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Preparing Your Teaching Portfolio

Conference Session: INVITED PANEL: Preparing your Teaching Portfolio
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology
Tagged Divisions: New Engineering Educators

continualimprovement as a major portfolio theme. Others might choose excellence in a pedagogicalspecialty, such as successful implementation of new technologies for teaching, or in teachingsuccessful laboratories. Ideally, the claims can be related in some way to the portfolio author’steaching story and philosophy. Participants in the panel session that this paper accompanies willleave the session with handouts containing reflective prompts and a framework of claims thatcould be made about their individual teaching. As the author decides what they intend to claimabout their teaching, they should also think about what kinds of evidence they can provide tosupport such claims.The evidence selected for inclusion in a teaching portfolio needs to be carefully

Relevance Score: 1.3343489

Effective Teaching: The Students’ Perspective

Conference Session: Tricks of the Trade I
Collection: 2008 Annual Conference & Exposition
Authors: Adrian Ieta, Murray State University; Thomas Doyle, McMaster University; Arthur Pallone
Tagged Divisions: New Engineering Educators

Professional Engineer of Ontario. He taught at the University of Western Ontario and is currently Assistant Professor at McMaster University, Department of Electrical and Computer Engineering.Art Pallone, Murray State University Art Pallone holds a Ph.D in Applied Physics from the Colorado School of Mines (2000) in Golden, CO USA. He also holds an M.S. in Applied Physics from Indiana University of Pennsylvania (1995) and a B.S. in Aerospace Engineering from the University of Michigan (1991). From 2000 to 2003, he held a Davies Fellows Postdoctoral Teaching and Research appointment cosponsored by the United States Military Academy and the U.S. Army Research Laboratory. He is now an Assistant

Relevance Score: 1.0686958

Working Effectively With Teaching Assistants

Conference Session: Tricks of the Trade II
Collection: 2009 Annual Conference & Exposition
Authors: Edward Gehringer, North Carolina State University
Tagged Divisions: New Engineering Educators

. Ethics and Behavior 10:1 (January 2000), pp. 27–50.[10] McNeill, N., Cox, M., Diefes-Dux, H., Medley, T., and Hayes, J. Development of an instrument to collectpedagogical data from graduate teaching assistants within engineering laboratories. 2008 ASEE Annual Conference.[11] Reges, S. Using undergraduates as teaching assistants at a state university. In Proceedings of the 34th SIGCSETechnical Symposium on Computer Science Education (Reno, Navada, USA, February 19 - 23, 2003). SIGCSE '03.ACM, New York, NY, 103-107. DOI= http://doi.acm.org.www.lib.ncsu.edu:2048/10.1145/611892.611943[12] Gehringer, Edward F. Using independent-study projects in your research, teaching, and service program

Relevance Score: 1.0679353

Teaching with Graduate Teaching Assistants: Tips for Promoting High Performance Instructional Teams

Conference Session: But I'm a Loner! Expanding capability and creativity by examining effective alliances
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley
Tagged Divisions: New Engineering Educators

teaching and learning experience. This paper provides guidelines for working withgraduate teaching assistants by applying the five principles of high-performance engineeringteams described by Jon R. Katzenbach and Douglas K. Smith,1 and adapted by Karl Smith andothers for collaborative learning:2 face-to-face promotive interaction, positive interdependence,group and individual accountability, teamwork skills, and group processing. Perspectives areshared from engineering faculty who work with graduate teaching assistants in lecture,laboratory, and professional skills courses, and consideration is paid to small teams (1-3) andlarge teams (8+) of teaching assistants. Best practices in organization, clarity of expectations,leadership, communication

Relevance Score: 0.9512971

New Instructors Perspectives on Remote Teaching Methods

Conference Session: Perspectives on Engineering Education During COVID-19
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh
Tagged Divisions: New Engineering Educators

received his B.E. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received a Ph.D. from the Electrical and Computer Engineering department of the University of Pittsburgh, in developing optical fiber sensors for monitoring harsh environments. Since 2019, he has been appointed as an Assistant Professor in the same department of the same school. Zaghloul is a recipient of multiple research and teaching awards, and since 2016 he has been appointed to the Postgraduate Research Program at the National Energy Technology Laboratory (NETL) administered through Oak Ridge Institute

Relevance Score: 0.94338894

Multiple Perspectives On Implementing A Team Teaching Model

Conference Session: New Engineering Educators: Off the Beaten Path
Collection: 2007 Annual Conference & Exposition
Authors: Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Michael Gregg, Virginia Tech; Richard Goff, Virginia Tech
Tagged Divisions: New Engineering Educators

AC 2007-1313: MULTIPLE PERSPECTIVES ON IMPLEMENTING ATEAM-TEACHING MODELJenny Lo, Virginia Tech JENNY LO, assistant professor in the Department of Engineering Education at Virginia Tech, has interests in freshman curricula, engineering ethics, increasing diversity of the engineering population, and promoting undergraduate research.Vinod Lohani, Virginia Tech VINOD LOHANI, associate professor in the Department of Engineering Education at Virginia Tech, has research interests related to freshman curricula, predictors of student success, international study, and sustainability.Michael Gregg, Virginia Tech MICHAEL GREGG, associate professor in the Department of Engineering Education at

Relevance Score: 0.9358693

Investigating Students’ Expectations of Instruction in Engineering Laboratory Courses During the COVID-19 Pandemic

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

44.243 0.000 0.52321 0.52593 0.25185 0.79457 Distraction -2.130 70 0.037 -0.18096 0.35701 -0.35043 -0.01149*Means are assumed not to have a statistical difference only when the significance is more than0.05 (p > 0.05)For Study II, the mean scores for students’ responses for the three teaching modes (remote, mixed,and in-person) are calculated for each construct of the Hydraulic Laboratory course as shown inboth Table 6 and Figure 2. When comparing the average scores, in-person mode received thehighest mean scores for each of the constructs. Additionally, the remote mode scored the lowestmeans for interactive, passive, value, positivity, and participation; while the mixed

Relevance Score: 0.8791235

Teaching Labs: The Challenges And Practical Considerations For New Faculty

Conference Session: Tricks of the Trade in Research
Collection: 2006 Annual Conference & Exposition
Authors: Laura Genik, Wayne State University; Craig Somerton, Michigan State University
Tagged Divisions: New Engineering Educators

11.1213.1© American Society for Engineering Education, 2006 Teaching Labs: The Challenges and Practical Considerations for New FacultyIntroductionIt is very common for untenured engineering faculty to be assigned the responsibility forteaching and managing a teaching laboratory in their program. At undergraduate institutions thisis due to the relatively low numbers of faculty in departments, the faculty replacement process,and the desire for the program to update their laboratories. Similar reasons exist atgraduate/research intuitions, but, in addition, we might add the unwillingness of senior faculty tocarry out this task as a reason for the assignment of a new faculty member to this task. Thepurpose

Relevance Score: 0.8349814

Improvement In Learning Experiences By Adopting Student Centered Teaching Practices

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

both sides, and to the fact that not allstudents learn at one single pace nor using one single learning technique.Semester Two: Spring 2014 On day one of the semester, the instructor distributed the updated syllabus which had detailson lectures, topics covered, laboratory experiments, homework assignment schedule, examschedule, and detailed grading policy. He thoroughly explained each aspect of the gradedistribution and elaborated on expectations from the students in the course. This helped himestablish a strong understanding with the students, and he also advised them on how muchadditional time they were required to dedicate in order to be successful in the course. Severalsteps taken by the instructor to improve his teaching techniques

Relevance Score: 0.8180332

Successful Methods And Techniques For Effective Teaching And Class Management

Conference Session: New Engineering Educators: Tricks of the Trade I
Collection: 2007 Annual Conference & Exposition
Authors: Dean Kim, Bradley University
Tagged Divisions: New Engineering Educators

principles which form the basis of the author’s methods for effective teaching arediscussed. Additional topics covered in this paper include using lecture time effectively,conducting a laboratory course, administering assignments and exams, and grading consistentlyand fairly. The effective use of helpers such as homework graders and laboratory teachingassistants is discussed. The author also addresses the use of technology for teaching, specificallywarning about becoming overly reliant on such technology.IntroductionIn today’s university environment, much is expected from professors regarding the education ofstudents. One primary duty and responsibility of the university professor is to teach effectively.Specifically, the engineering professor is to

Relevance Score: 0.81379235

Using Independent Study Projects In Your Research And Teaching Program

Conference Session: New Engineering Educators: Tricks of the Trade I
Collection: 2007 Annual Conference & Exposition
Authors: Edward Gehringer, North Carolina State University
Tagged Divisions: New Engineering Educators

AC 2007-1465: USING INDEPENDENT-STUDY PROJECTS IN YOUR RESEARCHAND TEACHING PROGRAMEdward Gehringer, North Carolina State University Edward F. Gehringer is an associate professor in the Department of Computer Science, North Carolina State University. His research interests include hardware and software support for memory management, architectures for security, object technology, and educational software for collaborative learning. Page 12.1550.1© American Society for Engineering Education, 2007 Session

Relevance Score: 0.80749625

Determining Impact of a Course on Teaching in Engineering

Conference Session: Educating Students for Professional Success
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Robert J. Gustafson, Ohio State University
Tagged Divisions: Graduate Studies, New Engineering Educators, Student

implementation of teaching/learning at the college level; e.g. be knowledgeable of key organizations supporting engineering instruction like ASEE and ABET, general publications in education, and instructional resources; e.g. Ohio State Center for Advancement of Teaching (formerly Office for Faculty and TA Development).Obj. 2 - Students will be aware of the curriculum issues related to engineering education specifically; e.g. accreditation requirements, laboratory development and design instruction.Obj. 3 - Students will be able to recognize the options for types of instructional approaches to engineering materials and have understanding of their appropriate application.Obj. 4 - Students will be able to implement

Relevance Score: 0.8062727

Fostering Excellence in Teaching and Learning in a College of Engineering

Conference Session: Tricks of the Trade II
Collection: 2012 ASEE Annual Conference & Exposition
Authors: W. Vincent Wilding P.E., Brigham Young University; James K. Archibald, Brigham Young University; Paul Richards P.E., Brigham Young University; Steven L. Shumway, Brigham Young University; Brian D Jensen, Brigham Young University
Tagged Divisions: New Engineering Educators

AC 2012-4440: FOSTERING EXCELLENCE IN TEACHING AND LEARN-ING IN A COLLEGE OF ENGINEERINGDr. W. Vincent Wilding P.E., Brigham Young University W. Vincent Wilding is professor of chemical engineering, 1994-present, Brigham Young University. He worked for Wiltec Research Company, Inc., 1985-1994, and has a Ph.D. in chemical engineering, Rice University, 1985, and a B.S. in chemical engineering, Brigham Young University, 1981.Prof. James K. Archibald, Brigham Young University James K. Archibald received a B.S. degree in mathematics from Brigham Young University, Provo, Utah, in 1981, and M.S. and Ph.D. degrees in computer science from the University of Washington, Seattle, in 1983 and 1987, respectively. Since 1987, he

Relevance Score: 0.80304277

In Search Of Teaching Excellence: Tricks Of The Trade

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

college teaching not improve? From Plato’s academy ofthe fifth century B.C. to the research university of today, professors have taught much thesame way, with indifferent results. A few students learn very well, many learn a little,and a few nothing at all. Page 12.867.2What is a better idea? Try learning. Learning is something students do. It requirescompelling problems and well-designed laboratories, studios, workshops, and playingspaces. It demands strenuous efforts and experts to intercede with stories, admonitions,or principles when students fail, as they must, if they are to learn. Most of the learningthat results in the expertise of the practicing

Relevance Score: 0.80228233

Decisions About Teaching: What Factors Do Engineering Faculty Consider?

Conference Session: Best of the NEE
Collection: 2007 Annual Conference & Exposition
Authors: Yi-Min Huang, University of Washington; Jessica Yellin, University of Washington; Jennifer Turns, University of Washington
Tagged Divisions: New Engineering Educators

onespecific example, this participant talked about choosing to teach classes that relate to hisresearch interest and background so that he can optimize both his teaching and researchinterests. “…the courses I tend to choose to teach are courses that are related to my background, related to my interest, either laboratory or hands-on. The senior-level course is a new course that I had developed, the one I teach in spring, and that was based on my interests -- started out as just materials, and gradually evolved toward the role of materials in construction and constructability, and so the senior course I teach is on reinforced concrete construction, and we talk about constructability issues, not just how

Relevance Score: 0.8015219

LEARNING HOW TO LEARN AND TEACH: MENTOR AND MENTEE TEAM

Conference Session: Training and Support for NEEs
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Vishwas Narayan Bedekar, University of Arkansas; John DUPE Lee, University of Arkansas; Douglas E. Spearot, University of Arkansas
Tagged Divisions: New Engineering Educators

fresh Ph.D. graduate has a lot ofhands-on experience in research and experiments or simulations; however, a fresh graduate hasvery little exposure to the fundamentals of teaching. To become a successful tenure-track faculty,a new professor needs to provide excellent teaching, groundbreaking research and outstandingservice to the department/university. Through Ph.D. level research the candidate learns to be asuccessful researcher by building laboratory experiments, performing simulations and publishingarticles in top-notch journals. An aspiring tenure track faculty candidate has the right motivationto provide outstanding service to the university by serving on thesis committees, taking activepart in faculty meetings, bringing in new ideas and

Relevance Score: 0.8015219

How can we Help Faculty Balance Between Teaching and Scholarly Activities?

Conference Session: New Faculty Development
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University
Tagged Divisions: New Engineering Educators

to highlight successes within the department. Chairs are to rethink performance rewards18. c. The College-wide Spring Forum focused on teaching effectiveness. d. The College of Engineering Professor of the Year Award will highlight the integration of teaching and research.The COEN will also continue to work on making positive changes in the personnel and placecategories, which require long-term plans and a considerable amount of funding. Progress hasbeen made since the administration of this survey in acquiring new funding for generalengineering instructor, professional advisor, and GA positions. Renovations are underway toenhance existing research and teaching laboratories, and space requests and plans

Relevance Score: 0.80076146

Effective And Efficient Pedagogical Techniques

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

2006-1168: EFFECTIVE AND EFFICIENT PEDAGOGICAL TECHNIQUESJohn Marshall, University of Southern MaineJune Marshall, St. Joseph's College JUNE MARSHALL received her doctorate from North Carolina State University and is Director of Education at St. Joseph’s College in Maine. Her specialization is learning strategies focusing specifically in cooperative leaning and character education. Page 11.514.1© American Society for Engineering Education, 2006 Effective and Efficient Pedagogical TechniquesThe purpose of this paper is to identify and describe teaching tools and techniques thatwill help new faculty

Relevance Score: 0.73589563

Low-Barrier Strategies to Increase Student-Centered Learning

Conference Session: Enhancing Teaching and Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University
Tagged Divisions: New Engineering Educators

addition to hands-on skills, students gained confidence to participate in research and anappreciation for interacting with and learning from peers. Finally, responses with respect toGSTT performance indicated a perceived emphasis on a learner-centered andknowledge/community-centered approaches over assessment-centeredness [13].Overall, student feedback indicated that SCL teaching strategies can enhance student learningoutcomes and experience, even over the short timeframe of this module. Studentrecommendations for module improvement focused primarily on modifying the lecture contentand laboratory component of the module, and not on changing the teaching strategies employed.The success of this module exemplifies how instructors can implement

Relevance Score: 0.7351352

A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

Conference Session: Perspectives on Engineering Education During COVID-19
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

National Energy Technology Laboratory (NETL) administered through Oak Ridge Institute for Science and Education (ORISE). American c Society for Engineering Education, 2021 A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19AbstractAfter the outbreak of the coronavirus in early 2020, most educational institutions worldwide hadto rapidly switch to online learning as a precautionary measure. The sudden change in the teachingstyle had left both the instructors and the students with a lot to do in just a short period of time.Many challenges and obstacles in the new learning environment hindered the

Relevance Score: 0.67273617

Showcasing And Supporting Engineering Faculty Engaged In Teaching Innovation Through A New Symposium

Conference Session: Mentoring and Development of New Faculty
Collection: 2010 Annual Conference & Exposition
Authors: Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering
Tagged Divisions: New Engineering Educators

AC 2010-328: SHOWCASING AND SUPPORTING ENGINEERING FACULTYENGAGED IN TEACHING INNOVATION THROUGH A NEW SYMPOSIUMElizabeth Cady, National Academy of EngineeringNorman Fortenberry, National Academy of Engineering Page 15.1064.1© American Society for Engineering Education, 2010 Showcasing and Supporting Engineering Faculty Engaged in Teaching Innovation through a New SymposiumIn spring 2009, the National Academy of Engineering (NAE) received funding from theO’Donnell Foundation in order to strengthen the engineering and innovation capacity of thenation by catalyzing a vibrant community of emerging engineering education leaders. The NAEchose to

Relevance Score: 0.67173713

Integrating Civility into the Classroom: Practicing and Teaching Civility to Prepare Students for Career Success

Conference Session: Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Ralph Ocon, Purdue University Calumet
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

example.Civility Assignment Features/Author’s (Civility) BehaviorComponentFairness The instructor can talk/teach about the importance of civility in a leadership role.Pay Attention The instructor can show interest in the student discussions.Constructive The instructor can provide positive feedback during the studentFeedback discussions.Values Ideas The instructor can express appreciation to the class for their diverse ideas and solutions.3. Laboratory Work: For courses involving laboratory work, instructors can encourage studentsto contribute ideas on how to improve lab safety. Table 12 provides an example of the potentialComponents of Civility

Relevance Score: 0.6705853

The Development of a Teaching Assistant Training Program in Applied Science: Design and Implementation

Conference Session: Lessons for New Engineering Educators
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Faizal Karim, University of British Columbia
Tagged Divisions: New Engineering Educators

AC 2011-2569: THE DEVELOPMENT OF A TEACHING ASSISTANT TRAIN-ING PROGRAM IN APPLIED SCIENCE: DESIGN AND IMPLEMENTA-TIONFaizal Karim, UBC Faculty of Applied Science Page 22.1439.1 c American Society for Engineering Education, 2011The Development of a Teaching Assistant Training Program in Applied Science: Design and Implementation Page 22.1439.2IntroductionTeaching Assistants (TAs) make an important contribution to teaching and learning at theuniversity while they develop competencies and skills relevant to their professional lives. Inrecognition of this, the Faculty of

Relevance Score: 0.67021626

Techniques from Workshops on Teaching: Implementing the Concepts and Evaluating Our Approaches

Conference Session: Tricks of the Trade in Teaching II
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College
Tagged Divisions: New Engineering Educators

AC 2011-1252: TECHNIQUES FROM WORKSHOPS ON TEACHING: IM-PLEMENTING THE CONCEPTS AND EVALUATING OUR APPROACHESMichael Foster, George Fox University Michael Foster received a B.S. in engineering from Messiah College and M.S. and Ph.D degrees in me- chanical engineering from Drexel University. He is currently an Assistant Professor of Mechanical En- gineering at George Fox University. His research interests include control systems education and ther- mal/fluid science applications.Justin R. Vander Werff, Dordt College Justin Vander Werff joined Dordt’s engineering faculty in the summer of 2008. He is a licensed pro- fessional engineer (P.E.) in Iowa, Idaho, Indiana, and Missouri. He has taught Structural Analysis, Soil

Relevance Score: 0.6695099

Problem, Project, Inquiry, Or Subject Based Pedagogies: What To Do?

Conference Session: Tricks of the Trade for Teaching II
Collection: 2006 Annual Conference & Exposition
Authors: David Malicky, University of San Diego; Ming Huang, University of San Diego; Susan Lord, University of San Diego
Tagged Divisions: New Engineering Educators

education,” Proceedings of the 2002 ASEE Conference, 2002. http://www.asee.org/about/events/conferences/search.cfm10. Prince, M. J. and R. M. Felder, “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases,” to appear in Journal of Engineering Education, 2006.11. Kanter, D. E., Smith, H. D., McKeenna, A., Rieger, C., and R. A. Linsenmeier, “Inquiry-based laboratory instruction throws out the “cookbook” and improves learning,” Proceedings of the 2003 ASEE Conference, 2003. http://www.asee.org/about/events/conferences/search.cfm12. National Research Council, How People Learn: Brain, Mind, Experience, and School. National Academies Press, 2000a. http://www.nap.edu

Relevance Score: 0.65430695

Progressive Use of Active Learning in Electrical Engineering Courses

Conference Session: NEE 1 - Innovative Teaching & Learning Strategies
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ahmed Dallal, University of Pittsburgh; Renee M. Clark, University of Pittsburgh
Tagged Divisions: New Engineering Educators

and addressed student difficulties in ways that areeffective and generally enjoyed by the students. Additionally, an active learning workshop in thesummer of 2018 motivated me to use more involved active-learning techniques, including theflipped classroom and inductive learning. Consequently, I flipped the last two modules of anelectronic design laboratory in the summer as well as a signal processing lab in the fall of 2018.The effectiveness of these advanced techniques was formally assessed by comparing student workbefore and after the implementations, and these preliminary results will be discussed. Surveys andinterviews were used to measure student perceptions of the teaching techniques, and these resultswill also be discussed, with

Relevance Score: 0.6522898

Graduate Students As Co Instructors For An Undergraduate Course: Implementation And Assessment

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

through the stimulation and motivationof students [1]. Accordingly, it makes sense that those selected to teach undergraduatestudents should be trained properly for this function. Unfortunately, while mostcandidates applying for openings have little teaching experience, the institutions that arelooking to hire prospective faculty expect their candidates to be “teaching ready”[2].Adding to this problem is that the teaching experience that graduate students receive isquite different across the nation. For example, some graduate students are just used tograde homework and examinations, while others run homework recitations and a thirdgroup handles the laboratory. All of these experiences are quite unique and, at somelevel, a newly-hired faculty

Relevance Score: 0.6484708

Tips for Succeeding as a New Engineering Assistant Professor

Conference Session: Tricks of the Trade in Teaching I
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver
Tagged Divisions: New Engineering Educators

experience and training,engineering faculty must depend on help from teaching workshops and other universityprograms. Another strategy to help overcome this lack of experience is reaching out to seniorfaculty members for mentorship. Typically, senior faculty will be able to provide guidance notjust with teaching and course development but also with student advising, grant writing andsubmission, service on department and university level committees as well as other importantfocus areas of a tenure-track faculty member. Many departments and universities haveestablished programs in which junior faculty members are paired with senior faculty. They meeton a regular basis to monitor progress of the junior faculty and help answer any questions thejunior