Webster, R. D. (2017, June), The Paperless First-Year Professor  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28991

\bibitem{asee_peer_28991}
  Webster, R. D. (2017, June), \emph{The Paperless First-Year Professor}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28991

Rustin Deane Webster.  "The Paperless First-Year Professor".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28991 Internet.  15 Dec, 2024

\bibitem{asee_peer_28991}
  Rustin Deane Webster.
  "The Paperless First-Year Professor".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28991 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_28991
author = "Rustin Deane Webster"
title = "The Paperless First-Year Professor"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28991}
number = {10.18260/1-2--28991}
}

TY  - CPAPER
AB  - This paper presents the experience of creating and adopting a paperless curriculum framework for a first year visiting assistant professor. The professor utilized a learning management system (LMS) and internet-based applications exclusively inside a typical classroom environment. The self-imposed challenge of going digital across all assigned courses was in the hope that his classroom efficiency and effectiveness would be positive, and the transition from a business career and mindset to one of teaching and scholarship would be easier. Additional goals included increasing the opportunity and capability of easy and quick sharing of full course curriculum with fellow faculty, while reducing clutter (office and classroom) and grading times. Key to the framework was utilization of the LMS and its built in features, such as automated grading and tablet/stylus functionality. Also used were online tools for collaboration, industry supplied instructional materials, and lessons from massive open online courses (MOOC). Going paperless proved to be relatively easy due to the professor’s technical proficiency and the type of courses taught. The focus of the majority of the professor’s assigned courses were on the development of technical skills within a digital environment, such as computer-aided design (CAD), programming, and graphic design. Over one academic year, which included seven courses (six different), the professor was able to meet the original goals of the framework. Based on the end of course surveys, student feedback, and self-observations he also believes that the framework was positive for the students and the start of his academic career. This paper presents the framework used along with lessons learned and tips for those who are interested in embracing educational technology at the start of their academic career or those seasoned professors who just need a little guidance with new techniques.
AU  - Rustin Deane Webster
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - The Paperless First-Year Professor
UR  - https://peer.asee.org/28991
DO  - 10.18260/1-2--28991
ER  -