
@article{ WOS:001039823600002,
Author = {Hill, Lucas Benjamin},
Title = {Advancing SoTL through Boundary-Spanning Leadership: A Study of Four
   CIRTL Institutions},
Journal = {INNOVATIVE HIGHER EDUCATION},
Year = {2023},
Month = {2023 JUL 28},
Abstract = {Despite Scholarship of Teaching and Learning (SoTL) advancements,
   general faculty adoption of effective teaching strategies has been slow,
   especially within science, technology, engineering, and mathematics
   (STEM) disciplines. One solution has been to focus on preparing future
   faculty. The Center for the Integration of Research, Teaching, and
   Learning (CIRTL) is a national network preparing future STEM faculty for
   the professoriate through teaching professional development. CIRTL
   emphasizes a SoTL-parallel concept known as teaching-as-research (TAR),
   which trains future faculty to integrate research with teaching to
   promote ongoing pedagogical improvement. The local CIRTL leaders who run
   institutional-level programs connect their institution to the Network
   and engage in vital campus-based boundary-spanning roles. However, it is
   not clear what individual and institutional attributes influence their
   boundary-spanning behaviors. This article presents the results of four
   CIRTL institutional case studies that identified six boundary-spanning
   leadership traits and three institutional characteristics found to
   influence local CIRTL programs. The article concludes with six
   boundary-spanning leadership principles that can be applied more
   generally within the SoTL community.},
Publisher = {SPRINGER},
Address = {VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS},
Type = {Article; Early Access},
Language = {English},
Affiliation = {Hill, LB (Corresponding Author), Univ Wisconsin Madison, Wisconsin Ctr Educ Res, 1025 W Johnson, Madison, WI 53706 USA.
   Hill, Lucas Benjamin, Univ Wisconsin Madison, Wisconsin Ctr Educ Res, 1025 W Johnson, Madison, WI 53706 USA.},
DOI = {10.1007/s10755-023-09667-4},
EarlyAccessDate = {JUL 2023},
ISSN = {0742-5627},
EISSN = {1573-1758},
Keywords = {Boundary-Spanning Leadership; Teaching Professional Development;
   Preparing Future Faculty; STEM Education; Scholarship of Teaching and
   Learning},
Keywords-Plus = {NETWORK},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Affiliations = {University of Wisconsin System; University of Wisconsin Madison},
Funding-Acknowledgement = {National Science Foundation {[}DUE-1231286]; Michigan State University},
Funding-Text = {Acknowledgements This work was supported by the National Science
   Foundation under Grant No. DUE-1231286. Any opinions, findings,
   conclusions, and/or recommendations expressed in this material are those
   of the author(s) and do not necessarily reflect the views of the NSF.
   This paper is based on my dissertation research at Michigan State
   University. Hill, L. B. (2016). Advancing undergraduate STEM reform
   through multi-institutional networks: The role of formal boundary
   spanners. Michigan State University.},
Number-of-Cited-References = {31},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Innov. High. Educ.},
Doc-Delivery-Number = {N8ZH1},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:001039823600002},
DA = {2023-09-01},
}

@article{ WOS:000985331100001,
Author = {Secules, Stephen},
Title = {Reflections on problems of educational practice in a project course
   design for professional authenticity, cultural relevance, and
   sociotechnical integration},
Journal = {EUROPEAN JOURNAL OF ENGINEERING EDUCATION},
Year = {2023},
Month = {2023 APR 18},
Abstract = {This paper examines specific problems of educational practice that I, an
   undergraduate engineering educator and education researcher, have
   encountered in creating an interdisciplinary engineering project course.
   I reveal my process of theorising about problems of practice to position
   engineering educators' pedagogical theorising as worthy of scholarly
   focus. In a reflective scholarship of teaching and learning paradigm, I
   take the iterative design of this course as the object of inquiry,
   across semesters and institutional contexts. I discuss the iteration of
   five key dimensions of the course: (1) authenticity to engineering
   professional work, (2) promoting learning of teamwork skills, (3)
   complexities and equity dimensions of situated project-based learning
   environments, (4) valuing social sciences and social context reasoning
   for engineers, and (5) creating a responsive curriculum for students. I
   distil insights related to each of these dimensions. I conclude with a
   consideration of the interplay between these dimensions and a reflection
   on the form of scholarship for engineering education.},
Publisher = {TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND},
Type = {Article; Early Access},
Language = {English},
Affiliation = {Secules, S (Corresponding Author), Florida Int Univ, Sch Universal Comp Construct \& Engn Educ, Miami, FL 33199 USA.
   Secules, Stephen, Florida Int Univ, Sch Universal Comp Construct \& Engn Educ, Miami, FL 33199 USA.},
DOI = {10.1080/03043797.2023.2201182},
EarlyAccessDate = {APR 2023},
ISSN = {0304-3797},
EISSN = {1469-5898},
Keywords = {Scholarship of teaching; project-based learning; authenticity; equity;
   responsiveness; socio-technical thinking},
Keywords-Plus = {SCHOLARSHIP; STUDENT; PERSPECTIVES; THINKING; SCIENCE},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {ssecules@fiu.edu},
Affiliations = {State University System of Florida; Florida International University},
Number-of-Cited-References = {61},
Times-Cited = {0},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {3},
Journal-ISO = {Eur. J. Eng. Educ.},
Doc-Delivery-Number = {F9FL2},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000985331100001},
DA = {2023-09-01},
}

@article{ WOS:000972138900011,
Author = {Meier, Russ},
Title = {2022 IEEE Education Society Awards},
Journal = {IEEE TRANSACTIONS ON EDUCATION},
Year = {2023},
Volume = {66},
Number = {2},
Pages = {197-199},
Month = {APR},
Abstract = {The IEEE Education Society seeks annual nominations for student and
   professional awards that recognize our members for outstanding
   contributions in engineering education. Notable contributions to the
   scholarship of teaching and learning, the use of evidence-based
   practices in the classroom, and service to the engineering education
   profession all unite to enrich the way engineers are trained for their
   professional careers. We congratulate the winners of the 2022 awards and
   continue our long tradition of publishing their biographies along with
   the awards descriptions {[}A1], {[}A2], {[}A3], {[}A4], {[}A5], {[}A6],
   {[}A7], {[}A8], {[}A9], {[}A10], {[}A11], {[}A12], {[}A13], {[}A14],
   {[}A15], {[}A16], {[}A17], {[}A18].},
Publisher = {IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC},
Address = {445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA},
Type = {Article},
Language = {English},
Affiliation = {Meier, R (Corresponding Author), Milwaukee Sch Engn, Milwaukee, WI 53202 USA.
   Meier, Russ, Milwaukee Sch Engn, Milwaukee, WI 53202 USA.},
DOI = {10.1109/TE.2023.3261199},
ISSN = {0018-9359},
EISSN = {1557-9638},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Electrical \& Electronic},
Author-Email = {meier@msoe.edu},
Affiliations = {Milwaukee School Engineering},
ORCID-Numbers = {Meier, Russ/0000-0002-9380-9049},
Number-of-Cited-References = {0},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {IEEE Trans. Educ.},
Doc-Delivery-Number = {D9VR2},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000972138900011},
OA = {Bronze},
DA = {2023-09-01},
}

@article{ WOS:000912062600001,
Author = {Maghiar, M. and Brown, C.},
Title = {A qualitative multi-disciplinary analysis of employers' technology
   competency perceptions for graduates readiness to the workforce},
Journal = {COGENT EDUCATION},
Year = {2022},
Volume = {9},
Number = {1},
Month = {DEC 31},
Abstract = {To fully prepare college graduates to function competently and
   productively in their career, it is important to examine employers'
   views of technology competency and graduates' readiness. Using a
   qualitative approach by interviewing employers in South-eastern United
   States across a range of fields, the authors describe the major
   functions and dimensions of technology competency, compare similarities
   and differences across the disciplines, and integrate the results to
   inform theory and pedagogy. The main purpose of this research is to
   investigate how well new graduates from selected disciplines can
   transfer technological skills, how they learned and/or used these skills
   during their program of study. Investigators also introduced how a
   multi-disciplinary approach, which involved faculty from different
   backgrounds (Civil Engineering and Construction, Education and
   International Studies/Trade) through the Scholarship of Teaching and
   Learning (SoTL)-Faculty Learning Communities (FLCs), was used to explore
   perceptions of technology competency. Results showed that all
   participants were dependent on the use of technology, but the degree of
   sophistication varied widely. Study is providing valuable information to
   the investigators for use in improving or revising educational curricula
   and pedagogical strategies to advance outcomes involving technology
   skills of the respective fields.},
Publisher = {TAYLOR \& FRANCIS AS},
Address = {KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY},
Type = {Article},
Language = {English},
Affiliation = {Maghiar, M (Corresponding Author), Georgia Southern Univ, Civil Engn \& Construct, Statesboro, GA 30458 USA.
   Maghiar, M., Georgia Southern Univ, Civil Engn \& Construct, Statesboro, GA 30458 USA.
   Brown, C., Georgia Southern Univ, Polit Sci \& Int Studies, Statesboro, GA USA.},
DOI = {10.1080/2331186X.2022.2147777},
Article-Number = {2147777},
ISSN = {2331-186X},
Keywords = {technology; competency; readiness; software; soft-skills},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {mmaghiar@georgiasouthern.edu},
Affiliations = {University System of Georgia; Georgia Southern University; University
   System of Georgia; Georgia Southern University},
ORCID-Numbers = {Brown, Christopher M./0000-0001-6850-9055
   Maghiar, Marcel/0000-0003-4252-0410},
Number-of-Cited-References = {17},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Cogent Educ.},
Doc-Delivery-Number = {7U3VP},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000912062600001},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000903324700001,
Author = {Tembrevilla, Gerald and Nesbit, Susan and Ellis, Naoko and Ostafichuk,
   Peter},
Title = {Developing transdisciplinarity in first-year engineering},
Journal = {JOURNAL OF ENGINEERING EDUCATION},
Year = {2023},
Volume = {112},
Number = {1},
Pages = {43-63},
Month = {JAN},
Abstract = {Background:For engineers who aim to address sustainability challenges,
   participating in transdisciplinary teams is key. Yet developing
   transdisciplinary knowledge, including systems thinking, metacognition,
   and empathic thinking, is not well supported in traditional engineering
   programs. Purpose:The extent to which selected learning activities in
   the introduction to engineering courses support student development of
   systems thinking, metacognition, and empathic thinking is investigated.
   Design/Method:Focus group discussions with instructional teams and
   student interviews are examined to elucidate how course activities
   improved student transdisciplinary knowledge. Threshold concepts frame
   the qualitative analysis of the collected data. Implications for
   teaching and learning are discussed. Findings:Results suggest the
   investigated learning activities support student development of
   transdisciplinary knowledge as indicated by changes in systems thinking,
   metacognition, and empathic thinking. Where prior quantitative
   exploratory studies revealed little change in transdisciplinary
   knowledge indicators pre- and post-course, deeper qualitative analysis
   uncovers students manifested improvements in transdisciplinary knowledge
   indicators as narrated by the students themselves and as observed by
   instructors and teaching assistants. Conclusions:Integrating
   transdisciplinary knowledge development into engineering programs,
   starting with appropriate learning activities in first-year engineering
   courses, may provide new pathways for transforming curricula aimed at
   educating the 21st-century engineer.},
Publisher = {AMER SOC ENGINEERING EDUCATION},
Address = {1818 N ST, N W, STE 600, WASHINGTON, DC 20036 USA},
Type = {Article},
Language = {English},
Affiliation = {Tembrevilla, G (Corresponding Author), Mt St Vincent Univ, Fac Educ, 166 Bedford Highway, Halifax, NS B3M 2J6, Canada.
   Tembrevilla, Gerald, Mt St Vincent Univ, Fac Educ, Halifax, NS, Canada.
   Nesbit, Susan, Univ British Columbia, Fac Appl Sci, Dept Civil Engn, Vancouver, BC, Canada.
   Ellis, Naoko, Univ British Columbia, Fac Appl Sci, Dept Chem \& Biol Engn, Vancouver, BC, Canada.
   Ostafichuk, Peter, Univ British Columbia, Fac Appl Sci, Dept Mech Engn, Vancouver, BC, Canada.
   Tembrevilla, Gerald, Mt St Vincent Univ, Fac Educ, 166 Bedford Highway, Halifax, NS B3M 2J6, Canada.},
DOI = {10.1002/jee.20497},
EarlyAccessDate = {DEC 2022},
ISSN = {1069-4730},
EISSN = {2168-9830},
Keywords = {empathic thinking; first-year experience; metacognition; sustainability;
   systems thinking; threshold concepts; transdisciplinary},
Keywords-Plus = {HIGHER-EDUCATION; THRESHOLD CONCEPTS; SYSTEMS THINKING; SUSTAINABILITY;
   STUDENTS; EMPATHY; COMPETENCES; INTERDISCIPLINARITY; PERSPECTIVES;
   KNOWLEDGE},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education \& Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary},
Author-Email = {gerald.tembrevilla@msvu.ca
   susan.nesbit@ubc.ca
   naoko.ellis@ubc.ca
   peter.ostafichuk@ubc.ca},
Affiliations = {Mount Saint Vincent University; University of British Columbia;
   University of British Columbia; University of British Columbia; Mount
   Saint Vincent University},
ORCID-Numbers = {Tembrevilla, Gerald/0000-0003-0173-8472},
Funding-Acknowledgement = {University of British Columbia-Vancouver; Centre for Teaching, Learning,
   and Technology; Institute for the Scholarship of Teaching and Learning},
Funding-Text = {University of British Columbia-Vancouver; Centre for Teaching, Learning,
   and Technology; Institute for the Scholarship of Teaching and Learning},
Number-of-Cited-References = {94},
Times-Cited = {0},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {4},
Journal-ISO = {J. Eng. Educ.},
Doc-Delivery-Number = {7Y6PT},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000903324700001},
DA = {2023-09-01},
}

@article{ WOS:000863931700001,
Author = {Pilcher, Lynne A.},
Title = {Embedding systems thinking in tertiary chemistry for sustainability},
Journal = {PHYSICAL SCIENCES REVIEWS},
Year = {2022},
Month = {2022 OCT 5},
Abstract = {In response to the IUPAC call to introduce systems thinking in tertiary
   chemistry education, we have developed and implemented two interventions
   at the first-year undergraduate level: one was designed to integrate
   systems thinking in first-year organic chemistry using the topic of
   surfactants and the other in a first-semester service course to
   engineering students using the stoichiometry of the synthesis of
   aspirin. We demonstrate how the systems thinking approach in both
   interventions did not lose the focus of the chemistry content that
   needed to be covered, exposed students to the concept of systems
   thinking, started to develop some systems thinking skills, and made a
   case for the contribution that chemistry can and should make to meet the
   UN sustainable development goals. Through both the design and the
   implementation process, it has become clear that introducing systems
   thinking is complex and it remains a challenge to keep the complexity
   manageable to avoid cognitive overload. Both interventions leveraged the
   power of group work to help students deal with the complexity of the
   topics while also developing participatory competence required for
   sustainability. The development of systems thinking skills and a
   capacity to cope with complexity requires multiple opportunities.
   Infusing syllabus themes that relate to real chemical systems with a
   systems thinking perspective can provide such an opportunity without
   compromising chemistry teaching. We believe that skills development
   should continue throughout the undergraduate chemistry degree to deliver
   chemistry graduates who can make a difference to global sustainability.},
Publisher = {WALTER DE GRUYTER GMBH},
Address = {GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY},
Type = {Review; Early Access},
Language = {English},
Affiliation = {Pilcher, LA (Corresponding Author), Univ Pretoria, Dept Chem, Rm 1 35 Chem Bldg, Pretoria, South Africa.
   Pilcher, Lynne A., Univ Pretoria, Dept Chem, Rm 1 35 Chem Bldg, Pretoria, South Africa.},
DOI = {10.1515/psr-2022-0119},
EarlyAccessDate = {OCT 2022},
ISSN = {2365-6581},
EISSN = {2365-659X},
Keywords = {chemistry education; collaborative learning; curriculum development;
   graduate attributes; visualization},
Keywords-Plus = {LINEAR ALKYLBENZENE SULFONATE; EDUCATION},
Research-Areas = {Science \& Technology - Other Topics},
Web-of-Science-Categories  = {Multidisciplinary Sciences},
Author-Email = {lynne.pilcher@up.ac.za},
Affiliations = {University of Pretoria},
ORCID-Numbers = {Pilcher, Lynne/0000-0003-3382-8536},
Funding-Acknowledgement = {National Research Foundation of South Africa {[}137941]; 2021 UP
   Scholarship of Teaching and Learning (SoTL) grant - University Capacity
   Development Grant of the Department of Higher Education},
Funding-Text = {This work was supported in part by the National Research Foundation of
   South Africa (Grant Number: 137941), and a 2021 UP Scholarship of
   Teaching and Learning (SoTL) grant funded by the University Capacity
   Development Grant of the Department of Higher Education.},
Number-of-Cited-References = {32},
Times-Cited = {1},
Usage-Count-Last-180-days = {5},
Usage-Count-Since-2013 = {5},
Journal-ISO = {Phys. Sci. Rev.},
Doc-Delivery-Number = {5C0AS},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000863931700001},
DA = {2023-09-01},
}

@article{ WOS:000835101100001,
Author = {Wai, Sim Yee and WaiShiang, Cheah and Phang, Piau and Lam, Kai-Chee and
   Phang, Eaqerzilla and Jali, Nurfauza binti},
Title = {Goal Question Metric as an Interdisciplinary Tool for Assessing Mobile
   Learning Application},
Journal = {INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS},
Year = {2022},
Volume = {13},
Number = {5},
Pages = {146-152},
Month = {MAY},
Abstract = {Assessing the mobile learning application among interdisciplinary
   researchers is a non-trivial task. Mandarin Learning App is a Mandarin
   3D game tailor-made for students who choose PBC1033 Mandarin Language
   Level 1 as an elective course. It is an interdisciplinary project which
   it involves researchers from software engineering, computational
   science/mathematics and the Faculty of Language studies. In the project,
   the software engineer focuses on producing a quality application mostly
   through usability studies; the language teacher focuses on students'
   study performance upon using the Mandarin Learning App and the
   mathematician focuses on finding the statistical data dependency of
   collected data through the various statistical packages. Hence, we are
   facing issues like how to reach a consensus in working on assessing the
   Mandarin 3D games? How to enable the discussion among the researchers;
   how to consolidate the results so that we can understand? We introduce
   Goal Question Metric to tackle these issues. In this paper, we
   demonstrate how Goal Question Metric is used to form a holistic view of
   assessing requirements on mobile applications and guide the discussion
   and reach consensus in analyzing the results of the evaluation. The
   contribution of this paper is to introduce Goal Question Metric as an
   interdisciplinary tool while assessing the mobile learning application.
   With Goal Question Metric, we demonstrate how it can structure the
   assessment from a different viewpoint in a comprehensive and systematic
   manner; 1) better structure of the experiments, 2) able to reach
   consensus among researchers from different disciplines, 3) able to
   analyze the dependencies among various experiments and 4) able to find
   hidden results.},
Publisher = {SCIENCE \& INFORMATION SAI ORGANIZATION LTD},
Address = {19 BOLLING RD, BRADFORD, WEST YORKSHIRE, 00000, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Wai, SY (Corresponding Author), Quest Int Univ QIU, Fac Comp \& Engn, Ipoh, Perak, Malaysia.
   Wai, Sim Yee, Quest Int Univ QIU, Fac Comp \& Engn, Ipoh, Perak, Malaysia.
   Lam, Kai-Chee, Univ Malaysia Sarawak, Fac Language \& Commun, Kota Samarahan, Malaysia.
   WaiShiang, Cheah; Phang, Piau; Phang, Eaqerzilla; Jali, Nurfauza binti, Univ Malaysia Sarawak, Fac Comp Sci \& IT, Kota Samarahan, Malaysia.},
ISSN = {2158-107X},
EISSN = {2156-5570},
Keywords = {Goal question metric; mobile application; evaluation; communication;
   interdisciplinary},
Research-Areas = {Computer Science},
Web-of-Science-Categories  = {Computer Science, Theory \& Methods},
Affiliations = {University of Malaysia Sarawak; University of Malaysia Sarawak},
Funding-Acknowledgement = {UNIMAS; UNIMAS Teaching and Learning grant {[}SoTL
   SoTL/FSKTM/2020(1)/002]},
Funding-Text = {The authors would like to thank UNIMAS to support on this research. This
   research is under UNIMAS Teaching and Learning grant, SoTL
   SoTL/FSKTM/2020(1)/002.},
Number-of-Cited-References = {24},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {Int. J. Adv. Comput. Sci. Appl.},
Doc-Delivery-Number = {3L9SX},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000835101100001},
DA = {2023-09-01},
}

@article{ WOS:000794772300001,
Author = {Al-Mekhlafi, Al-Baraa Abdulrahman and Othman, Idris and Kineber, Ahmed
   Farouk and Mousa, Ahmad A. and Zamil, Ahmad M. A.},
Title = {Modeling the Impact of Massive Open Online Courses (MOOC) Implementation
   Factors on Continuance Intention of Students: PLS-SEM Approach},
Journal = {SUSTAINABILITY},
Year = {2022},
Volume = {14},
Number = {9},
Month = {MAY},
Abstract = {The Engineers in Society (EIS) course is a common course unique to
   Universiti Teknologi PETRONAS. However, every semester, the course
   receives 300 to 500 students, making managing and delivering it a
   challenging task. The EIS course is thus in need of a suitable mode of
   delivery where the teaching and learning process can cater to a large
   number of participants from a variety of programs. The aim of this study
   is to address the effect of Massive Open Online Courses MOOC factors
   implementation on the continuance intention of students. The study
   employed a survey that was designed from a literature review. The survey
   adopted a series of questions to gather information about the problem
   under investigation. One hundred forty-eight responses were collected
   from the students in different engineering, project and operation
   management, quality, sustainability, and entrepreneurship programs. In
   addition, partial least squares regression-structural equation modelling
   was used to analyze data. Based on the results, there is a significant
   impact of MOOC implementation factors on the continuance intention of
   students. Nevertheless, students showed a high intention to continue
   studying engineering in society courses online MOOC. Therefore, the
   current study provides practical evidence for management and lecturers
   of the university to enhance MOOC factors to ensure the high quality of
   teaching and enhance the continuance intention of students to study in a
   MOOC environment.},
Publisher = {MDPI},
Address = {ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Al-Mekhlafi, AA (Corresponding Author), Univ Teknol Petronas, Dept Management \& Humanities, Seri Iskandar 32610, Perak, Malaysia.
   Al-Mekhlafi, Al-Baraa Abdulrahman, Univ Teknol Petronas, Dept Management \& Humanities, Seri Iskandar 32610, Perak, Malaysia.
   Othman, Idris; Kineber, Ahmed Farouk, Univ Teknol PETRONAS, Dept Civil \& Environm Engn, Seri Iskandar 32610, Perak, Malaysia.
   Mousa, Ahmad A., Monash Univ, Sch Engn, Discipline Civil Engn, Sunway Campus, Subang Jaya 47500, Selangor, Malaysia.
   Zamil, Ahmad M. A., Prince Sattam Bin Abdulaziz Univ, Coll Business Adm, Dept Mkt, POB 165, Al Kharj 11942, Saudi Arabia.},
DOI = {10.3390/su14095342},
Article-Number = {5342},
EISSN = {2071-1050},
Keywords = {Engineers in Society; Massive Open Online Courses MOOC; continuance
   intention; PLS-SEM},
Keywords-Plus = {TECHNOLOGY ACCEPTANCE; DRIVING PERFORMANCE; SYSTEMS SUCCESS; QUALITY;
   SATISFACTION; VARIABLES},
Research-Areas = {Science \& Technology - Other Topics; Environmental Sciences \& Ecology},
Web-of-Science-Categories  = {Green \& Sustainable Science \& Technology; Environmental Sciences;
   Environmental Studies},
Author-Email = {albaraa901@gmail.com
   idris\_othman@utp.edu.my
   a.farouk.kineber@gmail.com
   ahmad.mousa@monash.edu
   am.zamil@psau.edu.sa},
Affiliations = {Universiti Teknologi Petronas; Universiti Teknologi Petronas; Monash
   University; Monash University Sunway; Prince Sattam Bin Abdulaziz
   University},
ResearcherID-Numbers = {AL-MEKHLAFI, AL-BARAA ABDULRAHMAN/ABE-9219-2021
   Zamil, Ahmad/AAV-1955-2020
   Zamil, Ahmad M/GSM-9566-2022
   Farouk Kineber, Ahmed/ABI-2659-2020
   Othman, Idris/C-7482-2017},
ORCID-Numbers = {AL-MEKHLAFI, AL-BARAA ABDULRAHMAN/0000-0003-0341-122X
   Zamil, Ahmad/0000-0002-3700-8458
   Farouk Kineber, Ahmed/0000-0002-7347-4712
   Othman, Idris/0000-0001-6822-8122},
Funding-Acknowledgement = {Universiti Teknologi PETRONAS {[}CL2020-0019, 015LF0-047]},
Funding-Text = {The authors would like to acknowledge Universiti Teknologi PETRONAS for
   funding this research under SoTL grant CL2020-0019, grant cost center
   015LF0-047.},
Number-of-Cited-References = {89},
Times-Cited = {7},
Usage-Count-Last-180-days = {12},
Usage-Count-Since-2013 = {20},
Journal-ISO = {Sustainability},
Doc-Delivery-Number = {1E9AQ},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000794772300001},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000753864900001,
Author = {Yik, Brandon J. and Raker, Jeffrey R. and Apkarian, Naneh and Stains,
   Marilyne and Henderson, Charles and Dancy, Melissa H. and Johnson,
   Estrella},
Title = {Evaluating the impact of malleable factors on percent time lecturing in
   gateway chemistry, mathematics, and physics courses},
Journal = {INTERNATIONAL JOURNAL OF STEM EDUCATION},
Year = {2022},
Volume = {9},
Number = {1},
Month = {FEB 10},
Abstract = {Background Active learning used in science, technology, engineering, and
   mathematics (STEM) courses has been shown to improve student outcomes.
   Nevertheless, traditional lecture-orientated approaches endure in these
   courses. The implementation of teaching practices is a result of many
   interrelated factors including disciplinary norms, classroom context,
   and beliefs about learning. Although factors influencing uptake of
   active learning are known, no study to date has had the statistical
   power to empirically test the relative association of these factors with
   active learning when considered collectively. Prior studies have been
   limited to a single or small number of evaluated factors; in addition,
   such studies did not capture the nested nature of institutional
   contexts. We present the results of a multi-institution, large-scale (N
   = 2382 instructors; N = 1405 departments; N = 749 institutions)
   survey-based study in the United States to evaluate 17 malleable factors
   (i.e., influenceable and changeable) that are associated with the amount
   of time an instructor spends lecturing, a proxy for implementation of
   active learning strategies, in introductory postsecondary chemistry,
   mathematics, and physics courses. Results Regression analyses, using
   multilevel modeling to account for the nested nature of the data,
   indicate several evaluated contextual factors, personal factors, and
   teacher thinking factors were significantly associated with percent of
   class time lecturing when controlling for other factors used in this
   study. Quantitative results corroborate prior research in indicating
   that large class sizes are associated with increased percent time
   lecturing. Other contextual factors (e.g., classroom setup for small
   group work) and personal contexts (e.g., participation in scholarship of
   teaching and learning activities) are associated with a decrease in
   percent time lecturing. Conclusions Given the malleable nature of the
   factors, we offer tangible implications for instructors and
   administrators to influence the adoption of more active learning
   strategies in introductory STEM courses.},
Publisher = {SPRINGER},
Address = {ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES},
Type = {Article},
Language = {English},
Affiliation = {Raker, JR (Corresponding Author), Univ S Florida, Dept Chem, Tampa, FL 33620 USA.
   Yik, Brandon J.; Raker, Jeffrey R., Univ S Florida, Dept Chem, Tampa, FL 33620 USA.
   Apkarian, Naneh, Arizona State Univ, Sch Math \& Stat Sci, Tempe, AZ 85287 USA.
   Stains, Marilyne, Univ Virginia, Dept Chem, Charlottesville, VA 22904 USA.
   Henderson, Charles, Western Michigan Univ, Dept Phys \& Mallinson, Inst Sci Educ, Kalamazoo, MI 49008 USA.
   Dancy, Melissa H., Univ Colorado, Dept Phys, Boulder, CO 80309 USA.
   Dancy, Melissa H., Univ Colorado, Ctr STEM Learning, Boulder, CO 80309 USA.
   Johnson, Estrella, Virginia Tech, Dept Math, Blacksburg, VA 24061 USA.},
DOI = {10.1186/s40594-022-00333-3},
Article-Number = {15},
ISSN = {2196-7822},
Keywords = {Contextual factors; Personal factors; Beliefs about teaching;
   Institutional change; Undergraduate education; Teaching practices;
   Evidence-based instructional practices; Chemistry; Mathematics; Physics},
Keywords-Plus = {INITIATIVE DISSEMINATION PROJECT; PROMOTING INSTRUCTIONAL-CHANGE;
   NARROWS ACHIEVEMENT GAPS; PROFESSIONAL-DEVELOPMENT; IMPLICIT THEORIES;
   DECISION-MAKING; GROWTH MINDSET; UNDERGRADUATE SCIENCE; TEACHING
   KNOWLEDGE; COLLEGE SCIENCE},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research; Education, Scientific Disciplines},
Author-Email = {jraker@usf.edu},
Affiliations = {State University System of Florida; University of South Florida; Arizona
   State University; Arizona State University-Tempe; University of
   Virginia; Western Michigan University; University of Colorado System;
   University of Colorado Boulder; University of Colorado System;
   University of Colorado Boulder; Virginia Polytechnic Institute \& State
   University},
ResearcherID-Numbers = {Yik, Brandon J/AAS-6477-2021
   Henderson, Charles R./B-1131-2009
   },
ORCID-Numbers = {Yik, Brandon J/0000-0001-8124-8451
   Henderson, Charles R./0000-0003-0334-6739
   Johnson, Estrella/0000-0003-3723-7696
   Stains, Marilyne/0000-0001-7881-5718
   Apkarian, Naneh/0000-0002-0866-8633},
Funding-Acknowledgement = {National Science Foundation {[}DUE 1726126, 2028134, 1726328, 1726042,
   1726281]; Directorate for STEM Education; Division Of Undergraduate
   Education {[}2028134] Funding Source: National Science Foundation;
   Division Of Undergraduate Education; Direct For Education and Human
   Resources {[}1726281, 1726042] Funding Source: National Science
   Foundation; Division Of Undergraduate Education; Direct For Education
   and Human Resources {[}1726328] Funding Source: National Science
   Foundation},
Funding-Text = {This material is based upon work supported by the National Science
   Foundation under Grant Nos. DUE 1726126 (J.R.R.), 2028134 (M.S.),
   1726328 (C.H.), 1726042 (M.H.D.), and 1726281 (E.J.). Any opinions,
   findings, and conclusions or recommendations expressed in this material
   are those of the authors and do not necessarily reflect the views of the
   National Science Foundation.},
Number-of-Cited-References = {162},
Times-Cited = {14},
Usage-Count-Last-180-days = {9},
Usage-Count-Since-2013 = {24},
Journal-ISO = {Int. J. STEM Educ.},
Doc-Delivery-Number = {YX1JR},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000753864900001},
OA = {gold, Green Published},
DA = {2023-09-01},
}

@article{ WOS:000753192600001,
Author = {Jamison, Cassandra Sue Ellen and Fuher, Jacob and Wang, Annie and
   Huang-Saad, Aileen},
Title = {Experiential learning implementation in undergraduate engineering
   education: a systematic search and review},
Journal = {EUROPEAN JOURNAL OF ENGINEERING EDUCATION},
Year = {2022},
Volume = {47},
Number = {6},
Pages = {1356-1379},
Month = {NOV 2},
Abstract = {Experiential learning (EL) is a process of learning through doing, while
   experiential education incorporates the pedagogies and structures that
   support this process. As the benefits of EL have become more evident,
   experiential engineering education (EEE) efforts like design courses,
   have increasingly been integrated into undergraduate curricula. However,
   few efforts have examined the research approaches used to determine the
   impact of EEE on student learning outcomes. This review examines how EL
   has been implemented and evaluated in previous undergraduate engineering
   education publications by performing a systematic search and critical
   review of relevant articles. Results indicate that a majority of
   articles study EL and education within the context of one course and
   employ course evaluation methods in line with goals of the Scholarship
   of Teaching and Learning research community. Suggestions for future
   research on EL and education that will allow for a broader understanding
   of its impact in engineering education are provided.},
Publisher = {TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND},
Type = {Review},
Language = {English},
Affiliation = {Huang-Saad, A (Corresponding Author), Univ Michigan, Biomed Engn, Ann Arbor, MI 48109 USA.
   Jamison, Cassandra Sue Ellen; Fuher, Jacob; Wang, Annie; Huang-Saad, Aileen, Univ Michigan, Biomed Engn, Ann Arbor, MI 48109 USA.
   Fuher, Jacob, Univ Michigan, Elect Engn, Ann Arbor, MI 48109 USA.
   Huang-Saad, Aileen, Northeastern Univ, Roux Inst, Bioengn, Portland, OR USA.},
DOI = {10.1080/03043797.2022.2031895},
EarlyAccessDate = {FEB 2022},
ISSN = {0304-3797},
EISSN = {1469-5898},
Keywords = {Experiential learning; review; assessment; evaluation; undergraduate},
Keywords-Plus = {PROFESSIONAL SKILLS; COMMUNITY-SERVICE; PROJECT; STUDENT; PBL; INDUSTRY;
   OUTCOMES},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {a.huang-saad@northeastern.edu},
Affiliations = {University of Michigan System; University of Michigan; University of
   Michigan System; University of Michigan},
ORCID-Numbers = {Jamison, Cassandra/0000-0002-0253-1636},
Funding-Acknowledgement = {University of Michigan},
Funding-Text = {This work was supported by The University of Michigan through the
   Rackham Merit Fellowship, Undergraduate Research Opportunity, and Summer
   Undergraduate Research in Engineering Programs.},
Number-of-Cited-References = {136},
Times-Cited = {2},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {16},
Journal-ISO = {Eur. J. Eng. Educ.},
Doc-Delivery-Number = {9S3LA},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000753192600001},
DA = {2023-09-01},
}

@article{ WOS:000672175400015,
Author = {Reeder, Julie A.},
Title = {The Scholarship of Teaching and Learning: A Guide for Scientists,
   Engineers, and Mathematicians},
Journal = {JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR},
Year = {2021},
Volume = {53},
Number = {6},
Pages = {548-549},
Month = {JUN},
Publisher = {ELSEVIER SCIENCE INC},
Address = {STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA},
Type = {Book Review},
Language = {English},
Affiliation = {Reeder, JA (Corresponding Author), Oregon WIC Program, 800 NE Oregon St,Ste 865, Portland, OR 97232 USA.
   Reeder, Julie A., Oregon WIC Program, 800 NE Oregon St,Ste 865, Portland, OR 97232 USA.},
DOI = {10.1016/j.jneb.2021.03.004},
EarlyAccessDate = {JUL 2021},
ISSN = {1499-4046},
EISSN = {1878-2620},
Research-Areas = {Education \& Educational Research; Nutrition \& Dietetics},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Nutrition \& Dietetics},
Number-of-Cited-References = {1},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {J. Nutr. Educ. Behav.},
Doc-Delivery-Number = {TH6CJ},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000672175400015},
DA = {2023-09-01},
}

@article{ WOS:000652705500009,
Author = {Farrar, Matthew J.},
Title = {Arduino(TM) microprocessors as a platform for modeling framework labs},
Journal = {AMERICAN JOURNAL OF PHYSICS},
Year = {2021},
Volume = {89},
Number = {6},
Pages = {596-602},
Month = {JUN},
Abstract = {Modeling is an essential skill for the career physical scientist or
   engineer. One approach that attempts to integrate this element of
   critical thinking into the laboratory environment is the modeling
   framework lab. In this style of lab exercise, students construct a model
   of both the measurement apparatus and the phenomenon under
   investigation. A key challenge to implementing this approach in
   introductory mechanics courses is that the use of electronic data
   acquisition modules obfuscates the process by which primary measurements
   are made and interpreted. Conversely, the use of simple analog devices
   does not adequately prepare students for scientific investigations in
   the ``real world.{''} Here, the Arduino(TM) microprocessor is considered
   as a platform to bridge this pedagogical gap. Student survey data
   regarding perceived value of the labs, force concept inventory testing,
   and analysis of final exam scores were used to assess the efficacy of
   this approach. Results from this style of lab were compared to
   ``task-measurement{''} style labs, in which students followed a set of
   instructions and utilized commercial ``black box{''} data acquisition
   tools. Arduino(TM)-based modeling framework labs showed robust increases
   in both perceived and measured quantitative skills compared to
   ``task-measurement{''}-taught sections. These data support the use of
   open-source microprocessors as a powerful pedagogical platform for
   offering modeling framework labs in introductory mechanics.},
Publisher = {AMER INST PHYSICS},
Address = {1305 WALT WHITMAN RD, STE 300, MELVILLE, NY 11747-4501 USA},
Type = {Article},
Language = {English},
Affiliation = {Farrar, MJ (Corresponding Author), Messiah Univ, Dept Comp Math \& Phys, Mechanicsburg, PA 17055 USA.
   Farrar, Matthew J., Messiah Univ, Dept Comp Math \& Phys, Mechanicsburg, PA 17055 USA.},
DOI = {10.1119/10.0004856},
ISSN = {0002-9505},
EISSN = {1943-2909},
Keywords-Plus = {PHYSICS; DEMONSTRATIONS; INSTRUCTION},
Research-Areas = {Education \& Educational Research; Physics},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Physics, Multidisciplinary},
Author-Email = {mfarrar@messiah.edu},
Funding-Acknowledgement = {Scholarship of Teaching and Learning program at Messiah University},
Funding-Text = {This work was supported by the Scholarship of Teaching and Learning
   program at Messiah University. The author is especially grateful for the
   work of Cynthia Wells in directing this process.},
Number-of-Cited-References = {39},
Times-Cited = {1},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {9},
Journal-ISO = {Am. J. Phys.},
Doc-Delivery-Number = {SF4CH},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000652705500009},
DA = {2023-09-01},
}

@article{ WOS:000635654600008,
Author = {Sikhosana, S. T. and Gumede, T. P. and Malebo, N. J. and Ogundeji, A. O.},
Title = {Poly(lactic acid) and its composites as functional materials for 3-D
   scaffolds in biomedical applications: A mini-review of recent trends},
Journal = {EXPRESS POLYMER LETTERS},
Year = {2021},
Volume = {15},
Number = {6},
Pages = {568-580},
Month = {JUN},
Abstract = {Patients sometimes lose organs and/or organ functions due to disease and
   injury, which may result in permanent disabilities. Advanced
   biotechnological practices can now afford victims of these incidences an
   opportunity to repair some of the damaged tissues or organs without the
   need for a donor. This can be achieved by reconstruction of the damaged
   tissue or organ through scaffold and cell technologies. Scaffolds serve
   as template material for neo-organs to guide and accelerate cell growth.
   The structure of a scaffold material must meet certain design parameters
   to achieve optimal functionality in tissue engineering. Pre-requisites
   include surface compatibility and architectural suitability with the
   host environment. Polymeric scaffolds derived from polymer blends have
   the prospects to control the physical and chemical environment of the
   biological system. In this review, potential roles, general properties,
   advantages, and disadvantages of poly (lactic acid) and its composites
   as functional materials for scaffolding will be outlined. PLA and its
   composites have been subjects of research for some decades due to
   non-toxicity and the ability to mimic native tissue. Though PLA and
   composites have demonstrated great potential for various biomedical
   applications, a lot still needs to be done for them to compete with
   donor and prosthetic organs.},
Publisher = {BUDAPEST UNIV TECHNOL \& ECON},
Address = {DEPT POLYMER ENG, MUEGYETEM RKP 3, BUDAPEST, H-1111, HUNGARY},
Type = {Review},
Language = {English},
Affiliation = {Gumede, TP (Corresponding Author), Cent Univ Technol, Dept Life Sci, Bloemfontein, Free State, South Africa.
   Sikhosana, S. T.; Gumede, T. P.; Malebo, N. J.; Ogundeji, A. O., Cent Univ Technol, Dept Life Sci, Bloemfontein, Free State, South Africa.
   Ogundeji, A. O., Univ Free State, Dept Microbial Biochem \& Food Biotechnol, 205 Nelson Mandela Dr, Pk West Bloemfontein, Free State, South Africa.},
DOI = {10.3144/expresspolymlett.2021.48},
ISSN = {1788-618X},
Keywords = {polymer composites; PLA; scaffolds; tissue engineering; 3-D bioprinting},
Keywords-Plus = {REGENERATIVE MEDICINE; POLYMER SCAFFOLDS; POLYLACTIC ACID; TISSUE;
   BIOMATERIALS; FABRICATION; ORGAN; DESIGN},
Research-Areas = {Polymer Science},
Web-of-Science-Categories  = {Polymer Science},
Author-Email = {tgumede@cut.ac.za},
Affiliations = {Central University of Technology; University of the Free State},
ResearcherID-Numbers = {Gumede, Thandi/AAP-9397-2021
   },
ORCID-Numbers = {Ogundeji, Adepemi/0000-0002-7886-0524
   Gumede, Thandi Patricia/0000-0001-5315-7296},
Funding-Acknowledgement = {National Research Foundation (NRF); Central University of Technology
   (CUT) postgraduate student funds; National Research Foundation for Black
   Academics Advancement Programme (BAAP); Scholarship of Teaching and
   Learning (SOTL)},
Funding-Text = {The National Research Foundation (NRF) for postgraduate scholarship and
   Central University of Technology (CUT) postgraduate student funds are
   acknowledged by S.T. Sikhosana for financial support of the project. The
   National Research Foundation for Black Academics Advancement Programme
   (BAAP) and the Scholarship of Teaching and Learning (SOTL) are
   acknowledged by T.P. Gumede for financial support.},
Number-of-Cited-References = {76},
Times-Cited = {17},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {31},
Journal-ISO = {Express Polym. Lett.},
Doc-Delivery-Number = {RG6OE},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000635654600008},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000608081400001,
Author = {Roxa, Torgny and Ahmad, Arshad and Barrington, Janette and Van Maaren,
   John and Cassidy, Robert},
Title = {Reconceptualizing student ratings of teaching to support quality
   discourse on student learning: a systems perspective},
Journal = {HIGHER EDUCATION},
Year = {2022},
Volume = {83},
Number = {1},
Pages = {35-55},
Month = {JAN},
Abstract = {This paper summarizes the discourse on student ratings of teaching in
   higher education. It reconceptualizes student ratings within a larger
   process of promoting quality in teaching and student learning. As
   students engage in productive dialogue with teachers and administrators,
   metrics drawn from decontextualized surveys are admittedly a vital
   resource. Our paper contends, however, that student ratings can only
   become a tool for enhancement when they feed reflective conversations
   about improving the learning process and when these conversations are
   informed by the scholarship of teaching and learning. We illustrate this
   view with a case study of an Engineering Faculty that uses three
   interconnected initiatives to support an evolving conversation on
   quality among teachers in partnership with students. The role of student
   engagement in enhancement efforts is discussed as well as potential
   challenges to implementation. Our purpose is to spark wider discussion
   of a systems perspective on student ratings that supports a coherent
   discourse towards positive change.},
Publisher = {SPRINGER},
Address = {VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Cassidy, R (Corresponding Author), Concordia Univ, Ctr Teaching \& Learning, Dept Educ, De Maisonneuve Blvd W, Montreal, PQ H3G 1M8, Canada.
   Roxa, Torgny, Lund Univ, Fac Engn, Lund, Sweden.
   Ahmad, Arshad, Lahore Univ Management Sci, Lahore, Pakistan.
   Barrington, Janette, Concordia Univ, Ctr Teaching \& Learning, Montreal, PQ, Canada.
   Van Maaren, John, Concordia Univ, MacPherson Inst, Hamilton, ON, Canada.
   Cassidy, Robert, Concordia Univ, Ctr Teaching \& Learning, Dept Educ, De Maisonneuve Blvd W, Montreal, PQ H3G 1M8, Canada.},
DOI = {10.1007/s10734-020-00615-1},
EarlyAccessDate = {JAN 2021},
ISSN = {0018-1560},
EISSN = {1573-174X},
Keywords = {Course evaluations; Higher education; Quality enhancement;
   Practice-based research; Approaches to learning; Students as partners;
   Systems perspective},
Keywords-Plus = {HIGHER-EDUCATION; SATISFACTION; SCHOLARSHIP; PERCEPTIONS; RESPONSES;
   TEACHERS; GENDER},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {rob.cassidy@concordia.ca},
Affiliations = {Lund University; Lahore University of Management Sciences; Concordia
   University - Canada; Concordia University - Canada; Concordia University
   - Canada},
ORCID-Numbers = {Cassidy, Robert/0000-0002-1336-7077},
Number-of-Cited-References = {101},
Times-Cited = {4},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {17},
Journal-ISO = {High. Educ.},
Doc-Delivery-Number = {YJ4MS},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000608081400001},
DA = {2023-09-01},
}

@article{ WOS:000610287900001,
Author = {Walwyn, David R. and Combrinck, Celeste},
Title = {Epistemic justice during a global pandemic: Transforming curricula and
   pedagogical practices to improve student experiences of innovation
   studies},
Journal = {INDUSTRY AND HIGHER EDUCATION},
Year = {2021},
Volume = {35},
Number = {5, SI},
Pages = {598-608},
Month = {OCT},
Abstract = {Current pedagogical approaches to science and technology policy studies
   in southern African universities may fail to provide students with the
   necessary capabilities to be effective as innovation policy
   practitioners. This study investigated whether consideration of
   epistemic diversity and the situatedness of knowledge could enhance
   student outcomes in terms of agency and self-efficacy. A pedagogical
   intervention was designed and implemented for a postgraduate course in
   engineering economics, following which the students rated their
   experiences through an online questionnaire. The COVID-19 pandemic
   partly disrupted the intervention, but also accelerated the use of
   blended learning as a means of mitigating the harmful effects of the
   consequent lockdown. The study revealed that most respondents felt that
   the intervention had helped them to feel more confident, respected and
   included. However, blended learning could not prevent the stressful
   experiences due to forced sheltering at home. The results support the
   importance of finding innovative ways to transform curricula and
   teaching methods in science and technology studies. Pedagogy based on
   the principles of epistemic justice, essential to ensure that students
   from different backgrounds have equal opportunities for personal growth,
   is challenging under remote learning conditions.},
Publisher = {SAGE PUBLICATIONS LTD},
Address = {1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Walwyn, DR (Corresponding Author), Univ Pretoria, Dept Engn \& Technol Management, Private Bag X20, ZA-0028 Pretoria, South Africa.
   Walwyn, David R.; Combrinck, Celeste, Univ Pretoria, Pretoria, South Africa.},
DOI = {10.1177/0950422220987088},
EarlyAccessDate = {JAN 2021},
Article-Number = {0950422220987088},
ISSN = {0950-4222},
EISSN = {2043-6858},
Keywords = {Curriculum reform; decoloniality; epistemic justice; higher education;
   innovation studies},
Keywords-Plus = {HIGHER-EDUCATION; FUTURE},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {david.walwyn@up.ac.za},
Affiliations = {University of Pretoria},
ResearcherID-Numbers = {Combrinck, Celeste Marié/AAF-3020-2019
   },
ORCID-Numbers = {Combrinck, Celeste Marié/0000-0002-8067-5299
   Walwyn, David/0000-0002-0545-0604},
Funding-Acknowledgement = {University of Pretoria through the Scholarship of Teaching and Learning
   grant},
Funding-Text = {The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   authors gratefully acknowledge financial support for this project from
   the University of Pretoria through the Scholarship of Teaching and
   Learning grant.},
Number-of-Cited-References = {38},
Times-Cited = {1},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {18},
Journal-ISO = {Ind. Higher Educ.},
Doc-Delivery-Number = {WG1KK},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000610287900001},
DA = {2023-09-01},
}

@article{ WOS:000724420800002,
Author = {Henry, Dayna S. and Brantmeier, Edward J. and Jaffee, Ashley Taylor and
   Tongen, Anthony and Pierrakos, Olga},
Title = {Faculty Empowering Faculty: SoTL Leaders Catalyzing Institutional and
   Cultural Change},
Journal = {TEACHING \& LEARNING INQUIRY-THE ISSOTL JOURNAL},
Year = {2021},
Volume = {9},
Number = {2},
Abstract = {Faculty are increasingly interested in engaging in the scholarship of
   teaching and learning (SoTL) across disciplines, necessitating
   educational development support. While many institutions utilize
   one-time workshops and faculty communities offering professional
   development funding, the case study presented in this article takes a
   different approach. The aim of the Engaged Teacher-Scholar (ETS) program
   is to support faculty growth in a process of becoming ETS leaders across
   the university campus. ETS leaders advance an individual SoTL research
   project and are trained to develop a plan for and offer professional
   development events to their department, college, and university related
   to SoTL. The article presents an overview of the program's objectives,
   organization, and outcomes over four years of implementation. The
   article concludes with implications for implementation at other
   institutions.},
Publisher = {UNIV CALGARY PRESS},
Address = {2500 UNIVERSITY DR NW, CALGARY, ALBERTA T2N 1N4, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Henry, DS (Corresponding Author), James Madison Univ, Cambridge, MA 02139 USA.
   Henry, Dayna S.; Brantmeier, Edward J.; Tongen, Anthony, James Madison Univ, Cambridge, MA 02139 USA.
   Jaffee, Ashley Taylor, Princeton Univ, Princeton, NJ 08544 USA.
   Pierrakos, Olga, Wake Forest Univ, Winston Salem, NC 27101 USA.},
DOI = {10.20343/teachlearninqu.9.2.15},
ISSN = {2167-4779},
EISSN = {2167-4787},
Keywords = {faculty development; case study; change catalysts},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {henryds@jmu.edu
   brantmej@jmu.edu
   jaffeeat@jmu.edu
   tongenal@jmu.edu
   pierrao@wfu.edu},
Affiliations = {James Madison University; Princeton University; Wake Forest University},
ORCID-Numbers = {Henry, Dayna/0000-0002-5890-1878},
Funding-Acknowledgement = {National Science Foundation {[}0846468]; Directorate For Engineering;
   Div Of Engineering Education and Centers {[}0846468] Funding Source:
   National Science Foundation},
Funding-Text = {This material is based upon work supported by the National Science
   Foundation under grant number 0846468 to Olga Pierrakos. Any opinions,
   findings, and conclusions or recommendations expressed in this material
   are those of the author(s) and do not necessarily reflect the views of
   the National Science Foundation. We want to acknowledge the ongoing
   support and partnership between the Center for Faculty Innovation and
   Office of Research and Scholarship. We would also like to acknowledge
   all the great SoTL scholars at James Madison University who care deeply
   about their craft and their students.},
Number-of-Cited-References = {22},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {5},
Journal-ISO = {Teach. Learn. Inq.},
Doc-Delivery-Number = {XF9YZ},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000724420800002},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000710279900001,
Author = {Watson, Jonathan Adam and Zhang, Ying},
Title = {A RETROSPECTIVE PRE-POST SURVEY TO ANALYZE COURSE REVISIONS, PERCEIVED
   LEARNING, AND LEARNING OUTCOMES IN AN AGRICULTURAL STRUCTURES COURSE},
Journal = {TRANSACTIONS OF THE ASABE},
Year = {2021},
Volume = {64},
Number = {5},
Pages = {1415-1423},
Abstract = {In early 2019, instructors in the Agricultural Operations Management
   (AOM) program in the Department of Agricultural and Biological
   Engineering at the University of Florida developed a retrospective
   pre-test/post-test survey instrument to measure changes in perceived
   knowledge, skills, and attitudes (KSA) for students enrolled in AOM4642:
   Environmental Systems for Agricultural Structures during the fall 2019
   semester. The course trains students to understand the components of the
   environment, the impact of those components on building usage, and how
   to control the environmental variables of buildings used to house
   agricultural products (e.g., livestock and horticultural) for more
   efficient production, processing, and storage. The course stresses a
   hands-on approach through experiential learning opportunities, and it
   challenges students to solve problems using critical thinking and
   application of conceptual principles. The course recently underwent
   significant revisions following the RASE pedagogical model to create
   student-centered curricular experiences and link learning objectives
   with assessments, outcomes, and evaluation. Thirty-one AOM students
   enrolled in the 16-week course completed the survey. After the course,
   the students retroactively (i.e., ``before and after{''} instruction)
   rated their perceived learning. Changes in pre- and post-instruction
   responses were compared using measures of central tendency and
   correlations, and statistical significance (p-values) was reported.
   Constructs measuring KSA items were created using collapsed variables
   and tested for internal consistency and scale reliability against a
   threshold reliability coefficient of 0.70. The goal of this study was to
   assess the effectiveness of the RASE pedagogical model on
   student-perceived learning with respect to changes in knowledge, skills,
   and attitudes in an agricultural structures course. The specific
   objectives of this study were to: (1) measure changes in students'
   perceived knowledge, skills, and attitudes, (2) evaluate student
   sentiment toward the course materials and activities, and (3) solicit
   feedback from the students on ways to improve the course. Results of the
   survey indicated significant increases in students' perceived learning
   with respect to KSA. In addition, students commented on the
   effectiveness of several instructional activities (e.g., labs, field
   trips), indicating that those activities enhanced their experiences, but
   they also noted that shorter, more frequent homework would help with
   retention.},
Publisher = {AMER SOC AGRICULTURAL \& BIOLOGICAL ENGINEERS},
Address = {2950 NILES RD, ST JOSEPH, MI 49085-9659 USA},
Type = {Article},
Language = {English},
Affiliation = {Watson, JA (Corresponding Author), Univ Florida, Dept Agr \& Biol Engn, Gainesville, FL 32611 USA.
   Watson, Jonathan Adam; Zhang, Ying, Univ Florida, Dept Agr \& Biol Engn, Gainesville, FL 32611 USA.},
DOI = {10.13031/trans.14578},
ISSN = {2151-0032},
EISSN = {2151-0040},
Keywords = {Assessment and evaluation; Construct reliability analysis; Instructional
   improvement; Perceived learning; RASE pedagogical model; Retrospective
   pre-test and post-test design; Student perceptions},
Keywords-Plus = {RESPONSE-SHIFT BIAS; STUDENTS EVALUATIONS; EDUCATION; PRETEST; DESIGN},
Research-Areas = {Agriculture},
Web-of-Science-Categories  = {Agricultural Engineering},
Author-Email = {jaw7385@ufl.edu},
Affiliations = {State University System of Florida; University of Florida},
ORCID-Numbers = {Zhang, Ying/0000-0003-2943-8527
   Watson, Jonathan/0000-0002-6282-4203},
Funding-Acknowledgement = {University of Florida's College of Agricultural and Life Science
   Scholarship of Teaching and Learning group; University of Florida's
   Department of Agricultural and Biological Engineering},
Funding-Text = {We would like to acknowledge Dr. Ray Bucklin, professor emeritus, for
   his contributions to and development of AOM4642: Environmental Systems
   for Agricultural Structures. As the creator of this course, his original
   content was used extensively during the semester and served as the basis
   for creating or adapting new content. We thank Brian Owens, Jesse
   Savell, and Todd Pritchard at the University of Florida for the time
   they provided to give students tours of the facilities and agricultural
   structures. We also thank the University of Florida's Department of
   Agricultural and Biological Engineering for providing teaching grants to
   purchase 360 degrees cameras, heat stress trackers, iPads, and other
   instructional technologies that helped students gain valuable experience
   in AOM4642. Finally, we thank Dr. Grady Roberts and the University of
   Florida's College of Agricultural and Life Science Scholarship of
   Teaching and Learning group for providing training and assistance as
   well as funding to present these findings at conferences and meetings.},
Number-of-Cited-References = {31},
Times-Cited = {0},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {7},
Journal-ISO = {Trans. ASABE},
Doc-Delivery-Number = {WL2ZP},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000710279900001},
DA = {2023-09-01},
}

@article{ WOS:000591284200010,
Author = {Reedy, Alison K. and Guerrero Farias, Maria Lucia and Reyes, Luis H. and
   Pradilla, Diego},
Title = {Improving employability skills through non-placement work-integrated
   learning in chemical and food engineering: A case study},
Journal = {EDUCATION FOR CHEMICAL ENGINEERS},
Year = {2020},
Volume = {33},
Pages = {91-101},
Month = {DEC},
Abstract = {Preparing work-ready chemical engineering graduates is achieved by
   integrating the technical skills and knowledge learned at university
   with employability skills required by industry. While this is most often
   made through industry placements, non-placement forms of work-integrated
   learning (WIL) can be highly effective in preparing graduates for the
   workplace without the issues of locating work placements and ensuring
   their quality. In this paper, the authors focus on a chemical
   engineering course that combines non-placement WIL with a
   problem-oriented/project-based learning methodology, and a
   problem-solving tool, the Integrated Product and Process Design (IPPD)
   framework. The authors present qualitative data from students,
   lecturers, and industry partners to evaluate whether the employability
   skills of creativity and teamwork are developed in the course. Through a
   process of qualitative analysis, the authors developed five key themes
   that provide a focused understanding of how the parts of the course
   relate to one another and drive student learning. The findings of this
   study indicate that the model of non-placement WIL evaluated was
   effective in building the defined employability skills; however, there
   are opportunities for iterative enhancement. The key learnings from this
   study may guide others interested in building non-placement WIL into
   chemical engineering education. (C) 2020 Institution of Chemical
   Engineers. Published by Elsevier B.V. All rights reserved.},
Publisher = {ELSEVIER SCI LTD},
Address = {THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Reyes, LH (Corresponding Author), Univ Los Andes, Dept Chem \& Food Engn, Bogota, Colombia.
   Reedy, Alison K., Charles Darwin Univ, Off Educ Strategy, Darwin, NT, Australia.
   Guerrero Farias, Maria Lucia, Univ Los Andes, Ctr Teaching \& Learning, Sch Educ, Bogota, Colombia.
   Reyes, Luis H.; Pradilla, Diego, Univ Los Andes, Dept Chem \& Food Engn, Bogota, Colombia.},
DOI = {10.1016/j.ece.2020.09.002},
EISSN = {1749-7728},
Keywords = {Work-integrated learning; Employability skills; Creativity; Teamwork;
   Scholarship of teaching and learning},
Keywords-Plus = {PSYCHOLOGICAL SAFETY; IDENTITY; FUTURE},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Chemical},
Author-Email = {alison.reedy@cdu.edu.au
   ml.guerrero55@uniandes.edu.co
   lh.reyes@uniandes.edu.co
   d-pradil@uniandes.edu.co},
Affiliations = {Charles Darwin University; Universidad de los Andes (Colombia);
   Universidad de los Andes (Colombia)},
ResearcherID-Numbers = {Reyes, Luis H./AFN-2343-2022
   },
ORCID-Numbers = {Reyes, Luis H./0000-0001-7251-5298
   Guerrero Farias, Maria Lucia/0000-0002-5078-4785
   Pradilla, Diego/0000-0001-8810-9526},
Number-of-Cited-References = {52},
Times-Cited = {8},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {20},
Journal-ISO = {Educ. Chem. Eng.},
Doc-Delivery-Number = {OU1GV},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000591284200010},
OA = {Bronze},
DA = {2023-09-01},
}

@article{ WOS:000583698000001,
Author = {Farrar, Emily J.},
Title = {Implementing a Design Thinking Project in a Biomedical Instrumentation
   Course},
Journal = {IEEE TRANSACTIONS ON EDUCATION},
Year = {2020},
Volume = {63},
Number = {4},
Pages = {240-245},
Month = {NOV},
Abstract = {Contribution: This article illustrates how to design and implement a
   Design Thinking project in a biomedical instrumentation course as a
   bridge between education and industry. It also presents the effect of
   the project on student perceptions of their learning gains and their
   postgraduate preparedness. Background: Biomedical engineering continues
   to experience strong growth, with instrumentation being one of the top
   three segments of the industry. Design Thinking is a desirable skill in
   the industry, is highly applicable to the human-centered outcomes of
   biomedical instrumentation, and has documented a positive impact on
   student learning. Therefore, Design Thinking implementation in a
   biomedical instrumentation course would be valuable, but has yet to be
   accomplished. Intended Outcomes: The implementation of a Design Thinking
   project is expected to increase student learning and postgraduate
   preparedness. Application Design: A Design Thinking project was designed
   and implemented in an upper level biomedical instrumentation course.
   This article describes the structure of the project, for example,
   student outcomes and its assessment. The ``Student Assessment of
   Learning Gains{''} instrument and a postgraduate survey were used to
   evaluate student perception of their learning and postgraduate
   preparedness. Findings: The critical elements of Design Thinking were
   successfully implemented into a four-week biomedical instrumentation
   project experience within the instrumentation course. Students
   perception of their learning was significantly increased by the Design
   Thinking project. A postgraduate survey indicated a positive influence
   of the project on student preparedness for industry and graduate
   studies.},
Publisher = {IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC},
Address = {445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA},
Type = {Article},
Language = {English},
Affiliation = {Farrar, EJ (Corresponding Author), Messiah Coll, Dept Engn, Mechanicsburg, PA 17055 USA.
   Farrar, Emily J., Messiah Coll, Dept Engn, Mechanicsburg, PA 17055 USA.},
DOI = {10.1109/TE.2020.2975558},
ISSN = {0018-9359},
EISSN = {1557-9638},
Keywords = {Biomedical measurement; Industries; Instruments; Prototypes; Aerospace
   electronics; Bridges; Employment; Biomedical instrumentation; design
   thinking; project-based learning (PBL); student learning; undergraduate},
Keywords-Plus = {CURRICULUM},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Electrical \& Electronic},
Author-Email = {efarrar@messiah.edu},
ORCID-Numbers = {Farrar, Emily/0000-0003-4968-0038},
Funding-Acknowledgement = {Teaching and Learning Institute at Messiah College},
Funding-Text = {The author thanks Dr. C. Wells and Dr. J. Fisler of the Scholarship of
   Teaching and Learning Institute at Messiah College for their assistance
   in the design of this article.},
Number-of-Cited-References = {27},
Times-Cited = {3},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {26},
Journal-ISO = {IEEE Trans. Educ.},
Doc-Delivery-Number = {OJ0ZU},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000583698000001},
DA = {2023-09-01},
}

@article{ WOS:000620092300003,
Author = {Leary, Miriam and Morewood, Aimee and Bryner, Randy},
Title = {A controlled intervention to improve freshman retention in a STEM-based
   physiology major},
Journal = {ADVANCES IN PHYSIOLOGY EDUCATION},
Year = {2020},
Volume = {44},
Number = {3},
Pages = {334-343},
Month = {SEP},
Abstract = {Using a Scholarship of Teaching and Learning lens, this study
   systematically examined if a targeted intervention in at-risk students
   within a science, technology, engineering, and mathematics (STEM)based
   physiology program would elicit positive student perceptions and higher
   retention rates into the second year. Those students who were considered
   at risk for attrition (retention; n = 82) were compared against a
   control group (non-retention; n = 165), and outcomes were evaluated with
   an End-of-Semester Survey and university enrollment data. Students in
   the retention group reported more favorable responses to questions
   pertaining to a first-year seminar course and academic advising. By the
   start of the following (spring 2019) semester, 48 students transferred
   out of the program (20\%) with little difference between groups
   (non-retention 19\%; retention 22\%). At the start of fall 2019 term,
   55\% of the 2018 freshman class were retained within the program
   (non-retention 66\%; retention 39\%), and 85\% were retained within the
   university (non-retention 91\%, retention 74\%). The intervention was
   successful in eliciting positive student perceptions of the major, but
   did not improve retention of at-risk students within the physiology
   major.},
Publisher = {AMER PHYSIOLOGICAL SOC},
Address = {9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA},
Type = {Article},
Language = {English},
Affiliation = {Leary, M (Corresponding Author), West Virginia Univ, Div Exercise Physiol, Sch Med, Dept Human Performance \& Appl Exercise Sci, Morgantown, WV 26506 USA.
   Leary, Miriam; Bryner, Randy, West Virginia Univ, Div Exercise Physiol, Sch Med, Dept Human Performance \& Appl Exercise Sci, Morgantown, WV 26506 USA.
   Morewood, Aimee, West Virginia Univ, Curriculum \& Instruct Literacy Studies Social \& C, Coll Educ \& Human Serv, Morgantown, WV 26506 USA.},
DOI = {10.1152/advan.00038.2020},
ISSN = {1043-4046},
EISSN = {1522-1229},
Keywords = {at-risk; freshman; physiology; retention; STEM},
Research-Areas = {Education \& Educational Research; Physiology},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Physiology},
Author-Email = {Miriam.leary@hsc.wvu.edu},
Affiliations = {West Virginia University; West Virginia University},
Funding-Acknowledgement = {NIGMS NIH HHS {[}U54 GM104942] Funding Source: Medline},
Number-of-Cited-References = {20},
Times-Cited = {5},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Adv. Physiol. Educ.},
Doc-Delivery-Number = {QK0SU},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000620092300003},
OA = {Green Published, gold},
DA = {2023-09-01},
}

@article{ WOS:000576931600004,
Author = {Cleary, John},
Title = {Using the Flipped Classroom Model in a Junior Level Course to Increase
   Student Learning and Success},
Journal = {JOURNAL OF CIVIL ENGINEERING EDUCATION},
Year = {2020},
Volume = {146},
Number = {3},
Month = {JUL},
Abstract = {Engineering courses typically follow a similar framework for content
   delivery: preread, lecture, and homework. Innovations are starting to be
   embraced that increase engagement, student learning, and success. One
   technique that is being experimented with is the use of the flipped
   classroom. In the flipped classroom model, students watch videos of the
   lectures and spend class time working on active learning activities. In
   this study, the flipped model was applied to a junior level civil
   engineering course, Structural Analysis, with the goal of increasing
   student learning and success. A statistical analysis of the attainment
   of the student learning objectives (i.e., student learning) determined
   mixed results. Of the seven learning objectives for the course: four
   increased, two decreased, and one decreased less than one percent. The
   study found that the flipped model had a positive effect on student
   success. There was a 7.9\% increase in students who earned a C grade or
   better in the course.},
Publisher = {ASCE-AMER SOC CIVIL ENGINEERS},
Address = {1801 ALEXANDER BELL DR, RESTON, VA 20191-4400 USA},
Type = {Article},
Language = {English},
Affiliation = {Cleary, J (Corresponding Author), Univ S Alabama, Dept Civil Coastal \& Environm Engn, 150 Jaguar Dr,Shelby Hall,Suite 3142, Mobile, AL 36688 USA.
   Cleary, John, Univ S Alabama, Dept Civil Coastal \& Environm Engn, 150 Jaguar Dr,Shelby Hall,Suite 3142, Mobile, AL 36688 USA.},
DOI = {10.1061/(ASCE)EI.2643-9115.0000015},
Article-Number = {05020003},
ISSN = {2643-9107},
EISSN = {2643-9115},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Multidisciplinary},
Author-Email = {cleary@southalabama.edu},
Affiliations = {University of South Alabama},
Funding-Acknowledgement = {University of South Alabama Innovation in Learning Center through the
   Scholarship of Teaching and Learning (SoTL) minigrant program},
Funding-Text = {The author would like the thank the University of South Alabama
   Innovation in Learning Center for supporting this effort through the
   Scholarship of Teaching and Learning (SoTL) minigrant program. The
   author would especially like to thank Dr. Raj Chaudhury, Dr. Sue
   Mattson, and Dr. Jennifer Yates for all of their hard work and
   dedication to improve teaching and research at the University of South
   Alabama.},
Number-of-Cited-References = {8},
Times-Cited = {3},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {10},
Journal-ISO = {J. Civ. Eng. Educ.},
Doc-Delivery-Number = {NZ2NB},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000576931600004},
DA = {2023-09-01},
}

@article{ WOS:000542694000001,
Author = {Arena, Sara L. and Davis, Julian L.},
Title = {The concept-specific effects of cooperative learning in an introductory
   engineering mechanics dynamics course},
Journal = {INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL},
Year = {2021},
Volume = {58},
Number = {4},
Pages = {387-397},
Month = {JUL 4},
Abstract = {Cooperative learning, using small groups to complete a common goal, has
   a positive effect on student achievement and potential in foundational
   engineering mechanics courses. The purpose of this study was to
   quantitatively examine the effects of cooperative learning on student
   performance, if these effects are concept-specific, and perceptions of
   learning within an introductory Dynamics course. Data were collected
   from one section of n = 55 students. Optional weekly cooperative
   sessions were offered in addition to in-class traditional lecture.
   Students who attended cooperative sessions earned 12.8\% higher overall
   grade (p= 0.001) specifically attributable to rigid body kinematics (p=
   0.002) and rigid body kinetics (p= 0.001), which is newer and more
   challenging material for students. Cooperative learning was associated
   with positive perceptions of learning, with 85-95\% of students agreeing
   that it was helpful towards the understanding of material. Future work
   aims to incorporate group processing and adaptations for different class
   sizes.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Arena, SL (Corresponding Author), Virginia Tech, Biomed Engn \& Mech, Collegiate Sq Innovat Pl 0151 460 Turner St, Blacksburg, VA 24060 USA.
   Arena, Sara L., Virginia Tech, Biomed Engn \& Mech, Collegiate Sq Innovat Pl 0151 460 Turner St, Blacksburg, VA 24060 USA.
   Davis, Julian L., Univ Southern Indiana, Engn, Evansville, IN USA.},
DOI = {10.1080/14703297.2020.1777886},
EarlyAccessDate = {JUN 2020},
ISSN = {1470-3297},
EISSN = {1470-3300},
Keywords = {Cooperative learning; engineering mechanics; dynamics; concept-specific},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {sarena@vt.edu},
Affiliations = {Virginia Polytechnic Institute \& State University},
ORCID-Numbers = {Arena, Sara/0000-0002-3545-5000
   Davis, Julian/0000-0003-4109-3904},
Funding-Acknowledgement = {Center for Excellence in Teaching and Learning (CETL) at Virginia Tech},
Funding-Text = {This work received support from the Center for Excellence in Teaching
   and Learning (CETL) at Virginia Tech through the Scholarship of Teaching
   and Learning Writing Retreat (June 2018, January 2020).},
Number-of-Cited-References = {17},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {10},
Journal-ISO = {Innov. Educ. Teach. Int.},
Doc-Delivery-Number = {UM4BP},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000542694000001},
DA = {2023-09-01},
}

@article{ WOS:000607919500003,
Author = {Watson, Ellen and Marin, Luis F. and White, Lisa N. and Macciotta,
   Renato and Lefsrud, Lianne M.},
Title = {Blended Learning in an Upper Year Engineering Course: The Relationship
   between Students' Program Year, Interactions with Online Material, and
   Academic Performance},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2020},
Volume = {11},
Number = {3, SI},
Abstract = {At a comprehensive, public university in Western Canada, a fourth-year
   course in risk and safety management was recently made a requirement for
   all engineering students; depending on their program, students may take
   this course in their second, third, fourth, or fifth year of their
   program. As a result of increasing class sizes, this course was shifted
   from traditional to blended instruction. Since blending and opening this
   course to students with varying years of undergraduate engineering
   experience, instructors noted a difference in students' maturity (e.g.,
   a change in quantity and quality of in-class discussion, questions,
   participation, student-teacher interactions, and problem solving
   capabilities) and questioned whether this impacted their interactions
   with online material. Research examining the impact of blended learning
   in Engineering has primarily focused on large first-year undergraduate
   courses; research about blended learning in upper-year engineering
   courses is sparse. Studies investigating courses with students of
   varying years of experience in the program are virtually non-existent.
   Therefore, to better understand students' interactions with online
   material during blended learning as connected to years in their program,
   we examined the relationship between levels of interaction and
   performance of students by year in program. This study analyzed
   approximately 2000 students' interactions with online material and
   performance across five sections of a riskmanagement course in
   engineering. We found that students who had completed more years of
   their program interacted less with online material than students earlier
   in their undergraduate careers. Academic performance, on the other hand,
   was higher for students who had interacted more with online material and
   slightly higher for students who had completed more years in their
   program. These results suggest that the delivery of instructional
   materials may need to be tailored to students' year in their program.
   Further implications and areas of future study are discussed.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Watson, E (Corresponding Author), Univ Alberta, Edmonton, AB, Canada.
   Watson, Ellen; Marin, Luis F.; White, Lisa N.; Macciotta, Renato; Lefsrud, Lianne M., Univ Alberta, Edmonton, AB, Canada.},
DOI = {10.5206/cjsotl-rcacea.2020.3.8270},
Article-Number = {3},
ISSN = {1918-2902},
Keywords = {blended learning; engineering; risk management; multi-year course},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {ellen.watson@ualberta.ca
   luisfern@ualberta.ca
   lisa.white@ualberta.ca
   macciott@ualberta.ca
   lefsrud@ualberta.ca},
Affiliations = {University of Alberta},
Number-of-Cited-References = {24},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {PS4UZ},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000607919500003},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000585221800012,
Author = {Vale, Julie and Oliver, Michele and Clemmer, Ryan M. C.},
Title = {The Influence of Attendance, Communication, and Distractions on the
   Student Learning Experience using Blended Synchronous Learning},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2020},
Volume = {11},
Number = {2},
Abstract = {A second-year engineering course at the authors' institution was offered
   via a blended synchronous learning (BSL) method of delivery whereby
   students could choose to attend lectures live (face-to-face) or remotely
   (via a synchronous, live stream over the internet) during a summer
   semester. Survey and grade data were collected across two years of this
   offering. Attendance, interaction, communication with the instructor,
   and general distractions were main themes affecting the student learning
   experience both positively and negatively. Specifically, students found
   the remote access, the ability to ask questions, the teaching style, and
   having more time during the summer semester as positive aspects to their
   learning experience. Negative influences on their learning experience
   related primarily to their busy work schedules, technological issues
   associated with BSL, and typical summer distractions. Critically, our
   results indicate that attendance is a key indicator of student grades
   (after correcting for GPA), regardless of whether students attended
   lectures remotely or face-to-face: students attending more than 75\% of
   the lectures performed on average 12\% better than students who did not
   (p=0.0093). The consensus in the student comments was that the remote
   attendance option allowed students to attend in situations where the
   alternative was no attendance at all, implying that the potential gain
   in grades due to higher attendance may outweigh any potential impact the
   mode of attendance may have. Overall, a synchronous, remote attendance
   option may provide a lifeline to students who would not otherwise be
   able to attend a course, and (assuming a mode of interaction, such as
   the synchronous chat, is available) students do not perceive remote
   attendance as having a negative influence on their learning.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Vale, J (Corresponding Author), Univ Guelph, Guelph, ON, Canada.
   Vale, Julie; Oliver, Michele; Clemmer, Ryan M. C., Univ Guelph, Guelph, ON, Canada.},
DOI = {10.5206/cjsotl-rcacea.2020.2.11105},
Article-Number = {11},
ISSN = {1918-2902},
Keywords = {blended synchronous learning; attendance; online chat; student learning;
   asking questions},
Keywords-Plus = {PERFORMANCE; COLLEGE; GRADES; MODEL},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {jvale@uoguelph.ca
   moliver@uoguelph.ca
   rclemmer@uoguelph.ca},
Affiliations = {University of Guelph},
Number-of-Cited-References = {36},
Times-Cited = {3},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {19},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {OL3DS},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000585221800012},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000561987400020,
Author = {Clark, Renee M. and Dickerson, Samuel and Bedewy, Mostafa and Chen,
   Kevin P. and Dallal, Ahmed and Gomez, Andres and Hu, Jingtong and
   Kerestes, Robert and Luangkesorn, Louis},
Title = {Social-Driven Propagation of Active Learning and Associated Scholarship
   Activity in Engineering: A Case Study},
Journal = {INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION},
Year = {2020},
Volume = {36},
Number = {5, SI},
Pages = {1667-1680},
Abstract = {This research describes a pilot program for propagating active learning
   within engineering education starting with a group of nine interested
   instructors from two departments. The first and second authors served as
   the discipline-based coaches for these instructors, and the propagation
   program involved community discussions, one-on-one coaching, classroom
   observation, assessment of student perspectives, and feedback to and
   follow-up with the instructors. This approach aligned with the
   professional development and coaching literature as well as emergent
   change strategies identified by Henderson and colleagues. This work is
   important because STEM education has not generally taken a
   research-based approach to dissemination of pedagogical innovations, and
   research on sustained change is only in its early stages. Using a case
   study approach involving instructor interviews, documentary data (i.e.,
   discussion notes), and classroom observation, the program was assessed
   based upon instructor participation and accomplishments (including
   scholarship of teaching and learning activities), plans for continued
   active-learning use, and valuation. Of the nine initial instructors,
   seven participated in the one-year program until the end, including
   three who also engaged in scholarship of teaching and learning. All
   seven used active learning, as confirmed by observation or interview.
   Based on their interviews, instructors identified the program's
   ``people{''} focus, in particular one-on-one coaching and community
   discussions, as strengths of the program, as supported by the coaching
   literature. A finding of this research is that benefits were achieved
   despite non-ideal levels of instructor participation in all program
   aspects. The goal is to share an implementation and assessment approach
   with other educators considering relationship-driven, emergent
   strategies for adoption or expansion of active learning.},
Publisher = {TEMPUS PUBLICATIONS},
Address = {IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND},
Type = {Article},
Language = {English},
Affiliation = {Clark, RM (Corresponding Author), Univ Pittsburgh, Swanson Sch Engn, Ind Engn, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Clark, RM (Corresponding Author), Univ Pittsburgh, Swanson Sch Engn, Engn Educ Res Ctr EERC, Assessment, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Clark, Renee M.; Bedewy, Mostafa; Gomez, Andres; Luangkesorn, Louis, Univ Pittsburgh, Swanson Sch Engn, Ind Engn, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Clark, Renee M., Univ Pittsburgh, Swanson Sch Engn, Engn Educ Res Ctr EERC, Assessment, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Dickerson, Samuel, Univ Pittsburgh, Swanson Sch Engn, Comp Engn, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Chen, Kevin P.; Dallal, Ahmed; Hu, Jingtong; Kerestes, Robert, Univ Pittsburgh, Swanson Sch Engn, Elect \& Comp Engn, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.
   Kerestes, Robert, Univ Pittsburgh, Swanson Sch Engn, Elect Engn, Benedum Hall,3700 OHara St, Pittsburgh, PA 15261 USA.},
ISSN = {0949-149X},
Keywords = {instructional change; active learning; educational scholarship;
   engineering education; propagation; coach},
Keywords-Plus = {INSTRUCTIONAL-CHANGE; SCIENCE; PHYSICS},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Multidisciplinary},
Author-Email = {rmclark@pitt.edu},
Affiliations = {Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); University of Pittsburgh; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh},
ResearcherID-Numbers = {Chen, Kevin/GYU-8963-2022
   Covey, Kevin/AAE-3599-2020
   Dickerson, Samuel/AAN-3085-2021
   Bedewy, Mostafa/A-9089-2010
   },
ORCID-Numbers = {Covey, Kevin/0000-0001-6914-7797
   Dickerson, Samuel/0000-0003-2281-5115
   Bedewy, Mostafa/0000-0003-4182-7533
   Dallal, Ahmed/0000-0003-0573-2326},
Funding-Acknowledgement = {University of Pittsburgh's 2018 Innovation in Education award from the
   Office of the Provost},
Funding-Text = {This work was funded by the University of Pittsburgh's 2018 Innovation
   in Education award from the Office of the Provost. This work was also
   made possible by the Engineering Education Research Center (EERC) in the
   Swanson School of Engineering.},
Number-of-Cited-References = {44},
Times-Cited = {1},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {6},
Journal-ISO = {Int. J. Eng. Educ},
Doc-Delivery-Number = {ND6DE},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000561987400020},
DA = {2023-09-01},
}

@article{ WOS:000551920500003,
Author = {Badenhorst, Cecile M. and Moloney, Cecilia and Rosales, Janna},
Title = {New Literacies for Engineering Students: Critical Reflective- Writing
   Practice},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2020},
Volume = {11},
Number = {1},
Abstract = {Engineering education has long resulted in professional engineers with
   the required technical skills to meet the profession's needs. Yet in
   today's rapidly changing, globalised world, engineers will need more
   than technical competencies to meet the requirements of their
   professional work. Incorporating different literacies in engineering
   education might help with this shift We introduce the idea of including
   critical reflective writing practice on the idea of being an engineer
   into engineering curricula. Our study explored how fourteen engineering
   graduate students were mentored on how to reflect critically on their
   professional identities through narrative writing. The students wrote
   the narratives while attending a pilot co-curricular Institute that
   focused on developing leadership, communication, and professional
   skill-building. We analysed the narrative writing produced by
   participants using the constant comparison method of analysis. Key
   findings show that (a) narrative methodologies are valuable for tapping
   into the reflective non-technical, process aspects of the profession;
   and (b) critical reflective writing practice was challenging for
   participants and required comprehensive scaffolding. If scaffolded and
   embedded in engineering curricula, critical reflective writing practice
   could contribute significantly to a 21st century engineering identity.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Badenhorst, CM (Corresponding Author), Mem Univ, St John, NF, Canada.
   Badenhorst, Cecile M.; Moloney, Cecilia; Rosales, Janna, Mem Univ, St John, NF, Canada.},
DOI = {10.5206/cjsotl-rcacea.2020.1.10805},
Article-Number = {4},
ISSN = {1918-2902},
Keywords = {engineering education; social justice; critical reflection; narrative
   writing; empathetic engineer; formation des ingenieurs; justice sociale;
   reflection critique; redaction de recits; ingenieur emphatique},
Keywords-Plus = {ACADEMIC LITERACIES},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {cbadenhorst@mun.ca
   cmoloney@mun.ca
   jrosales@mun.ca},
Affiliations = {Memorial University Newfoundland},
Number-of-Cited-References = {45},
Times-Cited = {4},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {5},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {MP0RI},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000551920500003},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000518888400005,
Author = {Aleong, Richard J. and Goldstein, Molly H.},
Title = {Balancing Curriculum Design Trade-Offs for Larger Learning Goals: A
   Synthesized Model},
Journal = {INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION},
Year = {2020},
Volume = {36},
Number = {2},
Pages = {556-567},
Abstract = {Engineering educators face a number of instructional trade-off decisions
   that may be experienced as tensions in curriculum design. To navigate
   these tensions, we present a synthesized model based on experiential
   learning theory, novice-expert development, and design learning and
   practice. Our model highlights how different mechanisms may support
   students in a back-and-forth movement between learning general
   engineering tools and that of particular cases that utilize engineering
   tools. With this model, we focus our attention on students' professional
   and personal development towards larger system learning goals that
   encompass engineering formation and students' personal growth. In the
   context of an introductory engineering design and graphics course, we
   utilize this model to develop a series of reflection exercises that aim
   to elicit students' thinking about connections between their coursework
   and future careers. Two student reflections are presented to illustrate
   the model and its features for supporting critical reflection and
   meaning-making of educators' instructional practice. As engineering
   educators are continually challenged to navigate curriculum
   decision-making, this paper highlights opportunities for curriculum
   reframing that balances the need for students' holistic personal and
   professional formation.},
Publisher = {TEMPUS PUBLICATIONS},
Address = {IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND},
Type = {Article},
Language = {English},
Affiliation = {Aleong, RJ (Corresponding Author), Purdue Univ, Sch Engn Educ, Wang Hall,3rd Floor,516 Northwestern Ave, W Lafayette, IN 47906 USA.
   Aleong, Richard J., Purdue Univ, Sch Engn Educ, Wang Hall,3rd Floor,516 Northwestern Ave, W Lafayette, IN 47906 USA.
   Goldstein, Molly H., Univ Illinois, Ind \& Enterprise Syst Engn, 104 S Mathews Ave, Urbana, IL 61820 USA.},
ISSN = {0949-149X},
Keywords = {curriculum and instructional design; experiential learning; professional
   formation; scholarship of teaching and learning; student reflections},
Keywords-Plus = {ENGINEERING DESIGN},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Multidisciplinary},
Author-Email = {raleong@purdue.edu
   mhg3@illinois.edu},
Affiliations = {Purdue University System; Purdue University West Lafayette Campus;
   Purdue University; University of Illinois System; University of Illinois
   Urbana-Champaign},
Number-of-Cited-References = {38},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Int. J. Eng. Educ},
Doc-Delivery-Number = {KT3AY},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000518888400005},
DA = {2023-09-01},
}

@article{ WOS:000468786000001,
Author = {Oerther, Daniel B. and Voth-Gaeddert, Lee E. and Divelbiss, Daniel W.},
Title = {Improving Environmental Health Practice and Policy Through Convergence
   Research: A Case Study of Linked Food-Water Systems Enhancing Child
   Health},
Journal = {ENVIRONMENTAL ENGINEERING SCIENCE},
Year = {2019},
Volume = {36},
Number = {7, SI},
Pages = {820-832},
Month = {JUL 1},
Abstract = {Promoting access to safe drinking water or access to nutritious food,
   each independently contribute uniquely to positive gains in human
   health. Nexus analysis-a systems-based approach to study interconnection
   and interdependence-provides a framework to expose interactions and
   interventions in linked food-water systems. Interactions result in
   unintentional changes in efficacy or toxicity creating
   poorer-than-expected health outcomes while synergistic interventions
   targeting both ``water, sanitation, and hygiene{''} as well as ``food
   security, nutrition, and safety{''} yield greater-than-anticipated
   improvements in health and wellness. Herein, we describe a case study of
   linked food-water systems, where discovery, integration, application,
   and the scholarship of teaching and learning, collectively enhanced
   child health through convergence research-a transdisciplinary approach
   to solve a compelling and specific problem. The method integrates five
   techniques predominant in the field of health care, including: (1)
   community-based participatory research, (2) structured reviews, (3)
   mixed methods, (4) structural equation modeling, and (5)
   interprofessional education-at multiple study sites in east Africa,
   Guatemala, Brazil, and South Africa. The compelling problem explored is,
   ``the lack of an overarching framework to achieve improvements in
   interdisciplinary environmental health practice and policy,{''} to
   ultimately solve specific problems such as, ``the eradication of
   childhood stunting.{''} Results demonstrate that convergence research
   improves environmental health practice and policy by exposing insights
   to be measured, validated, and disseminated.},
Publisher = {MARY ANN LIEBERT, INC},
Address = {140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA},
Type = {Article},
Language = {English},
Affiliation = {Oerther, DB (Corresponding Author), Missouri Univ Sci \& Technol, Dept Civil Architectural \& Environm Engn, 1401 North Pine St, Rolla, MO 65401 USA.
   Oerther, Daniel B.; Voth-Gaeddert, Lee E., Missouri Univ Sci \& Technol, Dept Civil Architectural \& Environm Engn, 1401 North Pine St, Rolla, MO 65401 USA.
   Voth-Gaeddert, Lee E., Tufts Univ, Dept Civil \& Environm Engn, Medford, MA 02155 USA.
   Divelbiss, Daniel W., Waterfields LLC, Cincinnati, OH USA.},
DOI = {10.1089/ees.2019.0058},
EarlyAccessDate = {MAY 2019},
ISSN = {1092-8758},
EISSN = {1557-9018},
Keywords = {childhood stunting; community-based participatory research;
   interprofessional education; mixed methods; structural equation
   modeling; structured reviews},
Keywords-Plus = {PARTICIPATORY RESEARCH; BIOSAND FILTER; INTERPROFESSIONAL COLLABORATION;
   SOCIOECONOMIC-STATUS; COMMUNITY; SANITATION; HYGIENE; IMPACT; GROWTH;
   INTERVENTION},
Research-Areas = {Engineering; Environmental Sciences \& Ecology},
Web-of-Science-Categories  = {Engineering, Environmental; Environmental Sciences},
Author-Email = {oertherd@mst.edu},
Affiliations = {University of Missouri System; Missouri University of Science \&
   Technology; Tufts University},
ResearcherID-Numbers = {Voth-Gaeddert, Lee/U-9332-2019
   Oerther, Daniel B/H-6543-2014},
ORCID-Numbers = {Voth-Gaeddert, Lee/0000-0002-9541-1958
   Oerther, Daniel B/0000-0002-6724-3205},
Funding-Acknowledgement = {National Science Foundation {[}0538532, 1102690]; John A. and Susan
   Mathes Endowment from Missouri ST; University of Missouri South Africa
   Exchange Program; Schowalter Foundation; Conflict and Development
   Foundation of Texas AM; Direct For Education and Human Resources;
   Division Of Graduate Education {[}0538532, 1102690] Funding Source:
   National Science Foundation},
Funding-Text = {The authors wish to thank three anonymous reviewers; Roger Watson,
   Professor of Nursing, University of Hull; and Sarah Oerther, Nursing
   Instructor, Saint Louis University for valuable criticism. The authors
   wish to acknowledge the financial support of the National Science
   Foundation award numbers 0538532 and 1102690; the John A. and Susan
   Mathes Endowment from Missouri S \& T; the University of Missouri South
   Africa Exchange Program; the Schowalter Foundation; and the Conflict and
   Development Foundation of Texas A\&M.},
Number-of-Cited-References = {108},
Times-Cited = {12},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {8},
Journal-ISO = {Environ. Eng. Sci.},
Doc-Delivery-Number = {II0US},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000468786000001},
OA = {Bronze},
DA = {2023-09-01},
}

@article{ WOS:000498014300009,
Author = {Zakani, Sima and Kaupp, Jake and Turner, Roderick D. and Frank, Brian},
Title = {Analyzing Implicit Science and Math Outcomes in Engineering and
   Technology Programs},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2019},
Volume = {10},
Number = {1},
Abstract = {One of the key steps when developing pathways between baccalaureate and
   diploma programs is comparing learning goals between the programs. This
   paper presents application of a seven-dimensional framework (cognitive
   process, transferability, depth of analysis, interdependence, question
   novelty, scaffolding and communication) to analyze the implicit learning
   outcomes in 11 of Ontario's post-secondary programs in engineering and
   engineering technology. We collected 319 calculus questions (179 from
   six technology programs and 140 from five engineering programs) and 205
   physics questions (122 from two technology programs and 83 from four
   engineering programs). Content specialists assessed each question in the
   first four of these dimensions, and instructors from the participating
   institutions scored random questions from their own disclosed questions
   on the remaining dimensions. Analysis of scaffolding in physics
   questions showed that engineering questions mostly required the students
   to choose from or synthetize a range of approaches while technology
   questions often required the students to use a specific approach. The
   study found that technology programs focused more on discipline-specific
   physics concepts and their applications than physics courses in
   engineering. Calculus questions from both sectors mostly required
   application of mathematical concepts in non-contextualized scenarios or
   a general engineering context, with no significant difference in
   question novelty, scaffolding and level of communication. From a credits
   perspective, these results suggest that direct credit for bidirectional
   transfers may be warranted, and that small bridging learning modules
   targeting missing outcomes may be able to support efficient transfer
   pathways.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Zakani, S (Corresponding Author), Univ British Columbia, Vancouver, BC, Canada.
   Zakani, Sima, Univ British Columbia, Vancouver, BC, Canada.
   Kaupp, Jake; Frank, Brian, Queens Univ, Kingston, ON, Canada.
   Turner, Roderick D., Seneca Coll Appl Arts \& Technol, Toronto, ON, Canada.},
DOI = {10.5206/cjsotl-rcacea.2019.1.7994},
Article-Number = {9},
ISSN = {1918-2902},
Keywords = {transfer; pathways; learning outcomes},
Keywords-Plus = {ONTARIO COLLEGES; RELIABILITY; STUDENTS},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {szakani@mail.ubc.ca
   jake.kaupp@queensu.ca
   roderick.turner@senecacollege.ca
   brian.frank@queensu.ca},
Affiliations = {University of British Columbia; Queens University - Canada},
Number-of-Cited-References = {30},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {JP1EA},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000498014300009},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000452438200004,
Author = {Musib, Mrinal},
Title = {Creating and integrating relevant educational cartoons with
   scenario-based learning strategies to impart long-term ethics learning},
Journal = {INTERNATIONAL JOURNAL OF INNOVATION AND LEARNING},
Year = {2019},
Volume = {25},
Number = {1},
Pages = {50-63},
Abstract = {Active and interactive learning are considered harbingers to life-long
   learning and many have recommended appropriate integration of technology
   and teaching methodologies to impart authentic learning. It is of utmost
   importance that classroom teaching be relevant and should involve
   potential real-life ethical situations that the students may face in the
   workplace. We thus need to ensure that the students retain and find
   application of their learning that they have accomplished in the
   classroom, outside the classroom. In this study, I have endeavoured to
   create relevant skits/plays which have been converted to educational
   cartoons to teach ethics to undergraduate engineering students. The
   students assumed the role of individual characters as depicted in the
   script/skit and engaged in open-ended discussion post identifying the
   ethical context addressed in the script. These cartoons would be used as
   flipped classrooms to enhance authentic and life-long learning
   experience to impart an innovative/novel way of teaching and learning.
   Data and feedback were collected from participating students and which
   was very encouraging.},
Publisher = {INDERSCIENCE ENTERPRISES LTD},
Address = {WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Musib, M (Corresponding Author), Natl Univ Singapore, Dept Biomed Engn, Singapore, Singapore.
   Musib, Mrinal, Natl Univ Singapore, Dept Biomed Engn, Singapore, Singapore.},
DOI = {10.1504/IJIL.2019.10016645},
ISSN = {1471-8197},
EISSN = {1741-8089},
Keywords = {scenario-based learning; active learning; student feedback; educational
   cartoons; MOOC's; SoTL; ethics; authentic and life-long learning;
   technology enhanced learning; flipped classrooms; innovative teaching;
   skits and plays},
Research-Areas = {Business \& Economics},
Web-of-Science-Categories  = {Management},
Author-Email = {biemkm@nus.edu.sg},
Affiliations = {National University of Singapore},
Funding-Acknowledgement = {NUS, Faculty of Engineering, Technology Enhanced Learning (TEL) grant},
Funding-Text = {This project was funded in part by a NUS, Faculty of Engineering,
   Technology Enhanced Learning (TEL) grant. I would also like to thank
   Centre for Instructional Technology (CIT), particularly Shyam and
   Prakash for their help in developing the cartoon and Valerie for her
   help with the script.},
Number-of-Cited-References = {15},
Times-Cited = {2},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {16},
Journal-ISO = {Int. J. Innov. Learn.},
Doc-Delivery-Number = {HD3SB},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000452438200004},
DA = {2023-09-01},
}

@article{ WOS:000451717900003,
Author = {Frank, Brian and Donnelly, Catherine},
Title = {Conducting research in sports engineering education},
Journal = {SPORTS ENGINEERING},
Year = {2018},
Volume = {21},
Number = {4},
Pages = {255-265},
Month = {DEC},
Abstract = {This aim of this paper is to provide recommendations for developing
   sports engineering education research (SEER) both at the individual and
   community levels. The emergence of this field can be positively informed
   by reflection on similar developments in other fields, particularly
   engineering education and health science education research. The large
   traditional engineering disciplines, including chemical, electrical and
   computer, and mechanical, have well-developed communities and
   publication venues for educational research. Health professions,
   including kinesiology, rehabilitation, nursing, and medicine, have
   allied with sports engineering to develop educational research that can
   inform methods and provide opportunities for dissemination. As an
   interdisciplinary field, it is also critical to draw on the growing body
   of interprofessional education research. The rich literature relating to
   discipline-based educational research (DBER) and the Scholarship of
   Teaching and Learning (SoTL) can support individuals moving into this
   field, and observations by communities in other disciplines can provide
   guideposts for sports engineering. There are well-established processes
   and methodologies that can be adapted from other discipline-based
   educational research fields. As stand-alone sports engineering education
   programs are relatively rare and young, there is an opportunity
   available to create a culture that values research on education in the
   field.},
Publisher = {SPRINGER LONDON LTD},
Address = {236 GRAYS INN RD, 6TH FLOOR, LONDON WC1X 8HL, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Frank, B (Corresponding Author), Queens Univ, Fac Engn \& Appl Sci, Kingston, ON K7L 3N6, Canada.
   Frank, Brian, Queens Univ, Fac Engn \& Appl Sci, Kingston, ON K7L 3N6, Canada.
   Donnelly, Catherine, Queens Univ, Sch Rehabil Therapy, Kingston, ON K7L 3N6, Canada.},
DOI = {10.1007/s12283-018-0277-y},
ISSN = {1369-7072},
EISSN = {1460-2687},
Keywords = {Sports engineering education research; Engineering education research;
   Health science education research},
Keywords-Plus = {MEDICAL-EDUCATION; DISCIPLINE; METAANALYSIS; EXPERIENCES; ARTICLES},
Research-Areas = {Sport Sciences},
Web-of-Science-Categories  = {Sport Sciences},
Author-Email = {Brian.frank@queensu.ca},
Affiliations = {Queens University - Canada; Queens University - Canada},
Number-of-Cited-References = {55},
Times-Cited = {0},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {14},
Journal-ISO = {Sports Eng.},
Doc-Delivery-Number = {HC3QT},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000451717900003},
DA = {2023-09-01},
}

@article{ WOS:000439762000001,
Author = {Magana, Alejandra J. and de Jong, Ton},
Title = {Modeling and simulation practices in engineering education},
Journal = {COMPUTER APPLICATIONS IN ENGINEERING EDUCATION},
Year = {2018},
Volume = {26},
Number = {4},
Pages = {731-738},
Month = {JUL},
Abstract = {Much can be learned from the vast work on the use of computer
   simulations for inquiry learning for the integration of modeling and
   simulation practices in engineering education. This special issue
   presents six manuscripts that take steps toward evidence-based teaching
   and learning practices. These six studies present learning designs that
   align learning objectives, with evidence of the learning, and pedagogy.
   Here we highlight the main contributions from each paper individually,
   but also themes identified across all of them. These themes include (a)
   approaches for modeling-and-simulation-centric course design; (b)
   teaching practices and pedagogies for modeling and simulation
   implementation; and (c) evidence of learning with and about modeling and
   simulation practices. We conclude our introduction by highlighting
   desirable characteristics of studies that report on the effectiveness of
   modeling and simulation in engineering education, and with that we
   provide some recommendations for improving the scholarship of teaching
   and learning in this field.},
Publisher = {WILEY},
Address = {111 RIVER ST, HOBOKEN 07030-5774, NJ USA},
Type = {Article},
Language = {English},
Affiliation = {Magana, AJ (Corresponding Author), Purdue Univ, Dept Comp \& Informat Technol, Knoy Hall Bldg,Room 231,401 N Grant St, W Lafayette, IN 47907 USA.
   Magana, Alejandra J., Purdue Univ, Dept Comp \& Informat Technol, Knoy Hall Bldg,Room 231,401 N Grant St, W Lafayette, IN 47907 USA.
   de Jong, Ton, Univ Twente, Fac Behav Management \& Social Sci, Enschede, Netherlands.},
DOI = {10.1002/cae.21980},
ISSN = {1061-3773},
EISSN = {1099-0542},
Keywords = {graduate; K-12; modeling; post-graduate; simulation},
Keywords-Plus = {COMPUTATIONAL THINKING; SCIENCE; SYSTEMS; DESIGN; TOOLS; K-12},
Research-Areas = {Computer Science; Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Computer Science, Interdisciplinary Applications; Education, Scientific
   Disciplines; Engineering, Multidisciplinary},
Author-Email = {admagana@purdue.edu},
Affiliations = {Purdue University System; Purdue University West Lafayette Campus;
   Purdue University; University of Twente},
ResearcherID-Numbers = {Magana, Alejandra J./W-2852-2019},
ORCID-Numbers = {Magana, Alejandra J./0000-0001-6117-7502},
Number-of-Cited-References = {56},
Times-Cited = {17},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {39},
Journal-ISO = {Comput. Appl. Eng. Educ.},
Doc-Delivery-Number = {GO1ZT},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000439762000001},
OA = {Green Published, Bronze},
DA = {2023-09-01},
}

@article{ WOS:000445933500009,
Author = {Khan, Ayesha and Poole, Heather and Beaton, Elliott A.},
Title = {Measuring the Impact of a Weeklong Fall Break on Stress Physiology in
   First Year Engineering Students},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2018},
Volume = {9},
Number = {2},
Abstract = {Canadian post-secondary institutions are increasingly introducing a fall
   break into their term calendars, with the stated goal of reducing
   student stress and improving academic success. We conducted a pilot
   study around the time of this fall break during which we collected
   saliva samples to measure the ratio of two metabolic hormones (cortisol
   and dehydroepiandrosterone (DHEA)) from first-year male engineering
   students in order to document possible changes in their stress levels
   before and after the break. Participants self-identified a particular
   day in the week prior to the break that they considered to be most
   stressful, followed by a day in the week after the break that was
   perceived to be equally stress-inducing. A control sample of student
   engineers was recruited from another university with equivalent academic
   rigour but without a fall break. Students who experienced the fall break
   exhibited a marginally lower ratio of cortisol to DHEA after the break
   than did those who did not experience the break indicating a difference
   in psychological stress. Since fall breaks are now increasing in
   popularity, we make the recommendation that it is imperative to
   empirically investigate their impact on student mental health.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Khan, A (Corresponding Author), McMaster Univ, Hamilton, ON, Canada.
   Khan, Ayesha, McMaster Univ, Hamilton, ON, Canada.
   Poole, Heather, Univ Ottawa, Ottawa, ON, Canada.
   Beaton, Elliott A., Univ New Orleans, New Orleans, LA 70148 USA.},
DOI = {10.5206/cjsotl-rcacea.2018.2.9},
Article-Number = {9},
ISSN = {1918-2902},
Keywords = {fall break; student stress; student mental health; cortisol; DHEA},
Keywords-Plus = {PSYCHOLOGICAL DISTRESS; SALIVARY BIOMARKERS; MEMORY RETRIEVAL;
   DEPRESSION; PREVALENCE; ANXIETY; SAMPLE},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {akhan@mcmaster.ca
   hpoole@mcmaster.ca
   ebeaton@uno.edu},
Affiliations = {McMaster University; University of Ottawa; University of Louisiana
   System; University of New Orleans},
Funding-Acknowledgement = {Arts Research Board},
Funding-Text = {This research was supported by institutional grants from the Arts
   Research Board. We greatly appreciate the assistance of Dr. Signy
   Sheldon, Dr. Michael Agnew, Bismah Basharat, Arpa Modi, Joshua Wiener,
   and Amanda Stypulkowski.},
Number-of-Cited-References = {37},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {GV2PN},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000445933500009},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000456293500006,
Author = {Le Boucher, Caroline and Lameul, Genevieve and Pentecouteau, Hugues},
Title = {Experimentation of the eportfolio at the university: Questions about
   reflexivity},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2018},
Volume = {9},
Number = {3},
Abstract = {The development of professional skills has been guiding French
   university policies, especially since the 2007 Loi relative aux libertes
   et aux responsabilites des universites (LRU, Law on the Liberties and
   Responsibilities of Universities). The will to integrate digital
   technologies makes this area all the more favourable to setting up
   eportfolios. Institutional injunctions are rarely accompanied by a
   pedagogical discourse (Houot, Issenmann \& Nowakowski, 2013). So, the
   eportfolio, in the way it works and can be used, is multifaceted
   (Salinas, Marin \& Escandell, 2013; Siampou \& Komis, 2011). Emphasizing
   processes, it implies the development of a reflexive initiative (Loisy
   \& Lison, 2013), but under certain conditions (Bibeau, 2007; Naccache,
   Samson \& Jouquan, 2006).
   This article documents the place given to the reflexive function of the
   eportfolio for its implementation by stakeholders. The study was
   conducted between 2016 and 2017 in seven institutions of higher
   education. In semi- structured interviews, thirty- eight teacher-
   researchers, trained engineers, trainers, project holders and students
   shared their experiences.
   Firstly, the eportfolios that were set up aim for the development of
   students' reflexivity in their learning and practices. The terms and
   conditions for access influence the possibility of exercising
   reflexivity, particularly when deciding between self- promotion and
   self- protection. Finally, the eportfolio's ease of use is essential.
   Without it, there is a risk of hampering reflexivity or contradicting
   the initiative: in other words, establishing an eportfolio does not
   guarantee a reflexive practice (Garnier \& Marchand, 2012).},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {French},
Affiliation = {Le Boucher, C (Corresponding Author), Univ Rennes, CREAD EA387S, Rennes, France.
   Le Boucher, Caroline; Lameul, Genevieve; Pentecouteau, Hugues, Univ Rennes, CREAD EA387S, Rennes, France.},
DOI = {10.5206/cjsotl-rcacea.2018.3.7},
Article-Number = {7},
ISSN = {1918-2902},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {caroline.leboucher@univ-rennes2.fr
   genevieve.lameul@univ-rennes2.fr
   hugues.pentecouteau@univ-rennes2.fr},
Affiliations = {Universite de Rennes},
Number-of-Cited-References = {37},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {3},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {HI2RR},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000456293500006},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000430326600003,
Author = {McGinn, Michelle K.},
Title = {Teaching and Researching Ethically: Guidance for Instructor-Researchers,
   Educational Developers, and Research Ethics Personnel},
Journal = {CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING},
Year = {2018},
Volume = {9},
Number = {1},
Abstract = {Despite now long-standing recognition of the value and importance of the
   scholarship of teaching and learning, questions continue to be raised
   about how to satisfy the hybrid responsibilities of teaching and
   research. The key message of this paper is that instructor-researchers,
   educational developers, and research ethics personnel should consider
   two key guidance documents in tandem: the Society for Teaching and
   Learning in Higher Education's statement on Ethical Principles in
   University Teaching (Murray, Gillese, Lennon, Mercer, \& Robinson, 1996)
   and the Tri-Council Policy Statement: Ethical Conduct for Research
   Involving Humans (Canadian Institutes of Health Research, Natural
   Sciences and Engineering Research Council of Canada, \& Social Sciences
   and Humanities Research Council of Canada, 2014). Together these
   documents provide much needed guidance for teaching and researching
   ethically.},
Publisher = {SOC TEACHING \& LEARNING HIGHER EDUCATION},
Address = {MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA},
Type = {Article},
Language = {English},
Affiliation = {McGinn, MK (Corresponding Author), Brock Univ, St Catharines, ON, Canada.
   McGinn, Michelle K., Brock Univ, St Catharines, ON, Canada.},
ISSN = {1918-2902},
Keywords = {scholarship of teaching and learning; instructor-researchers; teaching
   responsibilities; research ethics; Canada},
Keywords-Plus = {STUDENTS},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {mcginn@brocku.ca},
Affiliations = {Brock University},
Number-of-Cited-References = {44},
Times-Cited = {3},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {3},
Journal-ISO = {Can. J. Scholarsh. Teach. Learn.},
Doc-Delivery-Number = {GD2JT},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000430326600003},
DA = {2023-09-01},
}

@article{ WOS:000427773900001,
Author = {Azizan, M. T. and Mellon, N. and Ramli, R. M. and Yusup, S.},
Title = {Improving teamwork skills and enhancing deep learning via development of
   board game using cooperative learning method in Reaction Engineering
   course},
Journal = {EDUCATION FOR CHEMICAL ENGINEERS},
Year = {2018},
Volume = {22},
Pages = {1-13},
Month = {JAN},
Abstract = {To produce well-rounded students with excellent teamwork skills and
   creativity, one of the teaching strategies that can be adopted in
   engineering education is cooperative learning. This study aims to
   enhance creativity, deep learning and improve teamwork skills among the
   third-year chemical engineering students using cooperative learning
   strategy. Complex instruction method is adopted by instructing the
   students to develop a board game and embed technical based questions,
   which are related to kinetic and reactor design subject (KRD) and other
   two courses, as part of the integrated project. The reflections from the
   students, the findings from the survey and the evaluation of the
   students' outputs, suggested that though they enjoyed the activity, it
   was a challenging and a complex task, which in turn provoked their
   thoughts, creativity and made them acquired teamwork skills. (C) 2017
   Institution of Chemical Engineers. Published by Elsevier B.V. All rights
   reserved.},
Publisher = {ELSEVIER SCI LTD},
Address = {THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Azizan, MT (Corresponding Author), Univ Teknol PETRONAS, Ctr Excellence Teaching \& Learning CETaL, Seri Iskandar 32610, Perak, Malaysia.
   Azizan, M. T., Univ Teknol PETRONAS, Ctr Excellence Teaching \& Learning CETaL, Seri Iskandar 32610, Perak, Malaysia.
   Azizan, M. T.; Mellon, N.; Ramli, R. M.; Yusup, S., Univ Teknol PETRONAS, Dept Chem Engn, Seri Iskandar 32610, Perak, Malaysia.},
DOI = {10.1016/j.ece.2017.10.002},
EISSN = {1749-7728},
Keywords = {Cooperative learning; Board game; Creativity; Teamwork skills; Deep
   learning},
Keywords-Plus = {STRATEGIES; CLASSROOM},
Research-Areas = {Education \& Educational Research; Engineering},
Web-of-Science-Categories  = {Education, Scientific Disciplines; Engineering, Chemical},
Author-Email = {tazliazizan@utp.edu.my},
Affiliations = {Universiti Teknologi Petronas; Universiti Teknologi Petronas},
ORCID-Numbers = {Ramli, Raihan Mahirah/0000-0003-2162-5520},
Funding-Acknowledgement = {Yayasan UTP {[}0152AA-A12]},
Funding-Text = {The authors would like to convey their heartfelt gratification to
   Yayasan UTP for the Scholarships of Teaching and Learning (SOTL) Grant
   awarded (0152AA-A12) to support this research, to Universiti Teknologi
   PETRONAS and Center for Excellence in Teaching and Learning (CETaL) for
   the utilization of facilities, and also to the students who had
   participated in this research.},
Number-of-Cited-References = {23},
Times-Cited = {54},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {56},
Journal-ISO = {Educ. Chem. Eng.},
Doc-Delivery-Number = {FZ7IL},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000427773900001},
DA = {2023-09-01},
}

@article{ WOS:000415791400019,
Author = {Rouser, Kurt P.},
Title = {Oral Assessments of Student Learning in Undergraduate Aerospace
   Propulsion and Power Courses},
Journal = {JOURNAL OF ENGINEERING FOR GAS TURBINES AND POWER-TRANSACTIONS OF THE
   ASME},
Year = {2017},
Volume = {139},
Number = {12},
Month = {DEC},
Abstract = {A purposeful approach has been taken to match teaching pedagogies
   (techniques), learning experiences, and assessment methods to various
   types of students learning in undergraduate aerospace propulsion courses
   at the junior-level at the United States Air Force Academy (USAFA) and
   senior-level at Oklahoma State University (OSU), Still-water, OK. Prior
   studies in the scholarship of teaching and learning have shown the
   benefits of matching assessment methods, as well as teaching pedagogies
   and learning experiences, to the types of students learning associated
   with desired educational outcomes. Literature suggests the best method
   for teaching and assessing student' cognitive learning is through
   explanation and presentation. Oral assessments have been implemented at
   the Air Force Academy and Oklahoma State University to evaluate
   students' cognitive learning in undergraduate aerospace propulsion and
   power courses. An oral midterm exam was performed to assess students'
   acquisition knowledge and understanding of fundamental concepts, the
   type of learning occurring early in course lesson sequences.
   End-of-semester design project poster sessions and presentations served
   as summative oral assessments of students' creative thinking, decision
   making, and professional judgment. Conversely, two written midterm exams
   and a final exam primarily focused on assessing students' problem
   solving skills and less on comprehensive knowledge. Oral assessments
   also served as reflective thinking experiences that reinforced student
   learning. Student feedback on oral assessment methods was collected
   through surveys conducted after each assessment. Survey results not only
   revealed the effectiveness of using oral assessments but also on how to
   improve their design and implementation, including the use of
   information technology (IT) and broader curricular employment.},
Publisher = {ASME},
Address = {TWO PARK AVE, NEW YORK, NY 10016-5990 USA},
Type = {Article},
Language = {English},
Affiliation = {Rouser, KP (Corresponding Author), Oklahoma State Univ, Sch Mech \& Aerosp Engn, Stillwater, OK 74074 USA.
   Rouser, Kurt P., Oklahoma State Univ, Sch Mech \& Aerosp Engn, Stillwater, OK 74074 USA.},
DOI = {10.1115/1.4037577},
Article-Number = {124701},
ISSN = {0742-4795},
EISSN = {1528-8919},
Research-Areas = {Engineering},
Web-of-Science-Categories  = {Engineering, Mechanical},
Author-Email = {kurt.rouser@okstate.edu},
Affiliations = {Oklahoma State University System; Oklahoma State University - Stillwater},
Number-of-Cited-References = {8},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {7},
Journal-ISO = {J. Eng. Gas. Turbines Power-Trans. ASME},
Doc-Delivery-Number = {FN2AD},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000415791400019},
DA = {2023-09-01},
}

@article{ WOS:000400165300001,
Author = {Awange, J. L. and Anwar, A. H. M. Faisal and Forootan, E. and Nikraz, H.
   and Khandu, K. and Walker, J.},
Title = {Enhancing Civil Engineering Surveying Learning through Workshops},
Journal = {JOURNAL OF SURVEYING ENGINEERING},
Year = {2017},
Volume = {143},
Number = {3},
Month = {AUG},
Abstract = {Surveying in an undergraduate civil engineering curriculum needs a
   substantial amount of hands-on training to obtain adequate learning
   outcomes. A lecture-only mode of delivery does not provide the adequate
   surveying skills needed by an engineering student. In 2009, workshops
   were introduced for the CVEN2000 Civil Engineering Drawing and Surveying
   unit at Curtin University, Australia, with the aim of offering students
   hands-on training in surveying to enhance their learning. This study
   analyzes data collected from 160 students in 2012 and 2013 using
   confidence limits, correlations, frequency percentage distribution, and
   principal component analysis to evaluate if the introduced workshops
   contributed to the enhancement of (1) the students acquiring
   industry-based skills and (2) the students' overall learning of
   engineering surveying, which is a practical-oriented course.
   Additionally, qualitative analysis from Curtin's official eVALUate and
   examination results were used to verify the findings of the previously
   mentioned contributions. The results indicate that workshops contributed
   to the development of the students' overall learning skills, with the
   top agreement of the students being critical thinking skills (93.6\%),
   handling problems (96.6\%), and correlating theory (97.9\%). Qualitative
   analysis of the 2013 data indicates that 70\% of the students agreed
   that their overall learning skills were enhanced and that the workshop
   sessions prior to the assessed fieldwork of setting out the horizontal
   curves enhanced their communication and teamwork skills. Overall, 97.9\%
   of the students were satisfied with the workshops, and 98.9\% of the
   students said that they would recommend them as an effective learning
   tool to their friends. The main lesson learned from the data presented
   in this paper is that students were satisfied with the workshops and
   recognized/perceived them to contribute to the development of the
   learning attributes they need to acquire.},
Publisher = {ASCE-AMER SOC CIVIL ENGINEERS},
Address = {1801 ALEXANDER BELL DR, RESTON, VA 20191-4400 USA},
Type = {Article},
Language = {English},
Affiliation = {Awange, JL (Corresponding Author), Curtin Univ, Dept Spatial Sci, Perth, WA 6102, Australia.
   Awange, J. L.; Khandu, K.; Walker, J., Curtin Univ, Dept Spatial Sci, Perth, WA 6102, Australia.
   Anwar, A. H. M. Faisal; Nikraz, H., Curtin Univ, Dept Civil Engn, Perth, WA 6102, Australia.
   Forootan, E., Univ Bonn, Inst Geodesy \& Geoinformat, D-53115 Bonn, Germany.
   Forootan, E., Cardiff Univ, Sch Earth \& Ocean Sci, Cardiff CF10 3AT, S Glam, Wales.},
DOI = {10.1061/(ASCE)SU.1943-5428.0000211},
Article-Number = {UNSP 05017001},
ISSN = {0733-9453},
EISSN = {1943-5428},
Keywords = {Workshop; Civil engineering; Surveying; Learning attributes; Fieldwork;
   Critical thinking},
Keywords-Plus = {PERFORMANCE; STUDENTS; EDUCATION; IMPACT},
Research-Areas = {Engineering},
Web-of-Science-Categories  = {Engineering, Civil},
Author-Email = {J.Awange@curtin.edu.au
   F.Anwar@curtin.edu.au
   forootan@geod.uni-bonn.de
   H.Nikraz@curtin.edu.au
   Khandu@postgrad.curtin.edu.au
   J.Walker@curtin.edu.au},
Affiliations = {Curtin University; Curtin University; University of Bonn; Cardiff
   University},
ResearcherID-Numbers = {Anwar, A. H. M. Faisal/ABM-8165-2022},
Funding-Acknowledgement = {Faculty of Science and Engineering at Curtin University {[}SMEC-101-11]},
Funding-Text = {The authors acknowledge the financial support provided by the Faculty of
   Science and Engineering at Curtin University under the Scholarship of
   Teaching and Learning (Project No. SMEC-101-11). The authors also thank
   the anonymous reviewers for their valuable comments on the paper.},
Number-of-Cited-References = {39},
Times-Cited = {2},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {22},
Journal-ISO = {J. Surv. Eng.-ASCE},
Doc-Delivery-Number = {ET3GI},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000400165300001},
OA = {Green Accepted},
DA = {2023-09-01},
}

@article{ WOS:000405069900005,
Author = {O'Neill, Thomas A. and Hoffart, Genevieve C. and Mclarnon, Matthew M. J.
   W. and Woodley, Hayden J. and Eggermont, Marjan and Rosehart, William
   and Brennan, Robert},
Title = {Constructive Controversy and Reflexivity Training Promotes Effective
   Conflict Profiles and Team Functioning in Student Learning Teams},
Journal = {ACADEMY OF MANAGEMENT LEARNING \& EDUCATION},
Year = {2017},
Volume = {16},
Number = {2},
Pages = {257-276},
Month = {JUN 1},
Abstract = {In the current research, we examine the effects of a new team-training
   system that can be readily integrated into postsecondary teaching and
   learning activities. Our training focuses on generating productive and
   constructive conflict by invoking an evidence-supported information
   sharing and decision-making concept known as constructive controversy.
   We used 517 student teams (1,659 students) organized into a no-training
   comparison condition, a classroom-only training condition (partial
   training), and a classroom-plus-booster training condition involving
   conflict reflections (full training). We found that teams in the full
   training outperformed those in both the partial-training and no-training
   conditions in generating the most productive pattern of conflict
   (referred to as conflict profiles), and that patterns of conflict had
   implications for effective conflict management and team efficacy for
   innovation.},
Publisher = {ACAD MANAGEMENT},
Address = {PACE UNIV, PO BOX 3020, 235 ELM RD, BRIARCLIFF MANOR, NY 10510-8020 USA},
Type = {Article},
Language = {English},
Affiliation = {O'Neill, TA (Corresponding Author), Univ Calgary, Calgary, AB, Canada.
   O'Neill, Thomas A.; Hoffart, Genevieve C., Univ Calgary, Calgary, AB, Canada.
   Mclarnon, Matthew M. J. W., Oakland Univ, Rochester, NY USA.
   Mclarnon, Matthew M. J. W., Univ Western Ontario, London, ON, Canada.
   Eggermont, Marjan, Schulich Sch Engn, Calgary, AB, Canada.
   Rosehart, William; Brennan, Robert, Univ Calgary, Calgary, AB, Canada.},
DOI = {10.5465/amle.2015.0183},
ISSN = {1537-260X},
Keywords-Plus = {CREATIVE SELF-EFFICACY; TOP MANAGEMENT TEAMS; OF-FIT INDEXES; TASK
   CONFLICT; DECISION-MAKING; INTRAGROUP CONFLICT; ROLE-PLAY; PERFORMANCE;
   INNOVATION; MODEL},
Research-Areas = {Education \& Educational Research; Business \& Economics},
Web-of-Science-Categories  = {Education \& Educational Research; Management},
Affiliations = {University of Calgary; Oakland University; Western University
   (University of Western Ontario); University of Calgary},
ORCID-Numbers = {Brennan, Robert/0000-0003-0468-393X
   O'Neill, Thomas/0000-0002-8336-5763
   McLarnon, Matthew/0000-0001-8933-3538
   Woodley, Hayden/0000-0001-8743-6381},
Funding-Acknowledgement = {Social Sciences and Humanities Research Council of Canada
   {[}430-2012-0059, 435-2014-535]; Taylor Institute of Teaching and
   Learning SoTL grant; Social Sciences and Humanities Research Council of
   Canada; Chair in Design Engineering in Energy Systems - Suncor
   Foundation},
Funding-Text = {This research was supported by research grants from the Social Sciences
   and Humanities Research Council of Canada (430-2012-0059, 435-2014-535)
   and a Taylor Institute of Teaching and Learning SoTL grant awarded to
   the first author (2014). It was also supported by graduate scholarships
   to the second and third authors (Social Sciences and Humanities Research
   Council of Canada), and a Chair in Design Engineering in Energy Systems
   funded by the Suncor Foundation awarded to the last two authors.},
Number-of-Cited-References = {107},
Times-Cited = {35},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {52},
Journal-ISO = {Acad. Manag. Learn. Educ.},
Doc-Delivery-Number = {EZ9SK},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000405069900005},
DA = {2023-09-01},
}

@article{ WOS:000388876400019,
Author = {Michelson, David G.},
Title = {Integrating the Scholarship of Teaching, Learning, and Research
   Supervision into Communications Educationl},
Journal = {IEEE COMMUNICATIONS MAGAZINE},
Year = {2016},
Volume = {54},
Number = {11},
Pages = {130-133},
Month = {NOV},
Abstract = {Although the SoTL movement has gathered a large following within the
   academic community in recent years, adoption of SoTL by communications
   and other engineering disciplines is still in its early stages. While
   many works have been devoted to SoTL as a scholarly process, relatively
   few have considered the institutional or discipline-specific context
   within which SoTL is practiced. Here, we consider how the principles of
   SoTL can help inform teaching, learning, and research supervision within
   the engineering disciplines; recommend best practices for planning,
   conducting, and presenting SoTL-based research in communications
   education and training; and reveal how the IEEE Communications Society
   proposes to help promote SoTL activity in communications education and
   training.},
Publisher = {IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC},
Address = {445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA},
Type = {Article},
Language = {English},
Affiliation = {Michelson, DG (Corresponding Author), Univ British Columbia, Radio Sci Lab, Vancouver, BC, Canada.
   Michelson, David G., Univ British Columbia, Radio Sci Lab, Vancouver, BC, Canada.},
DOI = {10.1109/MCOM.2016.1600744CM},
ISSN = {0163-6804},
EISSN = {1558-1896},
Research-Areas = {Engineering; Telecommunications},
Web-of-Science-Categories  = {Engineering, Electrical \& Electronic; Telecommunications},
Author-Email = {davem@ece.ubc.ca},
Affiliations = {University of British Columbia},
Number-of-Cited-References = {13},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {8},
Journal-ISO = {IEEE Commun. Mag.},
Doc-Delivery-Number = {ED5FG},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000388876400019},
DA = {2023-09-01},
}

@article{ WOS:000328108300003,
Author = {Kahn, Peter and Goodhew, Peter and Murphy, Matt and Walsh, Lorraine},
Title = {The Scholarship of Teaching and Learning as collaborative working: a
   case study in shared practice and collective purpose},
Journal = {HIGHER EDUCATION RESEARCH \& DEVELOPMENT},
Year = {2013},
Volume = {32},
Number = {6},
Pages = {901-914},
Month = {DEC 1},
Abstract = {The Scholarship of Teaching and Learning (SoTL) has yet to fully enter
   the mainstream of life in higher education. In this case study, we
   consider a specific network focused on the reform of engineering
   education. The network involves global collaboration within the
   discipline of Engineering and is based around curricular activity that
   affects entire departments or groups of staff. We suggest that SoTL
   should pay greater attention to collaboration that addresses substantive
   disciplinary purposes, further embodying these purposes through spaces,
   motivations and capacities for action in the disciplinary and
   departmental setting. We frame our argument around a theoretical model
   of collaborative working in higher education and go on to offer a
   synoptic overview of ways to articulate common purpose around teaching
   and learning at large. Our account highlights potential drivers for such
   collaborative activity in other settings. In this way, we offer a means
   for others to develop the collective commitments, structures and
   understanding needed to mainstream SoTL within specific disciplinary or
   departmental settings.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Kahn, P (Corresponding Author), Univ Liverpool, Ctr Lifelong Learning, Liverpool L69 3BX, Merseyside, England.
   Kahn, Peter, Univ Liverpool, Ctr Lifelong Learning, Liverpool L69 3BX, Merseyside, England.
   Goodhew, Peter; Murphy, Matt, Univ Liverpool, Sch Engn, Liverpool L69 3BX, Merseyside, England.
   Walsh, Lorraine, Univ Dundee, Library \& Learning Ctr, Dundee, Scotland.},
DOI = {10.1080/07294360.2013.806439},
ISSN = {0729-4360},
EISSN = {1469-8366},
Keywords = {collaborative research; community of practice; curriculum; international
   network; signature pedagogies},
Keywords-Plus = {ACADEMIC PRACTICE},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {peter.kahn@liverpool.ac.uk},
Affiliations = {University of Liverpool; University of Liverpool; University of Dundee},
ResearcherID-Numbers = {Kahn, Peter/ABH-4986-2020},
ORCID-Numbers = {Kahn, Peter/0000-0003-1609-7540},
Number-of-Cited-References = {39},
Times-Cited = {14},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {30},
Journal-ISO = {High. Educ. Res. Dev.},
Doc-Delivery-Number = {267OX},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000328108300003},
DA = {2023-09-01},
}

@article{ WOS:000326863800012,
Author = {Oliver, Carolyn and Nesbit, Susan and Kelly, Niamh},
Title = {Dissolving Dualisms: How Two Positivists Engaged With Non-Positivist
   Qualitative Methodology},
Journal = {INTERNATIONAL JOURNAL OF QUALITATIVE METHODS},
Year = {2013},
Volume = {12},
Pages = {180-194},
Abstract = {This is the story of how a chemical engineer and a medical
   microbiologist overcame their positivist training and deeply held
   disciplinary attitudes to engage with non-positivist qualitative
   methodology. Through a series of facilitated reflections they explored
   what helped and hindered their transition from positivist to
   non-positivist inquiry. To move forward they needed to acknowledge the
   extent and nature of the transition they were making, find metaphors to
   dissolve troubling dualisms, and balance a desire to reach out to others
   with the need to manage the very real sense of vulnerability that came
   with embracing subjectivity. Their experiences suggest that pragmatism
   may be a useful bridging framework for the growing number of academics
   from the science, technology, engineering, and math (STEM) disciplines
   turning to qualitative methodologists for help to move beyond positivist
   research.},
Publisher = {SAGE PUBLICATIONS INC},
Address = {2455 TELLER RD, THOUSAND OAKS, CA 91320 USA},
Type = {Article},
Language = {English},
Affiliation = {Oliver, C (Corresponding Author), Univ British Columbia, Sch Social Work, Vancouver, BC V5Z 1M9, Canada.
   Oliver, Carolyn, Univ British Columbia, Sch Social Work, Vancouver, BC V5Z 1M9, Canada.
   Nesbit, Susan, Univ British Columbia, Dept Civil Engn, Vancouver, BC, Canada.
   Kelly, Niamh, Univ British Columbia, Dept Pathol \& Lab Med, Vancouver, BC V5Z 1M9, Canada.},
DOI = {10.1177/160940691301200106},
ISSN = {1609-4069},
Keywords = {pragmatism; STEM; non-positivist research; positivism; qualitative
   methodology; interdisciplinary research; Scholarship of Teaching and
   Learning},
Research-Areas = {Social Sciences - Other Topics},
Web-of-Science-Categories  = {Social Sciences, Interdisciplinary},
Author-Email = {carolyn@carolynoliver.com
   nesbit@mail.ubc.ca
   niamh.kelly@ubc.ca},
Affiliations = {University of British Columbia; University of British Columbia;
   University of British Columbia},
Number-of-Cited-References = {48},
Times-Cited = {6},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {9},
Journal-ISO = {Int. J. Qual. Meth.},
Doc-Delivery-Number = {250OY},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000326863800012},
OA = {gold},
DA = {2023-09-01},
}

@article{ WOS:000266444900008,
Author = {Yuan, Robert and Lin, Yuan},
Title = {Globalizing the Science Curriculum: An Undergraduate Course on
   Traditional Chinese Medicine as a Complementary Approach to Western
   Medicine},
Journal = {CBE-LIFE SCIENCES EDUCATION},
Year = {2008},
Volume = {7},
Number = {2},
Pages = {220-226},
Month = {SUM},
Abstract = {A course has been created to examine the ways in which China and the
   West have approached human health and medicine. Though fundamentally
   different, these two systems are complementary in a number of ways. This
   course is a model for a global science course in an educational
   initiative that incorporates Asian themes into science and engineering
   courses. The course is designed around an active-learning platform that
   has as major components: team research projects, oral presentations,
   role play, and peer-review. The students investigate concepts of
   scientific proof, clinical efficacy, and the functional structure of two
   very different systems of health and medical care.},
Publisher = {AMER SOC CELL BIOLOGY},
Address = {8120 WOODMONT AVE, STE 750, BETHESDA, MD 20814-2755 USA},
Type = {Article},
Language = {English},
Affiliation = {Yuan, R (Corresponding Author), Univ Maryland, Dept Cell Biol \& Mol Genet, College Pk, MD 20742 USA.
   Yuan, Robert, Univ Maryland, Dept Cell Biol \& Mol Genet, College Pk, MD 20742 USA.
   Lin, Yuan, Marco Polo Technol, Bethesda, MD 20817 USA.},
DOI = {10.1187/cbe.08-01-0001},
ISSN = {1931-7913},
Keywords-Plus = {INTEGRATION; BIOLOGY},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education, Scientific Disciplines},
Author-Email = {ryuan@umd.edu},
Affiliations = {University System of Maryland; University of Maryland College Park},
Funding-Acknowledgement = {Freeman Foundation; University Honors Program; Scholarship of Teaching
   and Learning Program},
Funding-Text = {This project has received financial support from the Freeman Foundation
   through the EAST Project, the University Honors Program, and the
   Scholarship of Teaching and Learning Program. The course benefited from
   the enthusiastic participation of Prof. Sandy Kita, Prof. Martin Lo, and
   Bonnie Chojnacki of the University of Maryland, College Park; Kevin
   White of the FDA; Ladan Eshkevari of the Georgetown School of Nursing;
   Prof. Spencer Benson and Prof. James Greenberg, who have directed the
   Center of Teaching Excellence; and Prof. Maynard Mack Jr., who headed
   the University Honors Programs, and encouraged and supported us in the
   development of this course.},
Number-of-Cited-References = {21},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {7},
Journal-ISO = {CBE-Life Sci. Educ.},
Doc-Delivery-Number = {451BE},
Web-of-Science-Index = {Science Citation Index Expanded (SCI-EXPANDED)},
Unique-ID = {WOS:000266444900008},
OA = {Green Published},
DA = {2023-09-01},
}
