews, portraits, and artifacts; b) engaging with existingresearch in engineering education and visual notetaking; and c) reflecting on our collectiveexperience in the seminar. To ensure trustworthiness of our work [21], we engaged in peerscrutiny among other education researchers and engineering educator.Positionality statementQualitative research and analysis are inherently personal [22], [23]. Our prior experiences andlenses informed the way we designed and offered the seminar, our
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Nathan John Washuta P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Patrick Bass, The Citadel; Jason Howison, The Citadel; James Righter, The Citadel
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Paper ID #30517Using Course Workbooks as a Classroom SupplementDr. Nathan John Washuta P.E., The Citadel Dr. Nathan Washuta is an Assistant Professor in the Department of Mechanical Engineering at The Citadel in Charleston, SC. He received both his B.S. and Ph.D. in Mechanical Engineering from The University of Maryland – College Park. His primary research interests include Hydrodynamics, Turbulence, and Experimental Methods.Dr. Robert J. Rabb P.E., The Citadel Robert Rabb is a professor and the Mechanical Engineering Program Director at The Citadel. He previ- ously taught mechanical engineering at the United States
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut
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- New Engineering Educators
students over what theylearn and how, while also decreasing time spent on higher quality evaluation. Specifications grading, an evolution of contract grading [1], is a novel grading approachintroduced by Nilson [2] designed to help motivate students to focus on learning rather thanfeeling the need to obsessively count points. In a specifications grading approach, facultyprovide clear specifications of what is required to earn a given grade in the class. Rather thanbasing grades on point totals or a weighting system, students are given the option to completespecific assignments or bundles of assignments that link to a specified grade. Each assignment isgraded on a pass/fail basis where passing is typically defined as B or B+ level work
- Conference Session
- New Engineering Educators 4: Tips and Tools
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- 2020 ASEE Virtual Annual Conference Content Access
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- Ivan Detchev, University of Calgary; Elena Rangelova, University of Calgary; Sheng Lun (Christine) Cao, University of Calgary
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- New Engineering Educators
ongroup formation and other aspects of team work. An example of such a tool is theComprehensive Assessment of Team Member Effectiveness (CATME) [14]. Also, the authorswould like to investigate other existing observation protocols such as COPUS, which stands forClassroom Observation Protocol for Undergraduate STEM (i.e., post-secondary science,technology, engineering, and mathematics courses) [15].References[1] B. S. Bloom, “Taxonomy of educational objectives,” 1956, Accessed: Oct. 01, 2019. [Online]. Available: http://agris.fao.org/agris-search/search.do?recordID=US201300633852.[2] D. R. Krathwohl, “A Revision of Bloom’s Taxonomy: An Overview,” Theory Into Practice, vol. 41, no. 4, pp. 212–218, Nov. 2002, doi: 10.1207/s15430421tip4104_2.[3
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
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- New Engineering Educators
on timeliness, effort and completeness for up to 60% credit. An additional 10% will be earned for accurate initial attempts. A problem missing any sections (see Appendix A), appropriate diagrams, or a good faith effort at the solution in the required homework format, even with a correct answer, may receive no credit. • Each solution attempt must follow the format, including a figure and an answer. • All problems in a homework set must be uploaded in a single PDF document. PDFs may be created using personal scanners, smartphone scanning apps or the document scanners at the library. • The first page must be a complete initial attempt coversheet (Appendix B).2. Self-Assessment: The student will self-assess their
- Conference Session
- New Engineering Educators 1: Learning Aids
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign
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- Diversity
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- New Engineering Educators
anonymous or used a personal gmail address to sign in.Considering students who used the system at least once, a linear regression found a statisticallysignificant effect (p < 0.04, n=231) where minutes-viewed predicted the student’s course totalscore: Students who watched at least 2000 minutes (equivalent to 40 lectures, each 50 minutes)were predicted to increase their course total by 2.4 absolute points on a 100-point scale, i.e.approximately one letter grade improvement (e.g. B to B+). This linear regression is illustrated infig. 2 (upper line).ClassTranscribe was used in a supplemental manner, and many students were capable ofachieving high scores without it (for example, review the prevalence of high scores near theupper-left area of
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
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- Diversity
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- 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
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Derek Breid, Saint Vincent College; Tara Gupte Wilson, Ohio State University; Ann D. Christy P.E., Ohio State University
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- 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
- New Engineering Educators 2: Success In and Out of the Classroom
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University
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- Diversity
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- 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
- New Engineering Educators 1: Learning Aids
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- 2020 ASEE Virtual Annual Conference Content Access
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- Edward F. Gehringer, North Carolina State University
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- New Engineering Educators
Your Students AbstractEngineering educators tend to prefer small classes. However, rising enrollments and decliningper-student funding make large classes a reality in many programs. But look on the bright side.Large classes offer many opportunities that small classes do not. If you are prepared to takeadvantage of them, you can make large classes work to advantage for yourself and yourstudents. This paper considers the perceived handicaps of large courses, and contrasts themwith a large number of potential benefits, both to students and faculty.Keywords: large classes, active learning, cooperative learning, assessment, teaching assistants,independent study1. IntroductionHard numbers are difficult
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Mussulman, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Jennifer R. Amos, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Karle Flanagan, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign; Natalia Ozymko, University of Illinois at Urbana-Champaign; Rittika Adhikari, University of Illinois at Urbana-Champaign; Jacqueline Osborn, University of Illinois at Urbana-Champaign
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Paper ID #30475Measuring impact: Student and instructor experience using an online queueDavid Mussulman, University of Illinois at Urbana - Champaign Dave is an Instructional Technology Facilitator with the University of Illinois at Urbana-Champaign’s Engineering IT Shared Services. He helps instructors select and integrate technologies into their courses to enhance student learning and improve course administration.Prof. Karin Jensen, University of Illinois at Urbana - Champaign Karin Jensen, Ph.D. is a Teaching Assistant Professor in bioengineering at the University of Illinois at Urbana-Champaign. Her research