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

Paper ID #18388Understanding Reflection Activities BroadlyDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education.Kathryn Elizabeth Shroyer, University of WashingtonMs. Terri L. Lovins, University of WashingtonDr

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

rulesOne element that we believe helps us at different times in the year (especially when things getbusy) is a set of ground rules that we created as a group. From the onset of starting our virtualcommunity of practice, we thought it was important to establish a structure to ensure that eachmember of our community was accountable and prioritized their participation in the weeklymeetings. To create this structure, we co-constructed a set of rules of conduct and operatingprocedures. These rules include:  information on reflections that we would complete as part of our participation  the platform we would use for meetings  how we would develop an agenda for the meeting  when/how it would be determined if a meeting needed

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

and effort to high priorityactivities that require both immediate and sustained, long-term attention. Another goal of thistime management framework is supporting one’s well-being, which can often be neglected. ThePRIDE framework for time management consists of five components: Priorities, Reflection,Implementation, Deadlines, and Emotions. These five components are considered when makingdecisions about individual tasks and setting plans for each day, week, or semester, or for acomplex project.The audience of this paper includes new faculty, faculty at all experience levels who are lookingto tune-up their time management practices, and faculty who have assumed additionaladministrative roles.Introduction and BackgroundTime management is as

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

intersecting theories that lend themselves well to strategies for the “careand keeping” of graduate students. By considering the processes and mechanisms by whichgraduate students develop, faculty members can reform or revise their leadership practices(formally and informally) to better meet the needs of graduate students at various stages in theiracademic careers. Although these theories may seem disparate, they intersect and overlap in anacademic research group context. As we lead the attendees of this interactive panel workshopthrough the following activities, we ask them to reflect on how these theories impact how theymake decisions for their research group and how theory-guided decisions might help themimprove or plan for effective and productive

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

required students to question and analyze assumptions inherent in the technicalmaterial (Lynch & Wolcott, 2001). Other questions required a reflective response thatchallenged students to express and support an opinion in a brief essay-style format (Ralston &Bays, 2010; Romkey & Cheng, 2009; Schafersman, 1991).The SGMA questions on the midterm(s) and final exams were designed to not only promptcritical thinking, but also to review material previously covered and address the full range ofBloom’s Taxonomy (Brown, Roediger, & McDaniel, 2014). They were designed to allowstudents still working on mastery of more fundamental levels of the hierarchy to be able torespond while also presenting a critical thinking challenge for more adept

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

students’ engineering designs.Other research has focused on teachers’ ability to notice and respond to student thinking inengineering. Mangiante & Moore (2016) investigated what pre-service teachers (i.e.undergraduate students studying education) new to engineering attended, analyzed, andresponded to when working with fourth grade students during engineering activities. The authorsanalyzed written reflections from the pre-service teachers and assessed their attention to threedisciplinary practices—defining the engineering problem, designing solutions, and optimizingsolutions (NGSS Lead States, 2013)—as having a low, medium, or high focus on studentthinking. The authors found that the pre-service teachers had more sophisticated reflectionsabout

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

finding time for research, effective teaching, the lack of collegial relationships,inadequate feedback/recognition, unrealistic expectations, insufficient resources, the lack ofmentors, technology, isolation, and little work-life balance.” From my observations as a newfaculty member returning to the academic environment following several years away, I proposethat many of these stresses can be addressed with some investment into developing new facultymembers. Kam Jugdev (2007) concludes that universities or departments that fail to prioritizefaculty development “risk isolating valuable resources.”As I reflected on the USAFA-wide orientation, the theme that faculty members are aninstrumental component to a vision much larger than teaching our

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

assignment. Open-ended comments arequalitative. They can be used by authors in revising their work. They also allow authors(or instructors!) to judge how carefully the reviewer has read and reflected on the work.A rubric can be more or less detailed depending on how many artifacts students areexpected to review. A rubric with twenty separate criteria (“questions”) would beoverhwelming for an instructor to fill out for each piece of work submitted by the class,but the length might be pretty reasonable for students who are asked to review only twoto four peers. The detail in the rubric serves to draw reviewers’ attention to aspects of thework they might have missed. Ratings [Each has a dropdown to assign score, plus a text box where comments can be

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

learning from their peers. One member who learned a teaching strategy fromanother member reflected, “That’s something I don’t think I would have ever been exposed to ifI hadn’t met in a group like this.” Learning from their peers was also valuable because itprovided opportunities to learn from first-hand experience (i.e., strategies that were already triedby others in the group). In addition to peer learning, participants were also learning from thebooks and articles they read as part of their group participation. While some of the learned ideas were not useful to participants (e.g., not applicable totheir classes), other ideas interested them as something they could try in the future in theirclasses. An interest in those ideas led some

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

contribution of this paper is to summarize research on self-assessment overtime, including where it has and has not proved successful, as well as to survey severalapproaches and software applications for incorporating self-assessment into a course.Keywords: self-assessment, peer assessment, evaluation rubric1. IntroductionSelf-assessment is a powerful mechanism for enhancing learning. It encourages studentsto reflect on how their own work meets the goals set for learning concepts and skills. Itpromotes metacognition about what is being learned, and effective practices for learning.It encourages students to think about how a particular assignment or course fits into thecontext of their education. It imparts reflective skills that will be useful on the

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

intheir fields of study.IntroductionHomework is essential to undergraduate student development. Out-of-class learning activitiesreinforce topics presented in lecture and serve to expand student comprehension. Thedevelopment of educational techniques to improve upon the efficacy of homework is an activeresearch area [1-4]. While educators agree upon the positive impact of homework, the form-factor and delivery method continues to be a topic of discussion [5-7]. Additionally, studentattitudes towards homework are also changing to reflect access to digital online modalities.While students often prefer an online presentation of homework, a recent study has shown thatperforming homework online does not significantly impact final grade performance as

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

located his office in close proximity to the classrooms andlabs. He also made it a habit of personally getting to know each student, his or her first 6name as a bare minimum, and encouraged students to address him by his first name.The professor believes that this philosophy and fully communicating his expectationsfrom the students the first day of class contributes to the positive outcome of goingdigital.ResultsAfter the spring semester, the professor determined his success by determining if hisgoals had been met by creating a single self-reflection goal attainment scale. The scaleallowed the professor to subjectively measure qualitative goal impact and attainment(see Table 2

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

techniques to be helpful to their learning, with most citing the ability to talk to andwork with their classmates to solve problems. In addition, the classroom was observed using theCOPUS observation protocol to describe it and determine the level of activity and interaction.The instructor’s main takeaway from his first use of these techniques is that they lead to largegains with little-to-no extra time or preparation. Although he had previously not used them dueto a perceived lack of time, his advice to new faculty is to try these techniques in their courses.Additional instructor insights and reflections will also be discussed.1. IntroductionActive learning has been defined as anything that students “do” in class beyond listening tolecture and

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

beam behavior. The survey givento the students after the late semester iteration asked the same basic questions with minorchanges in the wording to reflect the title of the assignment and the point in the semester it wasassigned. Results from the two key questions are shown in Figure 4 in comparison with resultsfrom the similar survey given at MSU. The two key questions for the second survey were:  Did you find building a beam using the knowledge gained in the class valuable to your learning experience?  Did HW 8 challenge you to think about wood beam behavior?All but two students either responded either “Agree” or “Strongly Agree” that the project addedvalue to the course or challenged them to think.The students at MSU were

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

, I found it very helpful to be able to step back andobserve myself and reflect on it. As there are many positive benefits, candidates should considervideo recording their lectures.ResearchThe primary artifacts for research are publications and funding3. The key to accomplishing bothof these is staying organized. Staying organized was also the most common tip fromparticipants. Specific suggestions included consistent file names, sharing strategies, andplanning directory structures. The other common tip was ensuring files are backed up, eitherthrough the cloud or manually. All but one participant indicated using cloud storage; Figure 6shows the cloud storage used the most often by each participant. Another participant stressed theuse of

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

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