Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

aerospace, automotive, and rail structures. He has been the author or co-author of over 180 peer-reviewed papers in these areas.Dr. Charles Riley, P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). ©American Society for Engineering Education, 2023 Assessing Faculty Implementation of Laboratory Report Writing Instructional ModulesAbstract“An ability to develop and conduct appropriate experimentation, analyze and interpret data, anduse

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maryam Mirabolghasemi, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

analyzing the results. This form of peer interaction encouragesthe students to present a persuasive argument and engage in a technical discussion. An audienceof peers is less authoritative and less intimidating than the course instructor, and may serve as alearning resource for students (Hilgers et al., 1999).In addition to the benefits presented above, by learning and practicing other modes of technicalcommunication, engineering students develop a foundational skill that is key to their futuresuccess (Prausnitz and Bradley, 2000; Kmiec, 2004). Writing emails, preparing budgets andjustifying them, and taking meeting minutes are examples of routine tasks for engineers(Tranquillo and Cavanagh, 2007; Lepek and Stock, 2011). Nonetheless, engineering

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis P. Nordin, Mississippi State University; John Aaron Louis Grimes, Mississippi State University; Amy K. Barton, Mississippi State University; Shelly Sanders, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

research habits, studentsare probably more inclined to adopt both vertical and lateral search techniques.Writing-Based Exercise #2: “Professional” fact checking for your peersThis activity requires that students act as “professional fact checkers” for their peers. Typically,this activity is useful during a drafting process for a paper, after Exercise #1 has been completedand students have begun writing their own papers. Writing-Based Exercise #2: Fact-checking activity—Evaluate your partner’s source use! Directions: For this exercise, you’ll choose at least one of your partner’s main sources. Afterward, you’ll act as a “professional fact checker,” evaluating both the credibility of your partner’s sources and their use of those sources. Remember

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint

Tagged Divisions

New Engineering Educators Division (NEE)

scholarly work involves a team of students and facultymembers from diverse groups, backgrounds, departments, and institutions. The legal andinstitutional consequences of non-conformance can be disastrous for a researcher’s career,profession, and reputation. A clear understanding of proper citation and fair use of sourcesbecame increasingly challenging as reported by finding agencies evidenced by the increase inimproper use of citations.The objective of this work is to develop a systematic process to manage scholarly literature andensure fair use and proper citations in scholarly writing. The paper will consider three importantelements for managing the literature review of prior works: managing literature, fair use, andteam writing. A checklist for

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steven B. Warth, Austin Peay State University; Bobette Bouton; Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

space for all and uses writing, speaking, and research to address each of these important aspects of her academic career.Dr. Emmabeth Parrish Vaughn, Austin Peay State University Dr. Emmabeth Vaughn is an Assistant Professor in the Physics, Engineering, and Astronomy Department at Austin Peay State University. Before join faculty at Austin Peay, she worked in industry as a Product Development Engineer for a commercial roofing manufacturer. She holds a bachelors degree from the University of Tennessee in Materials Science and Engineering. She earned her PhD from the University of Pennsylvania, where her thesis topic was Nanoparticle Diffusion in Polymer Networks. Her research interests include polymer physics

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taru Malhotra, University of Waterloo; Carolyn G. MacGregor, University of Waterloo; Richard Li, University of Toronto, Canada; Alexander Edwin Kay Glover

Tagged Divisions

New Engineering Educators Division (NEE)

focuses on involving postsecondary studentsto better their experiences at different levels, psychological and physical [1]. Instructors haveinvolved students in 1) individual and collaborative activities with hands-on, experiential,problem-based or inquiry-based components and 2) feedback strategies using peer feedback andinstructor feedback [2],[3]. These active learning and collaborative pedagogies enhanceinteraction and increase student engagement with content and peers and better learning andachievement in in-person, blended, and online STEM courses [4], [5], [3].Even with such innovative pedagogies and resulting higher grades, STEM students may feelunsatisfied with the course experience citing lack of interaction as the main reason [6

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

questions, true or false statements, and direct or sequential problem-solving tasks. • Flipped classroom: Post lecture videos sourced from online platforms and integrated addi- tional materials from reference books to offer a range of perspectives. • Peer-teaching: Upon addressing a question from a student, encourage that individual to share the explanation with peers who may have had a similar question. • Collaborative Learning: During the in-class exercises and labs, students should be encouraged to collaborate in pairs, engaging in discussions or jointly solving problems. • Research presentations and Q&A from peers: Student should be encouraged to ask questions and actively contribute feedback

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

New Engineering Educators Division (NEE)

strategies like peer-instruction[61].The instructor hopes to improve the reception of the Student Board Notes by more firmlycommitting no more than a quarter of lecture time (15 minutes) to (a) students writing their noteson the board and (b) reviewing and correcting those notes, with the remaining class time devotedto example problems and quantitative homework problems. Due to poor student preparation seenvia either insufficient or incorrect notes, in-class time spent on Student Board Notes in the firstyear of implementation often took over half of the class. Overall, faculty agree with studentsabout the imbalance in class time between conceptual understanding and quantitative elementsand look forward to addressing this shortcoming in the next

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiawei Gong, Pennsylvania State University, Behrend College; Debalina Maitra, Kennesaw State University

Tagged Divisions

New Engineering Educators Division (NEE)

, and quality, prioritizing peer-reviewed papers andreputable journals. Then, organize and categorize the literature by grouping studies with similarthemes, methodologies, or theoretical approaches, using an outline to visualize connections. Next,analyze and synthesize the information by comparing findings, identifying trends, gaps, orinconsistencies, and determining their relevance to the research question. Finally, revise and editthe review for coherence, clarity, and logical flow. Ensure proper citation and formatting and seekfeedback from peers or mentors to refine the final product.Figure 1: Seven steps of the literature review process: A cyclic process starting with identifyingyour question, reviewing discipline styles, searching the

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

H. Schwab, The Ohio State University; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, The Ohio State University; Euclides Maluf, University of Nebraska - Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Anu Singh, The Ohio State University Anu Singh is a Ph.D. student in Engineering Education Research at the University of Nebraska-Lincoln. She completed her M.Tech in Digital Communication and her B.Tech in Electronics and Communication Engineering in India. Her research interests include self-regulation, metacognition, reflection, and argumentative writing in engineering.Euclides Maluf, University of Nebraska - Lincoln The author is an experienced Industrial Engineer with a minor in Occupational

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica R TerBush, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Elaine C. Schulte, University of Illinois at Urbana - Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Rebecca Marie Reck, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

from the University of Michigan, Ann Arbor. After graduation, she worked as a post-doc for approximately three years at Monash University in Clayton, Victoria, Australia. She then spent three years working as a Senior Research Specialist at the Missouri University of Science and Technology in Rolla, Missouri, where she trained users on the focused ion beam (FIB), scanning electron microscope (SEM), and transmission electron microscope (TEM). In 2016, she moved to the University of Illinois, Urbana-Champaign, to serve as a lecturer in the department of Materials Science and Engineering. Here, she is responsible for teaching the junior labs as well as providing instruction on writing in engineering.Dr. Caroline

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

, to serve as a lecturer in the department of Materials Science and Engineering. Here, she is responsible for teaching the junior labs as well as providing instruction on writing in engineering.Prof. Caroline Cvetkovic, University of Illinois Urbana-Champaign Caroline Cvetkovic is a Teaching Assistant Professor of Bioengineering at the University of Illinois at Urbana-Champaign, where she instructs courses in quantitative physiology, biofabrication, and transport. She earned her B.S., M.S., and Ph.D. in Bioengineering at the University of Illinois at Urbana-Champaign. She then completed a postdoctoral fellowship in the Center for Neuroregeneration and Department of Neurosurgery at the Houston Methodist Research

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

]. Likewise, through the use of course modulescovering topics on self-directed learning [9]-[10]; problem-based curricula [11]-[12];engineering projects [13]; journaling [14]; and reflective writing [15], instructors have monitoredand assessed changes in students’ SDL skills. These approaches were described in studies suchas Fellows et al. [3] that entailed a range of classroom and project activities designed accordingto the Hersey and Blanchard’s Situational Leadership Model [16]. During the activities, students’SDL ability was assessed in Four stages - Dependent (stage 1), Involved, Interested, and Self-Directed (stage 4). Ulseth [17] explored the experiences of students taught using Problem-BasedLearning (PBL) to gain in-depth understanding of the

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allie DeLeo-Allen, DKB Solutions, LLC; Alicia Boudreaux Kiremire MS, PE, PMP, FlowStream Management LLC; Katie Evans, Houston Christian University; Anne Case Hanks, University of Louisiana Monroe; Krystal Corbett Cruse, Louisiana Tech University

Tagged Divisions

New Engineering Educators Division (NEE)

framework was usedas an example of the processes of capacity development, and the other as an example of itsoutcomes.The example framework for the process of capacity development was Pact’s framework [16],[17]. Pact’s definition of capacity development is: “a continuous process that fosters the abilitiesand agency of individuals, institutions, and communities to overcome challenges and contributetowards local solutions... Though often developed in response to an immediate and specificissue, capacities are adaptable to future opportunities and challenges.” According to Pact, thefollowing activities can be used to build participants’ capacity: consultancy services, training,mentoring/coaching, information/resources, and peer exchange and learning.The

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Ibukun Samuel Osunbunmi, Pennsylvania State University

Tagged Divisions

New Engineering Educators Division (NEE)

mechanics of materials.This paper aims to provide lessons learned, highlight some teaching techniques that work,convey class management advice, and tips on balancing priorities when teaching is not your onlyresponsibility. But as I began to put the details together, I realized that given the wide range ofinstitutions and content areas of the audience for this paper, the broad-stroke perspectives towardteaching and classroom management would likely be more beneficial than a highly detailedlitany of content and classroom decisions I made for my course last semester. In writing thispaper, I hope my observations will provide insight and inspiration that new engineering facultycan use as they dive into this wonderfully fulfilling world of

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gracie Kerr, University of Nebraska - Lincoln; Hayden J Wulf, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

resources for student learning, such as availability of tutoringsessions, writing centers, or student disability services [6]. Syllabi also provide an opportunityfor instructors to exhibit empathy or provide motivation to students through the communicationof course policies. Demonstrations of empathy have the potential to provide additional support tostudents within the classroom and influence student success [8], [9]. Furthermore, past studieshave demonstrated that fundamental information about a course can be deduced from coursesyllabi [10], [11], [12]. However, there has been a lack of research exploring the ways in whichcourse syllabi can be used to examine transparency and support systems provided to students inengineering courses. The purpose

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Cynthia J. Atman, University of Washington; Soraya Grace Barar; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

ofthematic analysis. The first round consisted of reading each of the three educator's reflectiondocuments week by week in chronological order beginning with week 1 and ending with week10. The reflections were read in order of Gabby, Paige, and Fiona. While reading through thecontent, Gabby wrote pen/paper notes of things that stood out and then prepared memos. Thisinitial round of coding led to the initial three themes -- existing material, the work of a secondsection, and acting on core values.The second round of coding consisted of writing out the initial themes on paper to referencethem while reading through the reflections again. While reading the reflections, Gabby wascoding for the themes. This time, Gabby read all of one educator's entire

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

New Engineering Educators Division (NEE)

performance and attendance. Furthermore, the research can group students into thosewho engaged with the online materials and those who were completely disengaged. Theinstructor plans to incorporate online and HyFlex options in future course offerings and expandthis study by monitoring attendance and its impact on performance. This study provides a basisfor exploring the relationship between attendance and student outcomes and will pave the wayfor further research into its underlying mechanisms.AcknowledgmentsTo assist the writing process, the help of AIs was used; for example, we used Grammarly AI tocorrect grammar, check sentence formations, and improve writing.References[1] A. Verde and J. M. Valero, "Teaching and Learning Modalities in Higher

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Morgan R. Broberg, Purdue University; Jose Capa Salinas, Purdue University; Danielle N. Wagner, Purdue University

Tagged Divisions

New Engineering Educators Division (NEE)

. Students enter the program as rising juniors orseniors, and instructors are Ph.D. students with at least a year left in graduate school. As such,these former students are, at the time of writing, in high school (in 11th or 12th grade), their firstyear of college, or their second year of college. All former instructors are currently in academiccareers, including continuing as Graduate Research Assistants, Postdoctoral Researchers andFellows, Research Engineers, and Teaching Professors. Students have enrolled in Purdue’sengineering programs and indicated a preference for civil engineering, but no formal statisticsare maintained on previous students.The course was first taught in the summer of 2020 and continues to be conducted every summer.Due to

Conference Session

Teaching Tools: Problem Solving and Hands-On Teaching (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University

Tagged Divisions

New Engineering Educators Division (NEE)

G141210 8 6 4 2 0 Agree Neutral Disagree I want to use Mastering in the rest of this course. I like the instant feedback on the Mastering platform. I like the fact that I am challenged in problems with different parameters from my peers to really show that I understand the concept and I can apply it. I love writing down my steps on paper while solving the problems on Mastering online. I feel that I can learn better (in the sense that I can solve harder problems or am aware of more knowledge points that I might have overlooked before) with more integration of Mastering into my course. I

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anu Singh, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

lifelong learners [4], [5]. For astudent to be a self-regulated learner, they must develop an understanding and awareness oftheir learning and should be able to use that awareness to control their learning process [6].Self-regulation in students can be achieved through development of three metacognitivestrategies: Planning, Monitoring, and Evaluating [7].Instructors can use a variety of activities to promote students' metacognitive engagement,such as think-alouds, guided mastery, Socratic questioning, narratives (dialogue andstorytelling), concept mapping, and reflective writing. Including activities that provide anopportunity for reflection enhances students' self-regulation abilities [8]. Self-evaluation andreflection are two activities that