Workshop Program 23 October 2015

Transcription

1 IEEE VIRTUAL WORKSHOP ON EARLY CAREER FACULTY DEVELOPMENT Student Assessment Workshop Program 23 October 2015 Time: hours (all times in Eastern Time Zone)

2 AGENDA Opening Address Dr. Stephen Williams, Professor and Chair of the Electrical Engineering and Computer Science Department at the Milwaukee School of Engineering Student Assessment: Many Means to Many Ends Dr. Diane Rover, Professor, Department of Electrical and Computer Engineering, Iowa State University Student Assessment: Grading and Cheating Dr. Ann Gordon-Ross, Associate Professor Electrical and Computer Engineering Department, University of Florida Student Assessment: Creating Assignments to Measure Key Competencies Dr. Candice Bauer, Director of Assessment & Student Affairs, University of Nevada, Reno Student Assessment: Turning assessments into learning opportunities experiences from a Team Based Learners Dr. Ing. Ernesto Ocampo Edye, Professor Titular, Department of Information and Computer Science, Universidad Católica del Uruguay Q & A Session Closing Remarks Burton Dicht, IEEE Educational Activities, University Programs Director - 2 -

3 OPENING ADDRESS Dr. Stephen Williams Dr. Stephen Williams, P.E. is a Professor and Chair of the Electrical Engineering and Computer Science (EECS) Department at the Milwaukee School of Engineering. He has over 25 years of engineering experience across the corporate, government, and university sectors specializing in: engineering design, electromechanical systems, sensor technologies, power electronics and digital signal processing. His professional activities include: chair of the Electrical and Computer Engineering Division of the American Society for Engineering Education; chair of IEEE program on Early Career Faculty Development; editorial board of IEEE- HKN The Bridge magazine; and an ABET EAC program evaluator. Education: University of Missouri-Columbia, PhD, Electrical Engineering 3 - -

4 Student Assessment: Many Means to Many Ends Dr. Diane Rover Abstract: This session considers assessment from several perspectives, ranging from course design to program accreditation. Common aspects of outcomes-based assessment enable reuse of assessment tools and results across purposes. This has the potential to leverage faculty effort and improve coherency of information. Diane Rover is a University Professor of Electrical and Computer Engineering at Iowa State University. She currently serves as the faculty director for the NSF-funded SP@ISU Program and as the alliance director for the NSF-funded IINSPIRE LSAMP Program. Dr. Rover was Associate Dean for Academic and Student Affairs in the College of Engineering from Prior to that, she served as associate chair for undergraduate education in the department from She began her academic career at Michigan State University, where she served as director of the computer engineering program and as interim department chair. From , she led the Academic Bookshelf column as a senior associate editor for the ASEE Journal of Engineering Education. She has held officer positions in the ASEE ECE Division. Dr. Rover has served on the IEEE Committee on Engineering Accreditation Activities and on the IEEE Education Society Board of Governors. She represented IEEE on the Engineering Accreditation Commission of ABET from and began a term on the EAC Executive Committee in She received the B.S. in computer science in 1984, and the M.S. and Ph.D. in computer engineering in 1986 and 1989, respectively, from Iowa State University. Her teaching and research has focused on embedded computer systems, reconfigurable hardware, parallel and distributed systems, visualization, performance monitoring and evaluation, and engineering education. Dr. Rover is a Fellow of the ASEE and member of the IEEE Computer Society and the IEEE Education Society

5 Student Assessment, Grading, and Cheating Dr. Ann Gordon-Ross Abstract: In this talk, I will discuss how early influences and motivations that have provided me with a strong foundation for dealing with and facing early-career faculty challenges and obstacles, such as student assessment, grading, and managing cheating I will highlight personal experiences and motivations, and suggested solutions for building a strong teaching philosophy. A. Gordon-Ross (M 00) received her B.S and Ph.D. degrees in Computer Science and Engineering from the University of California, Riverside (USA) in 2000 and 2007, respectively. She is currently an Associate Professor of Electrical and Computer Engineering at the University of Florida (USA) and is a member of the NSF Center for High Performance Reconfigurable Computing (CHREC) at the University of Florida. She is also the faculty advisor for the Women in Electrical and Computer Engineering (WECE) and the Phi Sigma Rho National Society for Women in Engineering and Engineering Technology, and is an active member of the Women in Engineering ProActive Network (WEPAN). She received her CAREER award from the National Science Foundation in 2010 and Best Paper awards at the Great Lakes Symposium on VLSI (GLSVLSI) in 2010 and the IARIA International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies (UBICOMM) in 2010, and best Ph.D. poster at IEEE Computer Society Annual Symposium on VLSI (ISLVSI) in Her research interests include embedded systems, computer architecture, low-power design, reconfigurable computing, dynamic optimizations, hardware design, real-time systems, and multi-core platforms. She is also very active in promoting diversity in STEM fields, and has been a guest speaker at several international workshops and conferences on this topic and participates in local outreach programs at local K-12 schools

6 Student Assessment: Creating Assignments to Measure Key Competencies Dr. Candice Bauer Abstract: Participants will acquire the ability to differentiate between grading and assessing. By defining student learning objectives, participants will learn how to properly select measurement techniques, analyze and document the results, and create continuous improvement techniques within the course. Dr. Candice Bauer has a Bachelor of Science in Mechanical Engineering, a Master of Science in Mechanical Engineering, a Master of Science in Aeronautical Engineering, a Doctorate in Engineering Management, and a Master of Arts in Educational Leadership. Candice is a past ASME Vice President for the Center for Professional Development, Practice, and Ethics. She is active in student development and was the founding chair of the Committee on Student Development. Candice works at the University of Nevada, Reno where she teaches several junior and senior courses including Engineering Communications which is a multi- disciplinary course to focus on technical writing and presentation skills. Candice was recognized as a New Faculty Fellow by the American Society of Engineering Education in 2005 for her developmental work in teaching ethics. In November 2007, Candice was presented with the ASME Old Guard Early Career Engineer Award for outstanding service, leadership, and accomplishment in ASME, in the profession of academia/ teaching, and in the community

7 Turning assessments into learning opportunities experiences from a Team Based Learner Dr. Ernesto Ocampo Edye Abstract: At Universidad Catolica del Uruguay Computer Science Department, we are applying the Team Based Learning methodology in several courses. This globally accepted, scientifically proven instructional strategy requires a complete course redesign based on Outcome-Based Teaching and Learning principles (or integrated course design). Assessment and evaluation is one of the pillars of OBTL, and it s a very important aspect when applying TBL. In this session we will share our experience on designing assessments in an Algorithms and Data Structures course, how the evaluation activities are assembled with the TBL strategy and how we apply educative assessment principles to get the most of the evaluation activities as learning opportunities. Dr. Ernesto Ocampo Edye received his Software Engineer / Computer Science degree from Universidad Católica del Uruguay, and holds a Ph.D. in Computer Science by Universidad de Alcalá, Spain. He has been teaching different computer science courses at Universidad Católica, since 1994 ( Data Structures and Algorithms, Artificial Intelligence, Software engineering, Introduction to Bioinformatics and Software Projects among others). Ernesto develops also research activities, related to applied intelligent systems and, lately, on the STEM teaching and learning fields. On the professional side, Ernesto has worked in the software industry for many years, and also served as independent consultant for several United Nations global capacity building projects. He s been an IEEE member since 1994 and co-founded his University IEEE Student Branch. Since 2012 Dr. Ocampo has been working on analyzing modern teaching methodologies, with the aim of incorporating best practices in the local education environment to help improve University students learning skills and values. After participating in the Program on Strengthening Teaching and Learning in the STEM Fields intensive workshop developed by LASPAU/ Harvard in 2012, where state-of-the art STEM teaching methods and strategies where addressed, Ernesto and his team immediately started applying Team Based Learning a methodology founded by Dr. Larry Michaelsen and widely spread in USA, Canada and many other countries (see in his courses and gathering comparative information about the resulting outcomes. In February 2014 Ernesto was awarded as Team Based Learning Consultant by the Team Based Learning Collaborative community

8 CLOSING REMARKS Burton Dicht Burton Dicht is currently the Director of University Programs for the Institute of Electrical and Electronics Engineers (IEEE). In this capacity, Mr. Dicht has primary responsibility for overseeing IEEE s engineering education accreditation efforts, which involves managing the processes for the accreditation of more than 800 engineering, computing and technology programs. Mr. Dicht is also responsible for the development and implementation of programs for engineering faculty and students that are aimed at improving academic learning and the educational experience. Several of Mr. Dicht s recent successes in this area involve the launch of new programs that focus on the professional development of early career engineering faculty members. Before joining IEEE in 2011, Mr. Dicht was the Managing Director of the American Society of Mechanical Engineers (ASME) Knowledge and Community Sector. Mr. Dicht began his career in the aerospace industry in 1982 and has held many positions and during his aerospace career he made important design contributions Mr. Dicht is a Certified Association Executive (CAE) of the American Society of Association Executives (ASAE). Mr. Dicht is a member of IEEE, AIAA and he was elected an ASME Fellow in Mr. Dicht received his B.S. in Mechanical Engineering from Temple University and an M.A. in History from California State University, Northridge. Mr. Dicht has authored numerous articles on aerospace history and is a frequent guest speaker on aviation and space topics. Mr. Dicht stays connected to his aerospace roots by serving as a volunteer Exhibit Explainer for the Intrepid Sea, Air and Space Museum in NYC and as a 1 st Lt. and Aerospace Education Officer for the Phoenix Composite Squadron (NYC) of the Civil Air Patrol. Mr. Dicht also serves as the Director of the Northeast High School Project SPARC Boosters Advisory Board, where he is working to ensure the long-term future of Project SPARC, a preeminent after-school STEM program in Philadelphia