Scopus
EXPORT DATE: 01 September 2023

@CONFERENCE{Yang2009,
	author = {Yang, Bill and Martin, Amy and Adams, Robert and Zhang, James and Burbank, Kenneth},
	title = {Intentional learning in core engineering and engineering technology education},
	year = {2009},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029069432&partnerID=40&md5=113551d541debcfc6c685f05ef468a86},
	affiliations = {Western Carolina University, United States},
	abstract = {We report a Scholarship of Teaching and Learning (SoTL) case study on the intentional learning in the upper level core electrical engineering sequence in which the same instructor and the same group of students in two similar level technical courses, one with a more traditional instruction delivery and assessment and one with more elements of intentional learning, are compared. Besides regular course assessments and student feedback, we also conduct small group analyses and present results that compare the various aspects of the teaching and learning experience such as teaching effectiveness and student experience. From the study, we can comfortably draw the conclusion that the students are more receptive to the teaching methods that incorporate intentional learning elements. Even with a deficiency in implementing such intentional learning methods as compared to the more traditional passive teaching that an instructor is more familiar with, student perception of learning still scored higher for the teaching method that implements more intentional learning elements. There is also an interesting correlation between students' classroom activeness to the final grades when more intentional learning elements are involved in teaching. Such correlation tends to disappear in the more traditional passive teaching. © American Society for Engineering Education, 2009.},
	keywords = {Education; Engineering education; Students; Course assessment; Scholarship of teaching and learning; Student experiences; Student feedback; Student perceptions; Teaching and learning; Teaching effectiveness; Traditional instruction; Teaching},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2009 ASEE Annual Conference and Exposition; Conference date: 14 June 2009 through 17 June 2009; Conference code: 77079}
}

@ARTICLE{Leary2020334,
	author = {Leary, Miriam and Morewood, Aimee and Bryner, Randy},
	title = {A controlled intervention to improve freshman retention in a STEM-based physiology major},
	year = {2020},
	journal = {Advances in Physiology Education},
	volume = {44},
	number = {3},
	pages = {334 – 343},
	doi = {10.1152/ADVAN.00038.2020},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086883965&doi=10.1152%2fADVAN.00038.2020&partnerID=40&md5=e13b4d3ee8cb01af6f4727cc1996b62a},
	affiliations = {Division of Exercise Physiology, Department of Human Performance and Applied Exercise Science, School of Medicine, West Virginia University, Morgantown, VA, United States; Curriculum and Instruction/Literacy Studies/Social and Cultural Foundations, College of Education and Human Services, West Virginia University, Morgantown, VA, United States},
	abstract = {A controlled intervention to improve freshman retention in a STEM-based physiology major. Adv Physiol Educ 44: 334-343, 2020; doi:10.1152/advan.00038.2020.-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. © 2020 The American Physiological Society.},
	author_keywords = {At-risk; Freshman; Physiology; Retention; STEM},
	keywords = {Engineering; Humans; Mathematics; Physiology; Students; Technology; Universities; education; engineering; human; mathematics; physiology; student; technology; university},
	correspondence_address = {M. Leary; Division of Exercise Physiology, Department of Human Performance and Applied Exercise Science, School of Medicine, West Virginia University, Morgantown, United States; email: Miriam.leary@hsc.wvu.edu},
	publisher = {American Physiological Society},
	issn = {10434046},
	coden = {APEDF},
	pmid = {32568008},
	language = {English},
	abbrev_source_title = {Adv. Physiol. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8; All Open Access, Bronze Open Access, Green Open Access}
}

@CONFERENCE{Bruton2011280,
	author = {Bruton, Alex},
	title = {Informing innovation: An informing systems view of entrepreneurship},
	year = {2011},
	journal = {IMCIC 2011 - 2nd International Multi-Conference on Complexity, Informatics and Cybernetics, Proceedings},
	volume = {2},
	pages = {280 – 287},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032882744&partnerID=40&md5=c86fcc87072d72a61a76cf97e5e5f361},
	affiliations = {Bissett School of Business, Mount Royal University, Calgary, T3E 6K6, Canada},
	abstract = {This paper uses Informing Science as a lens to carry out an analysis of entrepreneurship (a discipline and practice often viewed as being part of business but critically important to realizing societal and economic impacts in fields like the sciences, engineering and design). Recently advanced frameworks for practice-as-entrepreneurial-learning and for the scholarship of teaching and learning for entrepreneurship (SoTLE) are built upon using T. Grandon Gill's work on academic informing systems to develop a framework that encourages viewing the entrepreneurship discipline as a system that informs entrepreneurial practice. By means of our analysis we propose that: 1) entrepreneurship can indeed be viewed as an informing discipline; and 2) this provides a useful conceptual scheme that brings to light ways of improving how entrepreneurship informs its clients and might minimize the impact of a possible crisis of informing. Through the analysis and discussion we also take a first look at how an informing perspective of disciplines like the applied sciences, engineering, design and entrepreneurship might contribute to the broader goal of innovating in our economies and societies. This work is not meant to be critical of our colleagues or the discipline of entrepreneurship. Nor is it meant to be controversial. Rather, we intend to contribute to a conversation already taking place in response to concerns about the impact and effectiveness of our academic activities.},
	author_keywords = {Applied science; Engineering, design; Entrepreneurship; Informing Science; Innovation},
	keywords = {Cybernetics; Innovation; Academic activities; Applied science; Economic impacts; Entrepreneurship; First look; Informing Science; Scholarship of teaching and learning; Systems view; Education},
	correspondence_address = {A. Bruton; Bissett School of Business, Mount Royal University, Calgary, T3E 6K6, Canada; email: abruton@mtroyal.ca},
	editor = {Chu H.-W. and Callaos N.C. and Zinn C.D. and Lesso W. and Welsch F. and Savoie M.J.},
	publisher = {International Institute of Informatics and Systemics, IIIS},
	isbn = {978-193633826-9},
	language = {English},
	abbrev_source_title = {IMCIC - Int. Multi-Conf. Complex., Informatics Cybern., Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2nd International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2011; Conference date: 27 March 2011 through 30 March 2011; Conference code: 131067}
}

@CONFERENCE{Poortman20201042,
	author = {Poortman, C.L. and Rouwenhorst, C. and ten Voorde-Ter Braack, M. and van der Veen, J.T.},
	title = {The senior university teaching qualification: Engaging in research, design and building community in engineering education},
	year = {2020},
	journal = {SEFI 48th Annual Conference Engaging Engineering Education, Proceedings},
	pages = {1042 – 1052},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107211220&partnerID=40&md5=6a26eafdef28fc8fbb2ee69ab08d2569},
	affiliations = {ELAN Dept. of Teacher Development, University of Twente, Enschede, Netherlands; Centre of Expertise in Learning and Teaching (CELT), University of Twente, Enschede, Netherlands; 4TU Centre for Engineering Education, ELAN Dept. of Teacher Development, University of Twente, Enschede, Netherlands},
	abstract = {For a high standard of educational quality and success rates, teaching quality is key. Teachers need to be supported in their professional development aimed at achieving the ambitious goals of student-driven engineering education. Moreover, educational excellence is often confined to 'pockets': good practices are confined to one program or department and not shared beyond. Creating opportunities for teachers to collaboratively reflect on, further develop and share knowledge and practice-based research to promote educational innovation is very important. The Senior University Teaching Qualification (SUTQ) is focused on a scholarly approach of teaching and learning (SoTL; Graham, 2018), in which teachers are regarded as researcher and designer of their own educational practice, to collaboratively innovate and improve teaching. SUTQ participants determine their personal learning path and execute their own sub-project (160 hours) to innovate and improve their practice. They are supported by a coach, educational research and design seminars, and peer-feedback from colleagues. After three years of running and adjusting this approach based on the literature, evaluations, experiences and outcomes, this paper shows both the benefits and the challenges of organizing this type of professional development. Although participants feel inspired, appreciate the clarity, usefulness and feedback during SUTQ sessions, some challenges remain both in terms of facilitation (e.g., time) and the approach (e.g., the steps from clear problem statement to innovation design). Additionally, community-building needs more attention, to promote further continuous development in the university as a whole. In this concept paper we set out an agenda for doing so. © 2020 SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. All rights reserved.},
	keywords = {Engineering; Industrial engineering; Continuous development; Educational innovations; Educational qualities; Educational research; Practice-based research; Professional development; Teaching and learning; University teaching; Engineering education},
	editor = {van der Veen J. and van Hattum-Janssen N. and Jarvinen H.-M. and de Laet T. and Ten Dam I.},
	publisher = {European Society for Engineering Education (SEFI)},
	isbn = {978-287352020-5},
	language = {English},
	abbrev_source_title = {SEFI Annu. Conf. Engag. Eng. Educ., Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 48th Annual Conference on Engaging Engineering Education, SEFI 2020; Conference date: 20 September 2020 through 24 September 2020; Conference code: 169015}
}

@ARTICLE{Smith2008203,
	author = {Smith, Tori Rhoulac and McGowan, Jill and Allen, Andrea R. and Johnson II, Wayne David and Dickson Jr., Leon A. and Najee-Ullah, Muslimah Ali and Peters, Monique},
	title = {Evaluating the impact of a faculty learning community on STEM teaching and learning},
	year = {2008},
	journal = {Journal of Negro Education},
	volume = {77},
	number = {3},
	pages = {203 – 226},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-57749169304&partnerID=40&md5=eccbb2c7d20dd7fa8246ce659b587891},
	affiliations = {Howard University, Department of Civil Engineering, Washington, DC, United States; Howard University, Department of Mathematics, Washington, DC, United States; Howard University, Department of Genetics and Human Genetics, Washington, DC, United States; University of Texas, Austin, TX, United States; Howard University, Department of Biology, Washington, DC, United States; Howard University, Department of Anatomy, Washington, DC, United States},
	abstract = {The faculty learning community project at Howard University involved a diverse group of men and women, tenured, tenure-track and future faculty across science, technology, engineering and mathematics (STEM) disciplines. The purpose of the group was to engage in the scholarship of teaching and learning by learning about teaching, reflecting on their practice, and demonstrating competence or knowledge of effective teaching. Activities included interdisciplinary seminars, linked courses, teaching experiments, and biweekly meetings, which collectively became a process of learning and reflection that was supported by colleagues with an intention of getting things done. Evaluation of the faculty learning community (FLC) activities suggests that faculty learning communities are an effective mechanism for enhancing teaching and learning in STEM disciplines. © The Journal of Negro Education, 2008.},
	correspondence_address = {T.R. Smith; Department of Civil Engineering, Howard University, Washington, DC, United States; email: trhoulac@howard.edu},
	issn = {00222984},
	language = {English},
	abbrev_source_title = {J. Negro Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 10}
}

@CONFERENCE{Qazi2013,
	author = {Qazi, Salahuddin and Khalid, Adeel and Malik, Qaiser H.},
	title = {Incorporating new trends and teaching methodologies: Improving state of engineering education in pakistann},
	year = {2013},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884335945&partnerID=40&md5=17acfcaf8b31ce954dbb50676f794c64},
	affiliations = {Institute of Technology, School of Information Systems and Engineering Technology, State University of New York, Utica, United States; Department of Systems Engineering, Southern Polytechnic State University (SPSU), Marietta, GA, United States; Dept. of Engineering Education Research (DEER), Institute of Leadership in Education (NILE), National University of Sciences and Technology (NUST), Pakistan},
	abstract = {There has been an exponential rise in both the government and private universities in Pakistan since the creation of the Higher Education Commission (HEC) in 2002. There are over 69 universities and colleges which are providing education in Engineering and Technology in the country of approximately 180 million people. At the time of independence in 1947 from United Kingdom there was no engineering university and barely a few engineering colleges. According to one estimate, Pakistan produces about 445,000 university graduates and 10,000 computer science graduates per year. The paper reviews the state of engineering education in Pakistan. It also presents a set of pedagogical techniques, tools and methodologies to foster the growth of the scholarship of teaching and learning in engineering education. Engineering and technology plays an important role in the development of a country by creating jobs and helping to improve the standard of living. The job of educating engineers however has become more challenging on the face of addressing issues such as poverty reduction, sustainable development, disaster response, climate change, reconstruction and risk reduction. These challenges are further compounded with new trends of learning and teaching in engineering education. The learning is not only knowledge acquisition or participation in a social community but also about knowledge creation as in the case of project based learning. Similarly the new developments in electronic media are leading to enormous challenges for teachers in regards to the role digital devices can and should play in the learning process. For some educators, the view is that technology should only be utilized as a tool to help facilitate student understanding and mastery of the current curriculum. Whereas for other educators, technology is as fundamental to learning as reading and writing and therefore must become an integral segment of the school curriculum. The paper also discusses new trends and teaching methodologies to help improve the state of engineering education in Pakistan. © American Society for Engineering Education, 2013.},
	keywords = {Climate change; Curricula; Digital devices; Engineering; Engineers; Societies and institutions; Teaching; Technology; Tools; Education in engineerings; Engineering and technology; Engineering universities; Learning and teachings; Project based learning; Scholarship of teaching and learning; Teaching methodologies; Universities and colleges; Engineering education},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4; Conference name: 120th ASEE Annual Conference and Exposition; Conference date: 23 June 2013 through 26 June 2013; Conference code: 99351}
}

@CONFERENCE{Mullinix2005261,
	author = {Mullinix, Bonnie B.},
	title = {Planting seeds of technology and growing faculty learning communities: Strategies to enhance diffusion of homegrown innovations},
	year = {2005},
	journal = {3rd International Conference on Education and Information Systems: Technologies and Applications, EISTA 2005, Proceedings},
	volume = {1},
	pages = {261 – 264},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897002472&partnerID=40&md5=e21742a85b5c21c69130d0221edbebe8},
	affiliations = {Instructional Technology Services Faculty Resource Center, Monmouth University, West Long Branch, NJ 07764, United States},
	abstract = {Impact of teaching innovations on learning in higher education is best driven by experienced and dedicated faculty and documented and disseminated through practices supporting the Scholarship of Teaching and Learning (SoTL). This case study describes the trajectory of a university Instructional Technology Faculty Resource Center (FRC) in its efforts to nurture homegrown innovations and technology diffusion throughout a higher education community. Referencing diffusion of innovation theory, it identifies efforts to facilitate the recognition and visibility of innovator and early adopter faculty to help to move their teaching/learning innovations out into the broader community awareness. A series of formal and informal networks and mechanisms have been built that create venues for dialogue around the first three characteristics of innovations and encourage and facilitate the last two. Positioning faculty as reflective learners and opinion leaders simultaneously serves their needs as scholars and the needs of the institution for moving an innovation to the point of critical mass, ultimately enhancing its potential for successful diffusion.},
	author_keywords = {Diffusion; Faculty development; Innovation; Learning communities; Technology},
	keywords = {Diffusion; Information systems; Innovation; Seed; Technology; Diffusion of innovation theory; Faculty development; Formal and informal networks; Instructional technology; Learning community; Scholarship of teaching and learning; Teaching innovations; Technology diffusion; Engineering education},
	publisher = {International Institute of Informatics and Systemics, IIIS},
	isbn = {9806560337; 978-980656033-8},
	language = {English},
	abbrev_source_title = {Int. Conf. Educ. Inf. Syst.: Technol. Appl., EISTA, Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 3rd International Conference on Education and Information Systems: Technologies and Applications, EISTA 2005; Conference date: 14 July 2005 through 17 July 2005; Conference code: 103366}
}

@ARTICLE{Gerner2020,
	author = {Gerner, Martin and Pause, Marion},
	title = {Advancing learning assignments in remote sensing of the environment through simulation games},
	year = {2020},
	journal = {Remote Sensing},
	volume = {12},
	number = {4},
	doi = {10.3390/rs12040735},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080871278&doi=10.3390%2frs12040735&partnerID=40&md5=917f85226d4323d2c91381fd6d17db37},
	affiliations = {Association of Friends and Sponsors of Technische Universität Dresden e.V. (GFF), Dresden, D-01062, Germany; Technische Universität Dresden, Department of Geosciences, Institute of Photogrammetry and Remote Sensing, Chair of Remote Sensing, Helmholtzstr. 10, Dresden, D-01062, Germany},
	abstract = {Environmental remote sensing has faced increasing satellite data availability, advanced algorithms for thematic analysis, and novel concepts of ground truth. For that reason, contents and concepts of learning and teaching remote sensing are constantly evolving. This eventually leads to the intuition of methodologically linking academic learning assignments with case-related scopes of application. In order to render case-related learning possible, smart teaching and interactive learning contexts are appreciated and required for remote sensing. That is due to the fact that those contexts are considered promising to trigger and gradually foster students' comprehensive interdisciplinary thinking. To this end, the following contribution introduces the case-related concept of applying simulation games as a promising didactic format in teaching/learning assignments of remote sensing. As to methodology, participating students have been invited to take on individual roles bound to technology-related profiles (e.g., satellite-mission planning, irrigation, etc.) Based on the scenario, stakeholder teams have been requested to elaborate, analyze and negotiate viable solutions for soil moisture monitoring in a defined context. Collaboration has been encouraged by providing the protected, specifically designed remoSSoil-incubator environment. This letter-type paper aims to introduce the simulation game technique in the context of remote sensing as a type of scholarly teaching; it evaluates learning outcomes by adopting certain techniques of scholarship of teaching and learning (SoTL); and it provides food for thought of replicating, adapting and enhancing simulation games as an innovative, disruptive next-generation learning environment in remote sensing. © 2020 by the author.},
	author_keywords = {Environmental monitoring; Food security; Learning; Remote sensing; Scholarship of teaching and learning; Simulation game; Soil moisture; SoTL},
	keywords = {Computer aided instruction; Computer aided software engineering; Food supply; Learning systems; Moisture control; Soil moisture; Teaching; Environmental Monitoring; Food security; Learning; Scholarship of teaching and learning; Simulation games; SoTL; Remote sensing},
	correspondence_address = {M. Pause; Technische Universität Dresden, Department of Geosciences, Institute of Photogrammetry and Remote Sensing, Chair of Remote Sensing, Dresden, Helmholtzstr. 10, D-01062, Germany; email: marion.pause@tu-dresden.de},
	publisher = {MDPI AG},
	issn = {20724292},
	language = {English},
	abbrev_source_title = {Remote Sens.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4; All Open Access, Gold Open Access}
}

@ARTICLE{Bubou2017323,
	author = {Bubou, Gordon Monday and Offor, Ibebietei Temple and Bappa, Abubakar Saddiq},
	title = {Why research-informed teaching in engineering education? A review of the evidence},
	year = {2017},
	journal = {European Journal of Engineering Education},
	volume = {42},
	number = {3},
	pages = {323 – 335},
	doi = {10.1080/03043797.2016.1158793},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020316586&doi=10.1080%2f03043797.2016.1158793&partnerID=40&md5=c0a4c6001a59f5763ef8ef57120c5f4d},
	affiliations = {NACETEM South-South, National Centre for Technology Management, Niger Delta University, Amassoma, Nigeria; Department of Educational Foundations, Faculty of Education, Niger Delta University Wilberforce Island, Amassoma, Bayels State, Nigeria; Department of Technology Education, School of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Bauchi State, Nigeria},
	abstract = {Challenges of today's engineering education (EE) are emergent, necessitating calls for its reformation to empower future engineers function optimally as innovative leaders, in both local and international contexts. These challenges: keeping pace with technological dynamism; high attrition; and most importantly, quality teaching/learning require multifaceted approaches. But how can EE respond to the growing demand for relevant teaching? What can we do for engineering faculties to leverage on quality teaching? How do we embed quality teaching in EE? Scholarship of teaching and learning is advocated as one viable approach. It uses evidence-based teaching (EBT) strategies, and research-informed evidence to guide educational decisions regarding teaching and learning. We review the theories underpinning EBT, the scientific evidence on which it is based, and innovative instructional strategies that enhance active learning. Some of these issues have been discussed already, largely through developing countries lens. Nevertheless, linkages to equivalent global perspectives are presented here. © 2016 SEFI.},
	author_keywords = {active learning; Engineering education; evidence-based practice; evidence-based teaching; learning communities; scholarship of teaching and learning; scientific teaching},
	keywords = {Artificial intelligence; Developing countries; Engineering education; Teaching; Active Learning; Evidence-based; Evidence-based practices; Learning community; Scholarship of teaching and learning; Education},
	correspondence_address = {G.M. Bubou; NACETEM South-South, National Centre for Technology Management, Niger Delta University, Amassoma, Nigeria; email: gbubou@gmail.com},
	publisher = {Taylor and Francis Ltd.},
	issn = {03043797},
	language = {English},
	abbrev_source_title = {Eur. J. Eng. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 17}
}

@CONFERENCE{Gehringer2022,
	author = {Gehringer, Edward F.},
	title = {Metacognitive Strategies for Homework Grading: Improving Learning while Saving Time and Decreasing Cheating},
	year = {2022},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138230836&partnerID=40&md5=58f84f9a150f40ebf59788a426c5aeb5},
	abstract = {In recent years, two trends have combined to cause engineering faculty to look for better ways to assign homework. The first is the Science of Teaching and Learning (SoTL) and its emphasis on the role of metacognition in learning. The second is the growth of online answer sites like Chegg and CourseHero, which allow students to get answers to homework without actually doing the problems. Over the past decade, several approaches have been devised to deal with the fallout. They typically have students submit homework twice: the first time to provide their answers to problems, and the second time to engage in some reflective activity comparing their approach or their answers with solutions provided by the instructor. This study identifies 14 such approaches, looks at what they have in common and how they differ, and summarizes their research findings. © American Society for Engineering Education, 2022.},
	keywords = {Engineering education; Teaching; Engineering faculty; Improving learning; Metacognition; Metacognitive strategies; Teaching and learning; Grading},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022; Conference date: 26 June 2022 through 29 June 2022; Conference code: 182495}
}

@ARTICLE{Frank2018255,
	author = {Frank, Brian and Donnelly, Catherine},
	title = {Conducting research in sports engineering education},
	year = {2018},
	journal = {Sports Engineering},
	volume = {21},
	number = {4},
	pages = {255 – 265},
	doi = {10.1007/s12283-018-0277-y},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048358103&doi=10.1007%2fs12283-018-0277-y&partnerID=40&md5=c51fc76fafb15def4a47af62c90ed1bb},
	affiliations = {Faculty of Engineering and Applied Science, Queen’s University, Kingston, K7L 3N6, ON, Canada; School of Rehabilitation Therapy, Queen’s University, Kingston, K7L 3N6, ON, Canada},
	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. © 2018, International Sports Engineering Association.},
	author_keywords = {Engineering education research; Health science education research; Sports engineering education research},
	keywords = {Engineering research; Sports; Sports medicine; Educational research; Engineering education research; Health science; Interdisciplinary fields; Interprofessional education; Scholarship of teaching and learning; Sports engineerings; Traditional engineerings; Engineering education},
	correspondence_address = {B. Frank; Faculty of Engineering and Applied Science, Queen’s University, Kingston, K7L 3N6, Canada; email: Brian.frank@queensu.ca},
	publisher = {Springer London},
	issn = {13697072},
	language = {English},
	abbrev_source_title = {Sports Eng.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@CONFERENCE{Bansal2016258,
	author = {Bansal, Srividya K. and Dalrymple, Odesma},
	title = {Instructional module development system (IMODS)},
	year = {2016},
	journal = {Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE},
	volume = {11-13-July-2016},
	pages = {258 – 259},
	doi = {10.1145/2899415.2925506},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979740725&doi=10.1145%2f2899415.2925506&partnerID=40&md5=a39737dd86f89d17c782e29b8bd622e1},
	affiliations = {School of Computing Informatics, Decision Systems Engineering, Arizona State University, Mesa, 85212, AZ, United States; Shiley-Marcos School of Engineering, University of San Diego, San Diego, CA, United States},
	abstract = {To ensure that future generations of engineering, science, and other technological practitioners are equipped with the required knowledge and skills to continue to innovate solutions to solve societal challenges, effective courses or instructional modules that incorporate best pedagogical and assessment practices must be designed and delivered. Science, technology, engineering and mathematics (STEM) educators typically come from STEM backgrounds and have little or no formal STEM education training. Their approaches to learning, instruction, and assessment mimic the experiences they were exposed to as students and are not necessarily informed by scholarship in the area of how people learn. The road to effective STEM instruction starts with a wellconceived and constructed plan or curriculum that includes the tight alignment of content, pedagogical approaches and assessments, around the learning objectives, and draws upon bestpractices in each of these areas. An information technology (IT) tool that can guide STEM educators through the complex task of course design development, ensure tight alignment between various components of an instructional module, and provide relevant information about research-based pedagogical and assessment strategies will be of great value. This demonstration presents a Web-based software tool called the Instructional Module Development System (IMODS) that supports these ventures and broadens the impact and reach of professional development in the scholarship of teaching and learning, particularly to STEM faculty.},
	author_keywords = {Assessment techniques; Instruction design; Instructional techniques; Outcome-based education; Semantic web-based tool},
	keywords = {Education; Education computing; Engineering education; Engineering research; Personnel training; Semantic Web; STEM (science, technology, engineering and mathematics); Teaching; Websites; World Wide Web; Approaches to learning; Assessment technique; Instruction design; Instructional techniques; Outcome-based education; Professional development; Scholarship of teaching and learning; Science , Technology , Engineering and Mathematics; Curricula},
	publisher = {Association for Computing Machinery},
	issn = {1942647X},
	isbn = {978-145034231-5},
	language = {English},
	abbrev_source_title = {Annu. Conf. Innov. Technol. Comput. Sci. Educ. ITiCSE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2016 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2016; Conference date: 11 July 2016 through 13 July 2016; Conference code: 122577}
}

@CONFERENCE{Viana202253,
	author = {Viana, Dianne Magalhães and Villas-Boas, Valquíria},
	title = {Do Brazilian Engineering Professors Do Engineering Education Research in Active Learning? A Case Study},
	year = {2022},
	journal = {International Symposium on Project Approaches in Engineering Education},
	volume = {12},
	pages = {53 – 61},
	doi = {10.5281/zenodo.6924254},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139821722&doi=10.5281%2fzenodo.6924254&partnerID=40&md5=b6f6c224d30dfd419b8fe135371be5de},
	affiliations = {University of Brasília, Brasília, Brazil; University of Caxias do Sul, Caxias do Sul, Brazil},
	abstract = {While in countries like Brazil, the concern is still the training of instructors in the use of active learning strategies and methods, in countries such as the United States, Denmark, Sweden, Australia, for at least two decades, research has been placed at the service of teaching and teacher professional development and projects are developed so that research in Engineering Education is carried out with greater rigor. In this context, this research work aims to evaluate a set of interventions presented at the 43rd edition of the Brazilian Congress in Engineering Education (COBENGE), from the year 2015, because of the theme of the event: “Active Learning: Collaborative Engineers for a Competitive World. Thirty-six papers presented in this edition of COBENGE and that were related to active learning were analyzed to determine whether they are papers that address interventions such as an effective teaching (ET), a scholarly teaching (ST), a scholarship of teaching and learning (SoTL) or an engineering education research (EER) work. Our results show that from the 36 papers analyzed 25 are ET, 1 is ST, 2 are SoTL, 4 are EER works, and 4 could not be characterized in any of the levels. We present and discuss the approach built for the analysis performed based on the characteristics pointed out by the literature for ET, ST, SoTL and EER. It is worth pointing out that ST and SoTL are concepts little known to the Brazilian EE community. This research work is a starting point to evaluate the state of engineering education research in Active Learning in Brazil. © 2022 University of Minho. All rights reserved.},
	author_keywords = {Active Learning; Effective Teaching; Engineering Education Research; Scholarly Teaching; Scholarship of Teaching and Learning},
	editor = {Lima R.M. and Farreras M. and Roma M. and Villas-Boas V.},
	publisher = {University of Minho},
	issn = {21831378},
	language = {English},
	abbrev_source_title = {Int. Symposium Project Approaches Eng. Educ.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 14th International Symposium on Project Approaches in Engineering Education and 19th Active Learning in Engineering Education Workshop, PAEE/ALE 2022; Conference date: 6 July 2022 through 8 July 2022; Conference code: 183000}
}

@CONFERENCE{Wankat20044617,
	author = {Wankat, Phillip C.},
	title = {The emergence of engineering education as a scholarly discipline},
	year = {2004},
	journal = {ASEE Annual Conference Proceedings},
	pages = {4617 – 4623},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444230808&partnerID=40&md5=5765c8f3d26967762c5bcce1f21fddf1},
	affiliations = {School of Chemical Engineering, Purdue University, United States},
	abstract = {Changes in engineering education are part of a national trend to develop the scholarship of teaching and learning in all disciplines. As many engineering faculty have realized, content knowledge alone is not sufficient to be a good teacher. Pedagogical skills are required as well. Unfortunately, this need has been only partially met with workshops and summer programs instead of a systematic reorganization of graduate education. Recent developments such as changing ABET requirements and NSF education and CAREER grants have highlighted the importance of formal training in pedagogy. Teaching, learning, and the scholarship of teaching and learning are central to the emerging discipline of engineering education. All engineering professors can become effective and efficient teachers, assess student learning, and improve engineering education. And for professors interested in engineering education, this discipline will also provide a new career path.},
	keywords = {Learning systems; Professional aspects; Societies and institutions; Students; Teaching; Technical presentations; Engineering degrees; Magazines; Pedagogical skills; Scholarships; Engineering education},
	correspondence_address = {School of Chemical Engineering, Purdue University, United States; email: wankat@ecn.purdue.edu},
	issn = {01901052},
	coden = {ACOPD},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6; Conference name: ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights"; Conference date: 20 June 2004 through 23 June 2004; Conference code: 63591}
}

@BOOK{Penaluna2018151,
	author = {Penaluna, Andy},
	title = {Through the lenses of the two I’s: Implement or innovate?},
	year = {2018},
	journal = {The Interdisciplinary Future of Engineering Education: Breaking through Boundaries in Teaching and Learning},
	pages = {151 – 164},
	doi = {10.4324/9781351060790-14},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136030393&doi=10.4324%2f9781351060790-14&partnerID=40&md5=d627b1fe987d007ed50034e0748bf6ab},
	abstract = {Globally, education has been charged with developing effective teaching and learning innovators who can help to produce much needed high-quality learning systems. This assumes that teaching and learning theories and practices can help to determine appropriate learning outcomes to match this need, and at scale. This cannot be achieved using metrics that accurately pre-determine what a learner will achieve, simply because innovation by its very nature should surprise us. Innovations in education are often regarded with some suspicion, and concerns arise over changes and what losses may result. The assumption in chapters 10 and 11 is that the goal of raising the quality and scale of learning for innovation in education will positively affect education itself and respond to calls for change. The purpose of these two chapters is to present outlines that assist the classification of learning and assessment practices, so that they are pertinent to developing innovators. They discuss the hurdles that educators may face and offer ways to navigate and manage learning that adds clarity of purpose. The originality of the work is in its systemic approach to a long-standing question: do we want learners to copy experts, or do we wish them to challenge norms and provide new innovations to consider and test? Or do we need both? In exposing the hurdles and through the provision of aligned arguments, chapter 11 provides stimulus for thought and further enquiry. The world of work for university graduates has never been more challenging; gone are the long, nurturing careers that offered a ladder of gradual opportunity. Now, students must present themselves to a world of work already sufficiently developed so that their potential value-creating abilities can be seen from day one on the job. This suggests that the role of educating professionals, such as engineers, needs to change in order to prepare students for this increasingly complex world. The nature of such change is contemplated, and a holistic approach that combines existing approaches to engineering and enterprise education is posited. The aim being, to outline a dynamic foundation for graduate learning that supports preparing graduates for the challenges of tomorrow’s unknown. This is a generic concept that can be applied across all areas of education and professional life. It combines creativity, originality, initiative, idea generation, design thinking, adaptability, and reflexivity with problem identification, problem solving, innovation, expression, communication, and practical action. So, the focus is not on directly supporting engineering graduates to commercialize their ideas, but rather, upon initially aiding their development as graduates capable of operating successfully in complex and ever-changing environments. The notion of enterprising engineering graduates is contemplated, the notion of contemporary enterprise is considered, and the possibility of a ‘signature pedagogy’ for enterprise education is discussed. This is followed by consideration of the opportunities to integrate aspects of enterprise education within engineering education, and the tools that could be used to facilitate such a process, drawing attention to the importance of scholarship of teaching and learning as a guiding shadow throughout this process. Over the decades, moments of insight have played a key role in the evolution of technology, but can these ephemeral and enigmatic ‘eureka’ events be managed? In chapter 12, the final chapter of Part 4, we explore the role played by off-task breaks in triggering the unconscious processing of ideas. By breaking up the working day with low effort routine tasks and breaks, individuals can significantly enhance their creativity; taking time away from the job becomes the key link in the creativity process. This research therefore points to the careful management of off-task breaks during the innovation process. Given the role played by the unconscious in creative thought, one clearly cannot manage the direction of thought patterns that emerge. However, one can manage the overall creative process, through the careful management of these unconscious moments. Therefore, walking away from the job is no longer seen as unproductive but an integral aspect of the creative process. This will involve educating educators and managers, and to change the mindset of time-keeping administrators on the importance of breaks. Breaks should no longer be viewed as instances in which employees ‘slack off’ but as an opportunity to enable subconscious thought to come to mind. © 2019 selection and editorial matter, Plato Kapranos.},
	correspondence_address = {A. Penaluna; email: andy.penaluna@uwtsd.ac.uk},
	publisher = {Taylor and Francis},
	isbn = {978-135106078-3; 978-135106079-0},
	language = {English},
	abbrev_source_title = {The Interdisciplinary Future of Engineering Education: Breaking Through Boundaries in Teach. and Learning},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@CONFERENCE{Peixoto2009843,
	author = {Peixoto, Luiz Felipe M. and Sousa, Angelo J.P.},
	title = {Geotechnicalactivity and third-party damages},
	year = {2009},
	journal = {Proceedings of the Biennial International Pipeline Conference, IPC},
	volume = {2},
	pages = {843 – 850},
	doi = {10.1115/IPC2008-64585},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350072168&doi=10.1115%2fIPC2008-64585&partnerID=40&md5=f04f801300dcd8decb7a5a0f372f71d2},
	affiliations = {Petrobras Transporte S.A. - TRANSPETRO(NNE), Recife / PE - CEP 51020-350, Rua Antǒnio Lumack do Monte, 96 Sala 402 Boa Viagem, Brazil; Petrobras Transporte S.A. - TRANSPETRO (RJ), Avenida Presidente Vargas, 328 70 Andar Centra, Rio de Janeiro / RJ - CEP 20091-060, Brazil},
	abstract = {This article presents an accident that took place at a Petrobras Transporte S.A. - TRANSPETRO pipeline right-of-way (ROW), involving one of its pipes: ORSUB (Southern Bahia diesel, gasoline and LPG 360km φ10'/φ8" pipeline).Basically, the mentioned occurrence shows the influence of collapses in third-party constructions in TRANSPETRO facilities' integrity. The event in Bahia consisted in the exposure of 70m of the pipeline, caused by a dam breach from a private property nearby. Due to the failure, the water from the reservoir streamed through the terrain, dragging and destroying whatever it came across (small houses wrecks, torn trees and crops were found along the water track), reaching the pipeline ROW around 700m from its origin, in a narrow rocky valley, hence gaining power and speed, and swept away the so'tl that covered the pipe, provoking a 70m long, 2m deep and 5m across opening. The fact that the water ran along the pipe and did not hit it perpendicularly led to minor damages. The consequences, whether it happened otherwise, would be much more serious, especially in an environmental way, as this happened within the limits of a cocoa and banana farm, with a creek not even 10m away. A number of irregularites were found in the dam wreck, such as under dimensioned valve and intake structure and the lack of a spillway were the main reasons that caused the breach. Major events like this bring to attention the fact that some farmers build their own dams (within the limits of their properties) with no expertise on the matter whatsoever and often without any professional assistance. This represents a tremendous jeopardy for almost everything existing downstream the dam, such as crops, cattle, houses and people. After the dam rupture, the geitechnical engineers from TRANSPETRO started a study which mapped 35 dams only in ORSUB ROW neighbourhood, at least 3 of them were classified as critical. A hydrodynamic simulation, based on the accident described here, is being developed, so the engineers can predict what might happen to the pipeline ROW and, in a worst case scenario, to the pipe itself, whether another dam failure occurs. Copyright © 2008 by ASME.},
	author_keywords = {Dam breach; Geotechnical activity; Pipeline; Right-of-way},
	keywords = {Accidents; Beverages; Crops; Dams; Fluid dynamics; Pipe; Reservoirs (water); Rivers; Dam breach; Dam failure; Geotechnical activity; Hydrodynamic simulation; Major events; Neighbourhood; PETROBRAS; Private property; Professional assistance; Right-of-way; Transpetro; Worst case scenario; Pipelines},
	correspondence_address = {L. F. M. Peixoto; Petrobras Transporte S.A. - TRANSPETRO(NNE), Recife / PE - CEP 51020-350, Rua Antǒnio Lumack do Monte, 96 Sala 402 Boa Viagem, Brazil; email: lfmp@petrobras.com.br},
	isbn = {978-079184858-6},
	language = {English},
	abbrev_source_title = {Proc. Bienn. Int. Pipeline Conf. IPC},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2008 ASME International Pipeline Conference, IPC 2008; Conference date: 29 September 2008 through 3 October 2008; Conference code: 77588}
}

@ARTICLE{Mirabelli2023,
	author = {Mirabelli, Joseph F. and Barlow, Allyson J. and Sanders, Jeanne L. and Ko, Evan and Jensen, Karin and Cross, Kelly J.},
	title = {Mid-career transitions into engineering education research via structured mentorship opportunities: Barriers and perceptions},
	year = {2023},
	journal = {Australasian Journal of Engineering Education},
	doi = {10.1080/22054952.2023.2217046},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161409139&doi=10.1080%2f22054952.2023.2217046&partnerID=40&md5=6c7fa60793828ca8c495ead59c68437a},
	affiliations = {Department of Educational Psychology, University of Illinois Urbana-Champaign, Urbana, IL, United States; Department of Chemical Engineering, University of Nevada, Reno, NV, United States; Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Department of Biomedical Engineering, Georgia Tech University, Atlanta, GA, United States},
	abstract = {Recent international calls have been made to build capacity in engineering by increasing the number of scholars using research-based instructional practices in engineering classrooms. Training traditional engineering professors to conduct engineering education research (EER) supports this goal. Previous work suggests that engineering professors interested in performing social sciences or educational research require structured support when making this transition. We interviewed 18 professors engaged with a grant opportunity in the United States that supports professors conducting EER for the first time through structured mentorship. Thematic analysis of interview data resulted in four findings describing common perceptions and experiences of traditional engineering professors as they begin to conduct formalised EER: motivation to conduct EER, institutional support and barriers, growth in knowledge, and integrating with EER culture. Within these findings, barriers to entering EER were uncovered with implications for professors interested in EER, funding agencies, and prospective mentors, resulting in suggestions for improving access to EER for professors developing as teaching scholars. ©, Engineers Australia.},
	author_keywords = {Engineering education research; faculty development; Mentoring; qualitative; scholarship of teaching and learning},
	keywords = {Engineering education; Engineering research; Teaching; Engineering education research; Engineering professors; Faculty development; Instructional practices; International calls; Mentoring; Mentorship opportunity; Qualitative; Scholarship of teaching and learning; Traditional engineerings; Professional aspects},
	correspondence_address = {K.J. Cross; Department of Biomedical Engineering, Georgia Tech University, Atlanta, 30332, United States; email: kelly.cross@bme.gatech.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {13245821},
	language = {English},
	abbrev_source_title = {Australasian Journal of Engineering Education},
	type = {Article},
	publication_stage = {Article in press},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Wankat20032,
	author = {Wankat, Phillip and Oreovicz, Frank},
	title = {Tenure and teaching},
	year = {2003},
	journal = {Journal of Professional Issues in Engineering Education and Practice},
	volume = {129},
	number = {1},
	pages = {2 – 5},
	doi = {10.1061/(ASCE)1052-3928(2003)129:1(2)},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-13944259422&doi=10.1061%2f%28ASCE%291052-3928%282003%29129%3a1%282%29&partnerID=40&md5=e83632f8fe79541221a6557c2b2df5b0},
	affiliations = {School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States},
	abstract = {The role of teaching and the scholarship of teaching and learning in tenure decisions are discussed. It is suggested that candidates for tenure or further promotion are required to understand their institution's procedures and requirements that are both written and unwritten. The promotion and tenure (P&T) procedure starts with a departmental primary committee consisting of all professors in the department. The committee discusses and debate the merits of each individual case and then make recommendation for or against promotion/tenure. It is also stated that improving one's teaching and developing ability as a scholar of teaching and learning, as a new professor, would augment the research record when time comes for the tenure decision.},
	keywords = {Decision making; Education; Engineering research; Personnel; Professional aspects; Societies and institutions; Students; Teaching; Colleges; Graduate schools; Promotion and tenure (P&T) procedure; Tenures; Engineering education},
	correspondence_address = {P. Wankat; School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States; email: wankat@ecn.purdue.edu},
	issn = {10523928},
	coden = {JPEPE},
	language = {English},
	abbrev_source_title = {J Prof Issues Eng Educ Pract},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@CONFERENCE{Maisiri2022,
	author = {Maisiri, Whisper and Hattingh, Teresa},
	title = {Integrating game-based learning in an industrial engineering module at a South African University},
	year = {2022},
	journal = {2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2022 - Conference Proceedings},
	doi = {10.1109/WEEF-GEDC54384.2022.9996240},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146650926&doi=10.1109%2fWEEF-GEDC54384.2022.9996240&partnerID=40&md5=760a6523e19bf87f150cd4a7acbb5690},
	affiliations = {School of Industrial Engineering, North-West University, Potchefstroom, South Africa},
	abstract = {The development of non-technical skills prepares engineering students to adapt to the volatile, uncertain, complex, and ambiguous world we are currently experiencing. Learning strategies that involve learning by doing could enhance the development of such skills. This study explores the impact of game-based learning on improving a deep understanding of technical knowledge and acquiring non-technical skills in a third-year industrial engineering module at a South African University. The paper employs a qualitative research approach using self-reflective inquiry that describes the practical application of game-based learning and the perceived impact on student learning. The study revealed that game-based learning enhances higher-order thinking skills and strengthens teamwork, providing a platform for the social construction of knowledge. This study highlights the value of integrating game-based learning into engineering education. Future studies include conducting a scholarship of teaching and learning project to investigate students' views on game-based learning's impact on their overall experience.  © 2022 IEEE.},
	author_keywords = {action research; engineering education; Game-based learning; industrial engineering; non-technical skills},
	keywords = {Deep learning; Engineering research; Industrial research; Students; Action research; Engineering modules; Game-based Learning; Higher order thinking skills; Learning strategy; Learning-by-doing; Non-technical skills; Qualitative research; Research approach; Student learning; Engineering education},
	publisher = {Institute of Electrical and Electronics Engineers Inc.},
	isbn = {978-166547528-0},
	language = {English},
	abbrev_source_title = {IEEE IFEES World Eng. Educ. Forum - Glob. Eng. Deans Counc., WEEF-GEDC - Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2022; Conference date: 27 November 2022 through 1 December 2022; Conference code: 185825}
}

@CONFERENCE{Pears2008S1H11,
	author = {Pears, Arnold N. and Fincher, Sally and Adams, Robin and Daniels, Mats},
	title = {Stepping Stones: Capacity Building in Engineering Education},
	year = {2008},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	pages = {S1H11–S1H16},
	doi = {10.1109/FIE.2008.4720485},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-60549103216&doi=10.1109%2fFIE.2008.4720485&partnerID=40&md5=02191d5cfd3bcd9b0d018a44c6bdc6df},
	affiliations = {IT Department, Uppsala University, 751 05 Uppsala, Box 337, Sweden; CS Department, University of Kent, Canterbury, United Kingdom; Department of Engineering Education, Purdue University, IN, United States},
	abstract = {CeTUSS (www.CeTUSS.se) is an engineering education center established by the Swedish Council for Renewal of Higher Education in 2004. During 2006/2007 CeTUSS funded "Stepping Stones", a multi-phase (project based) initiative for tertiary engineering educators at Swedish Universities. The aim was to build a community of engineering educators and to increase their familiarity with evaluation and research approaches to assessing the impact of classroom interventions. Stepping Stones was based on the earlier US, UK and Australian initiatives; the Scaffolding, Bootstrapping and BRACE programmes. The approach uses a joint, multi-method, research study to raise awareness of relevant theory, while simultaneously supporting community development. Community building is achieved through joint work and shared experiences which promote convergence on a common set of values and ideals in relation to scholarship of teaching and learning. Investigative "capacity" was enhanced by drawing together a Swedish pool of engineering education expertise. Stepping Stones consisted of three phases. The first phase was a week long workshop examining relevant theory and empirical study design in engineering education research. This workshop introduced an "experiment kit", a protocol detailing experimental design of the project that participants jointly implemented in phase two. During phase two the participants gathered data in their own classrooms, contributing to a joint corpus of material for analysis in phase three. During the data collection process participants administered and validated a variety of instruments; surveys and interviews (including photo elicitation), and concept map collection using Explanograms (a tool for automating collection of handwritten data developed by the CeTUSS center). The final phase was a week-long workshop where participants analyzed the aggregated data and produced a written report, 'What is the Word for " Engineering" in Swedish: Swedish Students Conceptions of their Discipline' (http://www.it.uu.se/research/publications/reports/2007-018). © 2008 IEEE.},
	keywords = {College buildings; Conformal mapping; Engineering education; Surveys; Teaching; Capacity buildings; Community buildings; Community development; Concept maps; Data collection process; During phase; Empirical studies; Engineering education researches; Engineering educators; Experimental designs; Higher educations; In-phase; Multi methods; Project-based; Research approaches; Research studies; Shared experiences; Stepping stones; Teaching and learning; Three phasis; Engineering research},
	correspondence_address = {A. N. Pears; IT Department, Uppsala University, 751 05 Uppsala, Box 337, Sweden; email: arnold.pears@it.uu.se},
	issn = {15394565},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 16; Conference name: 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008; Conference date: 22 October 2008 through 25 October 2008; Conference code: 75329; All Open Access, Green Open Access}
}

@CONFERENCE{Beier2018351,
	author = {Beier, Judith C. and Lange, Jörg and Kuhlmann, Wolfram},
	title = {An E-learning-concept for research based learning in structural dynamics},
	year = {2018},
	journal = {EUCEET 2018 - 4th International Conference on Civil Engineering Education: Challenges for the Third Millennium},
	pages = {351 – 358},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088261910&partnerID=40&md5=a6d334b2a558aff3032736b2dbf14a9e},
	affiliations = {TH Köln (University of Applied Sciences), Betzdorfer Straße 2, Cologne, 50679, Germany; TU Darmstadt, Franziska-Braun-Straße 3, Darmstadt, 64287, Germany},
	abstract = {As part of a joint research project between TH Köln and TU Darmstadt an e-learning-concept is being developed. This concept provides students with an opportunity to engage in research regardless of their semester and specific time within the academic year. The project focuses both on educational development and on engineering research. The engineering part is about the load model for human induced vibrations, described in the guideline VDI 2038. The current load model needs revision and must be completed because of missing values for horizontal loads and differences compared to the latest load models used in biomechanics. The e-learning-concept is evaluated in different areas, like the achievement motivation of the students, the acceptance of the concept and its effectiveness. Therefore, it can be regarded as a Scholarship of Teaching and Learning project. The concept includes a wiki containing all basics of structural dynamics and measuring technology as well as information on the load model. The students work on small projects. The scope of their study is based on the required workload of the respective module. The students summarize their results in a new wiki page that subsequent students can use for their projects. The students shall obtain a good understanding of the connections between different modules and constitute a research community. They can participate in the research project in two optional modules within their bachelor curriculum, two optional modules within their master courses and in their bachelor and master thesis. The results during the first year after implementation are predominantly positive. The students are commonly motivated and get a good understanding of the subject. The connection between research based learning and e-learning enables the instructor to supervise a lot of different student projects and the students can apply the newly learned contents to a larger research project. © 2018 EUCEET 2018 - 4th International Conference on Civil Engineering Education: Challenges for the Third Millennium. All rights reserved.},
	author_keywords = {E-Learning; E-Learning; Education; Methodology; Wiki},
	keywords = {E-learning; Education computing; Engineering education; Structural dynamics; Teaching; Achievement motivations; E-learning concepts; Engineering parts; Horizontal loads; Induced vibrations; Measuring technology; Research communities; Scholarship of teaching and learning; Students},
	editor = {Turmo J. and Lozano-Galant J.A.},
	publisher = {International Center for Numerical Methods in Engineering},
	isbn = {978-849473115-0},
	language = {English},
	abbrev_source_title = {EUCEET - Int. Conf. Civ. Eng. Educ.: Challenges Third Millenn.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 4th International Conference on Civil Engineering Education: Challenges for the Third Millennium, EUCEET 2018; Conference date: 5 September 2018 through 8 September 2018; Conference code: 161050}
}

@ARTICLE{Shrivastava20135,
	author = {Shrivastava, Gyan S.},
	title = {ASCE vision 2025 and the capstone design project},
	year = {2013},
	journal = {Journal of Professional Issues in Engineering Education and Practice},
	volume = {139},
	number = {1},
	pages = {5 – 11},
	doi = {10.1061/(ASCE)EI.1943-5541.0000126},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872697993&doi=10.1061%2f%28ASCE%29EI.1943-5541.0000126&partnerID=40&md5=8bb4ef9f9aadb3cf84e679b96c0840d3},
	affiliations = {Dept. of Civil and Environmental Engineering, Univ. of the West Indies, St. Augustine, Trinidad and Tobago},
	abstract = {The article focuses on ASCE Vision 2025 and the Capstone Design Project. Accordingly, the objective of this forum is to benchmark the capstone design project at the University of the West Indies (UWI) with reference to the Vision and identify the transformational needs of the curriculum by means of a survey of the UWI-trained practicing civil engineers in the Commonwealth Caribbean. This forum also highlights the corresponding need for research in scholarship of teaching and learning (SoTL) and points out that the dichotomy of teaching and research, as unrelated functions in the academia. Civil Engineering links the built and natural environments. Moreover, sustainability is perhaps the most critical issue at the current time. In this context, there is a need to be mindful of the fact that buildings embody and consume the largest fraction of energy within the built environment.},
	author_keywords = {Caribbean; Civil Engineering; Design; Education; Undergraduate},
	keywords = {Civil engineering; Curricula; Design; Education; Teaching; Built environment; Capstone design projects; Caribbean; Civil engineers; Critical issues; Natural environments; Teaching and learning; Teaching and researches; Undergraduate; University of the West Indies; Sustainable development},
	correspondence_address = {G.S. Shrivastava; Dept. of Civil and Environmental Engineering, Univ. of the West Indies, St. Augustine, Trinidad and Tobago; email: Gyan.Shrivastava@sta.uwi.edu},
	issn = {10523928},
	coden = {JPEPE},
	language = {English},
	abbrev_source_title = {J Prof Issues Eng Educ Pract},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5}
}

@CONFERENCE{Howard2016,
	author = {Howard, Diane},
	title = {Appropriate assessment outcomes for commercial space operations undergraduate degree programs},
	year = {2016},
	journal = {Proceedings of the International Astronautical Congress, IAC},
	volume = {0},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016519222&partnerID=40&md5=34599b82f9b861101b9124492c63b22b},
	affiliations = {Commercial Space Operations, Embry-Riddle Aeronautical University, Daytona Beach, 32114, FL, United States},
	abstract = {Embry-Riddle Aeronautical University's Commercial Space Operations (CSO) Bachelor of Science is a non-engineering, interdisciplinary undergraduate degree offered in the Applied Aviation Sciences department of the College of Aviation. The author developed courses that are core curriculum requirements for both tracks that are currently offered: Space Policy Operations and Operations Science Technology. Accreditation for the College of Aviation is achieved by compliance with the Aviation Accreditation Board International (AABI) using criteria that include articulated student learning outcomes. Using these aviation-specific outcomes when designing courses for a space sector program is not optimal. While the general outcomes are broad enough to provide guidance, the aviation core guidelines are not sufficiently on point to provide meaningful evaluation of the CSO courses. The paper describes a Scholarship of Teaching and Learning study designed to address the problem of identifying appropriate outcomes for a commercial space operations program in the context of applied sciences and presents its results. The research is not only useful for the author's home institution, but also timely and appropriate for the larger universe of pedagogy because it represents a method of transitioning existing curriculum as social changes and technology advancement drive an institution's mission forward. These are challenges faced by all educators everywhere. However, this study is of particular interest to space studies educators. Copyright © 2016 by the International Astronautical Federation (IAF). All rights reserved.},
	author_keywords = {Learning outcomes; Pedagogy; Space education},
	keywords = {Accreditation; Students; Teaching; Commercial space operations; Learning outcome; Pedagogy; Scholarship of teaching and learning; Space education; Student learning outcomes; Technology advancement; Undergraduate degrees; Curricula},
	correspondence_address = {D. Howard; Commercial Space Operations, Embry-Riddle Aeronautical University, Daytona Beach, 32114, United States; email: diane.howard@erau.edu},
	publisher = {International Astronautical Federation, IAF},
	issn = {00741795},
	language = {English},
	abbrev_source_title = {Proc. Int. Astronaut. Congr., IAC},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 67th International Astronautical Congress, IAC 2016; Conference date: 26 September 2016 through 30 September 2016; Conference code: 126413}
}

@ARTICLE{Musib201950,
	author = {Musib, Mrinal},
	title = {Creating and integrating relevant educational cartoons with scenario-based learning strategies to impart long-term ethics learning},
	year = {2019},
	journal = {International Journal of Innovation and Learning},
	volume = {25},
	number = {1},
	pages = {50 – 63},
	doi = {10.1504/IJIL.2019.096533},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058116908&doi=10.1504%2fIJIL.2019.096533&partnerID=40&md5=1ae72ebc94220dbc761dfb9f1e10338f},
	affiliations = {Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore},
	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. © 2019 Inderscience Enterprises Ltd.},
	author_keywords = {active learning; authentic and life-long learning; educational cartoons; ethics; flipped classrooms; innovative teaching; MOOC's; scenario-based learning; skits and plays; SoTL; student feedback; technology enhanced learning},
	keywords = {education; ethics; innovation; learning; scenario analysis; student; teaching},
	correspondence_address = {M. Musib; Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore; email: biemkm@nus.edu.sg},
	publisher = {Inderscience Publishers},
	issn = {14718197},
	language = {English},
	abbrev_source_title = {Int. J. Innov. Learn.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3; All Open Access, Bronze Open Access}
}

@CONFERENCE{Van Der Veen20171253,
	author = {Van Der Veen, J.T. and Hahnen-Florijn, M.E. and Poortman, C.L. and Schildkamp, K. and McKenney, S.E.},
	title = {Senior university teaching qualification via engineering education research and design},
	year = {2017},
	journal = {Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017},
	pages = {1253 – 1259},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034742811&partnerID=40&md5=574a5c88c9309ee60f4926ee49afe71b},
	affiliations = {4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; Centre of Expertise in Teaching and Learning, University of Twente Enschede, Netherlands},
	abstract = {Despite decades of calls to engage in the scholarship of teaching [1], university teachers remain challenged to adopt an academic stance toward their education. Three crucial barriers are (1) the academic reward system, (2) the lack of support for teachers to develop such scholarship; (3) the isolation in which most teachers operate. We outline our senior university teaching qualification trajectory (SUTQ) that was designed to address these three barriers. First mid-term evaluation results are outlined showing that this new trajectory is much appreciated. Addressing workload issues of participants, enhanced opportunities for peer interaction and streamlining of our program are planned to further improve this new SUTQ program.},
	author_keywords = {Excellent teaching; Professional development; Scholarship of teaching and learning},
	keywords = {Education; Engineering education; Engineering education research; Evaluation results; Peer interactions; Professional development; Reward systems; Scholarship of teaching and learning; University teachers; University teaching; Teaching},
	correspondence_address = {J.T. Van Der Veen; 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; email: j.t.vanderveen@utwente.nl},
	editor = {Bernardino J. and Rocha J. and Quadrado J.C.},
	publisher = {European Society for Engineering Education (SEFI)},
	isbn = {978-989988757-2},
	language = {English},
	abbrev_source_title = {Proc. SEFI Annu. Conf. - Educ. Excell. Sustain., SEFI},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Conference date: 18 September 2017 through 21 September 2017; Conference code: 131451}
}

@CONFERENCE{Kapadia2008T4B1,
	author = {Kapadia, Rajiv J.},
	title = {Teaching and learning styles in engineering education},
	year = {2008},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	pages = {T4B1–T4B4},
	doi = {10.1109/FIE.2008.4720326},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-60549091173&doi=10.1109%2fFIE.2008.4720326&partnerID=40&md5=6eea517f71df64d900148d86a14aa8c9},
	affiliations = {Minnesota State University Mankato, United States},
	abstract = {Engineering Professors, like professors in every other field, have always experimented with innovative instructional methods, but even with all the experimentation nothing was done to link the innovations in teaching to learning theory. Scholarly approaches to marrying teaching methods by the professors to learning styles of the students have become common in the past decade. Since matching the teaching styles to the learning styles is the task of the professor and there is no one best learning style or one best teaching style, one has to weigh the advantages and disadvantages of both. A single teaching technique will not always appeal to all students. The challenge of engineering education is to make the scholarship of teaching and learning equal to the scholarship of discovery, integration, and application. © 2008 IEEE.},
	author_keywords = {Learning styles; Optimization; Teaching styles},
	keywords = {Engineering education; Innovation; Engineering professors; Instructional methods; Learning styles; Learning theories; Teaching and learning; Teaching methods; Teaching styles; Teaching techniques; Teaching},
	correspondence_address = {R. J. Kapadia; Minnesota State University Mankato, United States; email: rajiv.kapadia@mnsu.edu},
	issn = {15394565},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 22; Conference name: 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008; Conference date: 22 October 2008 through 25 October 2008; Conference code: 75329}
}

@ARTICLE{Roxå202235,
	author = {Roxå, 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},
	year = {2022},
	journal = {Higher Education},
	volume = {83},
	number = {1},
	pages = {35 – 55},
	doi = {10.1007/s10734-020-00615-1},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100093726&doi=10.1007%2fs10734-020-00615-1&partnerID=40&md5=d1acc4dd614bc71e7420b8ffbfb96c76},
	affiliations = {Faculty of Engineering, Lund University, Lund, Sweden; Lahore University of Management Sciences, Lahore, Pakistan; Centre for Teaching and Learning, Concordia University, Montreal, Canada; MacPherson Institute, Concordia University, Hamilton, Canada; Centre for Teaching and Learning, Department of Education, Concordia University, De Maisonneuve Blvd. W, Montreal, H3G 1M8, Canada},
	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. © 2021, Springer Nature B.V.},
	author_keywords = {Approaches to learning; Course evaluations; Higher education; Practice-based research; Quality enhancement; Students as partners; Systems perspective},
	correspondence_address = {R. Cassidy; Centre for Teaching and Learning, Department of Education, Concordia University, Montreal, De Maisonneuve Blvd. W, H3G 1M8, Canada; email: rob.cassidy@concordia.ca},
	publisher = {Springer Science and Business Media B.V.},
	issn = {00181560},
	language = {English},
	abbrev_source_title = {High. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6}
}

@ARTICLE{Reedy202091,
	author = {Reedy, Alison K. and Guerrero Farías, María Lucía 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},
	year = {2020},
	journal = {Education for Chemical Engineers},
	volume = {33},
	pages = {91 – 101},
	doi = {10.1016/j.ece.2020.09.002},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091335723&doi=10.1016%2fj.ece.2020.09.002&partnerID=40&md5=e1b2f8c26a6e0a8d730ca8b1ac6e1c73},
	affiliations = {Charles Darwin University, Office of Education Strategy, Darwin, Australia; Universidad de Los Andes, Center of Teaching and Learning, School of Education, Bogotá, Colombia; Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia},
	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. © 2020 Institution of Chemical Engineers},
	author_keywords = {Creativity; Employability skills; Scholarship of teaching and learning; Teamwork; Work-integrated learning},
	keywords = {Curricula; Digital storage; Education computing; Iterative methods; Product design; Chemical engineering course; Chemical engineering graduates; Employability skills; Integrated product and process designs; Iterative enhancement; Problem solving tool; Qualitative analysis; Work-integrated learning; Students},
	correspondence_address = {L.H. Reyes; Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia; email: lh.reyes@uniandes.edu.co},
	publisher = {Elsevier B.V.},
	issn = {17497728},
	language = {English},
	abbrev_source_title = {Educ. Chem. Eng.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 12; All Open Access, Bronze Open Access}
}

@ARTICLE{Nicoll-Senft200919,
	author = {Nicoll-Senft, Joan M. and Seider, Susan N.},
	title = {Assessing the Impact of the 4MAT Teaching Model Across Multiple Disciplines in Higher Education},
	year = {2009},
	journal = {College Teaching},
	volume = {58},
	number = {1},
	pages = {19 – 27},
	doi = {10.1080/87567550903245623},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015533078&doi=10.1080%2f87567550903245623&partnerID=40&md5=9754aed2a7d9b1fc49d107b80661bf31},
	affiliations = {Central Connecticut State University, United States},
	abstract = {Much attention has focused on learning styles and their impact on the teaching and learning process; however, little has been done to systematically incorporate learning style theory into actual teaching, nor to systematically examine its potential impact on student learning in higher education. As part of a Scholarship of Teaching and Learning (SoTL) project, six faculty members representing the university's Schools of Arts and Sciences, Business, Education and Professional Studies, and Engineering and Technology implemented the 4MAT model in their respective classes during the fall 2007 semester. 4MAT is a teaching methodology posited by Bernice McCarthy (1987) that is built upon the principles of learning styles and their relationship to the natural learning cycle. Use of the 4MAT Model in K–12 settings has been supported by research (Wilkerson & White 1988; Blair & Judah 1990). This article lends support to using 4MAT in a higher education setting. Faculty engaged in the SoTL project at the completion of the semester asked their students to complete a Likert scale survey comparing their redesigned courses to comparable college courses. A meta-analysis of these data indicated significant findings for six out of the eight comparative statements measured. © 2010, Copyright Taylor & Francis Group, LLC.},
	author_keywords = {Instruction; pedagogy; teaching methods; teaching style},
	correspondence_address = {J.M. Nicoll-Senft; Central Connecticut State University, Special Education, New Britain, 1615 Stanley Street, Barnard Hall, 2nd floor, 06050, United States; email: Nicoll-SenftJ@ccsu.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {87567555},
	language = {English},
	abbrev_source_title = {Coll. Teach.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 14}
}

@CONFERENCE{Secules2018,
	author = {Secules, Stephen and Bale, James John and Sochacka, Nicola W. and Walther, Joachim},
	title = {Examining a novel theory-to-practice effort in engineering education through multiple theoretical lenses of systems and change},
	year = {2018},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	volume = {2018-June},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051201240&partnerID=40&md5=a8fa4cb10fd9bd186d4573f255881ee3},
	affiliations = {Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States},
	abstract = {In the past, the engineering education community has focused primarily on developing evidence-based best practices and fundamental theories of teaching and learning. An emerging focus, embodied in initiatives like the National Science Foundation's (NSF) Revolutionizing Engineering Departments (RED) program, is on achieving systemic, sustainable, and scalable change, that is, the translation of theory to impact practice. Current models for engineering education units within universities have achieved goals to develop fundamental theory, making engineering education into a viable discipline. Alternative institutional models for engineering education are beginning to emerge that explore new avenues for achieving widespread, transformational impacts on educational practice. This paper describes a novel, next generation approach to translating theory to practice, and transforming an institutional culture through an integrated focus on building community and shared capacity around the scholarship of teaching and learning (SOTL) and educational research in a college of engineering. When organizing a departmental or programmatic effort, logistical decisions can dominate and obscure the underlying organizing theory for the effort. Consistent with NSF's calls for a greater understanding of theories of change, we connect the explicit and implicit organizing philosophies underpinning the innovative approach to enacted institutional plans and approaches. We draw on Henderson's theoretical models of Institutional Change in higher education to clarify the chosen approach to transformation. We also draw on a complex systems perspective as a guiding philosophy to conceptualize change in the interconnected human, institutional, and social structures of our engineering college, and on boundary spanning to address the ways that communication across knowledge domains can be enacted and supported. The anthropologically inspired methodology explores institutional artifacts, structure, and guiding philosophies for their explicitly stated or implicitly enacted theories. As a collaboration between insiders (founders and longtime participants) and relative outsiders (a new participant), the innovative approach could be both described from experience and examined anew, and could explore both planned intentions and enacted realities. Guiding principles, made explicit in PROGRAM founding documents and written reflections of organizers, include "plant a lot of seeds" and "people are the drivers of change." An organizing structure includes administrative and faculty roles with dual focuses on developing research and translating to practice. Several opportunities for engagement between researchers and practitioners are structured as regular events and forums. We connect the guiding theories to specific aspects of PROGRAM to clarify the purpose and implicit assumptions embedded inside institutional practices. For example, the events and forums can be understood as a form of boundary spanning, while the underlying goal of investing in people is consistent with Henderson's "developing reflective practitioners" model for institutional change. We highlight PROGRAM's approach to engineering educational transformation, substantiated by guiding theories. In so doing, we hope to provide greater insight into one approach, show contrasts with other approaches, and suggest a parallel theoretical clarification as a generative activity for other efforts at institutional change. © American Society for Engineering Education, 2018.},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4; Conference name: 125th ASEE Annual Conference and Exposition; Conference date: 23 June 2018 through 27 December 2018; Conference code: 138114}
}

@CONFERENCE{Smith2011,
	author = {Smith, Karl A. and Streveler, Ruth A.},
	title = {Special session - Connecting and expanding the emerging engineering education research (EER) and engineering education innovation (EEI) communities},
	year = {2011},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	doi = {10.1109/FIE.2011.6142844},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863407063&doi=10.1109%2fFIE.2011.6142844&partnerID=40&md5=93291d57a352dd4087bb0390ff901191},
	affiliations = {School of Engineering Education, Purdue University, United States; Civil Engineering, University of Minnesota, United States},
	abstract = {Currently there is a lot of emphasis on engineering education research (EER) and engineering education innovation (EEI). In the EER domain, several universities have established or are considering establishing engineering education research centers and PhD programs. In the EEI domain, the National Academy of Engineering launched the Frontiers of Engineering Education (FOEE) symposium and NSF recast CCLI as TUES. The growth of interest in the scholarship of teaching and learning (SoTL) has great potential to contribute to EER and EEI. A recent NSF Webinar series is featuring SoTL. The aim of this special session is to provide an opportunity for representatives of these three communities to network with one another, to welcome representatives from emerging programs, and to provide guidance to colleagues who are considering establishing initiatives in these areas. We will set up a space on the Collaboratory for Engineering Education Research (CLEERhub.org) where we will post the program descriptions (and links). We will encourage participants to use CLEERhub.org as a means for following up after the session. © 2011 IEEE.},
	author_keywords = {engineering education innovation; engineering education research; networking; scholarship of teaching and learning},
	keywords = {Research; Teaching; Collaboratories; engineering education research; National Academy of Engineering; networking; scholarship of teaching and learning; Teaching and learning; Engineering education},
	correspondence_address = {K.A. Smith; School of Engineering Education, Purdue University, United States; email: ksmith@umn.edu},
	issn = {15394565},
	isbn = {978-161284467-1},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; Conference name: 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011; Conference date: 12 October 2011 through 15 November 2011; Conference code: 88890}
}

@ARTICLE{Maghiar2022,
	author = {Maghiar, M. and Brown, C.},
	title = {A qualitative multi-disciplinary analysis of employers’ technology competency perceptions for graduates readiness to the workforce},
	year = {2022},
	journal = {Cogent Education},
	volume = {9},
	number = {1},
	doi = {10.1080/2331186X.2022.2147777},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143265825&doi=10.1080%2f2331186X.2022.2147777&partnerID=40&md5=598816fda537528b6037e150b0a75be4},
	affiliations = {Civil Engineering and Construction, Georgia Southern University, Statesboro, GA, United States; Political Science and International Studies, Georgia Southern University, Statesboro, GA, United States},
	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. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.},
	author_keywords = {competency; readiness; soft-skills; software; technology},
	correspondence_address = {M. Maghiar; Civil Engineering and Construction, Georgia Southern University, Statesboro, United States; email: mmaghiar@georgiasouthern.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {2331186X},
	language = {English},
	abbrev_source_title = {Cogent Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; All Open Access, Gold Open Access}
}

@ARTICLE{Aleong2020556,
	author = {Aleong, Richard J. and Goldstein, Molly H.},
	title = {Balancing curriculum design trade-offs for larger learning goals: A synthesized model},
	year = {2020},
	journal = {International Journal of Engineering Education},
	volume = {36},
	number = {2},
	pages = {556 – 567},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089075782&partnerID=40&md5=c8a4b5d98a85fda991038466b1c1bfc2},
	affiliations = {School of Engineering Education, Purdue University, Wang Hall, 3rd Floor, 516 Northwestern Avenue, West Lafayette, 47906, IN, United States; Industrial & Enterprise Systems Engineering, University of Illinois, Urbana-Champaign, 104 S. Mathews Ave., Urbana, 61820, IL, United States},
	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. © 2020 TEMPUS Publications.},
	author_keywords = {Curriculum and instructional design; Experiential learning; Professional formation; Scholarship of teaching and learning; Student reflections},
	keywords = {Balancing; Decision making; Economic and social effects; Engineering education; Learning systems; Navigation; Professional aspects; Students; Critical reflections; Different mechanisms; Engineering design; Engineering educators; Experiential learning theories; General engineering; Instructional practices; Personal development; Curricula},
	publisher = {Tempus Publications},
	issn = {0949149X},
	language = {English},
	abbrev_source_title = {Int. J. Eng. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@CONFERENCE{Smith2015,
	author = {Smith, Karl A. and Streveler, Ruth and Guerra, Rocio C. Chavela},
	title = {Connecting and expanding the emerging engineering education research & innovation (EER&I) communities},
	year = {2015},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	volume = {2015},
	doi = {10.1109/FIE.2015.7344023},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960363511&doi=10.1109%2fFIE.2015.7344023&partnerID=40&md5=2149d24f20941b54eaf177d9d43b32a8},
	affiliations = {School of Engineering Education, Purdue University, Civil Engineering, University of Minnesota, United States; School of Engineering Education, Purdue University, United States; American Society for Engineering Education, United States},
	abstract = {Currently there is a lot of emphasis on engineering education research (EER) and engineering education innovation (EEI). In the EER domain, several universities have established or are considering establishing engineering education research centers and PhD programs. In the EEI domain, the National Academy of Engineering launched the Frontiers of Engineering Education (FOEE) symposium and NSF recast CCLI as TUES, and more recently IUSE (Improving Undergraduate STEM Education). In 2014 NSF funded a pilot implementation of the NSF Innovation Corps for Learning (I-Corps™ L) and additional cohorts have been conducted and are planned. The growth of interest in the scholarship of teaching and learning (SoTL) has great potential to contribute to EER and EEI as indicated by the response to the ASEE Virtual Communities of Practice (VCP) project. Faculty and graduate students interested in engineering education research and innovation (EER&I) are widely distributed and often isolated in their department and institution. Many are eager to meet and interact with colleagues who have similar interests. This session provides the opportunity to for people who have been involved in engineering education research and innovation to reconnect, and to welcome new folks into this emerging community. © 2015 IEEE.},
	author_keywords = {Capacity Building; Engineering Education Research},
	keywords = {Engineering research; Students; Virtual reality; Capacity building; Engineering education innovations; Engineering education research; Engineering education research and innovations; National Academy of Engineering; Pilot implementation; Scholarship of teaching and learning; Virtual communities of practices; Engineering education},
	publisher = {Institute of Electrical and Electronics Engineers Inc.},
	issn = {15394565},
	isbn = {978-147998453-4},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; Conference name: 2015 IEEE Frontiers in Education Conference, FIE 2015; Conference date: 21 October 2015 through 24 October 2015; Conference code: 118740}
}

@CONFERENCE{Hammond2021,
	author = {Hammond, Tracy Anne and Thomas, Shawna and Patrick, Charles and Wade, Pauline and Jaison, Donna and Moore, Janie M. and White, Lance Leon Allen and Brooks, Randy Hugh and Ray, Samantha and Rambo-Hernandez, Karen E. and Watson, Karan},
	title = {Creating a Supportive Space for Teaching-Focused Faculty to Write About their Teaching},
	year = {2021},
	journal = {2021 First-Year Engineering Experience},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125171387&partnerID=40&md5=0464211cf9279fcef8221dea6df1a624},
	affiliations = {Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University},
	abstract = {While research institution publication is driven by tenure track faculty, there are instructional innovations occurring in the first-year classrooms that should be published and shared with the community. Instructional faculty often explore new instructional approaches, yet instructors with multiple classes exceeding 100 students or weekly in-class lecture and lab coverage exceeding 25 hours have little time to reflect, research, and publish on their observations and discoveries. Recently, the extreme instructional demands from pandemic management have heightened the awareness and impact of their contributions as many led the charge through innovation and guidance into the immediate transition to the online environment. Coordination with and recognition through the school's Center For Teaching Excellence organization provided the scholarship for teaching and learning (SoTL) grounding and framework. In order for faculty to contribute to the SoTL and publish, they must overcome significant barriers including better understanding of the SoTL landscape, creating support systems to sustain them in a typically isolating writing endeavor, and training in meeting the unique expectations of academic writing. We describe several initiatives implemented at Texas A&M University that specifically address these challenges including community building among engineering education faculty, bringing in engineering education leaders to give seminars and discuss the future of engineering education, and several smaller support groups of faculty focused on either engineering education grant writing, designing and implementing innovative teaching methods, or academic writing in general. Instructional and first-year faculty who have participated in these initiatives have submitted and published significantly more than ever before. We share data on the benefits of these initiatives and discuss future directions to support the professional growth of instructional faculty in academia. © American Society for Engineering Education, 2021},
	keywords = {Publishing; Teaching; Academic writings; Community buildings; First year; In-class lectures; Multiple class; Online environments; Research institutions; Support systems; Teaching and learning; Teaching excellence; Engineering education},
	publisher = {American Society for Engineering Education},
	language = {English},
	abbrev_source_title = {First-Year Eng. Exp., FYEE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 13th Annual First Year Engineering Experience, FYEE 2020; Conference date: 9 August 2021 through 21 August 2021; Conference code: 177172}
}

@ARTICLE{Kahn2013901,
	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},
	year = {2013},
	journal = {Higher Education Research and Development},
	volume = {32},
	number = {6},
	pages = {901 – 914},
	doi = {10.1080/07294360.2013.806439},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890434439&doi=10.1080%2f07294360.2013.806439&partnerID=40&md5=bac66507f73052bc8c5e608538c56741},
	affiliations = {Centre for Lifelong Learning, University of Liverpool, Liverpool, United Kingdom; School of Engineering, University of Liverpool, Liverpool, United Kingdom; Library and Learning Centre, University of Dundee, Dundee, United Kingdom},
	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. © 2013 HERDSA.},
	author_keywords = {collaborative research; community of practice; curriculum; international network; signature pedagogies},
	correspondence_address = {P. Kahn; Centre for Lifelong Learning, University of Liverpool, Liverpool, United Kingdom; email: peter.kahn@liverpool.ac.uk},
	issn = {14698366},
	language = {English},
	abbrev_source_title = {High. Educ Res. Dev.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 12}
}

@ARTICLE{Michelson2016130,
	author = {Michelson, David G.},
	title = {Integrating the Scholarship of Teaching, Learning, and Research Supervision into Communications Education},
	year = {2016},
	journal = {IEEE Communications Magazine},
	volume = {54},
	number = {11},
	pages = {130 – 133},
	doi = {10.1109/MCOM.2016.1600744CM},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999143008&doi=10.1109%2fMCOM.2016.1600744CM&partnerID=40&md5=ba6d2ae4e7eac980bdefea57300ce3e3},
	affiliations = {University of British Columbia, Radio Science Lab, Canada},
	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.},
	keywords = {Computer applications; Electrical engineering; Academic community; Best practices; Education and training; Engineering disciplines; nocv1; Research supervisions; Education},
	correspondence_address = {D.G. Michelson; University of British Columbia, Radio Science Lab, Canada; email: davem@ece.ubc.ca},
	publisher = {Institute of Electrical and Electronics Engineers Inc.},
	issn = {01636804},
	coden = {ICOMD},
	language = {English},
	abbrev_source_title = {IEEE Commun Mag},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5}
}

@ARTICLE{Oliver2013180,
	author = {Oliver, Carolyn and Nesbit, Susan and Kelly, Niamh},
	title = {Dissolving dualisms: How two positivists engaged with non-positivist qualitative methodology},
	year = {2013},
	journal = {International Journal of Qualitative Methods},
	volume = {12},
	number = {1},
	pages = {180 – 194},
	doi = {10.1177/160940691301200106},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883258064&doi=10.1177%2f160940691301200106&partnerID=40&md5=745593751951540ac8b0c317e1e31777},
	affiliations = {School of Social Work, University of British Columbia, Vancouver, BC, Canada; Department of Civil Engineering, University of British Columbia, Vancouver, BC, Canada; Department of Pathology and Laboratory Medicine, University of British Columbia, Vancouver, BC, Canada},
	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. © 2013 Oliver, Nesbit, and Kelly.},
	author_keywords = {Interdisciplinary research; Non-positivist research; Positivism; Pragmatism; Qualitative methodology; Scholarship of teaching and learning; STEM},
	publisher = {University of Alberta},
	issn = {16094069},
	language = {English},
	abbrev_source_title = {Int. J. Qual. Method},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 9; All Open Access, Gold Open Access}
}

@ARTICLE{Gunn2008323,
	author = {Gunn, Wendy},
	title = {Learning to ask naïve questions with IT product design students},
	year = {2008},
	journal = {Arts and Humanities in Higher Education},
	volume = {7},
	number = {3},
	pages = {323 – 336},
	doi = {10.1177/1474022208094415},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-61049357928&doi=10.1177%2f1474022208094415&partnerID=40&md5=58ec2f84dfda2457c2a678348fe3413a},
	affiliations = {Mads Clausen Institute of Product Innovation, University of Southern Denmark; Mads Clausen Institute of Product Innovation, DK-6400 Sønderborg, Alsion 2, Denmark},
	abstract = {What does it mean to use, or do, theory in the scholarship of teaching and learning? The article approaches the question by considering the role of design anthropology in developing studio-based engineering programmes. Central to my discussion within situated contexts of learning is the idea of practice-based exploration conceived as a way of enhancing collaboration between knowledge traditions. My focus is on the practice of interdisciplinarity, and I show how such practice is a way of doing anthropology with other disciplines rather than doing an anthropology of these subjects. Through this 'anthropology with', I examine the learning and teaching of critical reflection skills. Building upon an experiment in learning and teaching carried out at the Department of Anthropology, University of Aberdeen in 2004 in developing ways of knowing and understanding on the interface across disciplines, I aim to show how learning can itself be a form of research that generates new knowledge and understanding. I suggest that 'anthropology with' could be a powerful way of doing theory in the scholarship of teaching and learning. © 2008, SAGE Publications.},
	author_keywords = {Improvisation; Interdisciplinary practice; Knowledge; Learning and understanding},
	correspondence_address = {W. Gunn; Mads Clausen Institute of Product Innovation, DK-6400 Sønderborg, Alsion 2, Denmark; email: gunn@mci.sdu.dk},
	issn = {1741265X},
	language = {English},
	abbrev_source_title = {Arts Humanit. High. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@CONFERENCE{Saalman2018148,
	author = {Saalman, Elisabeth},
	title = {How do teachers reflect upon their teaching in teaching portfolios? – Analysis of teachers’ portfolios at seminars on how to document your pedagogical qualifications and skills at the chalmers university of technology},
	year = {2018},
	journal = {International Symposium on Project Approaches in Engineering Education},
	volume = {8},
	pages = {148 – 154},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054689140&partnerID=40&md5=700c35d22481adbed504798b611e389b},
	affiliations = {Chalmers University of Technology, Gothenburg, Sweden},
	abstract = {The Chalmers University of Technology has for many years stressed the importance of pedagogical qualifications and skills. In the Chalmers´ Faculty Appointment Regulations and in Chalmers vision of pedagogical competence (Chalmers´ vision of pedagogical competence, 2017) it is decided about the requirements for how the pedagogical competencies and skills should be documented. International development of pedagogical skill has been highlighted for more than 30 years (Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, 2013; Gunn, V. & Fisk, A., 2014). The Scholarship of Teaching and Learning (Antman, L. & Olsson, T. 2007; Boyer, 1990; Kreber, C., 2006; Trigwell, K., Martin, E., Benjamin, J. & Prosser, M., 2000; Trigwell, K. & Shales, S., 2004) is a concept used in the development work at the Chalmers University of Technology and also implemented in all courses in teaching and learning in higher education for employed teachers. The Chalmers University of Technology has developed guidelines for writing the teaching portfolio (Chalmers University of Technology. Guidelines for pedagogical portfolio, 2017). In the teaching portfolio, teachers’ are encouraged to document their pedagogical practices and experiences and to reflect upon concrete examples of their teaching using the didactic questions; what, how, why, and the result of their teaching and student learning. To show pedagogical skill, the teachers’ reflection is a very important part of the teaching portfolio. This paper reports and discusses qualitative aspects regarding how teachers reflect and write about their teaching practice and student learning. The study indicates that teachers have difficulties to reflect critically upon their teaching and supervision. The texts are often more descriptive and quantitative than reflective. It is frequently unclear how teachers’ proven experience and teaching approach/theory are applied in the teachers’ pedagogical practice in order to support student learning. In addition, the teachers’ development perspective, i.e. future vision, is often lacking; how do I work with pedagogical tasks today and how do I want to develop my pedagogical competence in the future? This has consequences for how teachers work with educational development and for how, for example, active learning is implemented. © 2018, University of Minho. All rights reserved.},
	author_keywords = {Academic development; Active learning; Competence development; Educational development; Engineering education; Pedagogical gualification; Pedagogical skill; Scholarship of Teaching and Learning (SoTL)},
	correspondence_address = {E. Saalman; Chalmers University of Technology, Gothenburg, Sweden; email: saalman@chalmers.se},
	editor = {Aquere A.L. and Villas-Boas V. and Lima R.M. and Mello J.},
	publisher = {University of Minho},
	issn = {21831378},
	language = {English},
	abbrev_source_title = {Int. Symposium Project Approaches Eng. Educ.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 10th International Symposium on Project Approaches in Engineering Education, PAEE 2018 and 15th Active Learning in Engineering Education Workshop, ALE 2018; Conference date: 28 February 2018 through 2 March 2018; Conference code: 216929}
}

@CONFERENCE{Wolff2021310,
	author = {Wolff, Karin and Blaine, Deborah and Lewis, Carmen},
	title = {A cumulative learning approach to developing scholarship of teaching and learning in an engineering community of practice},
	year = {2021},
	journal = {Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021},
	pages = {310 – 318},
	doi = {10.1109/WEEF/GEDC53299.2021.9657274},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124802137&doi=10.1109%2fWEEF%2fGEDC53299.2021.9657274&partnerID=40&md5=1efefc76c28ca4d35590654a6485a810},
	affiliations = {Stellenbosch University, Dean's Division, Faculty of Engineering, Stellenbosch, South Africa; Stellenbosch University, Dept of Mechanical and Mechatronic Engineering, Stellenbosch, South Africa},
	abstract = {The pressure on engineering educators to prepare adequately equipped graduates, who are capable of tackling complex global challenges, has increased significantly in the face of increasing student numbers and resource constraints. Concern about attrition, retention and throughput has seen significant development of student-focused academic support strategies over the past three decades. More recently, however, the focus has shifted to supporting engineering educators by introducing a more holistic Scholarship of Teaching and Learning (SOTL) approach to their pedagogical practices. This paper reports on a research-intensive institution in an emerging economy, where an engineering faculty, as it engages in a range of programme renewal projects, has adopted a community-of-practice approach. An overarching theoretical approach to supporting student learning frames the faculty initiatives. Three support domains are considered important: cognitive, affective and systemic (CAS), which align to the 'knowledge, values and skills' elements of the International Engineering Alliance graduate competency profiles. Drawing on the Legitimation Code Theory dimension of Semantics, the paper illustrates the manner in which a number of cognitive-support initiatives, across engineering fields and at different stages of the programme, enable the principle of cumulative learning: the ability to 'connect the dots' between theory and practice. These cumulative learning initiatives demonstrate the synergistic relationship between cognitive, affective and systemic learning support approaches. The sharing of these initiatives, using a community-of-practice approach to SOTL development in the faculty, can also be mapped as a cumulative semantic wave, in which higher-order principles of learning are practically applied, interrogated and shared across different contexts.  © 2021 IEEE.},
	author_keywords = {community-of-practice; Cumulative learning; sociocultural theories of learning; SOTL},
	keywords = {Engineering education; Students; Teaching; Communities of Practice; Cumulative learning; Engineering community; Engineering educators; Global challenges; Learning approach; Scholarship of teaching and learning; Sociocultural theory; Sociocultural theory of learning; Theories of learning; Semantics},
	publisher = {Institute of Electrical and Electronics Engineers Inc.},
	isbn = {978-166542488-2},
	language = {English},
	abbrev_source_title = {Proc. World Eng. Educ. Forum/Glob. Eng. Deans Counc., WEEF/GEDC},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6; Conference name: 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021; Conference date: 15 November 2021 through 18 November 2021; Conference code: 176150}
}

@ARTICLE{Clark20201667,
	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},
	year = {2020},
	journal = {International Journal of Engineering Education},
	volume = {36},
	number = {5},
	pages = {1667 – 1680},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095967252&partnerID=40&md5=acda8b15777604f59ff26f9b1d05cddd},
	affiliations = {University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States},
	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. © 2020 TEMPUS Publications.},
	author_keywords = {Active learning; Coach; Educational scholarship; Engineering education; Instructional change; Propagation},
	keywords = {Students; Teaching; Assessment approaches; Case study approach; Discipline-based; Emergent changes; Emergent strategies; Professional development; Scholarship of teaching and learning; Student perspectives; Engineering research},
	correspondence_address = {R.M. Clark; University of Pittsburgh, Benedum Hall, Pittsburgh, 3700 O'Hara St., 15261, United States; email: rmclark@pitt.edu},
	publisher = {Tempus Publications},
	issn = {0949149X},
	language = {English},
	abbrev_source_title = {Int. J. Eng. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Peters2022517,
	author = {Peters, Ekong J. and Onuegbu, Ugonma Benita and McEntire, David A.},
	title = {The scholarship of teaching and learning: Understanding the concept and its application in academic programs and emergency management},
	year = {2022},
	journal = {Journal of Emergency Management},
	volume = {20},
	number = {6},
	pages = {517 – 534},
	doi = {10.5055/jem.0665},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144202058&doi=10.5055%2fjem.0665&partnerID=40&md5=8c108263d12777fd2d7a30d5e830ec2c},
	affiliations = {PhD, Associate Professor, Department of Emergency Management, Arkansas Tech University, Russellville, AR, United States; Graduate Assistant to the Vice President for Academic Affairs, Arkansas Tech University, Russellville, AR, United States; SFHEA, Dean, College of Health & Public Service, Utah Valley University, Provo, UT, United States},
	abstract = {For years, education has gone through transformation and incorporated innovation to improve the effectiveness of teaching and learning. The scholarship of teaching and learning (SoTL) is one such activity that transforms and innovates education to engineer effectiveness. SoTL is internationally accepted and applied in Education, Psychology, Management Science, Chemistry, History, English, Sociology, Communication Studies, Mathematics, Engineering, Medicine, and Interdisciplinary Programs with a growing interest in Emergency Management and Homeland Security (EMHS). In relation to the EMHS programs, the Federal Emergency Management Agency (FEMA) SoTL Special Interest Group members have participated in the American Educational Research Association annual meetings and then shared the relevance of the SoTL concept with the EM scholars, researchers, and practitioners at the FEMA Higher Education programs.1-4 Thus, the concept of SoTL cuts across academic barriers with methodological pluralism in educational practice. In addition, the success of SoTL has been driven with the publication of two edited volumes of Carnegie Scholars works: (1) Opening Lines: Approaches to the Scholarship of Teaching and Learning5 and (2) Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground.6 However, even with these advances, there are some concerns about SoTL critiques. One such critique comes from Boshier who asserts that SoTL is a difficult academic concept to be accepted by the academic community.7 Criticisms notwithstanding, there are many benefits due to SoTL. Its future is bright and encouraging as nations benefit from SoTL s educational transformative and innovative power. © 2022 Weston Medical Publishing. All rights reserved.},
	author_keywords = {Scholarship of teaching and learning, concept, emergency management, higher education, innovation, teaching, learning, transformation, scholarship},
	keywords = {Fellowships and Scholarships; Humans; Learning; Teaching; article; education; emergency management; human; human experiment; learning; mathematics; national security; physician; psychology; sociology; teaching; tertiary education; medical education; teaching},
	publisher = {Weston Medical Publishing},
	issn = {15435865},
	pmid = {36523195},
	language = {English},
	abbrev_source_title = {J. Emerg. Manage.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@CONFERENCE{Andersson2012,
	author = {Andersson, R. and Warfvinge, P.},
	title = {Developing a teaching and learning culture the case of Faculty of Engineering at Lund university},
	year = {2012},
	journal = {Proceedings of the 40th SEFI Annual Conference 2012 - Engineering Education 2020: Meet the Future},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939542827&partnerID=40&md5=e8a5f525d05bad271e55b642a6ec7abd},
	affiliations = {Faculty of Engineering LTH, Lund University, Lund, Sweden},
	abstract = {This paper will give an overview of different ways of developing a university's teaching and learning. There are many single activities that individually deals with the topic in a positive direction, such as teacher training, develop learning environments, develop teacher reward systems, etc. Traditionally educational development has been about these single activities focusing on individual teachers. But there has also been a change over time towards an increasingly focus on institutional strategies and even national policies. The academic development work in the Faculty of Engineering at Lund University will be used as an example of a successful integrating institutional strategy, which has managed to integrate and align several activities in a co-ordinated institutional strategy. The basic idea behind the development work is that teacher training is preferably done in a context with the purpose of not only supporting individuals but also developing the entire pedagogical culture from a learning perspective with Scholarship of Teaching and Learning as the leading star (as an institutional policy statement). The case is slightly different from the idea with an autonomous university center manufacturing the development - it is instead about a whole battery of integrating activities to interact on a contextual level such as teacher training courses, quality assurance system, scholarship activities, reward system, developing learning environments and resources, developing students, etc.},
	author_keywords = {Institutional; Learning; Strategy; Teaching},
	keywords = {Computer aided instruction; Curricula; Education; Engineering education; Personnel training; Quality assurance; Societies and institutions; Institutional; Institutional policies; Institutional strategy; Learning; Quality assurance systems; Scholarship of teaching and learning; Strategy; Teacher training course; Teaching},
	publisher = {European Society for Engineering Education (SEFI)},
	isbn = {978-287352005-2},
	language = {English},
	abbrev_source_title = {Proc. SEFI Annu. Conf. - Eng. Educ.: Meet Future},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: SEFI 40th Annual Conference 2012; Conference date: 23 September 2012 through 26 September 2012; Conference code: 112547}
}

@ARTICLE{Swart2017653,
	author = {Swart, Arthur James and Luwes, Nicolaas and Olwagen, Lienie and Greyling, Cameron and Korff, Carel},
	title = {Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into?},
	year = {2017},
	journal = {European Journal of Engineering Education},
	volume = {42},
	number = {6},
	pages = {653 – 667},
	doi = {10.1080/03043797.2016.1214689},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84980373852&doi=10.1080%2f03043797.2016.1214689&partnerID=40&md5=4e9887d3fd4c5fe23f4dd95c11b4f194},
	affiliations = {Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa},
	abstract = {Academics must be encouraged to reflect on their teaching, to apply new pedagogies to support student learning and to report on the results of these actions, which really forms part of programmes relating to Scholarship of Teaching and Learning (SoTL). However, there seems to be resistance among some academics to get involved in these programmes due to fear of change or discrimination. The purpose of this article is to highlight the perceptions of four academics from different engineering fields towards such a programme from a University of Technology in South Africa. A qualitative study is employed where a focus group interview was used to gather data which are correlated to the SoTL unicycle detailed in the article. A benefit of joining an SoTL programme includes ‘developing a teaching action plan’ while a key challenge relates to time concerns. An implication may be to stimulate awareness among non-participating academics about what an SoTL programme really engenders. © 2016 SEFI.},
	author_keywords = {benefits; challenges; Perceptions; principles},
	keywords = {Education; Sensory perception; benefits; challenges; Engineering fields; principles; Qualitative study; Scholarship of teaching and learning; South Africa; Student learning; Teaching},
	correspondence_address = {A.J. Swart; Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, South Africa; email: drjamesswart@gmail.com},
	publisher = {Taylor and Francis Ltd.},
	issn = {03043797},
	language = {English},
	abbrev_source_title = {Eur. J. Eng. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3}
}

@CONFERENCE{Jakobsen2015,
	author = {Jakobsen, M.M. and Andersson, R.},
	title = {A scientific approach to teaching - to reach innovative pedagogical approaches nationwide},
	year = {2015},
	journal = {Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968724838&partnerID=40&md5=af61ac225d7d9b8bd6985202b24c10d4},
	affiliations = {Norwegian Association of Higher Education Institutions, Oslo, Norway; Lund University, Lund, Sweden},
	abstract = {This paper is about interdisciplinary common initiatives to enhance and encourage quality of engineering education nationwide, by means of a scientific approach to teaching. To reach innovative pedagogical approaches it is seen as important to stimulate collaboration and knowledge sharing across discipline borders. STEM, referring to the academic disciplines of science, technology, engineering, and mathematics is in Norway an important field addressed by education policy to improve competitiveness and technology development. Recruitment, to reduce dropout and to increase throughput within STEM is an area of priority. The Norwegian Association of Higher Education Institutions (UHR) is a cooperative body for Norwegian universities and colleges, whose purpose is to develop Norway as a knowledge based nation of high international standard. Within UHR academic strategic collaboration in the STEM-fields consists of the National Faculty meeting of Natural Sciences (NFmR) and the National Council for Technological Education (NRT), where all Deans within these areas are members. Together with the national center for recruitment to STEM higher education they have started a common top-down initiative with a goal to facilitate a bottom up initiative for a scholarly approach to planning, carrying out, evaluating, assessing and reviewing teaching, a Scholarship of Teaching and Learning (SoTL) practice. Among others, answers in a survey within mathematics (2989 students and 80 teachers) which documented a lack of formal educational and didactic skills among teachers, underlies the initiative. Many students also rated teacher expertise as high, but educational and didactic skills as inadequate To encourage a SoTL approach among higher education teachers has been a main goal. To encourage and give credibility to a SoTL approach it has also been used for the development of these national initiatives. Experiences from LTH, the Faculty of Engineering at Lund University in Sweden, which is very active within the area of teaching and student learning, and from DTU, the Technical University of Denmark as well as from Norwegian Centres of Excellence in Higher Education, have been considered and incorporated during the process. The paper will present the scholarly approach to planning and carrying out the 1st Norwegian STEM conference on teaching and learning, its background and results. It will evaluate, assess and reflect on the process and the experiences from this national initiative to achieve a scholarly approach to teaching and learning within the STEM area.},
	author_keywords = {Engineering Education; SoTL},
	keywords = {Education; Engineering education; Knowledge based systems; Societies and institutions; Students; Teaching; Higher education institutions; International standards; Scholarship of teaching and learning; Science , technology , engineering , and mathematics; SoTL; Strategic collaboration; Technical University of Denmark; Technology development; STEM (science, technology, engineering and mathematics)},
	correspondence_address = {M.M. Jakobsen; Norwegian Association of Higher Education Institutions, Oslo, Norway; email: mmj@uhr.no},
	editor = {Hawwash K. and Leger C.},
	publisher = {European Society for Engineering Education (SEFI)},
	isbn = {978-287352012-0},
	language = {English},
	abbrev_source_title = {Proc. SEFI Annu. Conf. - Divers. Eng. Educ.: Oppor. Face New Trends Eng., SEFI},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 43rd SEFI Annual Conference 2015, SEFI 2015; Conference date: 29 June 2015 through 2 July 2015; Conference code: 119655}
}

@CONFERENCE{Buechler2010,
	author = {Buechler, Dale},
	title = {Can pen tablets be used to improve the performance of place-bound engineering students?},
	year = {2010},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029122057&partnerID=40&md5=dc8740d39aa737407a8cd17e9bf5b9fe},
	affiliations = {Department of Electrical Engineering, University of Wisconsin, Platteville, United States},
	abstract = {Office hours are an essential component of undergraduate engineering education. In a traditional program, student questions that arise during the completion of assigned work are handled through face to face office hours. Our collaborative electrical engineering program, which allows students to complete their entire four-year degree on site, is taught primarily by on-site faculty and is supplemented through distance education offerings taught via streaming video (SV). We have found that most of our place-bound students, both in distance and face to face offerings, underutilize office hours due to outside constraints. Since most engineering students have a ifficult time verbalizing what they are having trouble with, it is difficult for these students to get their remote questions answered adequately without being able to share the same piece of paper. In our SV offerings, we have experimented with web conferencing software to obtain equivalent office hours for distance students and found that this was successful, provided that both the instructor and the student had tablet PCs. Unfortunately the cost of tablet PCs provides a barrier to both students and to academic institutions. In response to this need, a Scholarship of Teaching and Learning Project (SoTL) was designed to investigate the use of a relatively inexpensive technology, pen tablets, to improve the access of place-bound students to assistance from instructors and fellow students. Each participating student in the fall section of analog electronics was provided with a pen tablet for the semester and agreed to participate in think-aloud sessions with their instructor. They also were encouraged to use this technology to regularly communicate with their instructor and fellow students. Students were provided with surveys after each thinkaloud session and at the end of the semester. Survey results include their feelings about the technology, their use of the technology, and their thoughts about its future use. Data about student improvement on think-aloud topics and overall class performance is presented. © American Society for Engineering Education, 2010.},
	keywords = {Distance education; Education; Engineering education; Personal computers; Surveys; Teaching; Academic institutions; Analog electronics; Distance students; Electrical engineering programs; Scholarship of teaching and learning; Streaming videos; Undergraduate engineering educations; Web conferencing; Students},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3; Conference name: 2010 ASEE Annual Conference and Exposition; Conference date: 20 June 2010 through 23 June 2010; Conference code: 81438}
}

@ARTICLE{Yik2022,
	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},
	year = {2022},
	journal = {International Journal of STEM Education},
	volume = {9},
	number = {1},
	doi = {10.1186/s40594-022-00333-3},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124881083&doi=10.1186%2fs40594-022-00333-3&partnerID=40&md5=f2577bca1097df59be8b5e2b6c19cca8},
	affiliations = {Department of Chemistry, University of South Florida, Tampa, 33620-5250, FL, United States; School of Mathematical and Statistical Sciences, Arizona State University, Tempe, 85287-1804, AZ, United States; Department of Chemistry, University of Virginia, Charlottesville, 22904-4319, VA, United States; Department of Physics and Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, 49008-5252, MI, United States; Department of Physics and Center for STEM Learning, University of Colorado, Boulder, 80309-0390, CO, United States; Department of Mathematics, Virginia Tech, Blacksburg, 24061-0123, VA, United States},
	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. © 2022, The Author(s).},
	author_keywords = {Beliefs about teaching; Chemistry; Contextual factors; Evidence-based instructional practices; Institutional change; Mathematics; Personal factors; Physics; Teaching practices; Undergraduate education},
	correspondence_address = {J.R. Raker; Department of Chemistry, University of South Florida, Tampa, 33620-5250, United States; email: jraker@usf.edu},
	publisher = {Springer Science and Business Media Deutschland GmbH},
	issn = {21967822},
	language = {English},
	abbrev_source_title = {Int. J.  STEM Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 13; All Open Access, Gold Open Access, Green Open Access}
}

@CONFERENCE{Chandran2012,
	author = {Chandran, J. and Stojcevski, A.},
	title = {Research in engineering and technology education: Staff perspectives},
	year = {2012},
	journal = {Proceedings of the 40th SEFI Annual Conference 2012 - Engineering Education 2020: Meet the Future},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939557802&partnerID=40&md5=4a9df9150ce02bb43108316ceea4fb10},
	affiliations = {Deakin University, Geelong, Australia; Department of Electrical and Electronics Engineering, Deakin University Geelong, Australia},
	abstract = {This paper explores staff perspectives on research in engineering and technology education. The research performed was an institutional wide study, which looked at the staff barriers, opportunities and relevance of engineering and technology education. The idea of research into engineering and technology education arose from the work by Ernest Boyer through a publication named "Scholarship Reconsidered" referring to the scholarship of teaching and learning [1]. Boyer's goal was to bring research, scholarship and teaching together through a redefinition of four forms of scholarship: the scholarship of discovery, application or the scholarship of engagement, the scholarship of integration, and the scholarship of teaching. The definition and concept of the scholarship of teaching and learning has been actively pursued for some time now. Kathleen McKinney in her address to the Illinois State University mentions about the challenges faced in tertiary education research [2]. These challenges include the lack of support from the institutions, lack of recognition, value and reward for research into learning and teaching, insufficient training and development, hostility towards staff performing education research, and the isolation of staff involved in tertiary research from the staff conducting traditional discipline research. The lack of recognition for research in learning and teaching at the same level as discipline research has been cited by many researchers in this field [3-6]. Academic staff also face barriers like lack of time to engage in engineering and technology education research due to commitments in teaching and discipline research. This paper presents quantitative and qualitative results from a university wide research study, which investigated the barriers staff face at Swinburne University of Technology towards developing and performing research in engineering and technology education. The findings from this research illustrate how faculty staff view research in engineering and technology education. The views about how faculty staff perceive research in engineering and technical education are also presented along with the views of the faculty management. The paper also presents the areas in which academic staff require support in growing engineering and technology education research. Figure 1 shows the barriers for staff in performing research in engineering and technology education. Time, workload and lack of financial support have featured as the prominent barriers to the research in learning and teaching. The non-recognition of research in learning and teaching at par with discipline based or fundamental research also figures as a big impediment to research in learning and teaching. There was overwhelming consensus that a community of practice based model will be an effective approach in enhancing the quality of research into learning and teaching. A workload model which will accommodate a time for research in engineering education is needed and seed funding for the projects is also needed.},
	author_keywords = {Engineering education},
	keywords = {Education; Engineering education; Human resource management; Personnel training; Teaching; Community of practice; Engineering and technology; Engineering and technology education research; Illinois state universities; Learning and teachings; Scholarship of teaching and learning; Swinburne University of Technology; Training and development; Engineering research},
	publisher = {European Society for Engineering Education (SEFI)},
	isbn = {978-287352005-2},
	language = {English},
	abbrev_source_title = {Proc. SEFI Annu. Conf. - Eng. Educ.: Meet Future},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: SEFI 40th Annual Conference 2012; Conference date: 23 September 2012 through 26 September 2012; Conference code: 112547}
}

@BOOK{Lattery2023280,
	author = {Lattery, Mark J.},
	title = {SIGNATURE PEDAGOGIES IN INTRODUCTORY PHYSICS},
	year = {2023},
	journal = {Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind},
	pages = {280 – 294},
	doi = {10.4324/9781003444732-19},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902111931&doi=10.4324%2f9781003444732-19&partnerID=40&md5=f5bedb313401af000bbfc152c5af8061},
	affiliations = {University of Wisconsin-Oshkosh, Modeling Dynamics Program, Spencer Foundation, Wisconsin Association, United States},
	abstract = {This chapter describes signature pedagogies in the first-year undergraduate physics course. It defines and compares traditional and signature pedagogies in physics. Physics departments have two main responsibilities: to train physicists and to teach students with an aptitude for engineering, medicine, and other science-related fields. The preparation of a physicist can be divided into three stages: undergraduate school (4-5 years), graduate school culminating in a doctorate degree (5-8 years), and postdoctoral work-comparable to a medical residency (1-3 years). Lectures and confirmation labs constitute the traditional, or default, pedagogies in introductory physics. One effective way to get students to “think and act like a physicist” is the Modeling Method of Physics Instruction. The broad conclusion of SoTL studies in physics is that students in courses that use signature pedagogies outperform those in traditional courses. SoTL studies suggest that when “who we are” as a discipline shows up in the classroom, the results for student learning are positive. © 2009 by Taylor & Francis.},
	publisher = {Taylor and Francis},
	isbn = {978-100097232-0; 978-157922307-6},
	language = {English},
	abbrev_source_title = {Exploring Signature Pedagogies: Approaches to Teach. Disciplinary Habits of Mind},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@CONFERENCE{Al-Zubidy2016120,
	author = {Al-Zubidy, Ahmed and Carver, Jeffrey C. and Heckman, Sarah and Sherriff, Mark},
	title = {A (Updated) review of empiricism at the SIGCSE technical symposium},
	year = {2016},
	journal = {SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education},
	pages = {120 – 125},
	doi = {10.1145/2839509.2844601},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968531369&doi=10.1145%2f2839509.2844601&partnerID=40&md5=d019c8ad3188467764322848ec6754b5},
	affiliations = {University of Alabama, Tuscaloosa, AL, United States; NC State University, Raleigh, NC, United States; University of Virginia, Charlottesville, VA, United States},
	abstract = {The computer science education (CSEd) research community consists of a large group of passionate CS educators who often contribute to other disciplines of CS research. There has been a trend in other disciplines toward more rigorous and empirical evaluation of various hypotheses. Prior investigations of the thencurrent state of CSEd research showed a distinct lack of rigor in the top research publication venues, with most papers falling in the general category of experience reports. In this paper, we present our examination of the two most recent proceedings of the SIGCSE Technical Symposium, providing a snapshot of the current state of empiricism at the largest CSEd venue. Our goal to categorize the current state of empiricism in the SIGCSE Technical Symposium and identify where the community might benefit from increased empiricism when conducting CSEd research. We found an increase in empirical validation of CSEd research to over 70%; however, our findings suggest that current CSEd research minimizes replication precluding meta-analysis and theory building. © 2016 ACM.},
	author_keywords = {Empirical computer science education; Scholarship of teaching and learning; Systematic literature review},
	keywords = {Computation theory; Education; Education computing; Computer Science Education; Empirical evaluations; Empirical validation; Experience report; Research communities; Scholarship of teaching and learning; Systematic literature review; Technical symposia; Engineering education},
	publisher = {Association for Computing Machinery, Inc},
	isbn = {978-145033856-1},
	language = {English},
	abbrev_source_title = {SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 22; Conference name: 47th ACM Technical Symposium on Computing Science Education, SIGCSE 2016; Conference date: 2 March 2016 through 5 March 2016; Conference code: 121037; All Open Access, Bronze Open Access, Green Open Access}
}

@CONFERENCE{Blaine2019790,
	author = {Blaine, Deborah C. and Jacobs, Cecilia and Basson, Anton},
	title = {How do engineering lecturers perceive the scholarship of teaching and learning?},
	year = {2019},
	journal = {Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections},
	pages = {790 – 798},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071445615&partnerID=40&md5=54d0da2e4c4d0afe13f0a26825012af3},
	affiliations = {Stellenbosch University, Stellenbosch, South Africa},
	abstract = {The Scholarship of Teaching and Learning (SoTL) forms the basis of the Teaching and Learning (T&L) Policy at Stellenbosch University, a researchintensive university in South Africa. Through the policy, the professionalisation of teaching practice is promoted by encouraging academics to engage with progressive levels of scholarly practice in T&L. In this study, the perceptions of SoTL, and how these relate to the professionalisation of an academic's teaching practice, are explored and presented, through analysis of interviews with purposefully selected lecturers from the Faculty of Engineering. Their perspectives are elucidated through guided, thematic analysis of the interview transcripts. The results show that participants agree that reflective practice should, at least, be part of their scholarly approach to teaching. However, the requirement to professionalise their teaching practice through further SOTL engagement is not seen as critical or necessary. Additionally, institutional recognition is only awarded once academics engage at the teaching scholar level. Copyright © 2019 Deborah Blaine, Cecilia Jacobs, Anton Basson.},
	keywords = {Engineering education; Engineering research; Teaching; Reflective practices; Research-intensive universities; Scholarship of teaching and learning; South Africa; Teaching and learning; Teaching practices; Thematic analysis; Technical presentations},
	editor = {Kloot B.},
	publisher = {Research in Engineering Education Network},
	isbn = {978-079922600-3},
	language = {English},
	abbrev_source_title = {Proc. Res. Eng. Educ. Symp., REES - Mak. Connections},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 8th Research in Engineering Education Symposium: Making Connections, REES 2019; Conference date: 10 July 2019 through 12 July 2019; Conference code: 150283}
}

@ARTICLE{Zimmerman200621,
	author = {Zimmerman, Allen and Heinemann, Paul and Christy, Ann},
	title = {Extra-extra! Manuscripts wanted!},
	year = {2006},
	journal = {Resource: Engineering and Technology for Sustainable World},
	volume = {13},
	number = {6},
	pages = {21},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-33747460313&partnerID=40&md5=b75199fd532e760975eb0a0cbf3da78e},
	affiliations = {ASABE, United States; Ohio State University, United States; Penn State University, Education Division, United States; Ohio State University, Education Division, United States},
	abstract = {New publishing opportunity for ASABE members to disseminate the results of their scholarship in the ASABE journals-Transactions of the ASABE and Applied Engineering in Agriculture is discussed. ASAE members that typically opted publishing of scholarship of teaching and learning articles in refereed journals published by umbrella organizations such as American society of Engineering Education, the North America Colleges and Teachers of Agriculture, or other engineering, agricultural, and biological associations, have established Education Division to encourage and support publication of education related articles in ASABE journals. The Transactions of ASABE serves as the Society's primary repository for detailed technical articles with primary emphasis on research while Applied Engineering in agriculture serves as the Society's principle repository for engineering applications in the agriculture and bioresources industries.},
	keywords = {Agriculture; Education; Engineers; Organizations; Agriculture; Social aspects; Societies and institutions; Teaching; Applied Engineering; Journals; Engineering education},
	correspondence_address = {A. Zimmerman; Ohio State University, United States; email: zimmerman.7@osu.edu},
	issn = {10763333},
	coden = {RSOUE},
	language = {English},
	abbrev_source_title = {Resour Eng Technol Sustainable World},
	type = {Short survey},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@CONFERENCE{Ruutmann2017213,
	author = {Ruutmann, Tiia and Saar, Merike},
	title = {Scholarly teaching and scholarship of teaching and learning in teaching engineering},
	year = {2017},
	journal = {IEEE Global Engineering Education Conference, EDUCON},
	pages = {213 – 218},
	doi = {10.1109/EDUCON.2017.7942850},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023639802&doi=10.1109%2fEDUCON.2017.7942850&partnerID=40&md5=59f8c12a90be3517f2ca41760b068741},
	affiliations = {Estonian Centre of Engineering Pedagogy, Tallinn University of Technology, Tallinn, Estonia; University of Tallinn, Tallinn, Estonia},
	abstract = {The present article introduces the importance of Scholarship of Teaching and Learning (SoTL) in engineering education and principles of effective teaching and learning in engineering. Examples and experiences of implementing SoTL at Tallinn University of Technology (TUT), Estonia are provided. Principles of SoTL, collegial coaching, continuing education of the faculty, and mentoring are presented in the framework of the main model of Engineering Pedagogy Science. The results of preliminary pilot analysis of levels of evolution of engineering educators at Tallinn University of Technology (TUT) are presented. © 2017 IEEE.},
	author_keywords = {Continuing education; Effective teaching and learning; Engineering education; Scholarship of teaching and learning},
	keywords = {Education; Teaching; Continuing education; Effective teaching; Engineering educators; Estonia; Scholarship of teaching and learning; Engineering education},
	publisher = {IEEE Computer Society},
	issn = {21659559},
	isbn = {978-150905467-1},
	language = {English},
	abbrev_source_title = {IEEE Global Eng. Edu. Conf., EDUCON},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6; Conference name: 8th IEEE Global Engineering Education Conference, EDUCON 2017; Conference date: 25 April 2017 through 28 April 2017; Conference code: 128153}
}

@CONFERENCE{Jaffri2014186,
	author = {Jaffri, Hadijah and Samah, Narina A. and Tahir, Lokman Mohd},
	title = {Scholarship of teaching and learning: How does it perceive by engineering lecturers?},
	year = {2014},
	journal = {Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014},
	pages = {186 – 189},
	doi = {10.1109/LaTiCE.2014.43},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903467167&doi=10.1109%2fLaTiCE.2014.43&partnerID=40&md5=93459bad1f2145e9aeb91624934f309d},
	affiliations = {Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia},
	abstract = {Scholarship of teaching and learning (SoTL) refers to an active, conscious and continuous act of research in teaching by lecturers with specific aims to share it with other fellow lecturers later on through scholarly writing or publication [24]. It is proposed that scholarship of teaching and learning is fundamental to improve the teaching practice of lecturers which will influence students' learning [1]. The scholarship of teaching and learning is highly contextualised because it involves the culture of disciplines in which it is applied [25]. Therefore, it is important to investigate the conceptions of scholarship of teaching and learning that lecturers held in which it might influence their effort in engaging in any activity related to the scholarship of teaching and learning such as research in teaching which can be done through action research. Findings from a study showed that unfamiliarity with the concept of scholarship of teaching and learning by lecturers might lead to their indifference attitude toward the practice of scholarship of teaching and learning [26]. Therefore, this study aims to examine the conceptions and practice in scholarship of teaching and learning in various institutions of higher education in Malaysia especially in the scientific and technological based faculties. This article describes a preliminary study using a case study approach in which two lecturers from an engineering faculty will be selected as the respondents. Purposive sampling will be used as sampling design to investigate the conceptions and practice of teaching and learning that Malaysian lecturers held in which it might influence their effort and engagement in any activity related to the scholarship of teaching and learning such as by two lecturers of a scientific and technological based faculty i.e. engineering faculty. They will be selected based on the different experiences that they have in teaching and also working in the industry. For data analysis, the researchers will use thematic analysis to analyse qualitative data. The findings of this study might uncover the perceived importance of the practice of teaching and learning that Malaysian lecturers held in which it might influence their efforts and engagements in any activity related to the scholarship of teaching and learning such as by two engineering lecturers. In addition, the findings of this study will be used to prompt future research in which the emerging themes could be used as constructs in constructing questionnaire items that explore the practice of teaching and learning that Malaysian lecturers held in which it might influence their efforts and engagements in any activity related to the scholarship of teaching and learning such as using quantitative method. © 2014 IEEE.},
	author_keywords = {Case study; Engineering lecturers; Practitioner research; Research into teaching; Scholarship of teaching and learning},
	keywords = {Engineering education; Research; Case study approach; Engineering faculty; Institutions of higher educations; Practice of teachings; Quantitative method; Scholarship of teaching and learning; Teaching practices; Thematic analysis; Teaching},
	publisher = {IEEE Computer Society},
	isbn = {978-147993591-8},
	language = {English},
	abbrev_source_title = {Proc. - Int. Conf. Teach. Learn. Comput. Eng., LATICE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014; Conference date: 11 April 2014 through 13 April 2014; Conference code: 105850}
}

@CONFERENCE{Prince2008,
	author = {Prince, Michael J.},
	title = {200 years of chemical engineering education: The need for both scholarly teaching and the scholarship of teaching and learning},
	year = {2008},
	journal = {AIChE Annual Meeting, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952303859&partnerID=40&md5=17b9f2dee3cc7537f2ad4220f1a796db},
	affiliations = {Department of Chemical Engineering, Bucknell University, Lewisburg, PA 17837, United States},
	isbn = {978-081691050-2},
	language = {English},
	abbrev_source_title = {AIChE Annu. Meet. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2008 AIChE Annual Meeting, AIChE 100; Conference date: 16 November 2008 through 21 November 2008; Conference code: 83913}
}

@CONFERENCE{Lord2006,
	author = {Lord, Susan and Castro, Manuel and Jones, Edwin and Kemnitzer, Susan and Prey, Jane and Oakes, William and Streveler, Ruth},
	title = {Panel session - Future of FIE: Where are we and where do we want to go?},
	year = {2006},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	doi = {10.1109/FIE.2006.322442},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749094190&doi=10.1109%2fFIE.2006.322442&partnerID=40&md5=eb2aa633370bb1be92c99cac2a7e1a40},
	affiliations = {University of San Diego; UNED; Iowa State University; NSF; Microsoft Corporation; Purdue University; Colorado School of Mines},
	abstract = {To provide a framework for discussing the future of the Frontiers in Education (FIE) conference while recognizing the contributions of a diverse group of participants with different interests and needs, the FIE06 organizers added a category section for submissions to FIE06. These included scholarly teaching, scholarship of teaching and learning, engineering education research, and other. The categories were intended to represent a continuum but not to be hierarchical. High quality contributions from all categories are encouraged and important. In this panel session, the distribution of papers in these categories for FIE05 and FIE06 will be presented. Panel participants will then assess where FIE is now and facilitate a discussion among interested FIE06 participants of where FIE is now, what the unique and valuable aspects of the conference are, and where the FIE community would like to go. © 2006 IEEE.},
	author_keywords = {Engineering education; Frontiers in education; Scholarly teaching; Scholarship of teaching and learning},
	keywords = {Education; Engineering research; Engineering education research; High quality (HQ); Panel session; Teaching and learning; Teaching},
	correspondence_address = {S. Lord; University of San Diego, United States; email: slord@sandiego.edu},
	issn = {15394565},
	isbn = {1424402565; 978-142440256-4},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 36th ASEE/IEEE Frontiers in Education Conference, FIE; Conference date: 28 October 2006 through 31 October 2006; Conference code: 72982}
}

@ARTICLE{Sankey201426,
	author = {Sankey, Michael and Hunt, Lynne},
	title = {Flipped university classrooms: Using technology to enable sound pedagogy},
	year = {2014},
	journal = {Journal of Cases on Information Technology},
	volume = {16},
	number = {2},
	pages = {26 – 38},
	doi = {10.4018/jcit.2014040103},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928004465&doi=10.4018%2fjcit.2014040103&partnerID=40&md5=d8dea73877b7d4e7eacf795a53a564ca},
	affiliations = {Learning Environments and Media, University of Southern Queensland, Toowoomba, QLD, Australia; University of Southern Queensland, Queensland, Australia},
	abstract = {The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students 'engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies. Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.},
	author_keywords = {Authentic learning; Flipped classroom; Learning technologies; Pedagogy; Student learning journey},
	keywords = {Learning systems; Students; Teaching; Authentic learning; Flipped classroom; Learning technology; Pedagogy; Student learning; Engineering education},
	publisher = {IGI Global},
	issn = {15487717},
	language = {English},
	abbrev_source_title = {J. Cases Inf. Technol.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 17}
}

@CONFERENCE{Carver2022724,
	author = {Carver, Jeffrey C. and Heckman, Sarah and Sherriff, Mark},
	title = {Training Computing Educators to Become Computing Education Researchers},
	year = {2022},
	journal = {SIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education},
	volume = {1},
	pages = {724 – 730},
	doi = {10.1145/3478431.3499297},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126145631&doi=10.1145%2f3478431.3499297&partnerID=40&md5=8427d8bd32c7ee3ec2be2215b2deb81a},
	affiliations = {University of Alabama, Tuscaloosa, AL, United States; North Carolina State University, Raleigh, NC, United States; University of Virginia, Charlottesville, VA, United States},
	abstract = {The computing education community endeavors to consistently move forward, improving the educational experience of our students. As new innovations in computing education practice are learned and shared, however, these papers may not exhibit the desired qualities that move simple experience reports to true Scholarship of Teaching and Learning (SoTL). We report on our six years of experience in running professional development for computing educators in empirical research methods for social and behavioral studies in the classroom. Our goal is to have a direct impact on instructors who are in the beginning stages of transitioning their educational innovations from anecdotal to empirical results that can be replicated by instructors at other institutions. To achieve this, we created a year-long mentoring experience, beginning with a multi-day workshop on empirical research methods during the summer, followed by regular mentoring sessions with participants, and culminating in a follow-up session at the following year's SIGCSE Technical Symposium. From survey results and as evidenced by eventual research results and publications from participants, we believe that our method of structuring empirical research professional development was successful and could be a model for similar programs in other areas.  © 2022 Owner/Author.},
	author_keywords = {computing education research; empirical studies; professional development},
	keywords = {Education computing; Engineering education; Professional aspects; Computing education; Computing education research; Education practices; Education research; Educational experiences; Empirical research method; Empirical studies; Experience report; Professional development; Simple++; Surveys},
	publisher = {Association for Computing Machinery, Inc},
	isbn = {978-145039070-5},
	language = {English},
	abbrev_source_title = {SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 53rd Annual ACM Technical Symposium on Computer Science Education, SIGCSE 2022; Conference date: 3 March 2022 through 5 March 2022; Conference code: 177383; All Open Access, Bronze Open Access, Green Open Access}
}

@ARTICLE{Onah2023,
	author = {Onah, Daniel F. O. and Pang, Elaine L. L. and Sinclair, Jane E.},
	title = {Correction to: An investigation of self-regulated learning in a novel MOOC platform (Journal of Computing in Higher Education, (2022), 10.1007/s12528-022-09346-x)},
	year = {2023},
	journal = {Journal of Computing in Higher Education},
	doi = {10.1007/s12528-023-09349-2},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146960127&doi=10.1007%2fs12528-023-09349-2&partnerID=40&md5=ac9f001271411099674dd62b5c3989d6},
	affiliations = {Department of Information Studies, University College London, London, United Kingdom; Academic Skills Development, Brunel University, London, United Kingdom; Department of Computer Science, The University of Warwick, Coventry, United Kingdom},
	abstract = {In this article the affiliation details and Biography for author Elaine L. L. Pang has been updated. Elaine L. L. Pang Academic Skills Development Brunel University London London, United Kingdom elaine.pang@brunel.ac.uk Dr Elaine L. L. Pang is an Academic Skills Adviser at Brunel University London. She is the Academic Skills (ASK) contact for the College of Engineering, Design and Physical Sciences. Elaine graduated with a Ph.D in Education from the University of Warwick, UK. Her research interest includes TESOL, curriculum development, lifelong learning, self-regulated learning, MOOCs and SoTL. She is a Senior Fellow (SFHEA) of the Higher Education Academy, UK. The original article has been corrected. © Springer Science+Business Media, LLC, part of Springer Nature 2023.},
	correspondence_address = {D.F.O. Onah; Department of Information Studies, University College London, London, United Kingdom; email: d.onah@ucl.ac.uk},
	publisher = {Springer},
	issn = {10421726},
	language = {English},
	abbrev_source_title = {J. Comput. High. Educ.},
	type = {Erratum},
	publication_stage = {Article in press},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Hybrid Gold Open Access}
}

@ARTICLE{Jamison20221356,
	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},
	year = {2022},
	journal = {European Journal of Engineering Education},
	volume = {47},
	number = {6},
	pages = {1356 – 1379},
	doi = {10.1080/03043797.2022.2031895},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124958852&doi=10.1080%2f03043797.2022.2031895&partnerID=40&md5=ddb54b42e63a14afa981167731f48aa1},
	affiliations = {Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Electrical Engineering, University of Michigan, Ann Arbor, United States; Biomedical Engineering, University of Michigan, Ann Arbor, United States; Bioengineering, Roux Institute, Northeastern University, Portland, United States},
	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. © 2022 SEFI.},
	author_keywords = {assessment; evaluation; Experiential learning; review; undergraduate},
	keywords = {Curricula; Teaching; Assessment; Design course; Evaluation; Experiential educations; Experiential learning; Process of learning; Systematic Review; Systematic searches; Undergraduate; Undergraduate engineering educations; Engineering education},
	correspondence_address = {A. Huang-Saad; Biomedical Engineering, University of Michigan, Ann Arbor, United States; email: a.huang-saad@northeastern.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {03043797},
	language = {English},
	abbrev_source_title = {Eur. J. Eng. Educ.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Magana2018731,
	author = {Magana, Alejandra J. and de Jong, Ton},
	title = {Modeling and simulation practices in engineering education},
	year = {2018},
	journal = {Computer Applications in Engineering Education},
	volume = {26},
	number = {4},
	pages = {731 – 738},
	doi = {10.1002/cae.21980},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050395572&doi=10.1002%2fcae.21980&partnerID=40&md5=06f91226ad4e1df4693879d9ee6a3c99},
	affiliations = {Department of Computer and Information Technology, Purdue University, West Lafayette, United States; Faculty of Behavioral, Management and Social Sciences, University of Twente, Enschede, Netherlands},
	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. © 2018 Wiley Periodicals, Inc.},
	author_keywords = {graduate; K-12; modeling; post-graduate; simulation},
	keywords = {Curricula; Engineering education; Models; graduate; Learning objectives; Model and simulation; post-graduate; Scholarship of teaching and learning; simulation; Teaching and learning; Teaching practices; Teaching},
	correspondence_address = {A.J. Magana; Department of Computer and Information Technology, Purdue University, West Lafayette, United States; email: admagana@purdue.edu},
	publisher = {John Wiley and Sons Inc.},
	issn = {10613773},
	coden = {CAPEE},
	language = {English},
	abbrev_source_title = {Comput Appl Eng Educ},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 28; All Open Access, Bronze Open Access, Green Open Access}
}

@BOOK{Huber20231,
	author = {Huber, Mary Taylor},
	title = {Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers},
	year = {2023},
	journal = {Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers},
	pages = {1 – 250},
	doi = {10.4324/9781003443155},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166054818&doi=10.4324%2f9781003443155&partnerID=40&md5=ba9a8095a14e5490311f752262c3a700},
	affiliations = {Carnegie Foundation for the Advancement of Teaching, United States},
	abstract = {Drawing on interviews with Dan Bernstein (psychology, University of Nebraska), Brian Coppola (chemistry, University of Michigan), Sheri Sheppard (mechanical engineering, Stanford University), Randy Bass (American literature, Georgetown University), and colleagues within and outside their institutions and fields, the author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion. In collaboration with the Carnegie Foundation for the Advancement of Teaching. © 2004 by Taylor & Francis.},
	publisher = {Taylor and Francis},
	isbn = {978-100097455-3; 978-156377065-4},
	language = {English},
	abbrev_source_title = {Balancing Acts: The Scholarsh. of Teach. and Learning in Academic Careers},
	type = {Book},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Goosen2019653,
	author = {Goosen, Leila},
	title = {Innovative Technologies and Learning in a Massive Open Online Course},
	year = {2019},
	journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
	volume = {11937 LNCS},
	pages = {653 – 662},
	doi = {10.1007/978-3-030-35343-8_69},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076735406&doi=10.1007%2f978-3-030-35343-8_69&partnerID=40&md5=31baa97903beb3408d52a76bc6bd2dad},
	affiliations = {University of South Africa, Pretoria, 0003, Gauteng, South Africa},
	abstract = {The research reported on in this paper presents exciting possibilities to explore how innovative technologies are used to facilitate learning in a Massive(ly) Open Online Course (MOOC). The paper shows how opportunities with regard to e.g. e-books and technologies enhanced learning are being used in ever-changing educational environments, towards the future of open access to education and learning, specifically in an Open and Distance e-Learning (ODeL) environment. The significance of the paper lies in presenting original work contributing to debate in the fields of ODeL and higher education, closing research gaps relevant to innovative technologies and learning, with potentially useful content for the audience, particularly facilitators, including examples of practice regarding massive participation. Although established constructivist or instructionist approaches are usually adopted in pedagogies for innovative technologies, questions are also asked, making the underlying assumptions and theory informing the paper evident. A diversity of research methods implemented regarding MOOCs included data and learning analytics, case studies utilizing user statistics and survey data to examine students’ experiences, and investigating models of co-located MOOC study groups, using quasi-experimental comparisons. Discussion and analysis of results in the environment of MOOCs discover lessons learned from the affordances and acceptance of established and innovative technologies and learning for retention and success. Conclusions propose implications regarding MOOCs, including approaches to in pedagogies for innovative technologies. MOOCs’ success depends on how well challenges to the future of MOOCs, regarding models towards the scholarship of teaching and learning applied to large cohorts, are managed. © Springer Nature Switzerland AG 2019.},
	author_keywords = {E-books; Open access to education and learning; Pedagogies for innovative technologies; Technologies enhanced learning},
	keywords = {Education computing; Electronic publishing; Engineering education; Learning systems; Open access; Teaching; Distance e-learning; E-books; Educational environment; Enhanced learning; Experimental comparison; Innovative technology; Massive open online course; Scholarship of teaching and learning; E-learning},
	correspondence_address = {L. Goosen; University of South Africa, Pretoria, 0003, South Africa; email: GooseL@unisa.ac.za},
	editor = {Rønningsbakk L. and Wu T.-T. and Sandnes F.E. and Huang Y.-M.},
	publisher = {Springer},
	issn = {03029743},
	isbn = {978-303035342-1},
	language = {English},
	abbrev_source_title = {Lect. Notes Comput. Sci.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2nd International Conference on Innovative Technologies and Learning, ICITL 2019; Conference date: 2 December 2019 through 5 December 2019; Conference code: 234499}
}

@CONFERENCE{Bielefeldt2015,
	author = {Bielefeldt, Angela R.},
	title = {Characteristics of engineering faculty engaged in the scholarship of teaching and learning},
	year = {2015},
	journal = {Proceedings - Frontiers in Education Conference, FIE},
	volume = {2015},
	doi = {10.1109/FIE.2015.7344212},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960404590&doi=10.1109%2fFIE.2015.7344212&partnerID=40&md5=8261ed901342be07d6532009c5592dd0},
	affiliations = {Dept. Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, CO, United States},
	abstract = {This research hypothesized that differences in the culture of engineering education as it is practiced a whole, as compared to the Scholarship of Teaching and Learning (SoTL) in engineering education, would manifest themselves through the characteristics of the faculty engaging in these activities. The research question examined was: To what extent are the faculty who engage in different areas of SoTL research within engineering similar to or different than the engineering faculty at U.S. institutions overall? The research utilized a data mining approach, assuming that the authors of the American Society for Engineering Education (ASEE) Annual Conference papers would characterize engineering faculty engaged in SoTL. The demographic characteristics of the authors of ASEE papers published in 2012-2014 on the topics of Learning Through Service (LTS), engineering ethics, and design were determined, as well as the authors of papers in the civil engineering, environmental engineering, and electrical & computer engineering divisions. The demographic characteristics of engineering faculty nationally were mined from ASEE data sources. The primary differences between engineering faculty active in SoTL compared to overall U.S. engineering faculty were: a higher percentage of assistant professors, a lower percentage of full professors, a higher percentage of women, a higher percentage employed at Baccalaureate or Master's institutions, and a smaller percentage from institutions with very high research activity. Between different engineering education topics, the primary differences were in the engineering disciplines represented, the percentage of women among the authors, and collaboration patterns evident among the paper coauthors. These data indicate the ways in which engineering faculty active in SoTL are different than their engineering faculty peers overall, and also highlights differences among engineering education topics. Further exploration is needed to determine the extent to which these differences are the result of different cultural values within each group. © 2015 IEEE.},
	author_keywords = {culture; demographics; design; disciplines; engineering faculty; ethics; service-learning},
	keywords = {Cell culture; Data mining; Design; Education; Information analysis; Philosophical aspects; Population statistics; Professional aspects; Societies and institutions; Teaching; demographics; disciplines; Engineering faculty; ethics; Service learning; Engineering education},
	correspondence_address = {A.R. Bielefeldt; Dept. Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, United States; email: angela.bielefeldt@colorado.edu},
	publisher = {Institute of Electrical and Electronics Engineers Inc.},
	issn = {15394565},
	isbn = {978-147998453-4},
	coden = {PFECD},
	language = {English},
	abbrev_source_title = {Proc. Front. Educ. Conf. FIE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2015 IEEE Frontiers in Education Conference, FIE 2015; Conference date: 21 October 2015 through 24 October 2015; Conference code: 118740}
}

@CONFERENCE{Gennert2020,
	author = {Gennert, Michael A. and Lotfi, Nima and Mynderse, James A. and Jethwani, Monique and Kapila, Vikram},
	title = {Workshops for building the mechatronics and robotics engineering education community},
	year = {2020},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	volume = {2020-June},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095766856&partnerID=40&md5=b6bbf415130ce8ffa9a4bdaf7f3e0644},
	affiliations = {Worcester Polytechnic Institute, United States; Southern Illinois University, Edwardsville, United States; Lawrence Technological University, United States; Columbia School of Social Work, United States; New York University Tandon School of Engineering, United States},
	abstract = {Intelligent Autonomous Systems, including Intelligent Manufacturing & Automation and Industry 4.0, have immense potential to improve human health, safety, and welfare. Engineering these systems requires an interdisciplinary knowledge of mechanical, electrical, computer, software, and systems engineering throughout the design and development process. Mechatronics and Robotics Engineering (MRE) is emerging as a discipline that can provide the broad inter-disciplinary technical and professional skill sets that are critical to fulfill the research and development needs for these advanced systems. Despite experiencing tremendous, dynamic growth, MRE lacks a settled-on and agreed-upon body-of-knowledge, leading to unmet needs for standardized curricula, courses, laboratory platforms, and accreditation criteria, resulting in missed career opportunities for individuals and missed economic opportunities for industry. There have been many educational efforts around MRE, including courses, minors, and degree programs, but they have not been well integrated or widely adopted, especially in USA. To enable MRE to coalesce as a distinct and identifiable engineering field, the authors conducted four workshops on the Future of Mechatronics and Robotics Engineering (FoMRE) education at the bachelor's degree level. The overall goal of the workshops was to improve the quality of undergraduate MRE education and to ease the adoption of teaching materials to prepare graduates with a blend of theoretical knowledge and practical hands-on skills. To realize this goal, the specific objectives were to generate enthusiasm and a sense of community among current and future MRE educators, promote diversity and inclusivity within the MRE community, identify thought leaders, and seek feedback from the community to serve as a foundation for future activities. The workshops were intended to benefit a wide range of participants including educators currently teaching or developing programs in MRE, PhD students seeking academic careers in MRE, and industry professionals desiring to shape the future workforce. Workshop activities included short presentations on sample MRE programs, breakout sessions on specific topics, and open discussion sessions. As a result of these workshops, the MRE educational community has been enlarged and engaged, with members actively contributing to the scholarship of teaching and learning. This paper presents the workshops' formats, outcomes, results of participant surveys, and their analyses. A major outcome was identifying concept, skill, and experience inventories organized around the dimensions of foundational/practical/applications and student preparation/MRE knowledgebase. Particular attention is given to the extent to which the workshops realized the project goals, including attendee demographics, changes in participant attitudes, and development of the MRE community. The paper concludes with a summary of lessons learned and a call for future activities to shape the field. © American Society for Engineering Education 2020.},
	keywords = {Accident prevention; Curricula; Engineering education; Robotics; Students; Surveys; Teaching; Accreditation criteria; Design and development process; Industry professionals; Intelligent autonomous systems; Intelligent Manufacturing; Mechatronics and robotics; Research and development; Scholarship of teaching and learning; Educational robots},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2020 ASEE Virtual Annual Conference, ASEE 2020; Conference date: 22 June 2020 through 26 June 2020; Conference code: 164392}
}

@CONFERENCE{2018,
	title = {IEEE Global Engineering Education Conference, EDUCON},
	year = {2018},
	journal = {IEEE Global Engineering Education Conference, EDUCON},
	volume = {2018-April},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048067954&partnerID=40&md5=b12729cad3f1640f7ad074c334f2881b},
	abstract = {The proceedings contain 292 papers. The topics discussed include: work in progress: fostering synergy to create an innovation environment; the influence of classroom attendance on the throughput rates of students at a FET college in South Africa; developing a comprehensive teaching portfolio - a scholarly personal narrative; quantifying the impact of a new SoTL program in engineering education at a university of technology in South Africa; using the visualization tool SimReal to orchestrate mathematical teaching for engineering students; promoting engineering education by scientific research: cultivating creative talents; student perceptions on academic feedback - a case study from mechanical engineering; and closing the loop in engineering educator development: using theoretical and empirical research to inform curriculum and teaching.},
	publisher = {IEEE Computer Society},
	issn = {21659559},
	isbn = {978-153862957-4},
	language = {English},
	abbrev_source_title = {IEEE Global Eng. Edu. Conf., EDUCON},
	type = {Conference review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018; Conference date: 17 April 2018 through 20 April 2018; Conference code: 136691}
}

@CONFERENCE{Gustafson2011,
	author = {Gustafson, Robert J.},
	title = {Determining impact of a course on teaching in engineering},
	year = {2011},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029078912&partnerID=40&md5=bf8bbbb0b7d22c304a87ba4fecadb8a9},
	affiliations = {College of Engineering, Department of Food, Agricultural and Biological Engineering, Ohio State University, United States},
	abstract = {A course entitled "College Teaching in Engineering" has been offered to more than 300 individuals over a fourteen year period. Students have included graduate and undergraduate students and a small number of faculty from the across the College of Engineering. It could be expected that students experiencing a structured course on teaching in a discipline will be more likely to pursue a teaching career, approach teaching in a scholarly way, and be a successful teacher. However, there is little data available to support this hypothesis. This paper contributes to such data based on an analysis of a combination of course evaluations at the time of offering and a survey of former students (course alumni). A qualitative analysis of written responses to a question regarding course impact on their teaching was done for both responses received through end of course evaluations and alumni surveys. The responses were place into six major categories based on Fink's Taxonomy of Significant Learning. The respondents unanimously indicated the course had an impact. Although in both data sets the Fink Categories of fundamental knowledge and application received the highest percentage of responses; all categories did receive responses. In addition, there was a significant shift from fundamental knowledge to integration between the post-class and alumni response sets. The content and distribution of responses would indicate an understanding of a breadth of concepts involved in creating a significant learning experience was part of the impact of the course. Alumni survey questions focused on specific class objectives. An interesting immediate impact was implied by a reported change in their own approach to learning as a student. Although comparative data is not available for non-course participants, other indicators of involvement, like their reading about and discussing teaching, participating in the scholarship of teaching and learning, were at significant rates. The course does appear to have positive impact on both students who move on to academic careers and those who do not. Students' perceptions and analysis of their responses indicate they are better prepared for the teaching element of an academic career. © 2011 American Society for Engineering Education.},
	keywords = {Curricula; Education; Students; Surveys; Academic careers; Comparative data; Course evaluations; Learning experiences; Qualitative analysis; Scholarship of teaching and learning; Specific class; Undergraduate students; Teaching},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3}
}

@CONFERENCE{Sabharwal20209,
	author = {Sabharwal, Jagdeep Kaur and Chawla, Shailey},
	title = {A G-READY model to support subject design for Software Engineering},
	year = {2020},
	journal = {CEUR Workshop Proceedings},
	volume = {2799},
	pages = {9 – 19},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099381296&partnerID=40&md5=31a1012f45dc0f386532199f27b2669e},
	affiliations = {James Cook University, Singapore},
	abstract = {This paper contributes to Scholarship of Teaching and Learning by proposing a dynamic model to support subject design for Computer Science during the current Coronavirus pandemic. The proposed G-READY model borrows from the greedy algorithm, which can support quick and efficient transition of subject teaching from F2f to online mode and vice versa in the most economical and time efficient manner. This model aims to deliver adaptable, optimized learning experience to students within shortest possible time frame. The paper also offers a support repository of learning and teaching tools that can help the faculty with designing their subjects with minimal effort spent on exploration for resources. This open source repository is aimed to bring efficiency to the process of curating effective learning and teaching resources for computer science teaching and can be extended further. The G-READY model proposes a learning design that is insightful, reflective, dynamic and learning supportive. © 2020 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).},
	author_keywords = {Active learning tools; Computer science; Learning; Repository; SoTL; Teaching},
	keywords = {Education computing; Learning systems; Natural language processing systems; Open source software; Computer science teaching; Effective learning; Greedy algorithms; Learning and teachings; Learning designs; Learning experiences; Open source repositories; Scholarship of teaching and learning; Engineering education},
	editor = {Wadhwa B. and Chawla S. and Gan B. and Ouh E.L. and Muenchaisri P. and Tiwari S. and Rathore S.S.},
	publisher = {CEUR-WS},
	issn = {16130073},
	language = {English},
	abbrev_source_title = {CEUR Workshop Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: Joint 3rd Software Engineering Education Workshop, SEED 2020 and 1st Workshop on Natural Language Processing Advancements for Software Engineering, NLPaSE 2020; Conference date: 1 December 2020; Conference code: 166325}
}

@CONFERENCE{Bosman2022,
	author = {Bosman, Lisa and Duval-Couetil, Nathalie},
	title = {Mentoring Engineering Educators with an Entrepreneurial Mindset - Focused SOTL Professional Development Experience},
	year = {2022},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138295673&partnerID=40&md5=6344c322e25c758c5471c0558e12b801},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022; Conference date: 26 June 2022 through 29 June 2022; Conference code: 182495}
}

@ARTICLE{Mohd-Yusof20227,
	author = {Mohd-Yusof, Khairiyah and Samah, Narina A.},
	title = {From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences},
	year = {2022},
	journal = {SOTL in the South},
	volume = {6},
	number = {2},
	pages = {7 – 32},
	doi = {10.36615/sotls.v6i2.279},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141824205&doi=10.36615%2fsotls.v6i2.279&partnerID=40&md5=b7ce565758947ed3c8bce7b7277b3314},
	affiliations = {Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia; School of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia},
	abstract = {Scholarship of Teaching and Learning (SoTL) is closely related to a teacher's journey of personal and professional growth, which initially occurs in the classroom. In higher education, where academics are recognised experts in their fields, SoTL activities are critical for translating educational principles into innovative practices that are consistent with the body of knowledge, thus significantly facilitating the learning process of students. When implemented consistently, two components of SoTL - reflective practice and practice dissemination - have the potential to accelerate growth not only at the micro (classroom) level, but also at the meso (institutional) and macro (national and international) levels. This article showcases a SoTL journey that began with a micro level practice in engineering classes and progressed into meso and macro level implementations. Beginning with student-centred learning approaches designed to assist students with classroom engagement, motivation enhancement and contextualised learning during a challenging course, the practice expanded into institutional-level experience-sharing sessions. This resulted in the development of structured training programmes and later, a centre of excellence. SoTL practice at the institutional level paved the way for national and international professional development training. This reflection showcases SoTL implementation at all three levels while demonstrating the potential for growth from one level to another leading to wide-ranging impacts both within and beyond the classroom. © 2022 Archivos de Medicina del Deporte. All rights reserved.},
	publisher = {University of Johannesburg},
	issn = {25231154},
	language = {English},
	abbrev_source_title = {SOTL in the South},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}

@ARTICLE{Charlevoix20081659,
	author = {Charlevoix, Donna J.},
	title = {Improving teaching and learning through classroom research},
	year = {2008},
	journal = {Bulletin of the American Meteorological Society},
	volume = {89},
	number = {11},
	pages = {1659 – 1664},
	doi = {10.1175/2008BAMS2162.1},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-60849136332&doi=10.1175%2f2008BAMS2162.1&partnerID=40&md5=a520ff506b2e7d9cacd0cd0d7b1da736},
	affiliations = {Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801, 105 S. Gregory Street, United States},
	abstract = {Boyer's scholarship of teaching and learning (SoTL) has finally reached the field of atmospheric sciences, albeit not yet fully embraced. As such, in order to facilitate such scholarship, the development of a resource structure is thus recommended. It has been implemented in some institutions like at the University of Wisconsin, in which they implemented the term teaching as research in promoting SoTL-like efforts to their science, technology, engineering, and mathematics faculty and graduate students. SoTL is not an educational research but rather a critical examination of one's teaching and student's learning in the atmospheric sciences classroom. A typical SoTL research will be an interdisciplinary effort between atmospheric scientists and education researchers. It is also about a critical examination of how atmospheric science concepts and applications are taught and how such pedagogy influences student learning and understanding.},
	keywords = {School buildings; Students; Teaching; Atmospheric science; Educational researches; Graduate students; Science , Technology , Engineering , and Mathematics; Student learning; Teaching and learning; Teaching as researches; University of wisconsin; Engineering research},
	correspondence_address = {D.J. Charlevoix; Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801, 105 S. Gregory Street, United States; email: charleva@atmos.uiuc.edu},
	issn = {00030007},
	coden = {BAMIA},
	language = {English},
	abbrev_source_title = {Bull. Am. Meteorol. Soc.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5; All Open Access, Bronze Open Access}
}

@ARTICLE{Secules2023,
	author = {Secules, Stephen},
	title = {Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration},
	year = {2023},
	journal = {European Journal of Engineering Education},
	doi = {10.1080/03043797.2023.2201182},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158931317&doi=10.1080%2f03043797.2023.2201182&partnerID=40&md5=85fd6f3068807b411796e99e90405534},
	affiliations = {School of Universal Computing, Construction, and Engineering Education, Florida International University, Miami, FL, United States},
	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. © 2023 SEFI.},
	author_keywords = {authenticity; equity; project-based learning; responsiveness; Scholarship of teaching; socio-technical thinking},
	keywords = {Authentication; Computer aided instruction; Curricula; Engineering education; Students; Authenticity; Course design; Engineering educators; Equity; Project based learning; Project course; Responsiveness; Scholarship of teaching; Socio-technical thinking; Sociotechnical; Teaching},
	correspondence_address = {S. Secules; School of Universal Computing, Construction, and Engineering Education, Florida International University, Miami, United States; email: ssecules@fiu.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {03043797},
	language = {English},
	abbrev_source_title = {Eur. J. Eng. Educ.},
	type = {Article},
	publication_stage = {Article in press},
	source = {Scopus},
	note = {Cited by: 0}
}

@CONFERENCE{White200975,
	author = {White, Su and Irons, Alastair},
	title = {Relating research and teaching: Learning from experiences and beliefs},
	year = {2009},
	journal = {Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE},
	pages = {75 – 79},
	doi = {10.1145/1562877.1562905},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77049125269&doi=10.1145%2f1562877.1562905&partnerID=40&md5=ffb57381a34f46cb20ba13fc267885d3},
	affiliations = {Learning Societies Lab, ECS, University of Southampton, Southampton, United Kingdom; Learning Societies Lab, ECS University of Sunderland, Sunderland, United Kingdom},
	abstract = {The relationship between research and teaching has possible benefits and inherent tensions. Exploring the potentially beneficial relationship is of interest and possible value to faculty, students, and stakeholders. Much of the existing literature has described approaches using a vocabulary derived from the soft/applied social science fields of study, a view-point which may in some ways be problematic. This paper examines the relationship between research and teaching in the undergraduate curriculum from a perspective of the computing disciplines. It compares and contrasts evidence of the beliefs and experiences of faculty about the relationship between research and teaching. It presents and analyses the result of surveys which gathered data to explore their understandings inter-relationship of research and teaching; in the curriculum; and as it is delivered, and experienced in the lab, seminar room and lecture hall. This research builds on existing work developed in a preliminary study which examined ways in which synergies between research and teaching could be achieved, particularly in the 'hard/applied' areas of the curriculum. It analyses data from the 'research-intensive' and the 'teaching-intensive' institutions. Having identified typical activities in the computing disciplines, it places them in the context of existing theoretical models. © 2009 ACM.},
	author_keywords = {Disciplinary differences; Research-led teaching; Researchteaching nexus; Scholarship of teaching and learning},
	keywords = {Computer science; Curricula; Education computing; Engineering education; Engineering research; Innovation; Computing disciplines; Disciplinary differences; Researchteaching nexus; Seminar rooms; Teaching and learning; Theoretical models; Undergraduate curricula; Teaching},
	correspondence_address = {S. White; Learning Societies Lab, ECS, University of Southampton, Southampton, United Kingdom; email: saw@ecs.soton.ac.uk},
	isbn = {978-160558381-5},
	language = {English},
	abbrev_source_title = {Proc Conf Integr Technol Comput Sci Educ ITiCSE},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7; Conference name: 2009 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE-2009; Conference date: 6 July 2009 through 8 July 2009; Conference code: 79340}
}

@ARTICLE{Dannels200350,
	author = {Dannels, Deanna P. and Anson, Chris M. and Bullard, Lisa and Peretti, Steven},
	title = {Challenges in learning communication skills in chemical engineering},
	year = {2003},
	journal = {Communication Education},
	volume = {52},
	number = {1},
	pages = {50 – 56},
	doi = {10.1080/03634520302454},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-0037284772&doi=10.1080%2f03634520302454&partnerID=40&md5=ca22b926dee4158fcfd1a9054969e06d},
	affiliations = {North Carolina State University, Raleigh, NC, United States; Department of Chemical Engineering, North Carolina State University, Raleigh, NC, United States},
	abstract = {Communication across the curriculum initiatives face multiple curricular and pedagogical challenges that are especially appropriate for investigation within a scholarship of teaching and learning framework. Using qualitative methodologies, this study examined technical classes that emphasize speaking and writing. Four learning issues emerged in student reflection logs: integrating multidisciplinary information, managing varied audiences and feedback, aligning content and communication tasks, and addressing interpersonal team issues. Data indicated that students were resistant toward the incursion of communication in their engineering classes. Through reflective practice, teachers and cross-curricular consultants came to understand and address that resistance.},
	author_keywords = {Communication across the curriculum; Engineering education; Scholarship of teaching and learning; Writing and speaking},
	issn = {03634523},
	language = {English},
	abbrev_source_title = {Commun. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 49}
}

@CONFERENCE{Swart201826,
	author = {Swart, Arthur James},
	title = {Developing a comprehensive teaching portfolio-A scholarly personal narrative},
	year = {2018},
	journal = {IEEE Global Engineering Education Conference, EDUCON},
	volume = {2018-April},
	pages = {26 – 31},
	doi = {10.1109/EDUCON.2018.8363204},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048114684&doi=10.1109%2fEDUCON.2018.8363204&partnerID=40&md5=c31e8c53a4fe71f5b1c432af7202206f},
	affiliations = {Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa},
	abstract = {Academic teaching portfolios may be required by institutions of higher learning when they review the experience and skills of a prospective faculty member or when they review the application for promotion by current faculty members. Teaching portfolios are furthermore a significant contributor to the Scholarship of Teaching and Learning, as it provides tangible evidence of personal engagement in trying to improve teaching practice. However, not all academics compile comprehensive teaching portfolios due to a lack of awareness of what is required or due to ignorance of its perceived value. The research question therefore arises: 'How may academics develop a comprehensive teaching portfolio to accurately reflect their personal engagement and acquired skills'. The purpose of this paper is to present an academics personal perspective of how to structure and formulate such a portfolio that will provide tangible evidence of good teaching, personal experience and acquired skills. The author received an Advanced Career Teaching Award from his institution and a Commendation for Teaching from the Council of Higher Education in South Africa during 2015, thereby validating his submitted teaching portfolio as being comprehensive. A scholarly personal narrative is used that may be linked to a constructivist research methodology that recognizes the validity and usefulness of a researcher's personal experience in a specific discipline. Critical subsections of the teaching portfolio relate to one's teaching statement, practice and evidence. The last subsection, teaching evidence, should present many photographs and sketches with a detailed label of the academic's achievements and of student learning, accounting for more than 75% of the teaching portfolio. Each of the subsections are elaborated in the paper in an attempt to provide a guideline to new or struggling engineering academics of how to develop a comprehensive teaching portfolio, thereby mitigating any perceived misconceptions regarding its structure and formulation. © 2018 IEEE.},
	author_keywords = {evidence; philosophy; practice; statement},
	keywords = {Teaching; evidence; Personal experience; Personal perspective; philosophy; practice; Research methodologies; Scholarship of teaching and learning; statement; Engineering education},
	correspondence_address = {A.J. Swart; Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa; email: drjamesswart@gmail.com},
	publisher = {IEEE Computer Society},
	issn = {21659559},
	isbn = {978-153862957-4},
	language = {English},
	abbrev_source_title = {IEEE Global Eng. Edu. Conf., EDUCON},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018; Conference date: 17 April 2018 through 20 April 2018; Conference code: 136691}
}

@ARTICLE{Reztsov2015175,
	author = {Reztsov, Andrei},
	title = {Self-organizing traffic lights as an upper bound estimate},
	year = {2015},
	journal = {Complex Systems},
	volume = {24},
	number = {2},
	pages = {175 – 183},
	doi = {10.25088/ComplexSystems.24.2.175},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944737310&doi=10.25088%2fComplexSystems.24.2.175&partnerID=40&md5=121661305c9417de9cbaaa4ef0d89df2},
	affiliations = {School of Mathematics and Statistics, UNSW Australia, Sydney, 2052, NSW, Australia},
	abstract = {Self-organizing traffic lights (SOTL) are considered a promising instrument for the development of more adaptive traffic systems. In this paper we explain why some well-promoted results obtained with the use of SOTL should be scrutinized and carefully reviewed. Current computational research projects based on SOTL should be reviewed too. © 2015 Complex Systems Publications, Inc.},
	keywords = {Computational researches; Traffic light; Traffic systems; Upper Bound; Systems engineering},
	correspondence_address = {A. Reztsov; School of Mathematics and Statistics, UNSW Australia, Sydney, 2052, Australia; email: areztsov@gmail.com},
	publisher = {Complex Systems Publications, Inc},
	issn = {08912513},
	language = {English},
	abbrev_source_title = {Complex Syst.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@CONFERENCE{Bielefeldt2015,
	author = {Bielefeldt, Angela R. and Swan, Chris and Paterson, Kurt and Kazmer, David O. and Pierrakos, Olga},
	title = {Learning through service engineering faculty: Characteristics and changes over time},
	year = {2015},
	journal = {ASEE Annual Conference and Exposition, Conference Proceedings},
	volume = {122nd ASEE Annual Conference and Exposition: Making Value for Society},
	number = {122nd ASEE Annual Conference and Exposition: Making Value for Society},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941994683&partnerID=40&md5=e4d7af5fe3cd1bd4b0b710e91bf4ca4e},
	affiliations = {Department of Civil, Environmental, and Architectural Engineering (CEAE), University of Colorado, Boulder, United States; Civil and Environmental Engineering Department, Tufts University, United States; Recently Launched Engineering Program, James Madison University, United States; University of Massachusetts, Lowell, United States; Department of Engineering, James Madison University (JMU), United States},
	abstract = {This research explored the demographic characteristics of the engineering faculty who offer and mentor Learning Through Service (LTS) experiences. Research has found a burgeoning interest in service; i.e., helping people, among engineering students, and it is important to understand how engineering faculty will help foster this desire and assist in retaining these students in engineering. The research explored how the number and type of engineering faculty who are active in LTS activities has changed over time. The research utilized a data mining approach, characterizing faculty active in the Scholarship of Teaching and Learning (SOTL) around engineering education via the authors of the American Society for Engineering Education (ASEE) Annual Conference papers. Author-supplied biographical information in the papers and online research was used to identify the demographic characteristics of interest, including rank, disciplines, institutional affiliations, and gender. The results identified over 500 unique engineering faculty who have authored papers on LTS at the ASEE annual conference from 1996 to 2014; the rate of new faculty joining the ranks of authors of LTS papers averaged 41 per year from 2003 to 2013. The ranks of these authors averaged 23% assistant professors, 33% associate professors, and 32% full professors. The percentage of non-tenured/tenure track (non-T/TT) engineering faculty among the authors of LTS papers increased from none in 1996-1999 to 23% in 2014. Compared to the disciplines of engineering faculty nationally, engineering faculty authoring LTS papers are over-represented in civil/environmental engineering, industrial engineering, and mechanical engineering, and under-represented in chemical, electrical and computer engineering. The percentage of women among the authors of engineering LTS papers generally increased from 2001 to 2014. The authors of LTS papers were 20% women in 2001 and this increased to 50% in 2014; this includes co-authors who are students, staff, and nonengineering faculty. The engineering faculty authors of LTS papers were 15% women in 2001; this percentage increased to 39% in 2014. This is much higher than the percentage of women among engineering faculty (14% in 2013) and ASEE members (24% in 2013). Further, the engineering faculty authors of LTS papers represented 175 unique institutions; these were 36% Baccalaureate or Master's institutions and 26% research universities with very high activity (Carnegie RU/VH). This institutional representation differed somewhat from engineering faculty nationwide who were employed 16% at Baccalaureate or Master's institutions and 54% at RU/VH institutions. These data indicate the ways in which LTS faculty who are active in SOTL have changed over time and are different than typical engineering faculty. © American Society for Engineering Education, 2015.},
	publisher = {American Society for Engineering Education},
	issn = {21535965},
	language = {English},
	abbrev_source_title = {ASEE Annu. Conf. Expos. Conf. Proc.},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; Conference name: 2015 122nd ASEE Annual Conference and Exposition; Conference date: 14 June 2015 through 17 June 2015; Conference code: 113020}
}

@ARTICLE{Garcia2022269,
	author = {Garcia, Stephanie A. and Bonner, Emily P. and Nelson, Robin and Yuen, Timothy T. and Marone, Vittorio and Browning, JoAnn},
	title = {Embedded Experts Supporting Instructional Practice of Faculty Transitioning from Industry to Academia},
	year = {2022},
	journal = {College Teaching},
	volume = {70},
	number = {3},
	pages = {269 – 279},
	doi = {10.1080/87567555.2021.1923452},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106756256&doi=10.1080%2f87567555.2021.1923452&partnerID=40&md5=b5523bed5b39dd25cf8279e0350292b1},
	affiliations = {Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; The University of Texas at San Antonio, United States},
	abstract = {The transition from industry to academia can present unique challenges for new faculty members in STEM (Science, Technology, Engineering, and Mathematics) fields. Considering high drop, fail, withdraw (DFW) rates in undergraduate STEM courses and the need to increase the number of well-prepared graduates in these areas, it is important to better understand the needs of early-career faculty transitioning from outside of academia in order to support their development as effective scholars and educators. This study, which utilizes a Scholarship of Teaching and Learning (SoTL) framework, focuses on the experiences, views, and needs of two engineering faculty members who have recently moved from industry to academia. Findings inform practice and indicate a common lack of knowledge about new faculty’s teaching requirements, a need for personalized support structures for incoming faculty members, and a shift toward active approaches to teaching students when such supports are provided. In this process, leveraging an embedded experts model and acknowledging and understanding students’ needs through active listening emerged as important factors in faculty’s growth and personal development during their first semester in academia. © 2021 Taylor & Francis Group, LLC.},
	author_keywords = {Course transformation; engineering education; faculty collaboration; STEM teaching; transition from industry},
	correspondence_address = {S.A. Garcia; Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, San Antonio, United States; email: stephanie.garcia@idra.org},
	publisher = {Taylor and Francis Ltd.},
	issn = {87567555},
	language = {English},
	abbrev_source_title = {Coll. Teach.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Jaffri2016255,
	author = {Jaffri, Hadijah and Samah, Narina A. and Mohd Tahir, Lokman and Mohd Yusof, Sanitah},
	title = {A single case study on the practice of scholarship of teaching and learning},
	year = {2016},
	journal = {Man in India},
	volume = {96},
	number = {1-2},
	pages = {255 – 265},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958974947&partnerID=40&md5=c23ffea35fbcd3aad7636092a9c10127},
	affiliations = {Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia},
	abstract = {This study examines the conception and importance of the scholarship of teaching and learning (SoTL) as perceived by a lecturer teaching in an engineering faculty in a local university in Malaysia. A case study was used to explore the way SoTL is understood and the extent the participant engages in research in teaching. Typical case sampling was used as sampling design to investigate the conception and practice of research in teaching and learning which might influence the effort and engagement in any activity related to the SoTL by lecturer. The qualitative finding showed that the importance of SoTL is undervalued due to lack of understanding of SoTL and its importance to students' learning and development. SoTL is perceived as less important as compared to conducting research related to one expertise. SoTL is also regarded as a distinctive form of research that is commonly involved academics in social science fields especially education. It was also found that the pedagogical practice of the respondent is adopted from the pedagogical practice of his lecturers and senior faculty members that serve as his mentors. Even though the pedagogy of a discipline is related to its content knowledge, yet from this study, it was found that the respondent perceives that as long as one posseses the mastery of the content knowledge, one will have the mastery of the pedagogical knowledge. This assumption indirectly undermines the importance of pedagogical knowledge to be mastered as compared to the content knowledge. Based on the findings of this study, it further actions are suggested be taken into consideration to enhance the engagement of lecturers from scientific and technical based faculties in the scholarship of teaching and learning to enhance their teaching practice and their students' learning. © Serials Publications.},
	author_keywords = {Case study; Engineering lecturer; Practitioner research; Research into teaching; Scholarship of teaching and learning (SoTL)},
	publisher = {Serials Publications},
	issn = {00251569},
	language = {English},
	abbrev_source_title = {Man India},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Oerther2019820,
	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},
	year = {2019},
	journal = {Environmental Engineering Science},
	volume = {36},
	number = {7},
	pages = {820 – 832},
	doi = {10.1089/ees.2019.0058},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068894421&doi=10.1089%2fees.2019.0058&partnerID=40&md5=9338d76ba718f43a3f53e9f2fc2e0980},
	affiliations = {Department of Civil, Architectural and Environmental Engineering, Missouri University of Science and Technology, 1401 North Pine Street, Rolla, 65401, MO, United States; Department of Civil and Environmental Engineering, Tufts University, Medford, MA, United States; Waterfields, LLC, Cincinnati, OH, United States},
	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. Copyright © 2019, Mary Ann Liebert, Inc.},
	author_keywords = {childhood stunting; community-based participatory research; interprofessional education; mixed methods; structural equation modeling; structured reviews},
	keywords = {Environmental engineering; Food supply; Waterworks; childhood stunting; Community-based participatory research; Interprofessional education; Mixed method; Structural equation modeling; Structured review; Africa; Article; Brazil; child health; environmental health; environmental policy; Guatemala; health service; human; participatory research; South Africa; structural equation modeling; vocational education; water supply; Potable water},
	correspondence_address = {D.B. Oerther; Department of Civil, Architectural and Environmental Engineering, Missouri University of Science and Technology, Rolla, 1401 North Pine Street, 65401, United States; email: oertherd@mst.edu},
	publisher = {Mary Ann Liebert Inc.},
	issn = {10928758},
	coden = {EESCF},
	language = {English},
	abbrev_source_title = {Environ. Eng. Sci.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 13; All Open Access, Bronze Open Access}
}

@ARTICLE{Connolly200719,
	author = {Connolly, Mark R. and Bouwma-Gearhart, Jana L. and Clifford, Matthew A.},
	title = {The birth of a notion: The windfalls and pitfalls of tailoring an SoTL-like concept to scientists, mathematicians, and engineers},
	year = {2007},
	journal = {Innovative Higher Education},
	volume = {32},
	number = {1},
	pages = {19 – 34},
	doi = {10.1007/s10755-007-9034-z},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947705689&doi=10.1007%2fs10755-007-9034-z&partnerID=40&md5=aede199d9efda93f91a30ff014decc03},
	affiliations = {Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States},
	abstract = {Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided "conceptual handles" for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs. © Springer Science+Business Media, LLC 2007.},
	author_keywords = {Scholarship of teaching and learning; Science, technology, engineering, and mathematics (STEM) education},
	correspondence_address = {M.R. Connolly; Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States; email: mrconnolly@wisc.edu},
	issn = {15731758},
	language = {English},
	abbrev_source_title = {Innovative High. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 16}
}

@CONFERENCE{Swart201832,
	author = {Swart, Arthur James},
	title = {Quantifying the impact of a new SoTL programme in Engineering Education at a University in South Africa},
	year = {2018},
	journal = {IEEE Global Engineering Education Conference, EDUCON},
	volume = {2018-April},
	pages = {32 – 37},
	doi = {10.1109/EDUCON.2018.8363205},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048136815&doi=10.1109%2fEDUCON.2018.8363205&partnerID=40&md5=72ef94c0ec0ed33263db50ec403ecd0d},
	affiliations = {Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa},
	abstract = {A drive towards the establishment of various Scholarship of Teaching and Learning programmes at institutions of higher learning have been observed over the past decade. The primary aim of such programmes is to improve the teaching and learning process, which may be achieved by using the SoTL unicycle metaphor. The objectives of this unicycle are twofold: first, it outlines the process that academics need to engage in on a regular basis within a SoTL programme; second, it may create awareness among non-participating academics of what such SoTL programmes really entails. However, a need exists to quantify the impact of such newly established SoTL programmes. The research question arises 'What baseline may be quantified to determine the impact of new SoTL programmes in Engineering Education at universities of higher education?' The purpose of this paper is to quantify a baseline by which the impact of new SoTL programmes may be determined when considering research publications in Engineering Education. Quantifying the impact of SoTL programmes may involve considering many attributes or variables that may be subjective or objective. The discussions are grounded in the humanistic theoretical framework which asserts that learning about one's practice is a personal act in order to change one's own perceptions and actions. A case study is used with quantitative data. Results indicate that, on average, for every three academics that join the programme, one leaves after just one year of participation. However, academics who stick with the programme are able to increase their publication research outputs, contributing to the overall success of the programme as they completed a total of 49 publications over a three-year period. In total, the baseline comprises five criteria substantiated in the paper. It is recommended that at least one faculty member from each department be represented in the SoTL programme, that will lead to more awareness being created among other departmental members of the impact and meaning of such programmes. © 2018 IEEE.},
	author_keywords = {learning and teaching; practice; promotion; publications; reflection},
	keywords = {Digital storage; Publishing; Reflection; Teaching; Vehicles; Learning and teachings; practice; promotion; publications; Research questions; Scholarship of teaching and learning; Teaching and learning; Theoretical framework; Engineering education},
	correspondence_address = {A.J. Swart; Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa; email: drjamesswart@gmail.com},
	publisher = {IEEE Computer Society},
	issn = {21659559},
	isbn = {978-153862957-4},
	language = {English},
	abbrev_source_title = {IEEE Global Eng. Edu. Conf., EDUCON},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; Conference name: 2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018; Conference date: 17 April 2018 through 20 April 2018; Conference code: 136691}
}

@CONFERENCE{DeBoer2015,
	author = {DeBoer, Jennifer and Subramanian, Shreyas Vathul and Al-Atabi, Mushtak and Delaine, David A. and Jabg, José Aquiles Grimoni},
	title = {Bringing in the world: internationalizing the curriculum of a first-year introduction to engineering course at a large public American university},
	year = {2015},
	journal = {2015 ASEE International Forum},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983335175&partnerID=40&md5=cf482f66e2af6bc15e7ca0765061b38f},
	affiliations = {Purdue University, West Lafayette, United States; Taylor’s University, Malaysia; Universidade de São Paulo, IFEES, Brazil; Polythecnic Schoool University of São Paulo, Brazil},
	abstract = {Engineers must work within multinational and multicultural environments, but incorporating international experiences into a packed undergraduate curriculum in a meaningful and scalable manner is difficult. This paper addresses the need to better understand how course instructors can effectively internationalize their learning materials in a domestic engineering classroom. The course used as a qualitative case study in this paper is an Introduction to Engineering course at a large public university in the United States. We highlight a Scholarship of Teaching and Learning case study of one course’s efforts to provide international experiences in a domestic classroom. ©American Society for Engineering Education, 2015},
	keywords = {Curricula; Technical presentations; Engineering classrooms; International experiences; Introduction to engineering course; Multicultural environment; Public universities; Qualitative case studies; Scholarship of teaching and learning; Undergraduate curricula; Teaching},
	publisher = {American Society for Engineering Education},
	language = {English},
	abbrev_source_title = {ASEE Int. Forum},
	type = {Conference paper},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; Conference name: 2015 ASEE International Forum; Conference date: 14 June 2015; Conference code: 164465}
}