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Displaying all 4 results

Writing Good Reflection Questions: Testing Brookfield’s Critical Incident Questionnaires' Effectiveness in Improving Student Learning

Conference Session
New Engineering Educators 2: Success In and Out of the Classroom
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
Paper ID #31697Writing Good Reflection Questions: Testing Brookfield’s criticalincident questionnaires effectiveness in improving student learningDr. Elizabeth Payne Tofte, South Dakota State University Education: PhD, University of Edinburgh, Scotland. I am currently an Assistant Professor of Landscape Architecture for the School of Design at South Dakota State University, specializing in Scholarship of Teaching and Learning in interdisciplinary learning environments.Dr. Albena Yuliyanova Yordanova, South Dakota State University Education: University of Northern Iowa, Cedar Falls, Iowa; Doctor of Technology with emphasis in
Relevance Score: 2.2367055

Implementation of a Future Faculty Development Program: Impact and Evaluation of Years 1 & 2

Conference Session
New Engineering Educators 2: Success In and Out of the Classroom
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
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
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
asked each participant to provide feedback on the usefulness of each of thesessions during the program. Survey data using a 5-point Likert scale rating each session as notat all useful to extremely useful is depicted in Figure 2. As Figure 2 denotes, participants deemedthe Faculty Panel most useful. As a caveat, we note that this may not necessarily reflect interestor lack thereof in a topic but may reflect how the topic was delivered.Figure 2. Usefulness of each session during the program.Overall impact of program on future career choiceA content analysis of participants’ perception of the overall impact of the program on their futurecareer choice showed the most frequent response to be motivation (summarized in Table 5). Asdefined in Table 3
Relevance Score: 0.009482145

Fantastic Cheats: Where and How to Find Them? How to Tackle Them?

Conference Session
New Engineering Educators 3 - Grading: Grate or Great
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
more severe. Onecurrent type of violation is contract cheating, first coined by Lancaster and Clarke in 2006, whichinvolves paying a third-party to complete an assignment instead of the student enrolled in theclass [4]. Some researchers have even discovered “ghost students,” in which a fee is paid foranother person or company to enroll in an online course for an entire semester on behalf ofsomeone else [5]. Even though contract cheating and ghost-students are extremely severeviolations because of the awareness of the deviousness of the act, the underlying motivations forthese types of violations often reflect the same causes as other forms of academic integrityviolations [4].Students have cited a variety of motivations for engaging in academic
Relevance Score: 0.0067048892

Improving Student Accessibility, Equity, Course Performance, and Lab Skills: How Introduction of ClassTranscribe is Changing Engineering Education at the University of Illinois

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
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
students to reflect on how useful ClassTranscribe was for learning, preparing examsand working on assignments. Students reported favorable and similar utility in all threecategories (see the Lickert results presented in Fig. 5). Only one respondent chose “Not at alluseful.” Figure 5. Survey responses to the utility of ClassTranscribe for learning, preparing for exams and working on assignments in a bioengineering sophomore required laboratory course. Note for comparative visualization purposes, we conservatively represent “moderately useful” as a neutral response.These results are congruent with the survey results from earlier surveys in ECE and CS coursesthat have larger sample sizes which we report in the next section.The
Relevance Score: 0.005747048