San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.233.1 - 25.233.17
Mentoring Adjunct Faculty using Committee Exams Many engineering programs uses adjunct faculty to teach foundational courses such as thermodynamics. It is critical that adjunct instructors be mentored to ensure the course is consistent from semester‐to‐semester. A brief meeting in the beginning of the semester where experienced faculty share the syllabus, textbook, and previous exams with new adjunct instructors is often insufficient. Grade distributions, coverage of material, as well as student learning is found to vary depending on the instructor. A goal of the overall mechanical engineering program is to have consistency in foundational courses. Dialogue throughout the semester is effective when full‐time faculty interact to guide adjunct instructors. Yet the dialogue needs to be purpose driven, otherwise the dialogue has been found to be anemic. To address these challenges, a committee was formed to develop and grade exams for a foundational engineering course taught by an adjunct instructor. The students in the class were polled four times through the semester to gage their attitude. Students were initially reticent and had negative comments and questions because other faculty are involved in making and grading exams. However, as the semester progressed, the overall attitude of the class improved as students realized that their performance depends on their effort. The overall grade distribution for the class was more consistent with previous semesters and didn’t reflect a high grade distribution with high pass rate because an adjunct taught the class. Overall, the committee mentioned the adjunct instructor through the preparation and grading of exams to help meet course objectives and ensure the course is consistent from semester‐to‐semester.
Manteufel, R. D., & Karimi, A. (2012, June), Assisting Adjunct Faculty Using Committee Exams Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/20993
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