"Authors","Author full names","Author(s) ID","Title","Year","Source title","Volume","Issue","Art. No.","Page start","Page end","Page count","Cited by","DOI","Link","Affiliations","Authors with affiliations","Abstract","Author Keywords","Index Keywords","Molecular Sequence Numbers","Chemicals/CAS","Tradenames","Manufacturers","Funding Details","Funding Texts","References","Correspondence Address","Editors","Publisher","Sponsors","Conference name","Conference date","Conference location","Conference code","ISSN","ISBN","CODEN","PubMed ID","Language of Original Document","Abbreviated Source Title","Document Type","Publication Stage","Open Access","Source","EID"
"Yang B.; Martin A.; Adams R.; Zhang J.; Burbank K.","Yang, Bill (35249823200); Martin, Amy (7404931844); Adams, Robert (55451811500); Zhang, James (8868634000); Burbank, Kenneth (35493329700)","35249823200; 7404931844; 55451811500; 8868634000; 35493329700","Intentional learning in core engineering and engineering technology education","2009","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029069432&partnerID=40&md5=113551d541debcfc6c685f05ef468a86","Western Carolina University, United States","Yang B., Western Carolina University, United States; Martin A., Western Carolina University, United States; Adams R., Western Carolina University, United States; Zhang J., Western Carolina University, United States; Burbank K., Western Carolina University, United States","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.","","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","","","","","","","Bereiter C., Scardamalia M., Intentional Learning As A Goal of Instruction, (1989); Bruning R., The college classroom from the perspective of cognitive psychology, Handbook of college teaching: Theory and applications, pp. 3-22, (1994); Finkel D.L., Teaching With Your Mouth Shut, (2000); McKinney K., Enhancing Learning Through The Scholarship of Teaching and Learning, (2007); Angelo T.A., Cross K.P., Classroom Assessment Techniques: A Handbook for College Teachers, (1993)","","","American Society for Engineering Education","BOEING","2009 ASEE Annual Conference and Exposition","14 June 2009 through 17 June 2009","Austin, TX","77079","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85029069432"
"Leary M.; Morewood A.; Bryner R.","Leary, Miriam (57203022912); Morewood, Aimee (55971343300); Bryner, Randy (6602547386)","57203022912; 55971343300; 6602547386","A controlled intervention to improve freshman retention in a STEM-based physiology major","2020","Advances in Physiology Education","44","3","","334","343","9","8","10.1152/ADVAN.00038.2020","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086883965&doi=10.1152%2fADVAN.00038.2020&partnerID=40&md5=e13b4d3ee8cb01af6f4727cc1996b62a","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","Leary M., Division of Exercise Physiology, Department of Human Performance and Applied Exercise Science, School of Medicine, West Virginia University, Morgantown, VA, United States; Morewood A., Curriculum and Instruction/Literacy Studies/Social and Cultural Foundations, College of Education and Human Services, West Virginia University, Morgantown, VA, United States; Bryner R., Division of Exercise Physiology, Department of Human Performance and Applied Exercise Science, School of Medicine, West Virginia University, Morgantown, VA, United States","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.","At-risk; Freshman; Physiology; Retention; STEM","Engineering; Humans; Mathematics; Physiology; Students; Technology; Universities; education; engineering; human; mathematics; physiology; student; technology; university","","","","","National Institute of General Medical Sciences, NIGMS, (U54GM104942)","","Table A-16: MCAT Scores and GPAs for Applicants and Matriculants to U.S. Medical Schools, 2017-2018 and 2018-2019, (2020); Bronnimann J., West D., Huijser H., Heath D., Applying learning analytics to the scholarship of teaching and learning, Innovative High Educ, 43, pp. 353-367, (2018); Cambridge-Williams T., Winsler A., Kitsantas A., Bernard E., University 100 orientation courses and living-learning communities boost academic retention and graduation via enhanced self-efficacy and self-regulated learning, J Coll Stud Retent, 15, pp. 243-268, (2013); Chen X., STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report, (2013); Chen X., Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief, (2009); Davidson W.B., Beck H.P., Milligan M., The college persistence questionnaire: Development and validation of an instrument that predicts student attrition, J Coll Student Dev, 50, pp. 373-390, (2009); Demetriou C., Schmitz-Seiborski A., Integration, motivation, strengths, and optimism: Retention theories past, present, and future, Proceedings of the 7th National Symposium on Student Retention, pp. 300-312, (2011); Gates Jr.S.J., Mirkin C., Engage to excel, Science, 335, (2012); Hefling K., The ""Moneyball"" solution for higher education. The Agenda, Politico, (2019); Degrees of Success: Bachelor's Degree Completion Rates Among Initial STEM Majors, (2010); Kramer G.L., Student Academic Services: An Integrated Approach, (2003); Kuh G.D., Kinzie J., Buckley J.A., Bridges B.K., Hayek J.C., What Matters to Student Success: A Review of the Literature, (2006); The Condition of Education 2019, (2019); Persistence and Retention 2018, (2018); 2017-2018 Applicant Data Report: 2017-2018 Admissions Cycle for the 2018 Entering Class, (2019); Prosser M., Trigwell K., Understanding Learning and Teaching: The Experience in Higher Education, (1999); Seymour E., Hewitt N.M., Talking About Leaving: Why Undergraduates Leave the Sciences, (1997); Tinto V., Student Retention and Graduation: Facing the Truth, Living with the Consequences. Occasional Paper 1, (2004); Trigwell K., Scholarship of teaching and learning, University Teaching in Focus: A Learning-centered Approach, pp. 253-267, (2012); Xu Y.J., The experience and persistence of college students in STEM majors, J Coll Stud Retent, 19, pp. 413-432, (2018)","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","","American Physiological Society","","","","","","10434046","","APEDF","32568008","English","Adv. Physiol. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85086883965"
"Bruton A.","Bruton, Alex (56180118000)","56180118000","Informing innovation: An informing systems view of entrepreneurship","2011","IMCIC 2011 - 2nd International Multi-Conference on Complexity, Informatics and Cybernetics, Proceedings","2","","","280","287","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032882744&partnerID=40&md5=c86fcc87072d72a61a76cf97e5e5f361","Bissett School of Business, Mount Royal University, Calgary, T3E 6K6, Canada","Bruton A., Bissett School of Business, Mount Royal University, Calgary, T3E 6K6, Canada","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.","Applied science; Engineering, design; Entrepreneurship; Informing Science; Innovation","Cybernetics; Innovation; Academic activities; Applied science; Economic impacts; Entrepreneurship; First look; Informing Science; Scholarship of teaching and learning; Systems view; Education","","","","","","","Gill T.G., Informing Business: Research and Education on a Rugged Landscape, (2010); Website of the International Symposium Academic Informing Science and Engineering Conference (AISE 2011); Holcomb T.R., Ireland R.D., Holmes R.M., Hitt M., Architecture of entrepreneurial learning: Exploring the link among heuristics, knowledge, and action, Entrepreneurship Theory and Practice, 33, 1, pp. 167-192, (2009); Davidson D., On the very idea of a conceptual scheme, Proceedings and Addresses of the American Philosophical Society, 47, pp. 5-20, (1973); Roethlisberger F., The Elusive Phenomena, (1977); Gill T.G., When what is useful is not necessarily true: The underappreciated conceptual scheme, Informing Science: The International Journal of an Emerging Transdiscipline, 14, (2001); Owen M., Grant L., Sayers S., Facer K., Social software and learning, FutureLab Opening Education Reports, (2006); Guntram G., Open educational practices and resources: OLCOS roadmap 2012, Open ELearning Content Observatory Services, (2007); Brown S., Learning, working and playing in the digital age, Proceedings of the 1999 AAHE Conference on Higher Education, (1999); Ito M., Technologies of the childhood imagination: Yu-gi-oh!, media mixes, and everyday cultural production, Structures of Participation in Digital Culture; Weinberger D., The Shape of New Knowledge: From Trees to Piles of Leaves, (2005); Cunningham D., Duffy T.M., The textbook of the future, CRLT Technical Report, (2000); Dillon T., Bacon S., The potential of open source approaches for education, FutureLab Opening Education Reports, (2006); Christensen C., Johnson C.W., Horn M.B., Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, (2008); Tapscott D., Williams A., Innovating the 21st-century university: It's time!, Educause Review, 45, (2010); Katz J., Fully mature but not fully legitimate: A different perspective on the state of entrepreneurship education, Journal of Small Business Management, 46, 4, pp. 550-566, (2008); Vesper K.H., Unfinished business (entrepreneurship) of the 20th century, Conference of the USASBE, (1999); Solomon G.T., Duffy S., Tarabishy A., The state of entrepreneurship education in the United States: A nationwide survey and analysis, International Journal of Entrepreneurship Education, 1, 1, pp. 1-22, (2002); Kuratko D., Entrepreneurship education: Emerging trends and challenges for the 21st century, The 2004 Conference of the USASBE, (2004); Alberti F., Sciascia S., Poli A., Entrepreneurship education: Notes on an ongoing debate, 2004 IntEnt Conference, (2004); Pittaway L., Cope J., Entrepreneurship education: A systematic review of the evidence, International Small Business Journal, 25, 5, pp. 479-510, (2007); Gibb A., In pursuit of a new 'enterprise' and 'entrepreneurship' paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge, International Journal of Management Reviews, 4, 3, pp. 213-231, (2002); Kirby D.A., Entrepreneurship education: Can business schools meet the challenge?, Education & Training, 46, 8-9, pp. 510-519, (2004); Honig B., Toward a model of contingency-based business planning, Academy of Management Learning and Education, 2, 3, pp. 258-273, (2004); Brock W.A., Evans D.S., Small business economics, Small Business Economics, 1, 1, pp. 7-20, (1989); Acs Z.J., Small business economics: A global perspective, Challenge, 35, pp. 38-44, (1992); Carree M.A., Thurik A.R., The impact of entrepreneurship on economic growth, Handbook of Entrepreneurship, (2002); Cohen E., Reconceptualizing information systems as a field of the discipline informing science: From ugly duckling to swan, Journal of Computing and Information Technology, 7, 3, pp. 213-219, (1999); Cohen E., A philosophy of informing science, Informing Science: The International Journal of an Emerging Transdiscipline, 12, pp. 1-15, (2009); Gill T.G., Hicks R., Task complexity and informing science: A synthesis, Informing Science: The International Journal of an Emerging Transdiscipline, 9, pp. 1-30, (2006); Kauffman S.A., The Origins of Order, (1993); Bruyat C., Julien P., Defining the field of research in entrepreneurship, Journal of Business Venturing, 16, 2, pp. 165-180, (2001); Rasmussen E., Understanding academic entrepreneurship: Exploring the emergence of university spin-off ventures using process theories, International Small Business Journal, (2011); McKelvey B., Toward a complexity science of entrepreneurship, Journal of Business Venturing, 19, pp. 313-341, (2004); Cornelius B., Entrepreneurial studies: The dynamic research front of a developing social science, Entrepreneurship Theory and Practice (1042-2587), 30, 3, pp. 375-398, (2006); Phan P.H., Entrepreneurship theory: Possibilities and future directions, Journal of Business Venturing, 19, 5, pp. 617-620, (2004); Fiet J.O., The pedagogical side of entrepreneurship theory, Journal of Business Venturing, 16, 2, pp. 101-117, (2001); Kuratko D.F., The emergence of entrepreneurship education: Development, trends and challenges, Entrepreneurship Theory and Practice, 29, 5, pp. 577-597, (2005); De Clercq D., Voronov M., Toward a practice perspective of entrepreneurship: Entrepreneurial legitimacy as habitus, International Small Business Journal, 27, 4, pp. 395-417, (2009); Peake W., Mattare M., Addressing the biggest small business problems: Bridging the gap between research and practice through a collaborative forum, Workshop at USASBE 2010; Vought K.L., Baker L.T., Smith G.D., Practitioner commentary: Moving from theory to practice in family business research, Entrepreneurship Theory and Practice, 32, 6, pp. 1111-1121, (2008); Cope J., Entrepreneurial learning and critical reflection: Discontinuous events as triggers for 'higher-level' learning, Management Learning, 34, 4, pp. 429-450, (2003); Harrison R.T., Leitch C.M., Entrepreneurial learning: Researching the interface between learning and the entrepreneurial context, Entrepreneurship Theory and Practice, 29, 4, pp. 351-371, (2005); Gartner W.B., Who is an entrepreneur? Is the wrong question, American Journal of Small Business, 12, 4, pp. 11-32, (1988); Minniti M., Bygrave W., A dynamic model of entrepreneurial learning, Entrepreneurship Theory and Practice, 25, 3, pp. 5-17, (2001); Reuber A.R., Fischer E., Understanding the consequences of founders' experience, Journal of Small Business Management, 37, 2, pp. 30-45, (1999); Harvey M., Evans R., Forgotten sources of capital for the family-owned business, Family Business Review, 8, 3, pp. 159-176, (1995); Bruton A., Toward a framework for the scholarship of teaching and learning for entrepreneurship (SOTLE), Proceedings of the 2010 Conference of the International Council of Small Business (ICSB), (2010); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Couger D., Higgens L.F., McIntyre S.C., Differentiating creativity, innovation, entrepreneurship, intrapreneurship, copyright and patenting for is products/processes, Proceedings of the Twenty-third Annual Hawaii International Conference on System Sciences, pp. 370-379, (1990)","A. Bruton; Bissett School of Business, Mount Royal University, Calgary, T3E 6K6, Canada; email: abruton@mtroyal.ca","Chu H.-W.; Callaos N.C.; Zinn C.D.; Lesso W.; Welsch F.; Savoie M.J.","International Institute of Informatics and Systemics, IIIS","International Institute of Informatics and Systemics (IIIS)","2nd International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2011","27 March 2011 through 30 March 2011","Orlando","131067","","978-193633826-9","","","English","IMCIC - Int. Multi-Conf. Complex., Informatics Cybern., Proc.","Conference paper","Final","","Scopus","2-s2.0-85032882744"
"Poortman C.L.; Rouwenhorst C.; ten Voorde-Ter Braack M.; van der Veen J.T.","Poortman, C.L. (46461730300); Rouwenhorst, C. (57211218960); ten Voorde-Ter Braack, M. (57224184640); van der Veen, J.T. (7103012921)","46461730300; 57211218960; 57224184640; 7103012921","The senior university teaching qualification: Engaging in research, design and building community in engineering education","2020","SEFI 48th Annual Conference Engaging Engineering Education, Proceedings","","","","1042","1052","10","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107211220&partnerID=40&md5=6a26eafdef28fc8fbb2ee69ab08d2569","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","Poortman C.L., ELAN Dept. of Teacher Development, University of Twente, Enschede, Netherlands; Rouwenhorst C., Centre of Expertise in Learning and Teaching (CELT), University of Twente, Enschede, Netherlands; ten Voorde-Ter Braack M., Centre of Expertise in Learning and Teaching (CELT), University of Twente, Enschede, Netherlands; van der Veen J.T., 4TU Centre for Engineering Education, ELAN Dept. of Teacher Development, University of Twente, Enschede, Netherlands","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.","","Engineering; Industrial engineering; Continuous development; Educational innovations; Educational qualities; Educational research; Practice-based research; Professional development; Teaching and learning; University teaching; Engineering education","","","","","","","Graham R., The Career Framework for university teaching: background and overview, (2018); Van Veen K., Zwart R., Meirink J., Verloop N., Professionele ontwikkeling van leraren, (2010); Senior University Teaching Qualification Projects of 2017-2018; Van der Veen J. T., Hahnen-Florijn M. E., Poortman C. L., Schildkamp K., McKenney S., Senior university teaching qualification via engineering education research and design, 45th SEFI Annual Conference 2017, (2017); Senior University Teaching Qualification Projects of 2018-2019; Basbas N., Formative Evaluation of an Advanced Professional Development Programme for University Teachers, (2019); Brown C., Using Research Learning Networks to improve higher education teaching and learning, invited talk to the ELAN Teacher Development department, (2019); Graham R., Improving University Reward for Teaching. A roadmap for change, (2019)","","van der Veen J.; van Hattum-Janssen N.; Jarvinen H.-M.; de Laet T.; Ten Dam I.","European Society for Engineering Education (SEFI)","ASML; Dassault Systemes; JMP; MathWorks; Xsens","48th Annual Conference on Engaging Engineering Education, SEFI 2020","20 September 2020 through 24 September 2020","Enschede, Online","169015","","978-287352020-5","","","English","SEFI Annu. Conf. Engag. Eng. Educ., Proc.","Conference paper","Final","","Scopus","2-s2.0-85107211220"
"Smith T.R.; McGowan J.; Allen A.R.; Johnson II W.D.; Dickson Jr. L.A.; Najee-Ullah M.A.; Peters M.","Smith, Tori Rhoulac (23095865600); McGowan, Jill (8222522700); Allen, Andrea R. (36804216700); Johnson II, Wayne David (36985216200); Dickson Jr., Leon A. (36004490500); Najee-Ullah, Muslimah Ali (25926516500); Peters, Monique (55421554800)","23095865600; 8222522700; 36804216700; 36985216200; 36004490500; 25926516500; 55421554800","Evaluating the impact of a faculty learning community on STEM teaching and learning","2008","Journal of Negro Education","77","3","","203","226","23","10","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-57749169304&partnerID=40&md5=eccbb2c7d20dd7fa8246ce659b587891","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","Smith T.R., Howard University, Department of Civil Engineering, Washington, DC, United States; McGowan J., Howard University, Department of Mathematics, Washington, DC, United States; Allen A.R., Howard University, Department of Genetics and Human Genetics, Washington, DC, United States; Johnson II W.D., University of Texas, Austin, TX, United States; Dickson Jr. L.A., Howard University, Department of Biology, Washington, DC, United States; Najee-Ullah M.A., Howard University, Department of Anatomy, Washington, DC, United States; Peters M., Howard University, Department of Mathematics, Washington, DC, United States","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.","","","","","","","","","Cox M.D., Introduction to faculty learning communities, New Directions for Teaching and Learning: Building Faculty Learning Communities, 97, pp. 5-23, (2004); Cox M.D., Faculty learning community program director's handbook and facilitator's handbook, (2006); Kloss R.J., A nudge is best: Helping students through the Perry scheme of intellectual development, College Teaching, 42, pp. 151-158, (1994); Kreber C., Cranton P.A., Exploring the scholarship of teaching, The Journal of Higher Education, 71, pp. 476-495, (2004); McGill I., Beaty L., Action learning: A practitioner's guide, (2001); Family Educational Rights and Privacy Act, (2007)","T.R. Smith; Department of Civil Engineering, Howard University, Washington, DC, United States; email: trhoulac@howard.edu","","","","","","","","00222984","","","","English","J. Negro Educ.","Article","Final","","Scopus","2-s2.0-57749169304"
"Qazi S.; Khalid A.; Malik Q.H.","Qazi, Salahuddin (7006262927); Khalid, Adeel (49861588300); Malik, Qaiser H. (26030493100)","7006262927; 49861588300; 26030493100","Incorporating new trends and teaching methodologies: Improving state of engineering education in pakistann","2013","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","16","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884335945&partnerID=40&md5=17acfcaf8b31ce954dbb50676f794c64","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","Qazi S., Institute of Technology, School of Information Systems and Engineering Technology, State University of New York, Utica, United States; Khalid A., Department of Systems Engineering, Southern Polytechnic State University (SPSU), Marietta, GA, United States; Malik Q.H., Dept. of Engineering Education Research (DEER), Institute of Leadership in Education (NILE), National University of Sciences and Technology (NUST), Pakistan","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.","","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","","","","","","","Panjab University; University of Engineering & Technology; NED University of Engineering & Technology; First National Educational Conference, (1947); List of Accredited Engineering Programs in Pakistan; University of Engineering & Technology; Mehran University of Engineering & Technology; University of Engineering & Technology; Ghulam Ishaq Khan Institute of Engineering Science & Technology; National University of Science & Technology (NUST); Rahman A., Advances in Engineering Education in Pakistan: Published in the Express Tribune; Rahman A., Advances in Engineering Education in Pakistan: Published in the Express Tribune; Pakistan - Higher Education - Universities; Development, Security and Cooperation: Policy and Global Affairs; Pakistan -US Science Cooperation Renewed, (2012); Department of Engineering Education Research (DEER); UNDP and Youth, United Nations Development Programs; Raza S.A., Naqvi S.A., Quality of pakistani university graduates as perceived by employers: Implications for faculty development, Journal of Quality and Technology Management, 7, 1, (2011); Waitz I., What's Next for Engineering Education?; Grand Challenges for Engineering, (2008); National Academy of Engineering; Morell L., Engineering education in the 21st century: Roles, opportunities and challenges, 4th NEA ICETE Conference Proceedings, (2010); Moving Forward to Improve Engineering Education, (2007); Agoginohttp A.M., The Engineer of 2020: Global Visions of Engineering Practice and Education; The SoTL Commons - Center for Teaching, Learning & Scholarship; Khalid A., Nuhfer-Halten B., Enhancing learning at the polytechnic university: Interactive classroom techniques, International Journal of Polytechnic Studies, 1, 2, (2012); Khalid A., Nuhfer-Halten B., Vandenbussche J., Colebeck D., Atiqullah M., Toson S., Chin C., Effective multidisciplinary active learning techniques for freshmen polytechnic students, Review of Higher Education and Self-Learning - RHESL, 4, 3, (2011); Mayer R.E., The promise of multimedia learning: Using the same instructional design methods across different media, Learning and Instruction, 13, 2, pp. 125-139, (2003); Bonwell C.C., Active Learning: Creating Excitement in the Classroom, (1991); Drueke J., Active learning in the university library instruction classroom, Research Strategies, 10, 2, pp. 77-83, (1992); Lorenzen M., Active learning and library instruction, Illinois Libraries, 83, 2, pp. 19-24, (2001); Mosteller F., The ""muddiest point in the lecture"" as a feedback device, On Teaching and Learning: The Journal of Harvard-Danforth Center, 3, pp. 10-21, (1989); McKinney K., What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?; Metzger-Linville I., Quiz Bowl, (2007); Shank P., The Value of Multi-media in Learning, (2005); Pulko S.H., Parikh S., Teaching ""soft"" skills to engineers, International Journal of Electrical Engineering Education, 40, 4, pp. 241-254, (2002); Brint S., Cantwell A., Hanneman R., Two cultures: Undergraduate academic engagement, Research in Higher Education, 49, 5, pp. 383-402, (2008); Carini R.K., Kuh G., Klein S., Student engagement and student learning: Testing the linkages, Research in Higher Education, 47, 1, pp. 1-32, (2006); Ewell P.T., An Analysis of Relationships between NSSE and Selected Student Learning Outcomes Measures for Seniors Attending Public Institutions in South Dakota, (2002); Caufield J., Applying graduate student perceptions of task engagement to enhance learning conditions, International Journal for the Scholarship of Teaching and Learning, 4, 1, (2010); Knop C.K., Overview, prime, drill, check: An approach to guiding student-teachers in lesson planning, Foreign Language Annals, 15, 2, pp. 91-94, (1982); Salam A., Ideals and Realities, (1987); Morell L., Borri C., Rajala S.A., Et al., IFEES: Enhancing engineering education at a global scale, Revista de Ensino de Engenharia (ABENGE), 27, 3, (2008); Pakistan Education Census 2005; Qazi S., Ishaq N., Distance learning for engineering and technology in developing countries, Proceeding of the American Society for Engineering Education, (1999); Qazi S., Ishaq N., Information technology education for developing countries and beginners using web-based distance learning, Proceeding of the 2001 American Society for Engineering Education Annual Conference & Exposition, Albuquerque, (2001); Qazi S., Teaching Technology in the Oil Rich Countries, (1980)","","","","","120th ASEE Annual Conference and Exposition","23 June 2013 through 26 June 2013","Atlanta, GA","99351","","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-84884335945"
"Mullinix B.B.","Mullinix, Bonnie B. (7004025628)","7004025628","Planting seeds of technology and growing faculty learning communities: Strategies to enhance diffusion of homegrown innovations","2005","3rd International Conference on Education and Information Systems: Technologies and Applications, EISTA 2005, Proceedings","1","","","261","264","3","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897002472&partnerID=40&md5=e21742a85b5c21c69130d0221edbebe8","Instructional Technology Services Faculty Resource Center, Monmouth University, West Long Branch, NJ 07764, United States","Mullinix B.B., Instructional Technology Services Faculty Resource Center, Monmouth University, West Long Branch, NJ 07764, United States","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.","Diffusion; Faculty development; Innovation; Learning communities; Technology","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","","","","","","","Boyer E., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Rogers E.M., Diffusion of Innovations, (1995); Faculty Learning Communities: What Are They?; Mullinix B.B., Building it for them: Faculty-centered program development and eManagement, To Improve the Academy, 24; POD Network Bright Idea Awards; Vygostsky L.S., Mind in Society: The Development of Higher Psychological Processes, (1978); Mullinix B.B., Datta R., Saldov M., Cultivating Global Understanding Through Campus-Wide Learning Communities; Senge P., The Fifth Discipline, (1990); Senge P., Creating Quality Communities","","","International Institute of Informatics and Systemics, IIIS","","3rd International Conference on Education and Information Systems: Technologies and Applications, EISTA 2005","14 July 2005 through 17 July 2005","Orlando, FL","103366","","9806560337; 978-980656033-8","","","English","Int. Conf. Educ. Inf. Syst.: Technol. Appl., EISTA, Proc.","Conference paper","Final","","Scopus","2-s2.0-84897002472"
"Gerner M.; Pause M.","Gerner, Martin (57215420700); Pause, Marion (55097259000)","57215420700; 55097259000","Advancing learning assignments in remote sensing of the environment through simulation games","2020","Remote Sensing","12","4","735","","","","4","10.3390/rs12040735","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080871278&doi=10.3390%2frs12040735&partnerID=40&md5=917f85226d4323d2c91381fd6d17db37","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","Gerner M., Association of Friends and Sponsors of Technische Universität Dresden e.V. (GFF), Dresden, D-01062, Germany; Pause M., Technische Universität Dresden, Department of Geosciences, Institute of Photogrammetry and Remote Sensing, Chair of Remote Sensing, Helmholtzstr. 10, Dresden, D-01062, Germany","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.","Environmental monitoring; Food security; Learning; Remote sensing; Scholarship of teaching and learning; Simulation game; Soil moisture; SoTL","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","","","","","Association of Friends and Sponsors of Technische Universität Dresden; Technische Universität Dresden, TUD","The project was co-funded by the Association of Friends and Sponsors of Technische Universität Dresden e.V. (GFF). Open Access Funding by the Publication Fund of the TU Dresden.","Hejmanowska B., Kaminski W., Przyborski M., Pyka K., Pyrchla J., Modern Remote Sensing and the Challenges Facing Education Systems in terms of its Teaching, Proceedings of the Edulearn15: 7th International Conference on Education and New Learning Technologies, pp. 6549-6558, (2015); Kosmatin Fras M., Grigillo D., Implementation of Active Teaching Methods and Emerging Topics in Photogrammetry and Remote Sensing Subjects, Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci, pp. 87-94, (2016); Woldai T., Guide to teaching and learning resources in satellite remote sensing, Int. J. Remote Sens, 7, pp. 19-45, (2007); Lausch A., Bannehr L., Beckmann M., Boehm C., Feilhauer H., Hacker J.M., Heurich M., Jung A., Klenke R., Neumann C., Et al., Linking Earth Observation and taxonomic, structural and functional biodiversity: Local to ecosystem perspectives, Ecol. Indic, 70, pp. 317-339, (2016); Lausch A., Baade J., Bannehr L., Borg E., Bumberger J., Chabrilliat S., Dietrich P., Gerighausen H., Glasser C., Hacker J.M., Et al., Linking Remote Sensing and Geodiversity and Their Traits Relevant to Biodiversity-Part I: Soil Characteristics, Remote Sens, 11, (2019); Nowell C., The influence of motivational orientation on the satisfaction of university students, Teach. High. Educ, 22, pp. 855-866, (2017); Vlachopoulos D., Makri A., The effect of games and simulations on higher education: A systematic literature review, Int. J. Educ. Technol. High Educ, 14, (2017); Bedwell W.L., Pavlas D., Heyne K., Lazzara E.H., Salas E., Toward a Taxonomy Linking Game Attributes to Learning, Simul. Gaming, 43, pp. 729-760, (2012); Duke R.D., A Paradigm for Game Design, Simul. Games, 11, pp. 364-377, (2016); Gatti L., Ulrich M., Seele P., Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students' learning outcomes, J. Clean. Prod, 207, pp. 667-678, (2019); Klabbers J.H.G., Simulation-Gaming. On the Improvement of Competence in Dealing with Complexity, Uncertainty, and Value Conflicts Proceedings of the International Simulation and Gaming Association's 19th International Conference, Department of Gamma-Informatics, Utrecht University, Utrecht, The Netherlands, 16-19 August 1988, (1989); Klabbers J.H.G., On the Architecture of Game Science, Simul. Gaming, 49, pp. 207-245, (2018); Kriz W.C., Harviainen J.T., Clapper T.C., Game Science: Foundations and Perspectives, Simul. Gaming, 49, pp. 199-206, (2018); Mittelstrass J., Methodische Transdisziplinarität-Mit der Anmerkung eines Naturwissenschaftlers-Leibniz-Institut., Technologiefolgenabschätzung Theorie und Praxis, 14, pp. 18-23, (2005); Gerner M., Snapshots on simulation games in academic contexts, HDS J, 1-2, pp. 83-87, (2018); Web of Science Core Collection: Boston, Mass, (2020); Razzouk R., Shute V., What Is Design Thinking and Why Is It Important?, Rev. Educ. Res, 82, pp. 330-348, (2012); Ameln F.V., Kramer J., Organisationen in Bewegung Bringen. Handlungsorientierte Methoden für die Personal-, Team-und Organisationsentwicklung, (2016); Gromes T., Kowalewski S., Rollen-und Planspiele in der Lehre., Konflikte Vermitteln? Lehren und Lernen in der Friedens-und Konfliktforschung;, pp. 59-74, (2015); Hitzler S., Zurn B., Trautwein F., Planspiele-Qualität und Innovation. Neue Ansätze aus Theorie und Praxis, (2011); Huhn C., Schwagele S., Zurn B., Bartschat D., Trautwein F., Planspiele-Interaktion Gestalten. Über die Vielfalt der Methode, (2018); Huhn C., Zurn B., Schwagele S., Hofmann S., Trautwein F., Planspiele-Analyse und Wirkungen. Rückblick auf den Deutschen Planspielpreis 2015 und 2017, (2018); Kriz W., Planspiel, Handbuch Methoden der Organisationsforschung: Quantitative und Qualitative Methoden;, pp. 558-578, (2009); Choi J.-I., Hannafin M., Situated cognition and learning environments: Roles, structures, and implications for design, ETR&D, 43, pp. 53-69, (1995); Paulson F.L., Paulson P.R., Meyer C.A., What Makes a Portfolio a Portfolio? Eight thoughtful guidelines will help educators encourage self-directed learning, Educ. Leadersh, 48, pp. 60-63, (1991); Hacker T., Portfolio revisited-über Grenzen und Möglichkeiten eines viel versprechenden Konzepts., Kontrolle und Selbstkontrolle: Zur Ambivalenz von E-Portfolios in Bildungsprozessen;, pp. 161-183, (2011); McKinney K., Developing SoTL Research Ideas and Questions, (2018); Walls J.K., A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning, JoSoTL, 16, (2016); McKinney K., What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?, (2018); Rowland S.L., Myatt P.M., Getting started in the scholarship of teaching and learning: A ""how to"" guide for science academics, Biochem. Mol. Biol. Educ, 42, pp. 6-14, (2014); Fanghanel J., Pritchard J., Potter J., Wisker G., Scholarship of Teaching and Learning (SoTL): A Sector-Wide Study, (2016); O'Neill G., Mcmahon T., Student-centred learning: What does it mean for students and lecturers?, Emerg. Issues Pract. Univ. Learn. Teach, 1, pp. 28-36, (2005); Merriam S.B., Types of Qualitative Research: Explained Within a SOTL Framework: SoTL: Qualitative Research Types: Orlando, (2019); Weimer M., Methods for Doing SoTL: Easton, Massachusetts, (2019); Kawulich B.B., Participant Observation as a Data Collection Method, Forum Qual. Soz. Forum Qual. Soc. Res, (2005); Silverman D., Interpreting Qualitative Data, (2014); Silverman D., Doing Qualitative Research, (2013); Mayring P., Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution;, (2014); Atkinson C., Assessing the Relationship between Corporate Environmental Reporting and the Embedding of Corporate Social Responsibility in Organisations, (2017); Pause M., Gerner M., Progress Monitor I;, (2019); Pause M., Gerner M., Progress Monitor IF;, (2019); Pause M., Gerner M., Progress Monitor III;, (2019); Pause M., Gerner M., E-Portfolio. Evaluation;, (2019); Kriz W.C., Lernziel Systemkompetenz. Planspiele als Trainingsmethode;, (2000); Schwagele S., Zurn B., Bartschat D., Trautwein F., Planspiele-Vernetzung Gestalten. Forschungsergebnisse und Praxisbeispiele für Morgen, (2016); Trautwein F., Hitzler S., Zurn B., Planspiele-Entwicklungen und Perspektiven. Rückblick auf den deutschen Planspielpreis 2010, (2010); Zurn B., Bartschat D., Trautwein F., Schwagele S., Planspiele-Ideen und Konzepte. Rückblick auf den Deutschen Planspielpreis 2013, (2014); Smith M.B., Nowacek R.S., Bernstein J., Introduction: Ending the Solitude of Citizenship Education, Citizenship across the Curriculum;, pp. 1-12, (2010); Schwagele S., Planspiel-Lernen-Lerntransfer. Eine subjektorientierte Analyse von Einflussfaktoren;, (2015); Hitzler S., Wie gut ist mein neues Planspiel wirklich?, Planspiele-Qualität und Innovation: Neue Ansätze aus Theorie und Praxis;, pp. 57-80, (2011)","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","","MDPI AG","","","","","","20724292","","","","English","Remote Sens.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85080871278"
"Bubou G.M.; Offor I.T.; Bappa A.S.","Bubou, Gordon Monday (36056104600); Offor, Ibebietei Temple (57194466635); Bappa, Abubakar Saddiq (57194461307)","36056104600; 57194466635; 57194461307","Why research-informed teaching in engineering education? A review of the evidence","2017","European Journal of Engineering Education","42","3","","323","335","12","17","10.1080/03043797.2016.1158793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020316586&doi=10.1080%2f03043797.2016.1158793&partnerID=40&md5=c0a4c6001a59f5763ef8ef57120c5f4d","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","Bubou G.M., NACETEM South-South, National Centre for Technology Management, Niger Delta University, Amassoma, Nigeria; Offor I.T., Department of Educational Foundations, Faculty of Education, Niger Delta University Wilberforce Island, Amassoma, Bayels State, Nigeria; Bappa A.S., Department of Technology Education, School of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Bauchi State, Nigeria","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.","active learning; Engineering education; evidence-based practice; evidence-based teaching; learning communities; scholarship of teaching and learning; scientific teaching","Artificial intelligence; Developing countries; Engineering education; Teaching; Active Learning; Evidence-based; Evidence-based practices; Learning community; Scholarship of teaching and learning; Education","","","","","","","Adams R., Allendoerfer C., Smith T.R., Socha D., Williams D., Yasuhara K., (2007); Aglan H.A., Ali S.F., Hands-On Experiences: An Integral Part of Engineering Curriculum Reform, Journal of Engineering Education, 85, 4, pp. 327-330, (1996); Agogino A.M., (2005); Amadei B., Engineering for the Developing World, The Bridge, 34, 2, pp. 24-31, (2004); Astatke Y., (2013); Atman C.J., Eris O., McDonnell J., Cardella M.E., Borgford-Parnell J.L., Engineering Design Education–Research, Practice, and Examples that Link the Two, Cambridge Handbook of Engineering Education Research, pp. 201-226, (2014); Austin A.E., Promoting Evidence-Based Change in Undergraduate Science Education, (2011); Austin A.E., (2014); Bagiati A., Sakhrani V., Sarma S., de Neufville R., Approaching Institutional Transplantation through Faculty Development, pp. 240-246, (2012); Bedward J., Wiebe E.N., Madden L., Carter M., Minogue J., Graphic Literacy in Elementary Science Education: Enhancing Inquiry, Engineering Problem-Solving and Reasoning Skills, pp. 2833-2843, (2009); Biesta G., Why ‘What Work’ Won't Work: Evidence-Based Practice and The Democratic Deficit in Educational Research, Educational Theory, 57, 1, pp. 1-22, (2007); Booth S., Learning Computer Science and Engineering in Context, Computer Science Education, 11, 3, pp. 169-188, (2001); Bordia S., Problems of Accreditation and Quality Assurance of Engineering Education in Developing Countries, European Journal of Engineering Education, 26, 2, pp. 187-193, (2001); Borrego M., Bernhard J., The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry, Journal of Engineering Education, 100, 1, pp. 14-47, (2011); Bruniges M., (2005); Brown J.S., Adler R.P., Open Education, the Long Tail, and Learning 2.0, Educause Review, 43, 1, pp. 16-20, (2008); Bubou G.M., Offor I.T., Gumus S., (2015); Bybee R.W., Loucks-Horsley S., Advancing Technology Education: The Role of Professional Education, The Technology Teacher, 60, 2, pp. 31-34, (2000); Campbell J.P., (2005); Choulier D., Cabaret K., (2013); Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide, (2000); Cooper S., Bottomley C., Gordon J., Stepping out of the Classroom and up the Ladder of Learning: An Experiential Learning Approach to Entrepreneurship Education, Industry and Higher Education, 18, 1, pp. 11-22, (2004); Cruddas L., (2014); De Graaf E., Kolmos A., Innovation and Research on Engineering Education, Handbook of Research on Educational Communications and Technology, pp. 565-571, (2014); Dogan B., (2015); Duran M., Brunvand S., Ellsworth J., Sendag S., Impact of Research-Based Professional Development: Investigation of In-Service Teacher Learning and Practice in Wiki integration, Journal of Research on Technology in Education, 44, 4, pp. 313-334, (2012); Finelli C.J., Millunchick J.M., The Teaching Circle for Large Engineering Courses: Clearing the Activation Barrier, (2013); Fraser J.M., Timan A.L., Miller K., Dowd J.E., Tucker L., Mazur E., Teaching and Physics Education Research: Bridging the Gap, Reports on Progress in Physics, 77, pp. 1-17, (2014); Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., Wenderoth M.P., Active Learning Increases Student Performance in Science, Engineering, and Mathematics, Plos One, 111, (2014); Froyd J., Borrego M., Cutler S., Hendersen C., Prince M.J., Estimates of use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses, IEEE Transactions on Education, 56, 4, pp. 393-399, (2013); Gathu K., (2007); Goodman J.S., O'Brien J.O., Teaching and Learning Using Evidence-Based Principles, The Handbook of Evidence-Based Management: Companies, Classrooms, and Research, pp. 902-988, (2012); Groccia J.E., Buskist W., Need for Evidence-Based Teaching, Evidence-Based Teaching: New Directions for Teaching and Learning, 128, pp. 5-11, (2012); Hadjerrouit S., A Constructivist Pedagogy to Online Learning in Software Engineering, Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 1851-1858, (2005); Huffaker D.A., Calvert S.L., The New of Learning: Active Learning, Metacognition and Transfer of Knowledge in E-Learning Applications, Journal of Educational Computing Research, 29, 3, pp. 325-334, (2003); Jeffries P.R., Andrews D.W., (2014); Jensen H.P., Strategic Planning for the Education Process in the Next Century, Global Journal of Engineering Education, 4, 1, pp. 35-42, (2000); Jesiek B.K., Borrego M., Beddoes K., Advancing Global Capacity for Engineering Education Research (AGCEER): Relating Research to Practice, Policy, and Industry, Journal of Engineering Education, 99, 2, pp. 107-119, (2010); Kivunja C., Theoretical Perspectives of How Digital Natives Learn, International Journal of Higher Education, 3, 1, pp. 94-109, (2014); Kuhn T., The Structure of Scientific Revolutions, (1970); Laurillard D., (2014); Litzinger T.A., Lattuca L.R., Hadgraft R.G., Newstetter A.C., Engineering Education and the Development of Expertise, Journal of Engineering Education, 100, 1, pp. 123-150, (2011); Lohmann J.R., Global Engineering Excellence: The Role of Educational Research and Development, Revista de Ensino de Engenharia, 27, 3, pp. 33-44, (2008); Long C.S., Ibrahim Z., Kowang T.O., An Analysis on the Relationship between Lecturers’ Competencies and Students’ Satisfaction, International Education Studies, 7, 1, pp. 37-46, (2014); Lopez M., Lopez D., (2013); Maceiras R., Cancela A., Sanchez A., Urrejola S., B-Learning Tools in Engineering Education, International Journal of Engineering Pedagogy, 3, 2, pp. 36-40, (2013); Martin T., Benton T., McKenna W., Ko P., (2010); Martin T., Rayne K., Kemp N.J., Hart J., Diller K.R., Teaching for Adaptive Expertise in Biomedical Engineering Ethics, Science and Engineering Ethics, 11, pp. 257-276, (2005); Matthews M., (2012); McLeish K., (2009); Mor Y., Craft B., Davinia H.-L., The Art and Science of Learning Design: Editorial, Research in Learning Technology, 21, (2013); Morell L., Engineering Education in the 21st Century: Roles, Opportunities and Challenges, International Journal of Technology and Engineering Education, 7, 2, pp. 1-10, (2010); Murray D., Koziniec T., McGill T., Student Perceptions of Flipped Learning, Conferences in Research and Practice in Information Technology Vol. 160, pp. 57-62, (2015); (2005); Ogot M., Okudan G.E., Systematic Creativity Methods in Engineering Education: A Learning Styles Perspective, International Journal of Engineering Education, 22, 3, pp. 566-576, (2006); Oprean C., Kifora C.V., Negulescua S.C., Barbata B.E., Paradigm Shift in Engineering Education - More Time is Needed, Procedia–Social and Behavioral Sciences, 2, pp. 3580-3585, (2010); Overmyer G.R., (2014); Pan D., What Scholarship of Teaching? Why Bother, International Journal for the Scholarship of Teaching and Learning, 3, 1, (2009); Prince M.J., Does Active Learning Work? A Review of the Research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Riley D.M., What's wrong with Evidence? Epistemological Roots and Pedagogical Implications of ‘Evidence-Based Practice’ in STEM education, (2014); Rubini B., Sofyan D., Building Learning Community to Enhance Staff's Capability in Basic Science Learning for Non-Science Students, International Journal of Scientific and Engineering Research, 4, 12, pp. 128-133, (2013); Ruiz-Gallardo J.R., Lopez-Cirugeda I., Moreno-Rubio C., Influence of Cooperative Learning on Students’ Self-Perception On Leadership Skills: A Case Study in Science Education, Higher Education Studies, 2, 4, pp. 40-48, (2012); Seymour E., Hewitt N., Talking About Leaving: Why Undergraduates Leave the Sciences, (1997); Shawcross J.K., Ridgman T.W., (2013); Steiner C., (1999); Strobel J., (2014); Stupans I., Owen S., Planning and Scaffolding for Learning in Experiential Placements in Australian Pharmacy Schools, Asia-Pacific Journal of Cooperative Education, 10, 1, pp. 29-39, (2009); Talaquer V., DBER and STEM Education Reform: Are we up to the Challenge, Journal of Research in Science Teaching, 51, 6, pp. 809-819, (2014); Teo T., Digital Nativity’: A Definitional Framework, World Journal on Educational Technology, 5, 3, pp. 389-394, (2013); Turns J., Adams R., Linse A., Martin J., Atman C.J., Bridging from Research to Teaching in Undergraduate Engineering Design Education, International Journal of Engineering Education, 20, 3, pp. 379-390, (2004); Venkata Subbaiah K., Chandra Shekhar N., Kandukuri N.R., Integrated DEA/TOPSIS Approach for the Evaluation and Ranking of Engineering Education Institutions–A Case Study, International Journal of Management Science and Engineering Management, 9, 4, pp. 249-264, (2014); Watkins J., Mazur E., Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors, Journal of College Science Teaching, 42, 5, pp. 36-41, (2013); Wieman C.E., Large-Scale Comparison of Science Teaching Methods Sends Clear Message, Plos One, 111, (2014); Wirth K.R., Perkins D., (2008); Wong C., Odom S.L., Hume K., Cox A.W., Fettig A., Kucharczyk S., Brock M.E., Plavnick J.B., Fleury V.P., Schultz T.R., Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder, (2013)","G.M. Bubou; NACETEM South-South, National Centre for Technology Management, Niger Delta University, Amassoma, Nigeria; email: gbubou@gmail.com","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85020316586"
"Gehringer E.F.","Gehringer, Edward F. (7003875222)","7003875222","Metacognitive Strategies for Homework Grading: Improving Learning while Saving Time and Decreasing Cheating","2022","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138230836&partnerID=40&md5=58f84f9a150f40ebf59788a426c5aeb5","","","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.","","Engineering education; Teaching; Engineering faculty; Improving learning; Metacognition; Metacognitive strategies; Teaching and learning; Grading","","","","","","","Kearsley Paul Douglas, Klein Andrew G., Western Washington University (WWU), Self-Corrected Homework for Incentivizing Metacognition, (2016); Breid Derek, Saint Vincent College (SVC), Replacing Cheating with Metacognition - Reevaluating the Pedagogical Role of Homework in Foundational Engineering Courses, (2019); Breid SVC, Wilson Tara Gupte, Ann D., Christy P.E., Scalable Implementation of Metacognitive Homework: Comparing Experiences at Large and Small Institutions, (2020); Linford Patrick Alan, Bluman James E., Freisinger Gregory Martin, Rogers John R., Novoselich Brian J., The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students' Attitudes Toward Homework, (2020); Wood Timothy Aaron, Nale Dan D., Ryan Kent Giles P.E., The Citadel (Citadel), Closing the Homework Feedback Loop Using Dual-Submission-with-Reflection Homework Methodology, (2020); DeGoede Kurt M., Elizabethtown College (Elizabethtown), A Chegg® Era Model for HW, (2020); Lura Derek James, O'Neill Robert James, Badir Ashraf, Florida Gulf Coast University (FGCU), Homework Methods in Engineering Mechanics, (2015); Mota Ana Rita, Korhasan Nilufer Didis, Miller Kelly, Mazur Eric, Homework as a metacognitive tool in an undergraduate physics course, Physical Review Physics Education Research, 15, (2019); Goldberg Saryn R., Rich Jennifer Andrea, Masnick Amy, The Use of Metacognitive Writing-to-Learn Prompts in an Engineering Statics Class to Improve Student Understanding and Performance, (2014); Lund Karl F., State University of New York at Buffalo (UB), Can Students Self-Generate Appropriately Targeted Feedback on Their Own Solutions in a Problem-Solving Context?, (2020); Chew Kai Jun, Chen Helen L., Rieken Beth, Turpin Autumn, Sheppard Sheri, Improving Students' Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-regulated Learning, (2016); Castellanos Mariajose, Enszer Joshua A, University of Maryland-Baltimore County (UMBC), Promoting Metacognition through Reflection Exercises in a Thermodynamics Course, (2013); Goldberg Saryn R., Rich Jennifer Andrea, Masnick Amy, Efficacy of a Metacognitive Writing-to-Learn Exercise in Improving Student Understanding and Performance in an Engineering Statics Course, (2015); Chen John, Effective and Adoptable Metacognitive Tools, (2016); Haddad Rami Jubrail, Youakim Al Kalaani P.E., Flipping homework: An effective homework model, (2015); Davis Julian Ly, McDonald Tom, Kicklighter Bradley Lane, Work in Progress: It's Not a Matter of Time!, (2019); Soicher Raechel N., Gurung Regan AR, Do exam wrappers increase metacognition and performance? A single course intervention, Psychology Learning & Teaching, 16, 1, pp. 64-73, (2017); Gezer-Templeton P. Gizem, Mayhew Emily J., Korte Debra S., Schmidt Shelly J., Use of exam wrappers to enhance students' metacognitive skills in a large introductory food science and human nutrition course, Journal of Food Science Education, 16, 1, pp. 28-36, (2017); Stephenson Ben, Craig Michelle, Zingaro Daniel, Horton Diane, Heap Danny, Huynh Elaine, Exam wrappers: Not a silver bullet, Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, pp. 573-578, (2017)","","","American Society for Engineering Education","","129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022","26 June 2022 through 29 June 2022","Minneapolis","182495","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85138230836"
"Frank B.; Donnelly C.","Frank, Brian (7101673676); Donnelly, Catherine (7102118608)","7101673676; 7102118608","Conducting research in sports engineering education","2018","Sports Engineering","21","4","","255","265","10","1","10.1007/s12283-018-0277-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048358103&doi=10.1007%2fs12283-018-0277-y&partnerID=40&md5=c51fc76fafb15def4a47af62c90ed1bb","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","Frank B., Faculty of Engineering and Applied Science, Queen’s University, Kingston, K7L 3N6, ON, Canada; Donnelly C., School of Rehabilitation Therapy, Queen’s University, Kingston, K7L 3N6, ON, Canada","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.","Engineering education research; Health science education research; Sports engineering education research","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","","","","","National Science Foundation, NSF","The engineering education research community has conducted several broad discussions to systematize research studies in the field. Several surveys of engineering education journals have identified clusters of research in the field (e.g. [17, 35, 36]). One of the earliest systematic community-wide discussions was the Engineering Education Research Colloquies funded by the National Science Foundation. It led to the development of a taxonomy of EER organized around five priority research areas including [4, 37]:","(2017); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); What is SoTL?, Soc. Teach. Learn. High. Educ; Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, (2012); Henderson C., Connolly M., Dolan E.L., Et al., Towards the STEM DBER alliance: why we need a discipline-based STEM Education Research Community, J Eng Educ, 106, pp. 349-355, (2017); (2016); Scientific Research in Education, (2001); Malmi L., Adawi T., Curmi R., de Graaff E., Duffy G., Kautz C., Kinnunen P., Williams B., How authors did it – a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education, European Journal of Engineering Education, 43, 2, pp. 171-189, (2016); Borrego M., Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods, Journal of Engineering Education, 96, 2, pp. 91-102, (2007); Allen T., Goff J.E., Resources for Sports Engineering Education, pp. 1-9, (2017); Davis C., Wilcock E., Developing, implementing and evaluating case studies in materials science, Eur J Eng Educ, 30, pp. 59-69, (2005); Caine M.P., Jones R., Crawford A.R., Developing an industrially supported sports technology degree programme: a case study, Int J Eng Educ, 22, (2006); Hylton P., Using motorsports design concepts to further STEM education, J Technol Stud, 36, pp. 12-15, (2010); A short note about and from sefI, Eur J Eng Educ, 1, pp. 1-3, (1975); Wankat P.C., Williams B., Neto P., Engineering education research in European Journal of Engineering Education and Journal of Engineering Education: citation and reference discipline analysis, Eur J Eng Educ, 39, pp. 7-17, (2014); Koro-Ljungberg M., Douglas E.P., State of qualitative research in engineering education: meta-analysis of JEE articles, 2005–2006, J Eng Educ, 97, pp. 163-175, (2008); Wankat P.C., Analysis of the first ten years of the journal of engineering education, J Eng Educ, 93, pp. 13-21, (2004); Borrego M., Bernhard J., The emergence of engineering education research as an internationally connected field of inquiry, J Eng Educ, 100, pp. 14-47, (2011); Johri A., Olds B.M., Cambridge Handbook of Engineering Education Research, (2014); Research in Medical Education: A Primer for Medical Students, (2015); Norman G., Editorial—how bad is medical education research anyway?, Adv Health Sci Educ, 12, (2007); Sackett D.L., Rosenberg W.M.C., Gray J.A.M., Et al., Evidence based medicine: what it is and what it isn’t, BMJ, 312, pp. 71-72, (1996); Adv Health Sci Educ, 5, pp. 71-90; Regehr G., It’s NOT rocket science: rethinking our metaphors for research in health professions education, Med Educ, 44, pp. 31-39, (2010); Bunniss S., Kelly D.R., Research paradigms in medical education research, Med Educ, 44, pp. 358-366, (2010); Albert M., Hodges B., Regehr G., Research in medical education: balancing service and science*, Adv Health Sci Educ, 12, pp. 103-115, (2007); Boet S., Sharma S., Goldman J., Reeves S., Review article: medical education research: an overview of methods, Can J Anesth Can Anesth, 59, pp. 159-170, (2012); Gibbs T., Durning S., Vleuten C.V.D., Theories in medical education: towards creating a union between educational practice and research traditions, Med Teach, 33, pp. 183-187, (2011); Mann K.V., Theoretical perspectives in medical education: past experience and future possibilities, Med Educ, 45, pp. 60-68, (2011); Cook D.A., Bordage G., Schmidt H.G., Description, justification and clarification: a framework for classifying the purposes of research in medical education, Med Educ, 42, pp. 128-133, (2008); Cook D.A., How much evidence does it take? A cumulative meta-analysis of outcomes of simulation-based education, Med Educ, 48, pp. 750-760, (2014); Thistlethwaite J., Interprofessional education: a review of context, learning and the research agenda, Med Educ, 46, pp. 58-70, (2012); Ernst E.W., The editor’s page, J Eng Educ, 82, (1993); Lohmann J.R., Building a community of scholars: the role of the journal of engineering education as a research journal, J Eng Educ, 94, pp. 1-6, (2005); Borrego M., Development of Engineering Education as a Rigorous Discipline: A Study of the Publication Patterns of Four Coalitions, J Eng Educ, 96, pp. 5-18, (2007); Jesiek B.K., Borrego M., Beddoes K., Et al., Mapping global trends in engineering education research, 2005–2008, Int J Eng Educ, 27, pp. 77-90, (2011); J Eng Educ, 95, pp. 259-261, (2006); Finelli C.J., Borrego M., Rasoulifar G., Development of a taxonomy of keywords for engineering education research, J Eng Educ, 104, pp. 365-387, (2015); Yardley S., Dornan T., Kirkpatrick’s levels and education ‘evidence’, Med Educ, 46, pp. 97-106, (2012); Hubball H., Clarke A., Diverse Methodological Approaches and Considerations for SoTL in Higher Education, The Canadian Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-12, (2010); Hutchings P., Opening lines: Approaches to the scholarship of teaching and learning, Carnegie Publications, the Carnegie Foundation for the Advancement of Teaching, (2000); Chick N., Doing SoTL; Huber M.T., Disciplines, pedagogy, and inquiry-based learning about teaching, New Dir Teach Learn, 2006, pp. 63-72, (2006); Shavelson R.J., Towne L., Scientific Research in Education, (2002); Case J.M., Light G., Emerging research methodologies in engineering education research, J Eng Educ, 100, pp. 186-210, (2011); Borrego M., Douglas E.P., Amelink C.T., Quantitative, qualitative, and mixed research methods in engineering education, J Eng Educ, 98, pp. 53-66, (2009); Leydens J.A., Moskal B.M., Pavelich M.J., Qualitative methods used in the assessment of engineering education, J Eng Educ, 93, pp. 65-72, (2004); Baillie C., Douglas E.P., Confusions and conventions: qualitative research in engineering education, J Eng Educ, 103, pp. 1-7, (2014); What is a BEME Review?, (2018); Azer S.A., The top-cited articles in medical education: a bibliometric analysis, Acad Med, 90, pp. 1147-1161, (2015); Mikkonen K., Kyngas H., Kaariainen M., Nursing students’ experiences of the empathy of their teachers: a qualitative study, Adv Health Sci Educ, 20, pp. 669-682, (2015); Ng Stella L., Kinsella Elizabeth A., Friesen F., Hodges B., Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review, Med Educ, 49, pp. 461-475, (2015); Urquhart Lynn M., Rees Charlotte E., Ker Jean S., Making sense of feedback experiences: a multi-school study of medical students’ narratives, Med Educ, 48, pp. 189-203, (2014); van Lankveld T., Schoonenboom J., Kusurkar R.A., Et al., Integrating the Teaching Role into one’s Identity: A Qualitative Study of Beginning Undergraduate Medical Teachers, (2017); Phillips S.P., Dalgarno N., Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents, BMC Med Educ, 17, (2017); Baker L., Egan-Lee E., Ma M., Reeves S., Relationships of power: implications for interprofessional education, J Interprof Care, 25, pp. 98-104, (2011); Lingard L., Sue-Chue-Lam C., Tait G.R., Et al., Pulling together and pulling apart: influences of convergence and divergence on distributed healthcare teams, Adv Health Sci Educ, 22, pp. 1085-1099, (2017); Binyamin G., Growing from dilemmas: developing a professional identity through collaborative reflections on relational dilemmas, Adv Health Sci Educ, 23, pp. 43-60, (2018)","B. Frank; Faculty of Engineering and Applied Science, Queen’s University, Kingston, K7L 3N6, Canada; email: Brian.frank@queensu.ca","","Springer London","","","","","","13697072","","","","English","Sports Eng.","Article","Final","","Scopus","2-s2.0-85048358103"
"Bansal S.K.; Dalrymple O.","Bansal, Srividya K. (15753908600); Dalrymple, Odesma (24491432600)","15753908600; 24491432600","Instructional module development system (IMODS)","2016","Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE","11-13-July-2016","","","258","259","1","0","10.1145/2899415.2925506","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979740725&doi=10.1145%2f2899415.2925506&partnerID=40&md5=a39737dd86f89d17c782e29b8bd622e1","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","Bansal S.K., School of Computing Informatics, Decision Systems Engineering, Arizona State University, Mesa, 85212, AZ, United States; Dalrymple O., Shiley-Marcos School of Engineering, University of San Diego, San Diego, CA, United States","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.","Assessment techniques; Instruction design; Instructional techniques; Outcome-based education; Semantic web-based tool","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","","","","","","","Huber M.T., Morreale S.P., Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground, (2002); Boice R., Advice for New Faculty Members, (2000); Furman G.C., Outcome-based education and accountability, Educ. Urban Soc, 26, 4, pp. 417-437, (1994); Harden R.M., Crosby J.R., Davis M.H., Friedman M., AMEE guide No. 14: Outcome-based education: Part 5-From competency to Meta-Competency: A model for the specification of learning outcomes, Med. Teach, 21, 6, pp. 546-552, (1999); Spady W.G., Organizing for results: The basis of authentic restructuring and reform, Educ. Leadersh, 46, 2, pp. 4-8, (1988); Bransford J.D., Brown A.L., Cocking R.R., How People Learn, (2000); Mager R.F., Measuring Instructional Results, Or, Got A Match?, (1984); Mager R.F., Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction, (1997)","","","Association for Computing Machinery","ACM SIGCSE","2016 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2016","11 July 2016 through 13 July 2016","Arequipa","122577","1942647X","978-145034231-5","","","English","Annu. Conf. Innov. Technol. Comput. Sci. Educ. ITiCSE","Conference paper","Final","","Scopus","2-s2.0-84979740725"
"Viana D.M.; Villas-Boas V.","Viana, Dianne Magalhães (55814952500); Villas-Boas, Valquíria (6603640754)","55814952500; 6603640754","Do Brazilian Engineering Professors Do Engineering Education Research in Active Learning? A Case Study","2022","International Symposium on Project Approaches in Engineering Education","12","","","53","61","8","0","10.5281/zenodo.6924254","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139821722&doi=10.5281%2fzenodo.6924254&partnerID=40&md5=b6f6c224d30dfd419b8fe135371be5de","University of Brasília, Brasília, Brazil; University of Caxias do Sul, Caxias do Sul, Brazil","Viana D.M., University of Brasília, Brasília, Brazil; Villas-Boas V., University of Caxias do Sul, Caxias do Sul, Brazil","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.","Active Learning; Effective Teaching; Engineering Education Research; Scholarly Teaching; Scholarship of Teaching and Learning","","","","","","","","Aronson E., Patnoe S., Cooperation in the classroom: The jigsaw method, (2010); Battistini A., Mattasoglio O., Resultados da Pesquisa nas IES sobre Formação de Professores, (2020); Borrego M., Conceptual difficulties experienced by trained engineers learning educational research methods, Journal of Engineering Education, 96, 2, pp. 91-102, (2007); Borrego M., Bernhard J., The emergence of engineering education research as an internationally connected field of inquiry, Journal of Engineering Education, 100, 1, pp. 14-47, (2011); Ministério da Educação. Diretrizes Curriculares Nacionais para os Cursos de Engenharia, (2019); Chinaglia E. F., Santos R. B. B., Metodologia ativa de aprendizagem para Física básica em cursos de engenharia, (2015); De Graaff E., Christensen H. P., Editorial: Theme issue on active learning in engineering education, European Journal of Engineering Education, 29, 4, pp. 461-463, (2004); Deslauriers J. P., Recherche qualitative: guide pratique, (1991); Dewar J., Bennet C., Fisher M, Understanding the Scholarship of Teaching and Learning (SoTL). The Scholarship of Teaching and Learning - A Guide for Scientists, Engineers, and Mathematicians, (2018); Eggen P. D., Kauchak D. P., Strategies and Models for Teachers Teaching Content and Thinking Skills, (2006); Freeman S., Eddy S. L., McDonough M., Smith M. K., Okoroafor N., Jordt H., Wenderoth M. P., Active learning increases student performance in science, engineering, and mathematics, Proceedings of the national academy of sciences, 111, 23, pp. 8410-8415, (2014); Froyd J. E., Lohmann J. R., Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry, Cambridge handbook of engineering education research, pp. 28-48, (2014); Gomes E., de Lima G. L., Bianchini B. L., Percepção dos alunos a respeito de uma atividade utilizando o método Jigsaw de aprendizagem cooperativa, (2015); (2022); Guimaraes I. M., Martins M. F., Sampaio T., Gomes F. J., Projeto Linus Bot: A Metodologia PjBl na Inserção dos Novos Alunos no Curso de Engenharia Elétrica, (2015); Hestenes D., Wells M., Swackhamer G., Force concept inventory, The physics teacher, 30, 3, pp. 141-158, (1992); Jamieson L. H., Lohmann J. R., Innovation with impact: Creating a culture for scholarly and systematic innovation in engineering education, (2012); Kay R., MacDonald T., Comparing flipped, active, and lecture-based teaching approaches in higher education, EdMedia+ Innovate Learning, pp. 1559-1565, (2016); Kipper H., Ruutmann T., Teaching for understanding in engineering education, 2012 15th International Conference on Interactive Collaborative Learning (ICL), pp. 1-9, (2012); Mazur E., Peer instruction: a user's manual, (1997); McConnell D. A., Chapman L., Czajka C. D., Jones J. P., Ryker K. D., Wiggen J., Instructional utility and learning efficacy of common active learning strategies, Journal of Geoscience Education, 65, 4, pp. 604-625, (2017); Oliveira J. A., Pinto G. R. P. R., Santos J. M. J., Uso de Estratégias Ativas na Educação em Engenharia no Brasil: um mapeamento sistemático de experiências a partir das publicações realizadas no COBENGE, Anais do XLV Congresso Brasileiro de Educação em engenharia “Inovação no Ensino/Aprendizagem em Engenharia”, (2017); Pinto G. R. P. R., Oliveira J. A. C. B., Viana D. M., das Neves R., Villas-Boas V., Work-in-Progress: A Systematic Mapping Study of Experiences with Active Learning Strategies and Methods in Brazilian Engineering Education, 2020 IEEE Global Engineering Education Conference (EDUCON), pp. 1819-1823, (2020); Richlin L., Scholarly teaching and the scholarship of teaching, New directions for teaching and learning, 2001, 86, pp. 57-68, (2001); Ruutmann T., Saar M, Scholarly Teaching and Scholarship of Teaching and Learning in Teaching Engineering, IEEE Global Engineering Education Conference (EDUCON), pp. 213-218, (2017); Silva C. A. S., Santos D. M. B., Avaliação do método PBL por calouros do curso de engenharia de computação da UEFS, (2015); Schlichting T. S., Heinig O. L. O. M., Aprendizagem ativa e suas implicações nas práticas de linguagem características do mundo do trabalho em engenharia, (2015); Shuman L. J., Besterfield-Sacre M., Innovation through Propagation: Future Directions for Engineering Education Research, Advances in Engineering Education, 7, 2, (2019); Spricigo C. B., Aprendizado baseado em problemas no ensino de fundamentos de projetos de processos industriais, (2015); Streveler R. A., Borrego M., Smith K. A., Moving from the 'scholarship of teaching and learning' to 'educational research': An example from engineering, To Improve the Academy, 25, 1, pp. 139-149, (2007); Wankat P. C., Felder R. M., Smith K. A., Oreovicz F. S., The scholarship of teaching and learning in engineering, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 217-237, (2002); Williams B., Internacionalização na Formação de Engenharia, XLVI Congresso Brasileiro de Educação em Engenharia e 1ºSimpósio Internacional de Educação em Engenharia “Educação Inovadora para uma Engenharia Sustentável, (2018)","","Lima R.M.; Farreras M.; Roma M.; Villas-Boas V.","University of Minho","","14th International Symposium on Project Approaches in Engineering Education and 19th Active Learning in Engineering Education Workshop, PAEE/ALE 2022","6 July 2022 through 8 July 2022","Alicante","183000","21831378","","","","English","Int. Symposium Project Approaches Eng. Educ.","Conference paper","Final","","Scopus","2-s2.0-85139821722"
"Wankat P.C.","Wankat, Phillip C. (7005529311)","7005529311","The emergence of engineering education as a scholarly discipline","2004","ASEE Annual Conference Proceedings","","","","4617","4623","6","6","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444230808&partnerID=40&md5=5765c8f3d26967762c5bcce1f21fddf1","School of Chemical Engineering, Purdue University, United States","Wankat P.C., School of Chemical Engineering, Purdue University, United States","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.","","Learning systems; Professional aspects; Societies and institutions; Students; Teaching; Technical presentations; Engineering degrees; Magazines; Pedagogical skills; Scholarships; Engineering education","","","","","","","Grayson L.P., The Making of An Engineer, (1993); Grinter L.E., Report of the ASEE committee on evaluation of engineering education, J. Engr. Educ.; J. Engr. Educ., 83, 1, pp. 74-94, (1993); Wankat P.C., Educating engineering professors in education, J. Engr. Educ., 88, pp. 471-475, (1999); Boyer E.L., Scholarship Reconsidered, (1990); Barr R.B., Tagg J., From teaching to learning - A new paradigm for undergraduate education, Change, 27, 6, pp. 13-25, (1995); Huber M.T., Morreale S.P., Disciplinary Styles in the Scholarship of Teaching and Learning, (2002); Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering in the United States, (1997); Guide for authors, J. Engr. Educ., 82, 1, (1993); Lohmann J.R., The Editor's Page, J. Engr. Educ., 92, 1, (2003); Wankat P.C., Analysis of the first ten years of the journal of engineering education, J. Engr. Educ., (2004); Wankat P.C., The Effective, Efficient Professor, (2002); Wankat P.C., Oreovicz F.S., Teaching Engineering, (1993); Rogers G.M., Sando J.K., Stepping Ahead: An Assessment Plan Development Guide, (1996); Light R.J., Making the Most of College. Students Speak Their Minds, (2001); Katehi L., Banks K., Diefes-Dux H., Follman D., Gaunt J., Hahgighi K., Imbrie P.K., Montgomery R., Oakes W., Wankat P., Development of graduate programs in engineering education, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition","School of Chemical Engineering, Purdue University, United States; email: wankat@ecn.purdue.edu","","","American Society for Engineering Education; Microsoft; National Instruments; National Council of Examiner for Engineering and Surveying; Hewlett-Packard Invent","ASEE 2004 Annual Conference and Exposition, ""Engineering Researchs New Heights""","20 June 2004 through 23 June 2004","Salt Lake City, UT","63591","01901052","","ACOPD","","English","ASEE Annu. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-5444230808"
"Penaluna A.","Penaluna, Andy (35220350800)","35220350800","Through the lenses of the two I’s: Implement or innovate?","2018","The Interdisciplinary Future of Engineering Education: Breaking through Boundaries in Teaching and Learning","","","","151","164","13","0","10.4324/9781351060790-14","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136030393&doi=10.4324%2f9781351060790-14&partnerID=40&md5=d627b1fe987d007ed50034e0748bf6ab","","","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.","","","","","","","","","Alford J., Head B., Wicked and less wicked problems: A typology and a contingency framework, Policy and Society, 36, 3, pp. 397-413, (2017); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: The Entrepreneurship Competence Framework, (2016); Biggs J., Aligning Teaching for Constructing Learning, Paper prepared for the UK Higher Education Academy, (2003); Blakemore S.J., Frith U., The Learning Brain: Lessons for Education, (2005); Breslin D., Enhancing and Managing Group Creativity Through Off - Task Breaks, Proceedings of the 6th International Symposium for Engineering Education, pp. 77-84, (2016); Skill mismatch: The European experience, European Skills and Jobs Survey Presentation, (2017); Covey S.R., The Brave New Workplace: Strategies to Excel in a World of Change, (2000); Crilly N., ‘Fixation’ and ‘the Pivot’: Balancing persistence with flexibility in design and entrepreneurship, International Journal of Design Creativity and Innovation, 6, 1-2, pp. 52-65, (2018); Csikszentmihalyi M., Creativity: Flow and the Psychology of Discovery and Invention, (1996); Dane E., Reconsidering the trade-off between expertise and flexibility: A cognitive entrenchment perspective, Academy of Management Review, 35, pp. 579-603, (2010); Dijksterhuis A., Meurs T., Where creativity resides: The generative power of unconscious thought, Consciousness and Cognition, 15, 1, pp. 135-146, (2006); Domenico S.I., Ryan R.M., The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research, Frontiers in Human Neuroscience, 11, (2017); Dweck C., Mindset: The New Psychology of Success, (2007); El-Gaby M., Shipton O.A., Paulsen O., Synaptic plasticity and memory: New insights from hippocampal left - right asymmetries, The Neuroscientist, 12, 5, pp. 490-502, (2015); Entrepreneurship Action Plan: Reigniting the Entrepreneurial Spirit in Europe, (2013); Future priorities of the ET 2020 Strategic Framework for European Cooperation, Education and Training and Synergies with Youth Policy, (2014); Ferrari P.F., Rizzolatti G., Mirror neuron research: The past and the future, Philosophical Transactions of the Royal Society B: Biological Sciences, 369, (2014); Gardner H., Art, Mind and Brain. A Cognitive Approach to Creativity, (1982); Gomez J.G., What Do We Know About Creativity?, The Journal of Effective Teaching, 7, 1, pp. 31-43; Gruber J.M., Gelman B.D., Ranganath C., States of curiosity modulate hippocampusdependent learning via the dopaminergic circuit, Neuron, 84, 2, pp. 486-496, (2014); Guba E.G., Lincoln Y.S., Competing paradigms in qualitative research, Handbook of Qualitative Research, 2, pp. 163-194, (1994); Head B.W., Alford J., Wicked problems: Implications for public policy and management, Administration and Society, 47, (2015); Inglis H., Dawson K.L., Nishioka R.Y., Sticky Learning: How Neuroscience Supports Tteaching That’s Remembered, (2014); Jansson D.G., Smith S.M., Design fixation, Design Studies, 12, 1, pp. 3-11, (1991); Jones C., Mataly H., Penaluna K., Penaluna A., Claiming the future of enterprise education, Education + Training, 56, 8-9, pp. 764-775, (2014); Jones C., Penaluna A., Penaluna K., Entrepreneurship Education: Classification, Reasoning, Outcomes, Ways and Networks, (2018); Jung-Beeman M., Bilateral brain processes for comprehending natural language, Trends in Cognitive Science, 9, 11, pp. 512-518, (2005); Kenyon C., Hase S., Andragogy and heutagogy in postgraduate work, in T Kerry (Ed.), Meeting the Challenges of Change in Postgraduate Higher Education, (2010); Kim K.H., The creativity crisis: The decrease in creative thinking score on the torrance tests for creative thinking, Creativity Research Journal, 23, 4, pp. 285-295, (2011); Kounios J., Frymiare J.L., Bowden E.M., Fleck I., Subramaniam K., Parish Y.B., Jung-Beeman M., The prepared mind: Neural activity prior to problem presentation predicts subsequent solution by sudden insight, Psychological Science, 17, 10, pp. 882-890, (2006); Kounios J., Jung-Beeman M., The Aha! moment: The cognitive neuroscience of insight, Current Directions in Psychological Science, 18, 4, pp. 210-216, (2009); Knowles M.S., Andragogy not pedagogy, Adult Leadership, 16, 10, pp. 350-352, (1968); Knowles M.S., Holton E.F., Swanson R.A., The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, (2015); Kuhn T.S., The Structure of Scientific Revolutions, (1962); Lindquist K.A., Wager T.D., Kober H., Bliss-Moreau E., Barrett L.F., The brain basis of emotion: A meta-analytic review, Behavioral Brain Sciences, 35, 3, pp. 121-143, (2012); Linsey J.S., Tseng I., Fu K., Cagan J., Wood K.L., Schunn C., A study of design fixation, its mitigation and perception in engineering design faculty, Journal of Mechanical Design, 132, (2010); McWilliam E.L., Teaching for creativity: From sage to guide to meddler, Asia Pacific Journal of Education, 29, 3, pp. 281-293, (2009); Innovative Learning Environments: The Importance of Innovating Learning, (2014); The OECD ""7+3"" framework for innovative learning environments, The OECD Handbook for Innovative Learning Environments, (2017); Penaluna A., Coates J., Penaluna K., Creativity-based assessment and neural understandings: A discussion and case study analysis, Education + Training, Emerald Publishing, 52, 8-9, pp. 660-678, (2011); Penaluna A., Penaluna K., Entrepreneurial Education in Practice, Part, 2 - Building Motivations and Competencies, (2015); Penaluna K., Penaluna A., Jones C., Matlay H., When did you last predict a good idea? Exploring the case of assessing creativity through learning outcomes, Industry and Higher Education, 28, 6, pp. 1-12, (2014); Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, (2018); Ratelle C., Guay F., Vallerand R., Larose S., Senecal C., Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis, Journal of Educational Psychology, 99, pp. 734-746, (2007); Rigby C.S., Deci E., Patrick B.C., Ryan R., Beyond the intrinsic-extrinsic dichotomy: Self determination in motivation and learning, Motivation and Emotion, 16, pp. 165-185, (1992); Rittel H.W.J., Webber M.M., Dilemmas in a general theory of planning, Policy Sciences, 4, 2, pp. 155-169, (1973); Romeo R.R., Leonard J.A., Robinson S.T., West M.R., Mackey A.P., Rowe M.L., Gabrieli J.D.E., Beyond the ""30 million word gap”: Children’s conversational exposure is associated with language related brain function, Psychological Science, 29, 5, pp. 700-710, (2018); Ryan R., Deci E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, pp. 68-78, (2000); Semi Automated Mason: This Bricklaying Robot Can Build Walls Faster Than Humans, (2017); Salvi C., Bricolo E., Kounios J., Bowden E., Jung Beeman M., Insight solutions are correct more often than analytic solutions, Thinking and Reasoning, 22, 4, pp. 443-460, (2016); Sarri K., Bakouros I., Petridou E., Entrepreneur training for creativity and innovation, Journal of European Industrial Training, 34, 3, pp. 270-288, (2010); Schumpeter J.A., The theory of economic development: An inquiry into profits capital credit, interest and the business cycle, Harvard Economic Studies, 46, (1934); Serdyukov P., Innovation in education: What works, what doesn’t, and what to do about it?, Journal of Research into Innovative Teaching and Learning, 10, 1, pp. 4-33, (2017); Shane S.A., Ulrich K.T., 50th anniversary article: Technological innovation, product development, and entrepreneurship in management science, Management Science, 50, pp. 133-144, (2004); Simonton D.K., Origins of Genius, Darwinian Perspectives on Creativity, (1999); Sivakumar M., Sarvalingam A., Human Deprivation Index: A Measure of Multidimensional Poverty, (2010); Smith C., The art of unlearning, Harvard Educational Review (Fall), 85, 3, pp. 413-414, (2015); Sojdrova M., Entrepreneurship Education: Unused Potential so Far, (2017); Williams G.C., Hedberg V.A., Cox E.M., Deci E.L., Extrinsic life goals and health risk behaviors in adolescents, Journal of Applied Social Psychology, 30, pp. 1756-1771, (2000); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016)","A. Penaluna; email: andy.penaluna@uwtsd.ac.uk","","Taylor and Francis","","","","","","","978-135106078-3; 978-135106079-0","","","English","The Interdisciplinary Future of Engineering Education: Breaking Through Boundaries in Teach. and Learning","Book chapter","Final","","Scopus","2-s2.0-85136030393"
"Peixoto L.F.M.; Sousa A.J.P.","Peixoto, Luiz Felipe M. (55419918600); Sousa, Angelo J.P. (35096922100)","55419918600; 35096922100","Geotechnicalactivity and third-party damages","2009","Proceedings of the Biennial International Pipeline Conference, IPC","2","","","843","850","7","0","10.1115/IPC2008-64585","https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350072168&doi=10.1115%2fIPC2008-64585&partnerID=40&md5=f04f801300dcd8decb7a5a0f372f71d2","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","Peixoto L.F.M., Petrobras Transporte S.A. - TRANSPETRO(NNE), Recife / PE - CEP 51020-350, Rua Antǒnio Lumack do Monte, 96 Sala 402 Boa Viagem, Brazil; Sousa A.J.P., Petrobras Transporte S.A. - TRANSPETRO (RJ), Avenida Presidente Vargas, 328 70 Andar Centra, Rio de Janeiro / RJ - CEP 20091-060, Brazil","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.","Dam breach; Geotechnical activity; Pipeline; Right-of-way","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","","","","","","","PID - Padrâo de Integridade de Dutos; Casagrande A., Seepage trough dams - Contributions to Soil mechanics, BSCE, (1937); Taylor D.W., Fundamentals of Soil Mechanics, (1948); Bishop A.W., The use of slip circle in the stability analysis of slopes, Geotechnique, 5, 1, (1955); Spencer E., A method of analysis of the stability of embankments assuming parallel inter slice forces, Geotechnique, 17, 1, (1967); Sarma S.K., Stability analysis of embankments and slopes, Journal Geotec. Eng. Div. ASCE. GT -12, (1979); Cruz P T 100 Barragens Brasileiras: Casos Hist́ricos, (1996)","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","","","ASME Institute; ASME; IPTI","2008 ASME International Pipeline Conference, IPC 2008","29 September 2008 through 3 October 2008","Calgary, AB","77588","","978-079184858-6","","","English","Proc. Bienn. Int. Pipeline Conf. IPC","Conference paper","Final","","Scopus","2-s2.0-70350072168"
"Mirabelli J.F.; Barlow A.J.; Sanders J.L.; Ko E.; Jensen K.; Cross K.J.","Mirabelli, Joseph F. (57219849224); Barlow, Allyson J. (57203716700); Sanders, Jeanne L. (57435033400); Ko, Evan (57896151700); Jensen, Karin (55335082000); Cross, Kelly J. (57220026393)","57219849224; 57203716700; 57435033400; 57896151700; 55335082000; 57220026393","Mid-career transitions into engineering education research via structured mentorship opportunities: Barriers and perceptions","2023","Australasian Journal of Engineering Education","","","","","","","1","10.1080/22054952.2023.2217046","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161409139&doi=10.1080%2f22054952.2023.2217046&partnerID=40&md5=6c7fa60793828ca8c495ead59c68437a","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","Mirabelli J.F., Department of Educational Psychology, University of Illinois Urbana-Champaign, Urbana, IL, United States; Barlow A.J., Department of Chemical Engineering, University of Nevada, Reno, NV, United States; Sanders J.L., Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Ko E., Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Jensen K., Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Cross K.J., Department of Biomedical Engineering, Georgia Tech University, Atlanta, GA, United States","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.","Engineering education research; faculty development; Mentoring; qualitative; scholarship of teaching and learning","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","","","","","RIEF; National Science Foundation, NSF; National Science Foundation, NSF; National Stroke Foundation, NSF","Funding text 1: This work is part of a larger study exploring experiences of awardees of the National Science Foundation’s Professional Formation of Engineers: Research Initiation in Engineering Formation (NSF PFE: RIEF) grant. The resulting data were collected and split to answer two distinct sets of research questions. This manuscript provides an overview of early-stage EER experiences, focusing on the lens of common perceptions and barriers to entry for professors on this trajectory. The project leveraged aspects of thematic analysis and phenomenological strategies of inquiry in data collection and analysis (Creswell ). Phenomenologically informed approaches were selected for our interview design as our study is concerned with transitions to EER scholarship as a phenomenon, which includes experiences of mentorship and motivation for EER research; we were interested in the affective views of participants and the human interactions between mentors and mentees, aspects which align well with a phenomenological approach (Merriam ). Thematic analysis approaches were selected to seek patterns across participants in how their lived experiences of transitions to EER scholarship were described (Braun and Clarke ). This research was approved by the Institutional Review Boards at two institutions (University of Illinois Urbana-Champaign IRB #19398 and University of Nevada at Reno IRB #1361160). ; Funding text 2: Participants in this study are recipients of the NSF PFE: RIEF grant, a government funding opportunity in the United States that supports scholars with limited experience in EER methods. Similarly, the Australasian Association for Engineering Education (AAEE) offers the opportunity to form collaborative expertise across institutions (AAEE, Grants ). At the time of data collection, the NSF RIEF award supported over 45 projects. A requirement of the grant application process is a principal investigator (PI) Mentorship Plan describing how the PI will learn to successfully complete their grant’s aims and develop expertise in their project’s requisite techniques through the guidance of a mentor. Recipients of the grant typically collaborate for two to three years on an EER project. Participants take on the role of mentors or mentees, where a mentor is someone (typically a co-PI on the grant) with training in EER or social sciences research and where a mentee (typically the PI on the grant) has little to no experience in EER. These investigators design a plan to collaborate, sometimes remotely across institutions. Teams of mentors and mentees frequently meet to support the mentees’ learning and ensure accountability towards the project’s goals. Typically, the projects are managed by a mentee and supported by mentor(s); the degree of participation in the project by a mentor can range from consulting and advising with the mentee to actively conducting research alongside the mentee. Several similar structured mentorship programs also exist within the AAEE (AAEE, AAEE Academy ; AAEE, Summer and Winter ) and exist prevalently in other fields (e.g. Ewing et al. ; Vassallo et al. ). In sum, participants in the RIEF grant and in similar programs are involved with research development, EER projects, and structured mentorship and collaboration. ; Funding text 3: This article builds on several conference papers (Jensen et al., 2020; Jensen et al., 2021; Mirabelli et al., 2020). A companion article describing the mentorship experience for the program described in this study is forthcoming. The authors would like to thank their participants for earnestly sharing their experiences with the NSF RIEF grant. The authors also would like to thank Kurt Mills, an Australian colleague who provided feedback on revisions of this manuscript. ","AAEE Academy of Early Career Engineering Educators (AECEE), (2020); Grants, (2020); Summer and Winter School Programs, (2020); Adams R., Berdanier C.G., Branham P.A., Choudhary N., Fletcher T.L., Goldstein M.H., Wilson M.D., “A Community of Practice Approach to Becoming an Engineering Education Research Professional.“, 2014 ASEE Annual Conference & Exposition, pp. 24-31, (2014); Adams R., Fleming L., Smith K., Becoming an Engineering Education Researcher: Intersections, Extensions, and Lessons Learned Among Three researchers’ Stories, Proceedings of the International Conference on Research in Engineering Education (ICREE), 10, (2007); Allendoerfer C., Adams R., Bell P., Fleming L., Leifer L., “Becoming an Engineering Education Researcher: Finding Pathways Toward Interdisciplinarity.“, Annual American Educational Research Association (AERA) Conference, 17, (2007); Atwood S.A., McCann R., Armstrong A., Mattes B.S., Social Enterprise Model for a Multi-Institutional Mentoring Network for Women in STEM, 2018 CoNECD-The Collaborative Network for Engineering and Computing Diversity Conference, (2018); Baldwin R., DeZure D., Shaw A., Moretto K., Mapping the Terrain of Mid-Career Faculty at a Research University: Implications for Faculty and Academic Leaders, Change: The Magazine of Higher Learning, 40, 5, pp. 46-55, (2008); Beddoes K., Jesiek B.K., Borrego M., Fostering International Engineering Education Research Collaborations: On the Need to Think Beyond the Workshop Format, Australasian Journal of Engineering Education, 17, 2, pp. 39-54, (2011); Belker J.S., The Education of Mid-Career Professors: Is It Continuing?, College Teaching, 33, 2, pp. 68-71, (1985); Bernhard J., Engineering Education Research in Europe–Coming of Age, European Journal of Engineering Education, 43, 2, pp. 167-170, (2018); Besterfield-Sacre M., Cox M.F., Borrego M., Beddoes K., Zhu J., Changing Engineering Education: Views of U.S. Faculty, Chairs, and Deans, Journal of Engineering Education, 103, 2, pp. 193-219, (2014); Bielefeldt A.R., Characteristics of Engineering Faculty Engaged in the Scholarship of Teaching and Learning, 2015 IEEE Frontiers in Education Conference (FIE), pp. 1-8, (2015); Boklage A., Coley B., Kellam N., Understanding Engineering educators’ Pedagogical Transformations Through the Hero’s Journey, European Journal of Engineering Education, 44, 6, pp. 923-938, (2019); Borrego M., Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods, 96, 2, pp. 91-102, (2007); Borrego M., Bernhard J., The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry, Journal of Engineering Education, 100, 1, pp. 14-47, (2011); Borrego M., Cutler S., Prince M., Henderson C., Froyd J.E., Fidelity of Implementation of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses, Journal of Engineering Education, 102, 3, pp. 394-425, (2013); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brodeur D.R., Mentoring Young Adults in the Development of Social Responsibility, Australasian Journal of Engineering Education, 19, 1, pp. 13-25, (2013); Bruggerman K., Reimagine STEM, Audio podcast, (2020); Carcary M., The Research Audit Trial—Enhancing Trustworthiness in Qualitative Inquiry, Electronic Journal of Business Research Methods, 7, 1, (2009); Chance S., Lawlor R., Direito I., Mitchell J., Above and Beyond: Ethics and Responsibility in Civil Engineering, Australasian Journal of Engineering Education, 26, 1, pp. 93-116, (2021); Choi D.S., Earl K.A., Cross K.J., Herman G.L., The Challenge of Using Research-Based Instructional Strategies: Insights from an Effectiveness Study of the Intrinsic Motivation Course Conversion, International Journal of Engineering Education, 34, 1, pp. 141-154, (2018); Cicek J.S., Mante A.A., Herrmann R., Friesen M., Indigenous Knowledges and Perspectives in Engineering Education: Team Reflections on a Series of Faculty Workshops, REES AAEE 2021 Conference: Engineering Education Research Capability Development: Engineering Education Research Capability Development, pp. 1012-1020, (2021); Cooke N., Wint N., European Engineering Educators, Audio podcast, (2022); Cox M.D., Introduction to Faculty Learning Communities, New Directions for Teaching and Learning, 2004, 97, pp. 5-23, (2004); Creswell J.W., Steps in Conducting a Scholarly Mixed Methods Study, (2013); Cross K.J., Mamaril N., Johnson-Glauch N., Herman G., Building Cultures of Collaboration That Promote Instructional Change, Studies in Engineering Education, 2, 2, pp. 1-18, (2021); Cross K.J., Mamaril N., Johnson-Glauch N., Herman G., Building Cultures of Collaboration That Promote Instructional Change, 2, 2; Crosthwaite C., Engineering Futures 2035: A Scoping Study, Australian Council of Engineering Deans, 2019, (2019); Dart S., Trad S., Blackmore K., Navigating the Path from Technical Engineering to Engineering Education Research: A Conceptual Model of the Transition Process, European Journal of Engineering Education, 46, 6, pp. 1076-1091, (2021); DeCuir-Gunby J.T., Marshall P.L., McCulloch A.W., Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project, Field Methods, 23, 2, pp. 136-155, (2011); Deters J.R., Holloman T.K., Pearson A., Knight D.B., Understanding Australian and United States Engineering Education Research (EER) Contexts, Australasian Journal of Engineering Education, (2023); Dinkelman T., Margolis J., Sikkenga K., From Teacher to Teacher Educator: Reframing Knowledge in Practice, Studying Teacher Education, 2, 2, pp. 119-136, (2006); Dolan E.L., Elliott S.L., Henderson C., Curran-Everett D., St John K., Ortiz P.A., Evaluating Discipline-Based Education Research for Promotion and Tenure, Innovative Higher Education, 43, 1, pp. 31-39, (2018); Etikan I., Musa S.A., Alkassim R.S., Comparison of Convenience Sampling and Purposive Sampling, American Journal of Theoretical and Applied Statistics, 5, 1, pp. 1-4, (2016); Ewing R., Freeman M., Barrie S., Bell A., O'Connor D., Waugh F., Sykes C., Building Community in Academic Settings: The Importance of Flexibility in a Structured Mentoring Program, Mentoring & Tutoring: Partnership in Learning, 16, 3, pp. 294-310, (2008); Finelli C.J., Daly S.R., Richardson K.M., Bridging the Research-To-Practice Gap: Designing an Institutional Change Plan Using Local Evidence, Journal of Engineering Education, 103, 2, pp. 331-361, (2014); Froyd J.E., Borrego M., Cutler S., Henderson C., Prince M.J., Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses, IEEE Transactions on Education, 56, 4, pp. 393-399, (2013); Godfrey E., Exploring the Culture of Engineering Education: The Journey, Australasian Journal of Engineering Education, 15, 1, pp. 1-12, (2009); Godfrey E., Hadgraft R., Engineering Education Research: Coming of Age in Australia and New Zealand, Journal of Engineering Education, 98, 4, pp. 307-308, (2009); Griffiths V., Thompson S., Hryniewicz L., Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators, European Journal of Teacher Education, 37, 1, pp. 74-90, (2014); Grove C.M., The Importance of Values-Alignment within a Role-Hierarchy to Foster Teachers’ Motivation for Implementing Professional Development, (2008); Henderson C., Beach A., Finkelstein N., Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Henderson C., Dancy M., Niewiadomska-Bugaj M., Use of Research-Based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-Decision Process?, Physical Review Special Topics - Physics Education Research, 8, 2, (2012); Herman G.L., Mena I.B., West M., Mestre J., Tomkin J.H., Creating Institution-Level Change in Instructional Practices Through Faculty Communities of Practice, 2015 ASEE Annual Conference & Exposition, pp. 26-419, (2015); Jensen K., Cross K.J., Mirabelli J.F., Ko E., Sanders J.L., Community Building for the NSF PFE: RIEF Program: Year 2, 2021 ASEE Virtual Annual Conference Content Access, (2021); Jensen K., Mirabelli J.F., Cross K.J., Barlow A.J., Community Building for the NSF PFE: RIEF Program: Year 1, 2020 ASEE Virtual Annual Conference Content Access., (2020); Klassen M., Case J.M., Productive Tensions? Analyzing the Arguments Made About the Field of Engineering Education Research, Journal of Engineering Education, 111, 1, pp. 214-231, (2022); Klassen M., Jesiek B.K., Zheng L., Case J.M., Institutionalizing Engineering Education Research: Comparing Australia, China, and the United States, Engineering, Social Sciences, and the Humanities. Philosophy of Engineering and Technology, 42, (2022); Ko E., Mirabelli J.F., Barlow A.J., Jensen K., Cross K.J., Faculty Motivations and Barriers for Engineering Education Research, American Society for Engineering Education Annual Conference, (2021); Koro-Ljungberg M., Douglas E.P., State of Qualitative Research in Engineering Education: Meta-Analysis of JEE Articles, 2005–2006, Journal of Engineering Education, 97, 2, pp. 163-175, (2008); Kumar S.S., Gamieldien Y., Case J.M., Klassen M., Institutionalizing Engineering Education Research: Comparing New Zealand and South Africa, 9, 4, (2021); London J., Yasuhara K., Carberry A., Allendoerfer C., Ayela-Uwangue A., Cruz S.N., Lee E., Huerta M., Abhyankar R., Huang W., The Pioneers’ Stories as a Tool for Introducing Graduate Students to the Engineering Education Research Community, Advances in Engineering Education, (2021); Lopez D., Garcia A.L., Training Needs for a PhD Programme in Engineering Education, 2020 IEEE Global Engineering Education Conference (EDUCON), pp. 359-363, (2020); MacQueen K.M., McLellan E., Kay K., Milstein B., Codebook Development for Team-Based Qualitative Analysis, CAM Journal, 10, 2, pp. 31-36, (1998); Mann L., Brodie L., Chang R., Howard P., Engineering Education Research Groups in Australia: Implications for Australasian Engineering Educators, Proceedings of the 22nd Annual Conference of the Australasian Association for Engineering Education (AaeE 2011), pp. 235-240, (2011); Mann L., Chang R.L., Helping Engineering Academics to Undertake Education Research: A Model for Practice, Australasian Journal of Engineering Education, 18, 1, pp. 89-104, (2012); Matusovich H.M., Paretti M.C., McNair L.D., Hixson C., Faculty Motivation: A Gateway to Transforming Engineering Education, Journal of Engineering Education, 103, 2, pp. 302-330, (2014); McPherson M.S., Schapiro M.O., Tenure Issues in Higher Education, Journal of Economic Perspectives, 13, 1, pp. 85-98, (1999); Merriam S.B., Qualitative Research: A Guide to Design and Implementation, (2009); Mirabelli J.F., Barlow A.J., Ko E., Cross K.J., Jensen K., Work in Progress: A Qualitative Study of Mentorship, Training Needs, and Community for New Engineering Education Researchers, 2020 ASEE Virtual Annual Conference Content Access., (2020); Narayan B., Boles W., Faculty Mentoring, Evidence-Based Assessment, and Student Learning: An Australian Exploration of American Initiatives, Proceedings of the 8th International CDIO Conference, (2012); Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, (2012); Nguyen D.Q., Pudlowski Z.J., Issues and Challenges in Engineering Education and Future Outlook of the Engineering Profession in Australia, Global Journal of Engineering Education, 11, 2, pp. 107-115, (2007); Pappas J., Pierrakos O., Engineering Education Meets Organizational Science: Toward Best Practices for Strategic Change, 2021 IEEE Frontiers in Education Conference (FIE), pp. 1-7, (2021); Pearson Y.E., Engineering Change Podcast, Audio podcast, (2020); Perera J.I., Quinlivan B.T., Zastavker Y.V., Faculty Perceptions on Undergraduate Engineering Education in First-Year Engineering, Physics, and Mathematics Courses, Paper presented at 2013 ASEE Annual Conference & Exposition, (2013); Pitterson N., Allendoerfer C., Streveler R., Ortega-Alvarez J., Smith K., The Importance of Community in Fostering Change: A Qualitative Case Study of the Rigorous Research in Engineering Education (RREE) Program, Studies in Engineering Education, 1, 1, pp. 20-37, (2020); Pollock M., Holly J., Leggett-Robinson P., Inclusive Leadership Development for Engineers, New Directions for Student Leadership, 2022, 173, pp. 119-128, (2022); Polmear M., Chau A.D., Simmons D.R., Ethics as an Outcome of Out-Of-Class Engagement Across Diverse Groups of Engineering Students, Australasian Journal of Engineering Education, 26, 1, pp. 64-76, (2021); Reidsema C., Hadgraft R., Cameron I., King R., Change Strategies for Educational Transformation, Australasian Journal of Engineering Education, 19, 2, pp. 101-108, (2013); Riley D., Rigor/Us: Building Boundaries and Disciplining Diversity with Standards of Merit, Engineering Studies, 9, 3, pp. 249-265, (2017); Romano J.L., Hoesing R., O'Donovan K., Weinsheimer J., Faculty at Mid-Career: A Program to Enhance Teaching and Learning, Innovative Higher Education, 29, 1, pp. 21-48, (2004); Slaton A.E., Pawley A.L., The Power and Politics of Engineering Education Research Design: Saving the ‘Small N, Engineering Studies, 10, 2-3, pp. 133-157, (2018); Smith J.A., Semi Structured Interviewing and Qualitative Analysis, pp. 9-26, (1995); Smith B.B., Park Y.S., Ross L., Krause S.J., Chen Y., Middleton J.A., Judson E., Et al., Faculty Characteristics that Influence Student Performance in the First Two Years of Engineering, Paper presented at 2016 ASEE Annual Conference & Exposition, (2016); Sochacka N.W., Walther J., Morelock J.R., Hunsu N.J., Carnell P.H., Cultivating a Culture of Scholarly Teaching and Learning in a College of Engineering: An Ecological Design Approach, Australasian Journal of Engineering Education, 25, 2, pp. 165-176, (2020); Spivey-Mooring T., Apprey C.B., University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success, Peabody Journal of Education, 89, 3, pp. 393-410, (2014); Strage A., Merdinger J., Professional Growth and Renewal for Mid-Career Faculty, The Journal of Faculty Development, 29, 1, pp. 41-50, (2015); Streveler R., Engineering Education Research Briefs, Audio podcast, (2018); Streveler R.A., Borrego M., Smith K.A., Moving from the Scholarship of Teaching and Learning to Educational Research: An Example from Engineering, To Improve the Academy, 25, 1, pp. 139-149, (2007); Talanquer V., DBER and STEM Education Reform: Are We Up to the Challenge?, Journal of Research in Science Teaching, 51, 6, pp. 809-819, (2014); Trask B.S., Marotz-Baden R., Settles B., Gentry D., Berke D., Enhancing Graduate Education: Promoting a Scholarship of Teaching and Learning Through Mentoring, International Journal of Teaching and Learning in Higher Education, 20, 3, pp. 438-446, (2008); Vassallo A., Walker K., Georgousakis M., Joshi R., Do Mentoring Programmes Influence Women’s Careers in the Health and Medical Research Sector? A Mixed-Methods Evaluation of Australia’s Franklin Women Mentoring Programme, British Medical Journal Open, 11, 10, (2021); MAXQDA 2022 [Computer Software, (2021); Walther J., Sochacka N.W., Benson L.C., Bumbaco A.E., Kellam N., Pawley A.L., Phillips C.M.L., Qualitative Research Quality: A Collaborative Inquiry Across Multiple Methodological Perspectives, Journal of Engineering Education, 106, 3, pp. 398-430, (2017); Williams B., Wankat P., The Global Interconnections of Engineering Education Research, Journal of Engineering Education, 105, 4, pp. 533-539, (2016); Wood D., Borg T., The Rocky Road: The Journey from Classroom Teacher to Teacher Educator, Studying Teacher Education, 6, 1, pp. 17-28, (2010)","K.J. Cross; Department of Biomedical Engineering, Georgia Tech University, Atlanta, 30332, United States; email: kelly.cross@bme.gatech.edu","","Taylor and Francis Ltd.","","","","","","13245821","","","","English","Australasian Journal of Engineering Education","Article","Article in press","","Scopus","2-s2.0-85161409139"
"Wankat P.; Oreovicz F.","Wankat, Phillip (7005529311); Oreovicz, Frank (56630552500)","7005529311; 56630552500","Tenure and teaching","2003","Journal of Professional Issues in Engineering Education and Practice","129","1","","2","5","3","1","10.1061/(ASCE)1052-3928(2003)129:1(2)","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","School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States","Wankat P., School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States; Oreovicz F., School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States","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.","","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","","","","","","","Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Centra J.A., Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness, (1993); Davis B.G., Tools for Teaching, (1993); Huber M.T., Morreale S.P., Disciplinary Styles in the Scholarship of Teaching and Learning, (2002); Hutchings P., Shulman L.S., The scholarship of teaching, new elaborations, new developments, Change, 31, 5, pp. 10-15, (1999); Kennedy D., Academic Duty, (1997); McKeachie W.J., Hofer B.K., Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 11th Ed., (2001); Wankat P.C., The Effective, Efficient Professor: Teaching, Scholarship and Service, (2002); Wankat P.C., Felder R.M., Smith K.A., Oreovicz F.S., The scholarship of teaching and learning in engineering, Disciplinary Styles in the Scholarship of Teaching and Learning, pp. 217-237, (2002); Wankat P.C., Oreovicz F.S., Teaching Engineering, (1993)","P. Wankat; School of Chemical Engineering, Purdue Univ., West Lafayette, IN 47907-1283, United States; email: wankat@ecn.purdue.edu","","","","","","","","10523928","","JPEPE","","English","J Prof Issues Eng Educ Pract","Review","Final","","Scopus","2-s2.0-13944259422"
"Maisiri W.; Hattingh T.","Maisiri, Whisper (57188740536); Hattingh, Teresa (55769391800)","57188740536; 55769391800","Integrating game-based learning in an industrial engineering module at a South African University","2022","2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2022 - Conference Proceedings","","","","","","","0","10.1109/WEEF-GEDC54384.2022.9996240","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146650926&doi=10.1109%2fWEEF-GEDC54384.2022.9996240&partnerID=40&md5=760a6523e19bf87f150cd4a7acbb5690","School of Industrial Engineering, North-West University, Potchefstroom, South Africa","Maisiri W., School of Industrial Engineering, North-West University, Potchefstroom, South Africa; Hattingh T., School of Industrial Engineering, North-West University, Potchefstroom, South Africa","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.","action research; engineering education; Game-based learning; industrial engineering; non-technical skills","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","","","","","","","Weenk E., Mastering the Supply Chain: Principles, Practice and Real-life Applications, (2019); Callaghan M.J., McCusker K., Losada J.L., Harkin J., Wilson S., Using game-based learning in virtual worlds to teach electronic and electrical engineering, IEEE Transactions on Industrial Informatics, 9, 10, pp. 575-584, (2012); The ultimate learning expereince for students in higher education., (2022); Ho S.-J., Hsu Y.-S., Lai C.-H., Chen F.-H., Yang M.-H., Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education, Sustainability, 14, 3, (2022); Ross A.M., Fitzgerald M.E., Rhodes D.H., Game-based learning for systems engineering concepts, Procedia Computer Science, 28, pp. 430-440, (2014); Talib C.A., Aliyu F., Malik A.M.B.A., Siang K.H., Enhancing students' reasoning skills in engineering and technology through game-based learning, International Journal of Emerging Technologies in Learning, 14, 24, pp. 69-80, (2019); Whitton N.J., An investigation into the potential of collaborative computer gamebased learning in higher education, (2007); George Brown College, Experiential learning and work integrated learning., (2022); Klabbers J.H., The magic circle: Principles of gaming & simulation, The Magic Circle: Principles of Gaming & Simulation, (2009); De Carvalho C.V., Is game-based learning suitable for engineering education?, IEEE Global Engineering Education Conference (EDUCON) Proceedings., (2012); Kiili K., Digital game-based learning: Towards an experiential gaming model, The Internet and higher education, 8, 1, pp. 13-24, (2005); Ebner M., Holzinger A., Successful implementation of user-centered game based learning in higher education: An example from civil engineering, Computers & education, 49, 3, pp. 873-890, (2007); Soo M.T., Aris H., Game-based learning in requirements engineering: An overview, IEEE Conference on e-Learning, e-Management and e-Services (IC3e) Proceedings., (2018); Nordstrom K., Korpelainen P., Creativity and inspiration for problem solving in engineering education, Teaching in Higher Education, 16, 4, pp. 439-450, (2011); Dantas A.R., De Barros Oliveira M., Werner C.M.L., A Simulation-Based Game for Project Management Experiential Learning, Software Engineering & Knowledge Engineering (SEKE) Proceedings., (2004); Bengtsson M., Using a game-based learning approach in teaching overall equipment effectiveness, Journal of Quality in Maintenance Engineering, 26, 3, pp. 489-507, (2020); Johnson M.E., Pyke D.F., A framework for teaching supply chain management, Production and Operations Management, 9, 1, pp. 2-18, (2000); Chuang M.-L., A web-based simulation game for teaching supply chain management, Management Teaching Review, 5, 3, pp. 265-274, (2020); Coghlan D., Brydon-Miller M., The SAGE Encyclopedia of Action Research., (2014); Marshall J., Living systemic thinking: Exploring quality in first-person action research, Action research, 2, 3, pp. 305-325, (2004)","","","Institute of Electrical and Electronics Engineers Inc.","Abet; Dassault Systemes; et al.; MathWorks; Quanser; Sentech","2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2022","27 November 2022 through 1 December 2022","Cape Town","185825","","978-166547528-0","","","English","IEEE IFEES World Eng. Educ. Forum - Glob. Eng. Deans Counc., WEEF-GEDC - Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85146650926"
"Pears A.N.; Fincher S.; Adams R.; Daniels M.","Pears, Arnold N. (6602928070); Fincher, Sally (6602649504); Adams, Robin (7403932356); Daniels, Mats (7201966420)","6602928070; 6602649504; 7403932356; 7201966420","Stepping Stones: Capacity Building in Engineering Education","2008","Proceedings - Frontiers in Education Conference, FIE","","","4720485","S1H11","S1H16","5","16","10.1109/FIE.2008.4720485","https://www.scopus.com/inward/record.uri?eid=2-s2.0-60549103216&doi=10.1109%2fFIE.2008.4720485&partnerID=40&md5=02191d5cfd3bcd9b0d018a44c6bdc6df","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","Pears A.N., IT Department, Uppsala University, 751 05 Uppsala, Box 337, Sweden; Fincher S., CS Department, University of Kent, Canterbury, United Kingdom; Adams R., Department of Engineering Education, Purdue University, IN, United States; Daniels M., IT Department, Uppsala University, 751 05 Uppsala, Box 337, Sweden","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.","","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","","","","","","","Fincher S., Tenenberg J., Using theory to inform capacity-building: Bootstrapping communities of practice in computer science education research, Journal of Engineering Education, 95, 4, pp. 265-278, (2006); Seymour E., Hewitt N., Talking about Leaving, (1997); Besterfield-Sacre M., Atman C., Shuman L., Engineering student attitudes assessment, Journal of Engineering Education, 87, 2, pp. 133-141, (1998); Besterfield-Sacre M., Moreno M., Shuman L., Atman C., Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study, Journal of Engineering Education, 90, 4, pp. 477-489, (2001); Hutchinson M., Follman D., Sumpter M., Factors influencing the self-efficacy beliefs of first-year engineering students, Journal of Engineering Education, 95, 1, pp. 39-47, (2006); Jonassen D., Strobel J., Lee C.B., Everyday problem solving in engineering: Lessons for engineering education, Journal of Engineering Education, 95, pp. 139-151, (2006); Lethbridge T., What knowledge is important to software professionals?, IEEE Computer, 33, 5, pp. 44-50, (2000); Walther J., Radcliffe D., Engineering education: Targeted learning outcomes or accidental competencies?, Proceedings of ASEE Conference, June, (2006); Beggeren K.-F., Brodeur D., Crawley E., Ingemarsson I., Litant W., Malmqvist J., Ustlund S., CDIO: An international initiative for reforming engineering education, World Transactions on Engineering and Technical Education, 2, 1, (2003); Downey G., Lucena J., Engineering selves: Hiring into a contested field of education, G.L. Downey and J. Dumit (eds), Cyborgs and Citadels: Anthropological Interventions in Emerging Sciences and Technologies, pp. 117-142, (1997); Turns J., Temple J., Atman C.J., Students conceptions of their engineering discipline: A word association study, Proceedings of ASEE conference, (2000); Downey G., Lucena J., When students resist: Ethnography of a senior design experience in engineering education, International Journal of Engineering Education, 19, 1, pp. 168-176, (2003); Eris O., Chen H., Bailey T., Engerman K., Loshbaugh H., Griffin A., Lichenstein G., Cole, A development of the persistence in engineering (PIE) survey instrument, Proceedings of ASEE conference, (2005); Eris O., Chen H., Bailey T., Engerman K., Loshbaugh H., Griffin A., Lichenstein G., Cole, A preliminary analysis of correlates of engineering persistence: Results form a longitudinal study, Proceedings of ASEE conference, Oahu, (2007)","A. N. Pears; IT Department, Uppsala University, 751 05 Uppsala, Box 337, Sweden; email: arnold.pears@it.uu.se","","","Institute of Electrical and Electronics Engineers, IEEE","38th ASEE/IEEE Frontiers in Education Conference, FIE 2008","22 October 2008 through 25 October 2008","Saratoga Springs, NY","75329","15394565","","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","All Open Access; Green Open Access","Scopus","2-s2.0-60549103216"
"Beier J.C.; Lange J.; Kuhlmann W.","Beier, Judith C. (57218203985); Lange, Jörg (12792188200); Kuhlmann, Wolfram (56253715900)","57218203985; 12792188200; 56253715900","An E-learning-concept for research based learning in structural dynamics","2018","EUCEET 2018 - 4th International Conference on Civil Engineering Education: Challenges for the Third Millennium","","","","351","358","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088261910&partnerID=40&md5=a6d334b2a558aff3032736b2dbf14a9e","TH Köln (University of Applied Sciences), Betzdorfer Straße 2, Cologne, 50679, Germany; TU Darmstadt, Franziska-Braun-Straße 3, Darmstadt, 64287, Germany","Beier J.C., TH Köln (University of Applied Sciences), Betzdorfer Straße 2, Cologne, 50679, Germany; Lange J., TU Darmstadt, Franziska-Braun-Straße 3, Darmstadt, 64287, Germany; Kuhlmann W., TH Köln (University of Applied Sciences), Betzdorfer Straße 2, Cologne, 50679, Germany","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.","E-Learning; E-Learning; Education; Methodology; Wiki","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","","","","","","","VDI 2038 Part 1: Serviceability of structures under dynamic loads, Methods of analysis and evaluation in structural dynamics, (2012); Winter D.A., Biomechanics and motor control of human movement, (2009); Huber L., Scholarship of Teaching and Learning: Konzept, Geschichte, Formen, Entwicklungsaufgaben, Forschendes Lehren im eigenen Fach: Scholarship of Teaching and Learning in Beispielen, (2014); Schuler H., Prochaska M., Leistungsmotivationsinventar: Dimensionen berufsbezogener Leistungsorientierung, (2001)","","Turmo J.; Lozano-Galant J.A.","International Center for Numerical Methods in Engineering","","4th International Conference on Civil Engineering Education: Challenges for the Third Millennium, EUCEET 2018","5 September 2018 through 8 September 2018","Barcelona","161050","","978-849473115-0","","","English","EUCEET - Int. Conf. Civ. Eng. Educ.: Challenges Third Millenn.","Conference paper","Final","","Scopus","2-s2.0-85088261910"
"Shrivastava G.S.","Shrivastava, Gyan S. (7003843344)","7003843344","ASCE vision 2025 and the capstone design project","2013","Journal of Professional Issues in Engineering Education and Practice","139","1","","5","11","6","5","10.1061/(ASCE)EI.1943-5541.0000126","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","Dept. of Civil and Environmental Engineering, Univ. of the West Indies, St. Augustine, Trinidad and Tobago","Shrivastava G.S., Dept. of Civil and Environmental Engineering, Univ. of the West Indies, St. Augustine, Trinidad and Tobago","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.","Caribbean; Civil Engineering; Design; Education; Undergraduate","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","","","","","","","Akili W., Enhancing capstone design education in civil engineering: The potential synergies between academics and practitioners, 41st ASEE/IEEE Frontiers in Education Conf., (2011); Andersen D.A., Civil engineering capstone design course, J. Prof. Issues Eng. Educ. Pract., 118, 3, pp. 279-283, (1992); The Vision for Civil Engineering in 2025, (2007); Civil Engineering Body of Knowledge for the 21st Century, (2008); Achieving the Vision for Civil Engineering in 2025: A Road for the Profession, (2009); Aurandt J.L., Butler E.C., Sustainability education: Approaches for incorporating sustainability into the undergraduate curriculum, J. Prof. Issues Eng. Educ. Pract., 137, 2, pp. 102-106, (2011); Barry B.E., Dmevich V.P., Irfanoglu A., Bullock D., Summary of developments in the Civil Engineering Capstone Course at Purdue University, J. Prof. Issues Eng. Educ. Pract., 138, 1, pp. 95-98, (2012); Bowles R.P., Thorne R., Conservation, refurbishment and re-use of buildings, Struct. Eng., 86, 14, pp. 58-63, (2008); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Brown J., A Hundred Years of Civil Engineering at South Kensington, (1985); Brown D.J., Design for human performance, Arup J., 45, 1, pp. 4-30, (2010); Carpenter J.N., Safety, risk and failure: The management of uncertainty, Struct. Eng., pp. 101-104, (2008); Dias P., Ekanayake E., Engineering and society-the power of analogy, Civ. Eng., 150, 3, pp. 134-139, (2002); Doumont J., The three laws of professional communication, IEEE Transactions on Professional Communications, 45, 4, pp. 291-296, (2002); Dutson A.J., Todd R.H., Magleby S.P., Sorensen C.D., A review of literature on teaching engineering design through project-oriented capstone courses, J. Eng. Edu., 86, 1, pp. 17-28, (1997); Dwyer J., Flynn K., 102 Minutes, (2005); Feynman R.P., The Meaning of It All, pp. 49-50, (1998); Flavell E.L., Master builder: Historical icon?, Leadership Manage. Eng., 11, 2, pp. 78-79, (2011); Fonseka C., To err was fatal, Br. Med. J., 313, 7072, pp. 1640-1642, (1996); Galloway P.D., Educating the master builder of the 21st century strategically, Leadership Manage. Eng., 11, 2, pp. 103-112, (2011); Gnanapragasam N., Industrially sponsored capstone experience: Program implementation and assessment, J. Prof. Issues Eng. Educ. Pract., 134, 3, pp. 257-262, (2008); Hanna A.S., Sullivan K.T., Bridging the gap between academics and practice, J. Prof. Issues Eng. Educ. Pract., 131, 1, pp. 59-62, (2005); Hutchings P., Huber M.T., Ciccone A., The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, (2011); Building for A Sustainable Future: Construction Without Depletion, (1999); Annex B- Design in Degree Programmes, (2011); Katram N.A., Integrating design into civil engineering education, Int. J. Eng. Educ., 14, 2, pp. 130-135, (1998); Kimmelman M., Rescued by design, The New York Times, (2011); Kirschenman M.D., Brenner B., Civil engineering design as the central theme in civil engineering education curriculum, Leadership Manage. Eng., 11, 1, pp. 69-71, (2011); Likert R., A technique for the measurement of attitudes, Arch. Psychol., 22, 140, pp. 1-55, (1932); Morgan J.G., Inducing innovation through prizes, Innovations: Technology, Governance, Globalization, 3, 4, pp. 105-117, (2008); Padmanathan G., Katti D., Using community-based projects in civil engineering capstone courses, J. Prof. Issues Eng. Educ. Pract., 128, 1, pp. 12-18, (2002); Paul M.J., Carving a capstone: Senior design at the University of Delaware, J. Prof. Issues Eng. Educ. Pract., 131, 2, pp. 90-97, (2005); Paulhus D.L., Two-component models of socially desirable responding, J. Pers. Soc. Psychol., 46, 3, pp. 598-609, (1984); Popper K., Three worlds, Tanner Lecture on Human Values, (1978); Powers S.E., Dewaters J.E., Venczei M.Z., Teaching life-cycle perspectives: Sustainable transportation fuels unit for high-school and undergraduate engineering students, J. Prof. Issues Eng. Educ. Pract., 137, 2, pp. 55-63, (2011); Sanvido V.E., Fenves S.J., Wilson J.L., Aspects of virtual master builder, J. Prof. Issues Eng. Educ. Pract., 118, 3, pp. 261-278, (1992); Shen Z., Jensen W., Civil engineers as master builders and the professionalization of construction, Leadership Manage. Eng., 11, 2, pp. 169-181, (2011); Sherlock P., Nettleford R., The University of the West Indies: A Caribbean Response to the Challenge of Change, (1998); Shrivastava G.S., Civil engineering in Trinidad & Tobago, J. Prof. Issues Eng. Educ. Pract., 130, 1, pp. 11-13, (2004); Shrivastava G.S., University education in hydraulic engineering: A view from the Caribbean Islands, Proc. 34th Biennial Congress, International Association of Hydraulic Research, (2011); Stadel A., Eboli J., Ryberg A., Mitchell J., Spatari S., Intelligent sustainable design: Integration of carbon accounting and building information modeling, J. Prof. Issues Eng. Educ. Pract., 137, 2, pp. 51-54, (2011); Thompson M.K., Fostering innovation in cornerstone design courses, Int. J. Eng. Educ., 28, 2, pp. 325-338, (2012); Toole T.M., Internal impediments to ASCE's vision 2025, Leadership Manage. Eng., 11, 20, pp. 197-207, (2011); UK Standard for Professional Engineering Competence, (2011); Undergraduate Booklet, (2011); Warren A.L., Shrivastava G.S., Discussion: Investigation of dam incidents and failures, Forensic Eng., 164, 3, pp. 141-142, (2011); Watson G., The Civils: The Story of the Institution of Civil Engineers, (1988); Wolcott M., Brown S., King M., Ascher-Barnstone D., Beyreuther T., Olsen K., Model for faculty, student, and practitioner development in sustainability engineering through an integrated design experience, J. Prof. Issues Eng. Educ. Pract., 137, 2, pp. 94-101, (2011)","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","","","","","","","","10523928","","JPEPE","","English","J Prof Issues Eng Educ Pract","Review","Final","","Scopus","2-s2.0-84872697993"
"Howard D.","Howard, Diane (35781909000)","35781909000","Appropriate assessment outcomes for commercial space operations undergraduate degree programs","2016","Proceedings of the International Astronautical Congress, IAC","0","","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016519222&partnerID=40&md5=34599b82f9b861101b9124492c63b22b","Commercial Space Operations, Embry-Riddle Aeronautical University, Daytona Beach, 32114, FL, United States","Howard D., Commercial Space Operations, Embry-Riddle Aeronautical University, Daytona Beach, 32114, FL, United States","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.","Learning outcomes; Pedagogy; Space education","Accreditation; Students; Teaching; Commercial space operations; Learning outcome; Pedagogy; Scholarship of teaching and learning; Space education; Student learning outcomes; Technology advancement; Undergraduate degrees; Curricula","","","","","","","Ewell P.T., Accreditation and student learning outcomes: A proposed point of departure, Council for Higher Education, (2001); AAB International Accreditation Criteria Manual, Form, 201, (2012); Bloom B.S., Taxonomy of Educational Objectives, (1956)","D. Howard; Commercial Space Operations, Embry-Riddle Aeronautical University, Daytona Beach, 32114, United States; email: diane.howard@erau.edu","","International Astronautical Federation, IAF","China Head Aerospace Technology  Co.; CONACYT; UAE Space Agency","67th International Astronautical Congress, IAC 2016","26 September 2016 through 30 September 2016","Guadalajara","126413","00741795","","","","English","Proc. Int. Astronaut. Congr., IAC","Conference paper","Final","","Scopus","2-s2.0-85016519222"
"Musib M.","Musib, Mrinal (36094722600)","36094722600","Creating and integrating relevant educational cartoons with scenario-based learning strategies to impart long-term ethics learning","2019","International Journal of Innovation and Learning","25","1","","50","63","13","3","10.1504/IJIL.2019.096533","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058116908&doi=10.1504%2fIJIL.2019.096533&partnerID=40&md5=1ae72ebc94220dbc761dfb9f1e10338f","Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore","Musib M., Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore","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.","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","education; ethics; innovation; learning; scenario analysis; student; teaching","","","","","","","Beaton C., Creative ways to teach ethics and assess learning, 39th Frontiers in Education Conference FIE'09, pp. 1-4, (2009); Cheesman K., Using comics in the science classroom - A pedagogical tool, J. of College Sc. Teaching, 35, 4, pp. 48-51, (2006); DeNeve K.M., Heppner M.J., Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures, Innovative Higher Education, 21, 3, pp. 231-246, (1997); Druckman D., Ebner N., Onstage or behind the scenes? Relative learning benefits of simulation role-play and design, Simulation and Gaming, 39, 4, pp. 465-497, (2008); Fleischmann S.T., Essential ethics-embedding ethics into an engineering curriculum, Science and Engineering Ethics, 10, 2, pp. 69-381, (2004); Mills A.J., Robson K., Pitt L.F., Using cartoons to teach corporate social responsibility, J. Marketing Edu., 35, 2, pp. 181-190, (2013); Musib M.K., Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module, CDTL Brief, 17, 2, pp. 15-20, (2014); Nestel D., Tierney T., Role-play for medical students learning about communication: Guidelines for maximising benefits, BMC Medical Education, 7, 1, (2007); Newberry B., The dilemma of ethics in engineering education, Science and Engineering Ethics, 10, 2, pp. 343-351, (2004); Perlman B., Varma R., Teaching engineering ethics, Proceedings of American Society for Engineering Education Annual Conference and Symposium, (2001); Quinn M.J., Case-based analysis: A practical tool for teaching computer ethics, ACM SIGCSE006, (2006); Ragupathi K., The slow road to flipping: By Ashish Lall and Laksh Samavedham, Technology in Pedagogy, No. 14, (2013); Roberts T., Preparing graduates for the professions using scenario-based learning, Innovations in Education and Teaching International, 48, 2, pp. 223-224, (2011); Shallcross D.C., Parkinson M.J., Teaching ethics to chemical engineers: Some class room scenarios, Trans IChemE, Part D, Education for Chemical Engineers, 1, 1, pp. 49-54, (2006); Tay A., Musib M.K., To MOOC or not to MOOC: A review of strategies to manage high attrition in MOOC participation, Asian Journal of the Scholarship of Teaching and Learning, 7, 1, pp. 67-82, (2017)","M. Musib; Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore; email: biemkm@nus.edu.sg","","Inderscience Publishers","","","","","","14718197","","","","English","Int. J. Innov. Learn.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85058116908"
"Van Der Veen J.T.; Hahnen-Florijn M.E.; Poortman C.L.; Schildkamp K.; McKenney S.E.","Van Der Veen, J.T. (7103012921); Hahnen-Florijn, M.E. (57197787992); Poortman, C.L. (46461730300); Schildkamp, K. (23976627400); McKenney, S.E. (22634717800)","7103012921; 57197787992; 46461730300; 23976627400; 22634717800","Senior university teaching qualification via engineering education research and design","2017","Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017","","","","1253","1259","6","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034742811&partnerID=40&md5=574a5c88c9309ee60f4926ee49afe71b","4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; Centre of Expertise in Teaching and Learning, University of Twente Enschede, Netherlands","Van Der Veen J.T., 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; Hahnen-Florijn M.E., Centre of Expertise in Teaching and Learning, University of Twente Enschede, Netherlands; Poortman C.L., 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; Schildkamp K., 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; McKenney S.E., 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands","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.","Excellent teaching; Professional development; Scholarship of teaching and learning","Education; Engineering education; Engineering education research; Evaluation results; Peer interactions; Professional development; Reward systems; Scholarship of teaching and learning; University teachers; University teaching; Teaching","","","","","","","Hutchings P., Shulman L.S., The scholarship of teaching: New elaborations, new developments, Change, 31, 5, pp. 10-15, (1999); Darling-Hammond L., Teacher quality and student achievement, Education Policy Analysis Archives, 8, 1, (2000); Hattie J., Visible Learning for Teachers: Maximizing Impact on Learning, (2012); Fullan M.G., Why teachers must become change agents, Educational Leadership, 50, 6, pp. 12-17, (1993); De Jong R.A.H., Mulder J.A., Senior (university) teaching qualification in the netherlands: Developing senior teaching skills in response to educational innovation at Dutch universities, International Consortium for Educational Development Conference 2016, (2016); Higher Education Academy, (2017); Gunn V., Fisk A., Considering Teaching Excellence in Higher Education: 2007-2013. A Review Study for the Higher Education Academy, (2013); Olsson T., Roxa T., Assessing and rewarding excellent academic teachers for the benefit of an organisation, European Journal of Higher Education, 3, 1, pp. 40-61, (2013); Clarke D., Hollingsworth H., Elaborating a model of teacher professional growth, Teaching and Teacher Education, 18, 8, pp. 947-967, (2002); Ejersbo L.R., Engelhardt R., Frolunde L., Hanghoj T., Magnussen R., Misfeldt M., Balancing product design and theoretical insights, The Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering and Mathematics Learning and Teaching, pp. 149-164, (2008); Graham R., Career Framework for University Teaching, Royal Academy of Engineering, London, (2016); Burbank M.D., Kauchak D., An alternative model to professional development: Investigations into effective collaboration, Teaching and Teacher Education, 19, pp. 499-514, (2003); Elmore R.F., Burney D., Investing in teacher learning, Teaching As the Learning Profession, pp. 236-291, (1999); Gast I., Schildkamp K., Veen J.T., Van Der McKenney S.E., Curriculum Innovation? Not Without My Team! Factors Influencing Teacher Attitudes, (2017)","J.T. Van Der Veen; 4TU Centre for Engineering Education, ELAN, University of Twente, Enschede, Netherlands; email: j.t.vanderveen@utwente.nl","Bernardino J.; Rocha J.; Quadrado J.C.","European Society for Engineering Education (SEFI)","Dassault Systemes (DS); Granta; MathWorks; National Instruments; Project Management Institute (PMI); Quanser","45th Annual Conference of the European Society for Engineering Education, SEFI 2017","18 September 2017 through 21 September 2017","Angra do Heroismo, Terceira Island, Azores","131451","","978-989988757-2","","","English","Proc. SEFI Annu. Conf. - Educ. Excell. Sustain., SEFI","Conference paper","Final","","Scopus","2-s2.0-85034742811"
"Kapadia R.J.","Kapadia, Rajiv J. (36707770200)","36707770200","Teaching and learning styles in engineering education","2008","Proceedings - Frontiers in Education Conference, FIE","","","4720326","T4B1","T4B4","3","22","10.1109/FIE.2008.4720326","https://www.scopus.com/inward/record.uri?eid=2-s2.0-60549091173&doi=10.1109%2fFIE.2008.4720326&partnerID=40&md5=6eea517f71df64d900148d86a14aa8c9","Minnesota State University Mankato, United States","Kapadia R.J., Minnesota State University Mankato, United States","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.","Learning styles; Optimization; Teaching styles","Engineering education; Innovation; Engineering professors; Instructional methods; Learning styles; Learning theories; Teaching and learning; Teaching methods; Teaching styles; Teaching techniques; Teaching","","","","","","","Wankat P., Et al., The scholarship of teaching and learning in Engineering; Rover D.T., Teaching Engineering to a wider audience, Journal of Engineering Education, (2006); Angelo T.A., Cross K.P., Classroom Assessment Techniques: A Handbook for College Teachers, (1993); Capretz, Luiz F Clues on Software Engineers' Learning Styles, (2006); Losada R.A., Practical FIR Filter Design in MATLAB, White paper, (2004)","R. J. Kapadia; Minnesota State University Mankato, United States; email: rajiv.kapadia@mnsu.edu","","","Institute of Electrical and Electronics Engineers, IEEE","38th ASEE/IEEE Frontiers in Education Conference, FIE 2008","22 October 2008 through 25 October 2008","Saratoga Springs, NY","75329","15394565","","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","","Scopus","2-s2.0-60549091173"
"Roxå T.; Ahmad A.; Barrington J.;  Van Maaren J.; Cassidy R.","Roxå, Torgny (6503949567); Ahmad, Arshad (56110868800); Barrington, Janette (57203450184);  Van Maaren, John (57221759438); Cassidy, Robert (7006128189)","6503949567; 56110868800; 57203450184; 57221759438; 7006128189","Reconceptualizing student ratings of teaching to support quality discourse on student learning: a systems perspective","2022","Higher Education","83","1","","35","55","20","6","10.1007/s10734-020-00615-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100093726&doi=10.1007%2fs10734-020-00615-1&partnerID=40&md5=d1acc4dd614bc71e7420b8ffbfb96c76","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","Roxå T., Faculty of Engineering, Lund University, Lund, Sweden; Ahmad A., Lahore University of Management Sciences, Lahore, Pakistan; Barrington J., Centre for Teaching and Learning, Concordia University, Montreal, Canada;  Van Maaren J., MacPherson Institute, Concordia University, Hamilton, Canada; Cassidy R., Centre for Teaching and Learning, Department of Education, Concordia University, De Maisonneuve Blvd. W, Montreal, H3G 1M8, Canada","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.","Approaches to learning; Course evaluations; Higher education; Practice-based research; Quality enhancement; Students as partners; Systems perspective","","","","","","","","Abrami P.C., d'Apollonia S., Cohen P.A., The validity of student ratings of instruction: what we know and what we don’t, Journal of Educational Psychology, 82, pp. 219-232, (1990); Ahmad A., Ali A., VanMaaren J., Barrington J., Merritt O., Ansilio K., Partnership in practice: implementing Healey’s conceptual model, International Journal for Students as Partners, 1, 2, pp. 1-10, (2017); Alhija F.N.-A., Teaching in higher education: good teaching through students’ lens, Studies in Educational Evaluation, 54, pp. 4-12, (2017); Ambady N., Rosenthal R., Half a minute: predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness, Journal of Personality and Social Psychology, 64, 3, pp. 431-441, (1993); Andersen K., Miller E.D., Gender and student evaluations of teaching, PS: Political Science and Politics, 30, 2, pp. 216-219, (1997); Ang L., Breyer Y.A., Pitt J., Course recommendation as a construct in student evaluations: will students recommend your course?, Studies in Higher Education, 43, 6, pp. 944-959, (2018); Angelo T.A., Cross K.P., Classroom assessment techniques: a handbook for college teachers, (1993); Arthur L., From performativity to professionalism: lecturers’ responses to student feedback, Teaching in Higher Education, 14, 4, pp. 441-454, (2009); Association of Swedish Higher Education Institutions, Recommendations on General Learning Outcomes for the Teaching Qualifications Required for Employment as Academic Teacher and on Mutual Recognition, (2016); Bamber V., Trowler P.R., Saunders M., Knight P., Enhancing learning, teaching, assessment and curriculum in higher education: theory, cases, practices, (2009); Basow S., Codos S., Martin J., The effects of professors’ race and gender on student evaluations and performance, College Student Journal, 47, 2, pp. 352-363, (2013); Baxter Magolda M.B., Knowing and reasoning in college: gender-related patterns in students’ intellectual development, (1992); Bedggood R.E., Donovan J.D., University performance evaluations: what are we really measuring?, Studies in Higher Education, 37, 7, pp. 825-842, (2012); Beran T.N., Rokosh J.L., Instructors’ perspectives on the utility of student ratings of instruction, Instructional Science, 37, 2, pp. 171-184, (2009); Biggs J.B., From theory to practice: a cognitive systems approach, Higher Education Research and Development, 12, 1, pp. 73-85, (1993); Bini M., Masserini L., Students’ satisfaction and teaching efficiency of university offer, Social Indicators Research, 129, 2, pp. 847-862, (2016); Blair E., Noel K.V., Improving higher education practice through student evaluation systems: is the student voice being heard?, Assessment & Evaluation in Higher Education, 39, 7, pp. 879-894, (2014); Boatright-Horowitz S.L., Soeung S., Teaching white privilege to white students can mean saying good-bye to positive student evaluations, American Psychologist, 64, 6, pp. 574-575, (2009); Bohm D., On dialogue, (1996); Borg W.R., Hamilton E.R., Comparison between a performance test and criteria of instructor effectiveness, Psychological Reports, 2, pp. 111-116, (1956); Boring A., Gender biases in student evaluations of teaching, Journal of Public Economics, 145, pp. 27-41, (2017); Braga M., Paccagnella M., Pellizzari M., Evaluating students’ evaluations of professors, Economics of Education Review, 41, pp. 71-88, (2014); Broekkamp H., van Hout-Wolters B., The gap between educational research and practice: a literature review, symposium, and questionnaire, Educational Research and Evaluation, 13, 3, pp. 203-220, (2007); Cook-Sather A., Catalyzing multiple forms of engagement: student-staff partnerships exploring teaching and learning, The student engagement handbook: practice in higher education, pp. 549-566, (2013); Cook-Sather A., Bovill C., Felten P., Engaging students as partners in learning and teaching: a guide for faculty, (2014); Darwin S., What contemporary work are student ratings actually doing in higher education?, Studies in Educational Evaluation, 54, pp. 13-21, (2017); Department for Business, Innovation, and Skills, Success as Knowledge Economy: Teaching Excellence, Social Mobility & Student Voice (White Paper). London, (2016); DiMaggio P., Powell W., The iron cage revisited: institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Edstrom K., Doing course evaluation as if learning matters most, Higher Education Research & Development, 27, 2, pp. 95-106, (2008); Felder R.M., Random thoughts: the scholarship of teaching, Chemical Engineering Education, 34, 2, (2000); Field L., Whither teaching? Academics’ informal learning about teaching in the “tiger mother” university, International Journal for Academic Development, 20, 2, pp. 113-125, (2015); Flaherty C., Teaching Eval Shake-Up. inside Higher Ed, (2018); Floden J., The impact of student feedback on teaching in higher education, Assessment & Evaluation in Higher Education, 42, 7, pp. 1054-1068, (2017); Grimes A., Medway D., Foos A., Goatman A., Impact bias in student evaluations of higher education, Studies in Higher Education, 42, 6, pp. 945-962, (2017); Gunn B., The paradigm shift in university management, International Journal of Educational Management, 9, 1, pp. 28-40, (1995); Hammer R., Peer E., Babad E., Faculty attitudes about student evaluations and their relations to self-image as teacher, Social Psychology of Education, 21, pp. 517-537, (2018); Healey M., Flint A., Harrington K., Students as partners: reflections on a conceptual model, Teaching & Learning Inquiry, 4, 2, pp. 1-13, (2016); Henderson C., Beach A., Finkelstein H., Facilitating change in undergraduate stem instructional practices: an analytic review of the literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Hendry G.D., Lyon P.M., Henderson-Smart C., Teachers’ approaches to teaching and responses to student evaluation in a problem-based medical program, Assessment & Evaluation in Higher Education, 32, 2, pp. 143-157, (2007); Huston T.A., Race and gender bias in higher education: could faculty course evaluations impede further progress toward parity, Seattle Journal of Social Justice, 4, 2, pp. 591-611, (2006); Kember D., Leung D.Y.P., Kwan K.P., Does the use of student feedback questionnaires improve the overall quality of teaching?, Assessment & Evaluation in Higher Education, 27, 5, pp. 411-425, (2002); Kezar A., How colleges change: understanding, leading, and enacting change, (2018); Kottmann A., Huisman J., Brockerhoff L., Cremonini L., Mampaey J., How can one create a culture for quality enhancement? Final report, (2016); Kulik J.A., Student ratings: validity, utility, and controversy, New Directions for Institutional Research, 109, pp. 9-25, (2001); Kwan K.P., How fair are student ratings in assessing the teaching performance of university teachers?, Assessment & Evaluation in Higher Education, 24, 2, pp. 181-195, (1999); Larsson M., Anderberg E., Olsson T., Researching the transformation in the scholarship of teaching and learning through teaching portfolios and conference papers: a reflection at the institutional level, The Scholarship of Teaching and Learning in Higher Education: on its constitution and transformative potential, pp. 113-136, (2015); Lave J., Wenger E., Situated learning: legitimate peripheral participation, (1991); Linse A.R., Interpreting and using student ratings data: guidance for faculty serving as administrators and on evaluation committees, Studies in Educational Evaluation, 54, pp. 94-106, (2017); Loughran J., Berry A., Mulhall P., Pedagogical content knowledge, Understanding and developing science teachers’ pedagogical content knowledge, 12, pp. 7-14, (2012); Lutovac S., Kaasila R., Komulainen J., Maikkola M., University lecturers’ emotional responses to and coping with student feedback: a Finnish case study, European Journal of Psychology of Education, 32, 2, pp. 235-250, (2017); Marsh H.W., The influence of student, course, and instructor characteristics in evaluations of university teaching, American Educational Research Journal, 17, 2, pp. 219-237, (1980); Marsh H.W., Cheng J., National student survey of teaching in UK universities: dimensionality, multilevel structure, and differentiation at the level of university and discipline (preliminary results), (2008); Marsh H.W., Roche L.A., Reply upon SET research, American Psychologist, 54, 7, pp. 517-518, (1999); Martensson K., Bedömning Av Pedagogisk Kompetens på LTH [Evaluation of Pedagogical Competence at Lund University Faculty of Engineering]. Presented at the Pedagogiska Inspirationskonferens, (2010); Martensson K., Roxa T., Olsson T., Developing a quality culture through the Scholarship of Teaching and Learning, Higher Education Research & Development, 30, 1, pp. 51-62, (2011); Marton F., Booth S.A., Learning and awareness, (1997); McCune V., Hounsell D., The development of students’ ways of thinking and practising in three final-year biology courses, Higher Education, 49, 3, pp. 255-289, (2005); Meyer H., The new managerialism in education management: corporatization or organizational learning?, Journal of Educational Administration, 40, 6, pp. 534-551, (2002); Moore S., Kuol N., Students evaluating teachers: exploring the importance of faculty reaction to feedback on teaching, Teaching in Higher Education, 10, 1, pp. 57-73, (2005); Morgan D.A., Sneed J., Swinney L., Are student evaluations a valid measure of teaching effectiveness: perceptions of accounting faculty members and administrators, Management Research News, 26, pp. 17-32, (2003); Morrison K., Online and paper evaluations of courses: a literature review and case study, Educational research and evaluation, 19, 7, pp. 585-604, (2013); Murray H.G., Does evaluation of teaching lead to improvement of teaching?, International Journal for Academic Development, 2, 1, pp. 8-23, (1997); Nasser F., Fresko B., Faculty views of student evaluation of college teaching, Assessment & Evaluation in Higher Education, 27, 2, pp. 187-198, (2002); Nuthall G., Relating classroom teaching to student learning: a critical analysis of why research has failed to bridge the theory-practice gap, Harvard Educational Review, 74, 3, pp. 273-306, (2004); O'Donovan B., How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback, Higher Education, 74, 4, pp. 617-633, (2017); Olsson T., Roxa T., Assessing and rewarding excellent academic teachers for the benefit of an organization, European Journal of Higher Education, 3, 1, pp. 40-61, (2013); Olsson T., Winka K., Forland O., Roxa T., Implementation of reward systems for excellence in university teaching: critical aspects from a nordic perspective. Higher Education Close-Up, (2018); Perry W.G., Forms of intellectual and ethical development in the college years, (1970); Ramsden P., Learning to teach in higher education, (2005); Ramsden P., Entwistle N.J., Effects of academic departments on students’ approaches to studying, British Journal of Educational Psychology, 51, pp. 368-383, (1981); Ramsden P., A performance indicator of teaching quality in higher education: the Course Experience Questionnaire, Studies in Higher Education, 16, 2, pp. 129-150, (1991); Roxa T., Bergstrom M., Kursvärderingar i system – akademiska lärares upplevelser och organisationens förmåga till utveckling [Course evaluation systems: academic teachers’ experiences and the institution’s capacity for development], Högre Utbildning [Higher Education], 3, 3, pp. 225-236, (2013); Roxa T., Martensson K., Developing higher education organisations and evaluating effects, Teaching skills assessments - Qualitätsmanagement und Personalentwicklung in der Hochschullehre, 17, pp. 91-115, (2016); Roxa T., Slow and steady - educational development at Lund University, SEDA Special 33 - supporting educational change, pp. 29-30, (2013); Roxa T., Olsson T., Martensson K., Appropriate use of theory in the Scholarship of Teaching and Learning as a strategy for institutional development, Arts and Humanities in Higher Education, 7, 3, pp. 276-294, (2008); Schmelkin L.P., Spencer K.J., Gellman E.S., Faculty perspectives on course and teacher evaluations, Research in Higher Education, 38, 5, pp. 575-592, (1997); Senge P.M., The art & practice of the learning organization. The fifth discipline, (2006); Shakurnia A.H., Mozaffari A.R., Karami M.A., Comparison of teachers’ attitude with high and low scores evaluation on the importance and use of student assessments, Educational Research in Medical Sciences, 1, 1, pp. 38-46, (2012); Shulman L.S., Those who understand: knowledge growth in teaching, Educational Researcher, 15, 2, pp. 4-14, (1986); Shulman L.S., Teaching as community property: putting an end to pedagogical solitude, Change, 25, 6, pp. 6-7, (1993); A comparative study of three educational development courses for doctoral students and teaching and learning initiatives in higher education, Erasmus+, (2019); Spooren P., Brockx B., Mortelmans D., On the validity of student evaluation of teaching: the state of the art, Review of Educational Research, 83, 4, pp. 598-642, (2013); Spooren P., Christiaens W., I liked your course because I believe in (the power of) student evaluations of teaching (SET): students’ perceptions of a teaching evaluation process and their relationship with SET scores, Studies in Educational Evaluation, 54, pp. 43-49, (2017); Sprague J., Massoni K., Student evaluations and gendered expectations: what we can’t count can hurt us, Sex Roles, 53, 11-12, pp. 779-793, (2005); Stein S.J., Spiller D., Terry S., Harris T., Deaker L., Kennedy J., Tertiary teachers and student evaluations: never the twain shall meet?, Assessment & Evaluation in Higher Education, 38, 7, pp. 892-904, (2013); Stroebe W., Why good teaching evaluations may reward bad teaching: on grade inflation and other unintended consequences of student evaluations, Perspectives on Psychological Science, 11, 6, pp. 800-816, (2016); Trowler P., Cooper A., Teaching and learning regimes: implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes, Higher Education Research & Development, 21, 3, pp. 221-240, (2002); Trowler P.R., Higher education policy and institutional change, (2002); Uttl B., White C.A., Gonzalez D.W., Meta-analysis of faculty’s teaching effectiveness: student evaluation of teaching ratings and student learning are not related, Studies in Educational Evaluation, 54, pp. 22-42, (2017); Warfvinge P., Policy for evaluation of first and second cycle studies, Lunds Tekniska Högskola., (2003); Warfvinge P., (2018); Wenger E., Communities of practice: learning, meaning, and identity, (1999); Weston C.B., McAlpine L., Making explicit the development toward the scholarship of teaching, New Directions for Teaching and Learning, 86, pp. 89-97, (2001); Wilson K.L., Lizzio A., Ramsden P., The use and validation of the Course Experience Questionnaire, (1996); Winka K., Kartläggning av pedagogiska meriteringsmodeller vid Sveriges högskolor och universitet [Mapping models for evaluating pedagogical merit in Swedish higher education], (2017); Wolbring T., Riordan P., How beauty works: theoretical mechanisms and two empirical applications on students’ evaluation of teaching, Social Science Research, 57, pp. 253-272, (2016); Wong W.Y., Moni K., Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education, Assessment & Evaluation in Higher Education, 39, 4, pp. 397-411, (2014); Yao Y., Grady M.L., How do faculty make formative use of student evaluation feedback? A multiple case study, Journal of Personnel Evaluation in Education, 18, 2, pp. 107-126, (2005)","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","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85100093726"
"Reedy A.K.; Guerrero Farías M.L.; Reyes L.H.; Pradilla D.","Reedy, Alison K. (55516603000); Guerrero Farías, María Lucía (57214235381); Reyes, Luis H. (36864468700); Pradilla, Diego (56418532400)","55516603000; 57214235381; 36864468700; 56418532400","Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study","2020","Education for Chemical Engineers","33","","","91","101","10","12","10.1016/j.ece.2020.09.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091335723&doi=10.1016%2fj.ece.2020.09.002&partnerID=40&md5=e1b2f8c26a6e0a8d730ca8b1ac6e1c73","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","Reedy A.K., Charles Darwin University, Office of Education Strategy, Darwin, Australia; Guerrero Farías M.L., Universidad de Los Andes, Center of Teaching and Learning, School of Education, Bogotá, Colombia; Reyes L.H., Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia; Pradilla D., Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia","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","Creativity; Employability skills; Scholarship of teaching and learning; Teamwork; Work-integrated learning","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","","","","","Japan Society for the Promotion of Science, KAKEN, (17H03100); Ministry of Education, Culture, Sports, Science and Technology, MEXT","Authors are thankful to Ministry of Education, Culture, Sports, Science and Technology, Japan for providing the Project Creation of Life Innovation Materials for Interdisciplinary and International Researcher Development. We are thankful to the Japan Society for the Promotion of Science (JSPS) for a Grant-in-Aid (No. 17H03100) for Scientific Research. Authors are also thankful to CSIR-IMMT for necessary help.","Accreditation Board for Engineering and Technology, Lessons from Leaders on Modernizing Higher Education Engineering Curriculum Engineering Change, (2017); Accreditation Board for Engineering and Technology, Criteria for Accrediting Engineering Programs, pp. 2020-2021, (2019); Ajjawi R., Tai J., Nghia H., Le T., Boud D., Johnson L., Patrick C.J., Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assess. Eval. High. Educ., 45, pp. 304-316, (2020); Alvarez O., Integrating creativity in the design of chemical products, Research in Engineering Education Symposium (REES), Bogotá, (2017); Ballesteros M.A., Daza M.A., Valdes J.P., Ratkovich N., Reyes L.H., Applying PBL methodologies to the chemical engineering courses: unit operations and modeling and simulation, using a joint course project, Educ. Chem. Eng., (2019); Bazeley P., Analysing qualitative data: more than indentifying themes, Malaysian J. Qual. Res., 2, pp. 6-22, (2009); Billett S., Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences, (2011); Birkman Fink S., Capparell S., The Birkman Method: Your Personality at Work, (2013); Britton E., Simper N., Leger A., Stephenson J., Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills, Assess. Eval. High. Educ., 42, pp. 378-397, (2017); Cabanillas C., Resinas M., Ruiz-Cortes A., Automated resource assignment in BPMN models using RACI matrices, Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), pp. 56-73, (2012); Cooper L., Orrell J., Bowden M., Work integrated learning: a guide to effective practice, J. Eur. Ind. Train., (2011); Coronella C., Project-based learning in a first-year chemical engineering course: evaporative cooling, Proceedings of the American Society for Engineering Education, Citeseer, (2006); Cruz A., Pineda W., Caracterización del Desarrollo Profesional de la Ingeniería Química en Colombia (2015–2017), (2018); Cussler E.L., Moggridge G.D., Cussler E.L., Moggridge G.D., An introduction to chemical product design, Chemical Product Design, pp. 1-16, (2012); Duhigg C., What Google Learned From Its Quest to Build the Perfect Team [WWW Document], (2016); Edmondson A., Psychological safety and learning behavior in work teams, Adm. Sci. Q., 44, pp. 350-383, (1999); Edmondson A.C., Lei Z., Psychological safety: the history, renaissance, and future of an interpersonal construct, Annu. Rev. Organ. Psychol. Organ. Behav., 1, pp. 23-43, (2014); Fautley M., Assessing creativity in English school music education: a case of mistaken identity?, Creativities in Arts Education, Research and Practice. Brill Sense, pp. 173-188, (2018); Felder R.M., Brent R., Hard assessment of soft skills, Chem. Eng. Educ., 44, pp. 63-64, (2010); Fernandez Rivas D., Boffito D.C., Faria-Albanese J., Glassey J., Cantin J., Afraz N., Akse H., Boodhoo K.V.K., Bos R., Chiang Y.W., Commenge J.M., Dubois J.L., Galli F., Harmsen J., Kalra S., Keil F., Morales-Menendez R., Navarro-Brull F.J., Noel T., Ogden K., Patience G.S., Reay D., Santos R.M., Smith-Schoettker A., Stankiewicz A.I., van den Berg H., van Gerven T., van Gestel J., Weber R.S., Process intensification education contributes to sustainable development goals. Part 2, Educ. Chem. Eng., 32, pp. 15-24, (2020); Ferns S., Zegwaard K.E., Critical assessment issues in work-integrated learning, Asia-Pacific J. Coop. Educ., 15, pp. 179-188, (2014); Govender C.M., Wait M., Work integrated learning benefits for student career prospects - mixed mode analysis, South Afr. J. High. Educ., 31, pp. 49-64, (2017); Green J., Willis K., Hughes E., Small R., Welch N., Gibbs L., Daly J., Generating best evidence from qualitative research: the role of data analysis, Aust. N. Z. J. Public Health, 31, pp. 545-550, (2007); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning student identity and sense of place: future possibilities for assessment and development of student employability skills, Stud. High. Educ., 43, pp. 891-913, (2018); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Stud. High. Educ., 40, pp. 350-367, (2015); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, High. Educ., 74, pp. 833-853, (2017); Johns-Boast L., Patch G., A Win-Win Situation: Benefits of Industry-Based Group Projects Case Study, (2010); Jorgensen S., Arce-Trigatti A., Allen Mathende S.B., Cain A.H., Sanders J.R., Arce P.E., An Activity to Illustrate Teamwork: an Introduction to the Renaissance Foundry Model Through Mindful Abstraction, (2019); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic work-integrated learning activities and assessments, Asia-Pacific J. Coop. Educ., 18, pp. 153-165, (2017); Leech N.L., Onwuegbuzie A.J., An array of qualitative data analysis tools: a call for data analysis triangulation, Sch. Psychol. Q., 22, pp. 557-584, (2007); Lopez-Malo A., Husted S., Gutierrez J.V., Ramirez-Corona N., Palou E., Food engineering students’ creative experiences in a capstone course, ASEE Annual Conference and Exposition, Conference Proceedings, (2016); Mackaway J., Winchester-Seeto T., Carter L., Work-integrated learning and the ‘inclusive’ challenge of preparing a diverse student cohort for the world beyond the academy, Research and Development in Higher Education: Higher Education in a Globalized World, pp. 226-236, (2014); Martin A., Hughes H., How to make the most of work integrated learning: a guide for students, lecturers & supervisors, Lecturers & Supervisors, Massey University, Private Bag 11222 Palmerston North 5301 New Zealand, Citeseer, (2009); Michigan M., Engineering Change: Six Keys to Success in Modernizing Higher Ed Curriculum [WWW Document], (2017); Munro C.R., Laiken M.E., Developing and sustaining high performance teams an action research approach, OD Pract., 35, pp. 62-67, (2003); Mutereko S., Wedekind V., Work integrated learning for engineering qualifications: a spanner in the works?, J. Educ. Work, 29, pp. 902-921, (2016); Olander S., Landin A., Evaluation of stakeholder influence in the implementation of construction projects, Int. J. Proj. Manag., 23, pp. 321-328, (2005); Osterwalder A., Pigneur Y., Business Model Generation: a Handbook for Visionaries, Game Changers, and Challengers, (2010); Patrick C., Peach D., Pocknee C., The WIL Report: a National Scoping Study, (2008); Pugh S., Concept selection: a method that works, Proceedings of the International Conference on Engineering Design, pp. 497-506, (1981); Quacquarelli Symonds, The Global Skills Gap in the 21st Century, (2018); Ramberg U., Edgren G., Wahlgren M., Capturing progression of formal knowledge and employability skills by monitoring case discussions in class, Teach. High. Educ., pp. 1-19, (2019); Roger T., Johnson D.W., An overview of cooperative learning, Creat. Collab. Learn., pp. 1-21, (1994); Rueeker S., Radzikowska M., The iterative design of a project charter for interdisciplinary research, Proceedings of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, DIS, pp. 288-294, (2008); Salcedo Galan F., Buitrago Mora H.M., Jimenez Heredia A.T., Sierra Penuela L.L., Gonzalez Barrios A.F., Everyday chemical product design as platform for teaching transport phenomena, Educ. Chem. Eng., 25, pp. 9-15, (2018); Schmidt M., Charney M., Assessing creativity as a student learning outcome in theatre education, Creativity in Theatre, pp. 271-287, (2018); Simic M., Spichkova M., Schmidt H., Peake I., Enhancing learning experience by collaborative industrial projects, ICEER 2016, pp. 1-8, (2016); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A Practical Guide for Work-Integrated Learning Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered Through Colleges and Universities, (2016); Theresa W.S., Anna R., Jacqueline M., Sharing the load: understanding the roles of academics and host supervisors in work-integrated learning, Asia-Pacific J. Coop. Educ., 17, pp. 101-118, (2016); Tran L.T., Soejatminah S., Integration of work experience and learning for international students: from harmony to inequality, J. Stud. Int. Educ., 21, pp. 261-277, (2017); Treffinger D.J., Young G.C., Selby E.C., Shepardson C., Assessing creativity: a guide for education, Natl. Res. Cent. Gift. Talent., (2002); Wilson J.M., Gantt charts: a centenary appreciation, Eur. J. Oper. Res., 149, pp. 430-437, (2003)","L.H. Reyes; Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia; email: lh.reyes@uniandes.edu.co","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85091335723"
"Nicoll-Senft J.M.; Seider S.N.","Nicoll-Senft, Joan M. (35096520400); Seider, Susan N. (57201298870)","35096520400; 57201298870","Assessing the Impact of the 4MAT Teaching Model Across Multiple Disciplines in Higher Education","2009","College Teaching","58","1","","19","27","8","14","10.1080/87567550903245623","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015533078&doi=10.1080%2f87567550903245623&partnerID=40&md5=9754aed2a7d9b1fc49d107b80661bf31","Central Connecticut State University, United States","Nicoll-Senft J.M., Central Connecticut State University, United States; Seider S.N., Central Connecticut State University, United States","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.","Instruction; pedagogy; teaching methods; teaching style","","","","","","","","The learning style inventory, (1994); The 4MAT teaching style inventory, (2005); Appell C.J., The effects of the 4MAT system on instruction, academic achievement and attitude in the elementary music classroom, (1991); Bandler R., Grinder J., The structure of magic, (1975); Benezra S.H., Bernice McCarthy's 4MAT learning style adaptations in middle school life science, (1985); Blair D., Judah S., Need a strong foundation for an interdisciplinary program? Try 4MAT, Educational Leadership, 48, 2, pp. 37-38, (1990); Bowers P.S., The effect of the 4MAT system on achievement and attitudes in science, (1987); Childers J.H., Neuro-linguistic programming: Enhancing teacher-student communications, Humanistic Education and Development, 24, 1, pp. 32-39, (1985); Claxton C.S., Murrell P.M., Learning styles: Implications for improving educational practices, (1987); Gagne R.M., Briggs L.J., Wagner W., Principles of instructional design., (1992); Gardner H., Frames of mind, the theory of multiple intelligences, (1983); Gregorc A.F., Gregorc style delineator: Development, technical and administrative manual, (1982); Harb J.N., Durrant S.O., Terry R.E., Use of the 4MAT system in engineering education, Proceedings of the Twenty-First Annual ITEE Frontiers in Education Conference, pp. 612-616; Kelly C., Using 4MAT in law school, Educational Leadership, 48, 2, pp. 40-41, (1990); Kolb D.A., Boyatzis R.E., Learning skills profile, (1993); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential learning theory: Previous research and new directions, Perspectives on cognitive, learning, and thinking style, pp. 193-210, (2001); Lemire D.S., The consulting school counselor and student learning style assessment, Guidance Clinic, pp. 8-12, (1987); Lieberman M., Report on the Fairfax County area III 4MAT geometry project, (1988); Lieberman M., Report on the Fairfax County area III 4MAT pre-algebra project, (1989); Lisoskie P.S., Experimental teaching of right and left hemisphere methodology using biology as a content area, (1989); McCarthy B., The 4MAT System: Teaching to learning styles with right/left mode techniques, (1987); McCarthy B., Germain C., Lippitt L., The 4MAT research guide, (2002); McCarthy B., McCarthy D., Teaching around the 4MAT cycle: Designing instruction for diverse learners with diverse learning styles, (2006); (2008); Paraskevas A., Sigala M., Teaching hospitality and tourism management: A matter of style, Journal of Teaching in Travel and Tourism, 3, 4, pp. 1-18, (2003); Rockwell S.K., Kohn H., Post-then-pre evaluation, Journal of Extension, 27, 2, pp. 19-21, (1989); Springer S.P., Deutsch G., Left brain, right brain, (1993); Strauss A., Corbin J., Basics of qualitative research: Techniques and procedures for developing grounded theory, (1998); Sternberg R.J., Thinking styles, (1998); Svinicki M., Dixon N.M., The Kolb cycle modeled for classroom activities, College Teaching, 35, 4, pp. 141-146, (1987); Szewczyk L., Effects of 4MAT, an experimentally-based teaching method upon achievement and selected attitudinal factors of high school geometry students, (1987); Wilkerson R., White K., Effects of the 4MAT system of instruction on students' achievement, retention, and attitudes, The Elementary School Journal, pp. 357-368, (1988); Witkin H.A., Oltman P.K., Raskin E., Karp S.A., Manual for the group embedded figures test, (1971); Young D.B., Administrative implications of instructional strategies and student learning style preferences on science achievement of seventh grade students., (1986)","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","","Taylor and Francis Ltd.","","","","","","87567555","","","","English","Coll. Teach.","Article","Final","","Scopus","2-s2.0-85015533078"
"Secules S.; Bale J.J., Jr.; Sochacka N.W.; Walther J.","Secules, Stephen (56764553900); Bale, James John (57203304623); Sochacka, Nicola W. (49862244600); Walther, Joachim (18042884400)","56764553900; 57203304623; 49862244600; 18042884400","Examining a novel theory-to-practice effort in engineering education through multiple theoretical lenses of systems and change","2018","ASEE Annual Conference and Exposition, Conference Proceedings","2018-June","","","","","","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051201240&partnerID=40&md5=a8fa4cb10fd9bd186d4573f255881ee3","Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States","Secules S., Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States; Bale J.J., Jr., Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States; Sochacka N.W., Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States; Walther J., Engineering Education Transformations Institute (EETI), College of Engineering, University of Georgia, United States","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.","","","","","","","Basic Research Program in Shenzhen, China, (JCYJ20150601102053060); Centre for Functional Photonics of the City University of Hong Kong; Research Grants Council, University Grants Committee, RGC, UGC, (CityU 103913)","This work was supported by grants from the Research Grants Council of the Hong Kong Special Administrative Region (project no.: CityU 103913, the Basic Research Program in Shenzhen, China (project no.: JCYJ20150601102053060), and the Centre for Functional Photonics of the City University of Hong Kong.","Besterfield-Sacre M., Cox M.F., Borrego M., Beddoes K., Zhu J., Changing engineering education: Views of U.S. Faculty, chairs, and deans, Journal of Engineering Education, 103, 2, pp. 193-219, (2014); Borrego M., Development of engineering education as a rigorous discipline: A study of the publication patterns of four coalitions, Journal of Engineering Education, 96, 1, pp. 5-18, (2007); Borrego M., Cutler S., Prince M., Henderson C., Froyd J.E., Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses, Journal of Engineering Education, 102, 3, pp. 394-425, (2013); Borrego M., Froyd J.E., Hall T.S., Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. Engineering departments, Journal of Engineering Education, 99, 3, pp. 185-207, (2010); Borrego M., Henderson C., Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies, Journal of Engineering Education, 103, 2, pp. 220-252, (2014); Carlile P.R., A pragmatic view of knowledge and boundaries: Boundary objects in new product development, Organization Science, 13, 4, pp. 442-455, (2002); Carlile P.R., Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries, Organization Science, 15, 5, pp. 555-568, (2004); Felder R.M., Brent R., Prince M.J., Engineering instructional development: Programs, best practices, and recommendations, Journal of Engineering Education, 100, 1, pp. 89-122, (2011); Felder R.M., Hadgraft R.G., Educational practice and educational research in engineering: Partners, antagonists, or ships passing in the night?, Journal of Engineering Education, 102, 3, pp. 339-345, (2013); Finelli C.J., Daly S.R., Richardson K.M., Bridging the research-to-practice gap: Designing an institutional change plan using local evidence, Journal of Engineering Education, 103, 2, pp. 331-361, (2014); Henderson C., Beach A., Finkelstein N., Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, 48, 8, pp. 952-984, (2011); Jesiek B.K., Newswander L.K., Borrego M., Engineering education research: Discipline, community, or field?, Journal of Engineering Education, 98, 1, pp. 39-52, (2009); Kinoshita T.J., Knight D.B., Gibbes B., The positive influence of active learning in a lecture hall: An analysis of normalised gain scores in introductory environmental engineering, Innovations in Education and Teaching International, 54, 3, pp. 275-284, (2017); Laszlo E., The Systems View of the World: The Natural Philosophy of the New Developments in the Sciences, (1975); Laszlo E., The Systems View of the World: A Holistic Vision for our Time, (1996); Levina N., Vaast E., The emergence of boundary spanning competence in practice: Implications for implementation and use of information systems, MIS Quarterly, 29, 2, pp. 335-363, (2005); McKenna A.F., Yalvac B., Light G.J., The role of collaborative reflection on shaping engineering faculty teaching approaches, Journal of Engineering Education, 98, 1, pp. 17-26, (2009); Meadows D.H., Thinking in Systems: A Primer, (2009); Nguyen K.A., DeMonbrun R.M., Borrego M., Prince M.J., Husman J., Finelli C.J., Waters C., The Variation of Nontraditional Teaching Methods Across 17 Undergraduate Engineering Classrooms, (2017); Obstfeld D., Social networks, the tertius iungens orientation, and involvement in innovation, Administrative Science Quarterly, 50, 1, pp. 100-130, (2005); Shuman L.J., Atman C.J., Eschenbach E.A., Evans D., Felder R.M., Imbrie P.K., Yokomoto C.F., The future of engineering education, 32nd Annual Frontiers in Education, 1, pp. T4A1-T4A15, (2002); Streveler R.A., Smith K.A., Conducting rigorous research in engineering education, Journal of Engineering Education, 95, 2, pp. 103-105, (2006)","","","American Society for Engineering Education","","125th ASEE Annual Conference and Exposition","23 June 2018 through 27 December 2018","Salt Lake City","138114","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85051201240"
"Smith K.A.; Streveler R.A.","Smith, Karl A. (24177708100); Streveler, Ruth A. (6602166384)","24177708100; 6602166384","Special session - Connecting and expanding the emerging engineering education research (EER) and engineering education innovation (EEI) communities","2011","Proceedings - Frontiers in Education Conference, FIE","","","6142844","","","","2","10.1109/FIE.2011.6142844","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863407063&doi=10.1109%2fFIE.2011.6142844&partnerID=40&md5=93291d57a352dd4087bb0390ff901191","School of Engineering Education, Purdue University, United States; Civil Engineering, University of Minnesota, United States","Smith K.A., School of Engineering Education, Purdue University, United States, Civil Engineering, University of Minnesota, United States; Streveler R.A., School of Engineering Education, Purdue University, United States","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.","engineering education innovation; engineering education research; networking; scholarship of teaching and learning","Research; Teaching; Collaboratories; engineering education research; National Academy of Engineering; networking; scholarship of teaching and learning; Teaching and learning; Engineering education","","","","","","","Streveler R.A., Magana A.J., Smith K.A., Douglas T.C., CLEERhub.org: Creating a digital habitat for engineering education researchers, American Society for Engineering Education Annual Conference Proceedings, 2010","K.A. Smith; School of Engineering Education, Purdue University, United States; email: ksmith@umn.edu","","","Am. Soc. Eng. Educ. (ASEE), Educ. Res. Methods (ERM) Div.; Inst. Electr. Electron. Eng. (IEEE), Comput. Soc.; Inst. Electr. Electron. Eng. (IEEE), Educ. Soc.; South Dakota School of Mines and Technology","41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011","12 October 2011 through 15 November 2011","Rapid City, SD","88890","15394565","978-161284467-1","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","","Scopus","2-s2.0-84863407063"
"Maghiar M.; Brown C.","Maghiar, M. (55858968000); Brown, C. (55478073600)","55858968000; 55478073600","A qualitative multi-disciplinary analysis of employers’ technology competency perceptions for graduates readiness to the workforce","2022","Cogent Education","9","1","2147777","","","","1","10.1080/2331186X.2022.2147777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143265825&doi=10.1080%2f2331186X.2022.2147777&partnerID=40&md5=598816fda537528b6037e150b0a75be4","Civil Engineering and Construction, Georgia Southern University, Statesboro, GA, United States; Political Science and International Studies, Georgia Southern University, Statesboro, GA, United States","Maghiar M., Civil Engineering and Construction, Georgia Southern University, Statesboro, GA, United States; Brown C., Political Science and International Studies, Georgia Southern University, Statesboro, GA, United States","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.","competency; readiness; soft-skills; software; technology","","","","","","Centre for Teaching Excellence; Georgia Southern University, GS","The authors received no direct funding for this research. The contributors in this study would like to acknowledge the assistance, encouragement, and support (non-financial) received from the Centre for Teaching Excellence (CTE). This centre provides support for teaching and learning through face-to-face, online, and blended classroom environments. The CTE supports faculty with research-based pedagogical and technological resources for designing, implementing, assessing, and researching effective and innovative instructional strategies as well as learning technologies that foster academic excellence at Georgia Southern University. This SoTL-FLC research was stemmed from one of the past round-table initiatives to conduct this type of projects which benefit interdisciplinary faculty collaborations and, in some cases, bridge the collaborations with industry. The authors are particularly grateful to Dr Xiaomei Song (Central Michigan University) for her collaboration with an earlier research project in this area. Dr Christopher M. Brown would also like to acknowledge Dr Matthew Flynn (Georgia Southern University) for supervising the 2020 alumni survey and Dr Zachary Karazsia (Valdosta State University) for his editorial suggestions.","Brown C.M., Introduction to international studies, (2017); Council for accreditation of educator preparation, Webpage, (2013); Collins H.T., Czarra F.R., Smith A.F., Guidelines for global and international studies education: Challenges, culture, connections, American Forum for Global Education, 135-136, pp. 1-19, (1996); Competency Models–Communicating Industry’s Education and Training Needs. United States Government, Department of Labor, (2019); Compentency Model Clearinghouse, (2022); Competency models–communicating industry’s education and training needs, (2020); Gavin F.J., It’s never been a better time to study IR, Foreign Policy, 2018, (2018); Hobbs H.H., Chernotsky H.I., Van Tassell D.H., International studies and the global community: Transforming the Agenda, Oxford Research Encyclopedia of International Studies, pp. 1-16, (2010); Jackson S.F., Teaching with technology: Active learning in international studies, Oxford Research Encyclopedia of International Studies, pp. 1-23, (2010); Krige J.K., Barth K.H., Introduction: Science, technology, and international affairs, Osiris, 21, 2006, pp. 1-21, (2006); Krishna-Hensel S.F., Technology and international relations, Oxford Research Encyclopedia of International Studies, pp. 1-17, (2010); Maghiar M., Fu G., Framework for expanding BIM adoption within the taught curriculum, 9th BIM Academic Symposium & Job Task Analysis Review, (2015); Maghiar M., Song X., Brown C., Employers’ perceptions of technology competency and graduates’ readiness: A multi-disciplinary, qualitative analysis in the southeastern United States, EDULEARN 19 - 11th annual International Conference on Education and New Learning Technologies, (2019); McGough D., The challenges in integrating BIM into higher education, Blog resource posted at, (2013); Assessment and selection: Competencies, (2020); Online survey of alumni of international studies majors, (2020); Weiss C., On the teaching of science, technology, and international affairs, Minerva, 50, 1, pp. 127-137, (2012)","M. Maghiar; Civil Engineering and Construction, Georgia Southern University, Statesboro, United States; email: mmaghiar@georgiasouthern.edu","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143265825"
"Aleong R.J.; Goldstein M.H.","Aleong, Richard J. (55336724200); Goldstein, Molly H. (56301493500)","55336724200; 56301493500","Balancing curriculum design trade-offs for larger learning goals: A synthesized model","2020","International Journal of Engineering Education","36","2","","556","567","11","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089075782&partnerID=40&md5=c8a4b5d98a85fda991038466b1c1bfc2","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","Aleong R.J., School of Engineering Education, Purdue University, Wang Hall, 3rd Floor, 516 Northwestern Avenue, West Lafayette, 47906, IN, United States; Goldstein M.H., Industrial & Enterprise Systems Engineering, University of Illinois, Urbana-Champaign, 104 S. Mathews Ave., Urbana, 61820, IL, United States","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.","Curriculum and instructional design; Experiential learning; Professional formation; Scholarship of teaching and learning; Student reflections","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","","","","","","","Crismond D. P., Adams R. S., The informed design teaching and learning matrix, J. Eng. Educ, 101, 4, pp. 738-797, (2012); Criteria for accrediting engineering programs, 2019–2020, (2018); Sheppard S. D., The compatibility (or incompatibility) of how we teach engineering design and analysis, Int. J. Eng. Educ, 17, 5, pp. 440-445, (2001); Layton E. T., The revolt of the engineers: Social responsibility and the American engineering profession, (1971); Dym C. L., Design, systems, and engineering education, Int. J. Eng. Educ, 20, 3, pp. 305-312, (2004); Neeley W., Sheppard S., Leifer L., Design is design is design (or is it?): What we say vs. what we do in engineering design education, Proceedings of the American Society for Engineering Education, (2006); Dym C. L., Agogino A. M., Eris O., Frey D. D., Leifer L. J., Engineering design thinking, teaching, and learning, J. Eng. Educ, 94, 1, pp. 103-120, (2005); Ambrose S. A., Amon C. H., Systematic Design of a First-Year Mechanical Engineering Course at Carnegie Mellon University, J. Eng. Educ, 86, pp. 173-182, (1997); Strong D. S., An approach for improving design and innovation skills in engineering education: The multidisciplinary design stream, Int. J. Eng. Educ, 28, 2, pp. 339-348, (2012); Pionke C. D., Seat E., Parsons J. R., Analysis vs. design: Why the versus?, Int. J. Eng. Educ, 20, 3, pp. 440-446, (2004); Shaeiwitz J. A., Teaching design by integration throughout the curriculum and assessing the curriculum using design projects, Int. J. Eng. Educ, 17, 4, pp. 479-482, (2001); Linder B., Flowers W. C., Integrating engineering science and design: A definition and discussion, Int. J. Eng. Educ, 17, 5, pp. 436-439, (2001); Walther J., Radcliffe D. F., The competence dilemma in engineering education: Moving beyond simple graduate attribute mapping, Australas. J. Eng. Educ, 13, 1, pp. 41-51, (2007); Sheppard S., Colby A., Macatangay K., Sullivan W., What is engineering practice?, Int. J. Eng. Educ, 22, 3, pp. 429-438, (2006); Redish E. F., Smith K. A., Looking beyond content: Skill development for engineers, J. Eng. Educ, 97, 3, pp. 295-307, (2008); Grasso, Holistic engineering education: Beyond technology, (2010); Sheppard S. D., Macatangay K., Colby A., Sullivan W. M., Educating engineers: Designing for the future of the field, (2009); Frank B., Strong D., Sellens R., The professional spine: Creation of a four-year engineering design and practice sequence, Proc. Can. Eng. Educ. Assoc. CEEA, (2011); Lulay K., Dillon H., Doughty T., Munro D., Vijlee S., Implementation of a design spine for a mechanical engineering curriculum, Proceedings of the American Society for Engineering Education, (2015); Riley D., Pushing the boundaries of mass and energy: Sustainability and social justice integration in core engineering science courses, Proceedings of the American Society for Engineering Education, (2015); Eggleston A. G., Rabb R. J., Technical communication for engineers: Improving professional and technical skills, Proc. Am. Soc. Eng. Educ, (2018); Hunter K., Matson J., Engineering leadership and teamwork development through experiential learning, Proceedings of the American Society for Engineering Education, (2001); Research in the formation of engineers, (2019); Walther J., Kellam N., Sochacka N., Radcliffe D., Engineering competence? An interpretive investigation of engineering students’ professional formation, J. Eng. Educ, 100, 4, pp. 703-740, (2011); Baxter Magolda M., King P. M., Learning partnerships: Theory and models of practice to education for self-authorship, (2004); Kreber C., Authenticity in and through teaching in higher education, (2013); Koshland C., Liberal arts and engineering, Holistic Engineering Education: Beyond Technology, pp. 53-67, (2010); Bucciarelli L. L., Drew D. E., Liberal studies in engineering – a design plan, Eng. Stud, 7, 2–3, pp. 103-122, (2015); Noddings N., Philosophy of education, (2016); Deahl K. T., Walz E., Korte R. l., Werpetinski V., Hahn L. D., Sunderman J. A., Litchfield J. B., Knowledge, skills, and attitudes acquired through engineering student experiences abroad, Proceedings of the American Society for Engineering Education, (2013); Wankat P. C., Oreovicz F. S., Teaching engineering, (2015); Kolb D. A., Experiential learning: Experience as the source of learning and development, (1984); Scardamalia M., Bereiter C., Literate expertise, Towards a general theory of expertise: Prospects and limits, pp. 172-194, (1981); Adams R. S., Turns J., Atman C. J., What could design learning look like?, Design Thinking Research Symposium, (2003); Schon D. A., The reflective practitioner: How professionals think in action, (1983); Schon D. A., Designing as reflective conversation with the materials of a design situation, Res. Eng. Des, 3, 3, pp. 131-147, (1992); Kokotovich V., Dorst K., The art of ‘stepping back’: Studying levels of abstraction in a diverse design team, Des. Stud, 46, pp. 79-94, (2016); Patton M. Q., Qualitative research, Encyclopedia of Statistics in Behavioral Science, pp. 1633-1636, (2005)","","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85089075782"
"Smith K.A.; Streveler R.; Guerra R.C.C.","Smith, Karl A. (24177708100); Streveler, Ruth (6602166384); Guerra, Rocio C. Chavela (8606189400)","24177708100; 6602166384; 8606189400","Connecting and expanding the emerging engineering education research & innovation (EER&I) communities","2015","Proceedings - Frontiers in Education Conference, FIE","2015","","7344023","","","","2","10.1109/FIE.2015.7344023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960363511&doi=10.1109%2fFIE.2015.7344023&partnerID=40&md5=2149d24f20941b54eaf177d9d43b32a8","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","Smith K.A., School of Engineering Education, Purdue University, Civil Engineering, University of Minnesota, United States; Streveler R., School of Engineering Education, Purdue University, United States; Guerra R.C.C., American Society for Engineering Education, United States","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.","Capacity Building; Engineering Education Research","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","","","","","","","ICorps ™ for Learning., (2015); Chavela Guerra R.C., Smith K.A., McKenna A.F., Swan C., Korte R., Jordan S., Et al., Innovation corps for learning: Evidencebased entrepreneurship™ to improve (STEM) education, The ASEE/IEEE Frontiers in Education Conference, (2014); ASEE Virtual Communities of Practice., (2015); Pimmel R., McKenna A.F., Fortenberry N.L., Yoder B., Chavela Guerra R.C., Faculty development using virtual communities of practice, The 120th ASEE Annual Conference & Exposition, (2013); Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering, (2015); Benson L.C., Becker K., Cooper M.M., Hayden Griffin O., Smith K.A., Engineering education: Departments, degrees and directions, International Journal of Engineering Education, 26, (2010); Carberry A., Engineering Education Departments and Programs (Graduate), (2015); Chavela Guerra R.C., Cox M.F., Building Capability and Communities in Engineering Education Research, (2009)","","","Institute of Electrical and Electronics Engineers Inc.","ASEE Educational Research and Methods Division; IEEE Computer Society; IEEE Education Society; New Mexico State University; University of Texas","2015 IEEE Frontiers in Education Conference, FIE 2015","21 October 2015 through 24 October 2015","El Paso","118740","15394565","978-147998453-4","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","","Scopus","2-s2.0-84960363511"
"Hammond T.A.; Thomas S.; Patrick C., Jr.; Wade P.; Jaison D.; Moore J.M.; White L.L.A.; Brooks R.H.; Ray S.; Rambo-Hernandez K.E.; Watson K.","Hammond, Tracy Anne (8552693500); Thomas, Shawna (7404654915); Patrick, Charles (57434894700); Wade, Pauline (55808635100); Jaison, Donna (57192543894); Moore, Janie M. (57711806300); White, Lance Leon Allen (57205633242); Brooks, Randy Hugh (57219859247); Ray, Samantha (57218651160); Rambo-Hernandez, Karen E. (56047369000); Watson, Karan (7201554431)","8552693500; 7404654915; 57434894700; 55808635100; 57192543894; 57711806300; 57205633242; 57219859247; 57218651160; 56047369000; 7201554431","Creating a Supportive Space for Teaching-Focused Faculty to Write About their Teaching","2021","2021 First-Year Engineering Experience","","","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125171387&partnerID=40&md5=0464211cf9279fcef8221dea6df1a624","Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University","Hammond T.A., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Thomas S., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Patrick C., Jr., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Wade P., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Jaison D., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Moore J.M., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; White L.L.A., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Brooks R.H., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Ray S., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Rambo-Hernandez K.E., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University; Watson K., Engineering Education Faculty, Institute for Engineering Education and Innovation, Texas A&M University","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","","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","","","","","","","Bush S., Pelaez N., Rudd J., Stevens M., Tanner K., Williams K., Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States, Proc. Natl. Acad. Sci. USA, 110, pp. 7170-7175, (2013); Wenger E., Communities of Practice: Learning, Meaning, and Identity, (1998); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Brown S., Collins A., Duguid P., Situated cognition and the culture of learning, Educational Researcher, 18, 1, pp. 33-42, (1989); Cross K. P., Classroom research: Implementing the scholarship of teaching, New Directions for Teaching and Learning, 75, pp. 5-12, (1998); Shapiro N. S., Levine J. H., Creating learning communities, (1999); Williams A. L., Verwoord R., Beery T. A., Dalton H., Mckinnon J., Strickland K., Pace J., Poole G., The power of social networks: A model for weaving the scholarship of teaching and learning into institutional culture, Teaching and Learning Inquiry: The ISSOTL Journal, 1, 2, pp. 49-62, (2013); Rowland S. L., Myatt P. M., Getting started in the scholarship of teaching and learning: A 'how to' guide for science academics, Biochemistry and Molecular Biology Education, 42, 1, pp. 6-14, (2014); Wade C., Faculty learning communities and teaching portfolios as a mentoring model, Academic Leadership Journal, 2, 4, (2004); Hubball H., Clarke A., Poole G., Ten‐year reflections on mentoring SoTL research in a research‐intensive university, International Journal for Academic Development, 15, pp. 117-129, (2010); Cox M., Faculty learning communities: Change agents for transforming institutions into learning organizations, To Improve the Academy, pp. 69-93, (2001); Dzidic P., Castell E., Roberts L. D., Allen P., Quail M., Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Practice Within a Research Intensive Higher Education Context, Communities of Practice: Facilitating Social Learning in Higher Education, pp. 219-239, (2016); Eodice M., Cramer S., Write on! A model for enhancing faculty publication, Journal of Faculty Development, 18, 4, pp. 113-121, (2002); Jensen J., Write No Matter What: Advice for Academics, (2017); Davis D. J., Provost K., Major A., Writing Groups for Work-Life Balance: Faculty Writing Group Leaders Share their Stories, To Improve the Academy, 30, pp. 31-42, (2011); Fassinger N. G., Johnson L. L., Benefits of a faculty writing circle: Better teaching, College Teaching, 40, 2, pp. 53-56, (1992); McGrail M., Rickard C. M., Jones R., Publish or Perish: A Systematic Review of Interventions to Increase Academic Publication Rates, Higher Education Research & Development, 25, 1, pp. 19-35, (2006)","","","American Society for Engineering Education","","13th Annual First Year Engineering Experience, FYEE 2020","9 August 2021 through 21 August 2021","Virtual, Online","177172","","","","","English","First-Year Eng. Exp., FYEE","Conference paper","Final","","Scopus","2-s2.0-85125171387"
"Kahn P.; Goodhew P.; Murphy M.; Walsh L.","Kahn, Peter (24460223900); Goodhew, Peter (7005821055); Murphy, Matt (55221375400); Walsh, Lorraine (50061881300)","24460223900; 7005821055; 55221375400; 50061881300","The Scholarship of Teaching and Learning as collaborative working: A case study in shared practice and collective purpose","2013","Higher Education Research and Development","32","6","","901","914","13","12","10.1080/07294360.2013.806439","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890434439&doi=10.1080%2f07294360.2013.806439&partnerID=40&md5=bac66507f73052bc8c5e608538c56741","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","Kahn P., Centre for Lifelong Learning, University of Liverpool, Liverpool, United Kingdom; Goodhew P., School of Engineering, University of Liverpool, Liverpool, United Kingdom; Murphy M., School of Engineering, University of Liverpool, Liverpool, United Kingdom; Walsh L., Library and Learning Centre, University of Dundee, Dundee, United Kingdom","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.","collaborative research; community of practice; curriculum; international network; signature pedagogies","","","","","","","","Archer M.S., Being human: The problem of agency, (2000); Archer M.S., Making our way through the world: Human reflexivity and social mobility, (2007); Ashwin P., Accounting for structure and agency in 'close-up' research on teaching, learning and assessment in higher education, International Journal of Educational Research, 47, 3, pp. 151-158, (2008); Becher T., Trowler P., Academic tribes and territories: Intellectual enquiry and the cultures of disciplines, (2001); Benjamin J., The scholarship of teaching in teams: What does it look like in practice?, Higher Education Research & Development, 19, 2, pp. 191-204, (2000); Bhaskar R., The possibility of naturalism, (1998); Boshier R., Why is the scholarship of teaching and learning such a hard sell?, Higher Education Research & Development, 28, 1, pp. 1-15, (2009); Boyer E.L., Scholarship reconsidered, (1990); Brew A., Transforming academic practice through scholarship, International Journal for Academic Development, 15, 2, pp. 105-116, (2010); Burbules N.C., Dialogue in teaching: Theory and practice, (1993); Clement M., Grant B., Scholarship in times of super complexity: Various accounts of what it can be and how we need each other to enact it, International Journal for Academic Development, 15, 2, pp. 101-103, (2010); Cranton P.A., A transformative perspective on the scholarship of teaching and learning, Higher Education Research & Development, 30, 1, pp. 75-86, (2011); Crawley E.F., Malmqvist J., Ostlund S., Brodeur D., Rethinking engineering education: The CDIO approach, (2007); Cummings T., Worley C., Organization development and change, (2000); Drake P., Heath L., Practitioner research at Doctoral level: Developing coherent research methodologies, (2010); Elliott J., Becoming critical: The failure to connect, Educational Action Research, 13, 3, pp. 359-374, (2005); Gibbs G., Knapper C., Picinnin S., Departmental leadership for quality teaching: An international comparative study of effective practice, (2008); Glassick C.E., Huber M.T., Maeroff G.I., Scholarship assessed: Evaluation of the professoriate, (1997); Goodhew P., CDIO: A case study in international collaboration, Collaborative working in higher education: The social academy, pp. 171-176, (2009); Gravestock P., Making an impact through dissemination, Managing educational development projects: Effective management for maximum impact, pp. 109-124, (2002); Gustavsen B., Theory and practice: The mediating discourse, Handbook of action research: The concise paperback edition, pp. 17-26, (2001); Habermas J., The theory of communicative action, (1984); Knight J., Internationalisation of higher education, Quality and internationalization in higher education, pp. 13-28, (1999); Knight P., Trowler P., Department-level cultures and the improvement of learning and teaching, Studies in Higher Education, 25, 1, pp. 69-83, (2000); Kreber C., What's it really all about? The scholarship of teaching and learning as an authentic practice, International Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-4, (2007); Kreber C., Cranton P.A., Exploring the scholarship of teaching, Journal of Higher Education, 71, 4, pp. 476-495, (2000); Kretzmann J.P., McKnight J., Building communities from the inside out: A path toward finding and mobilizing a community's assets, (1993); Mason M., What is complexity theory and what are its implications for educational change?, Educational Philosophy and Theory, 40, 1, pp. 35-49, (2008); MacFarlane B., The morphing of academic practice: Unbundling and the rise of the para-academic, Higher Education Quarterly, 65, 1, pp. 59-73, (2011); McKenzie J., Alexander S., Harper C., Anderson S., Dissemination, adoption and adaptation of project innovations in higher education, (2005); Menges R.J., Awards to individuals, New Directions for Teaching and Learning, 1996, 65, pp. 3-9, (1996); Sachs J., The activist teaching profession, (2003); Schroeder C.M., Countering SoTL marginalization: A model for integrating SoTL with institutional initiatives, International Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-9, (2007); Shreeve A., Joining the dots: The scholarship of teaching as part of institutional research, Higher Education Research & Development, 30, 1, pp. 63-74, (2011); Shulman L.S., From Minsk to Pinsk: Why a scholarship of teaching and learning?, Journal of Scholarship of Teaching and Learning, 1, 1, pp. 48-53, (2000); Shulman L.S., Hutchings P., Teaching as community property, (2004); Strauss A.L., Corbin J.M., Basics of qualitative research: Techniques and procedures for developing grounded theory, (1998); Tijssen R., Scoreboards of research excellence, Research Evaluation, 12, 2, pp. 91-103, (2003); Walsh L., Kahn P.E., Collaborative working in higher education: The social academy, (2009)","P. Kahn; Centre for Lifelong Learning, University of Liverpool, Liverpool, United Kingdom; email: peter.kahn@liverpool.ac.uk","","","","","","","","14698366","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-84890434439"
"Michelson D.G.","Michelson, David G. (7006699061)","7006699061","Integrating the Scholarship of Teaching, Learning, and Research Supervision into Communications Education","2016","IEEE Communications Magazine","54","11","7744824","130","133","3","5","10.1109/MCOM.2016.1600744CM","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999143008&doi=10.1109%2fMCOM.2016.1600744CM&partnerID=40&md5=ba6d2ae4e7eac980bdefea57300ce3e3","University of British Columbia, Radio Science Lab, Canada","Michelson D.G., University of British Columbia, Radio Science Lab, Canada","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.","","Computer applications; Electrical engineering; Academic community; Best practices; Education and training; Engineering disciplines; nocv1; Research supervisions; Education","","","","","","","Luiken M., Special focus on the future of engineering, technology education, IEEE Canadian Review, Summer, pp. 1-31, (2013); Gupta M.S., Teaching Engineering: A Beginner's Guide, (1987); Reis R.M., Tomorrow's Professor: Preparing for Careers in Science, (1997); Lattuca L.R., Terenzini P.T., Volkwein J.F., Engineering Change: A Study of the Impact of EC2000, (2006); Boyer E., Scholarship reconsidered: Priorities of the professoriate, The Carnegie Foundation for the Advancement of Teaching, (1990); Becker W.E., Andrews M.L., The Scholarship of Teaching, Learning in Higher Education: Contributions of the Research Universities, (2004); Hatch T., Into the Classroom: Developing the Scholarship of Teaching, (2006); Weimer M., Enhancing scholarly work on teaching, Learning: Professional Literature That Makes A Difference, (2006); McKinney K., Enhancing Learning Through the Scholarship of Teaching, (2007); Hutchings P., Huber M.T., Ciccone A., The Scholarship of Teaching, (2011); Poole G.D., Using the Scholarship of Teaching, Learning at Disciplinary, National, 1, 2, pp. 1-16, (2007); Pearson M., Bew A., Research training, supervision development, Studies in Higher Education, 27, 2, pp. 135-150, (2002); Grant K., Hackney R., Edgar D., Postgraduate research supervision: An 'agreed' conceptual view of good practice through derived metaphors, Int'L. J. Doctoral Studies, 9, pp. 43-60, (2014)","D.G. Michelson; University of British Columbia, Radio Science Lab, Canada; email: davem@ece.ubc.ca","","Institute of Electrical and Electronics Engineers Inc.","","","","","","01636804","","ICOMD","","English","IEEE Commun Mag","Article","Final","","Scopus","2-s2.0-84999143008"
"Oliver C.; Nesbit S.; Kelly N.","Oliver, Carolyn (54962449300); Nesbit, Susan (23088797700); Kelly, Niamh (55840677900)","54962449300; 23088797700; 55840677900","Dissolving dualisms: How two positivists engaged with non-positivist qualitative methodology","2013","International Journal of Qualitative Methods","12","1","","180","194","14","9","10.1177/160940691301200106","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883258064&doi=10.1177%2f160940691301200106&partnerID=40&md5=745593751951540ac8b0c317e1e31777","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","Oliver C., School of Social Work, University of British Columbia, Vancouver, BC, Canada; Nesbit S., Department of Civil Engineering, University of British Columbia, Vancouver, BC, Canada; Kelly N., Department of Pathology and Laboratory Medicine, University of British Columbia, Vancouver, BC, Canada","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.","Interdisciplinary research; Non-positivist research; Positivism; Pragmatism; Qualitative methodology; Scholarship of teaching and learning; STEM","","","","","","","","Banchoff T., Salem A., Bridging the divide: Research vs. practice in current mathematics teaching and learning, Disciplinary Styles In the Scholarship of Teaching and Learning: Exploring Common Ground, pp. 181-196, (2002); Blumer H., Symbolic Interactionism: Perspective and Method, (1986); Box G.E.P., Hunter J.S., Hunter W.G., Statistics For Experimenters: Design, Innovation, and Discovery, (2005); Boyer E.L., Scholarship Reconsidered, (1990); Coppola B.P., Jacobs D.C., Is the scholarship of teaching and learning new to chemistry?, Disciplinary Styles In the Scholarship of Teaching and Learning: Exploring Common Ground, pp. 197-216, (2002); Dewey J., The Quest For Certainty, (1929); Dewey J., Reconstruction In Philosophy, (2004); Dittrich Y., John M., Singer J., Tessem B., Editorial: For the special issue on qualitative software engineering research, Information and Software Technology, 49, 6, pp. 531-539, (2007); Donnelli E., Dailey-Hebert A., Mandernach B.J., Collaborating for change: Utilizing cross-institutional partnerships to advance the scholarship of teaching at primarily undergraduate institutions, Transformative Dialogues: Teaching & Learning Journal, 4, 1, pp. 1-12, (2010); Entwistle N., Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education, The Curriculum Journal, 16, 1, pp. 67-82, (2005); Gelter H., Why is reflective thinking uncommon, Reflective Practice, 4, 3, pp. 337-344, (2003); Guba E.G., Lincoln Y.S., Competing paradigms in qualitative research, Handbook of Qualitative Research, pp. 105-117, (1994); Guba E.G., Lincoln Y.S., Paradigmatic controversies, contradictions, and emerging confluences, The Sage Handbook of Qualitative Research, pp. 191-215, (2005); Haack S., Manifesto of a Passionate Moderate: Unfashionable Essays, (2000); Haack S., Lane R.E., Pragmatism, Old & New: Selected Writings, (2006); Howery C.B., The culture of teaching in sociology, Disciplinary Styles In the Scholarship of Teaching and Learning: Exploring Common Ground, pp. 143-161, (2002); Hubball H., Clarke A., Poole G., Ten-year reflections on mentoring SoTL research in a research-intensive university, International Journal For Academic Development, 15, 2, pp. 117-129, (2010); Huber M.T., Morreale S.P., Disciplinary Styles In the Scholarship of Teaching and Learning: Exploring Common Ground, (2002); Hutchings P., The scholarship of teaching and learning: From idea to integration, New Directions For Teaching and Learning, 123, pp. 63-72, (2010); James W., What pragmatism means, Pragmatism: A Reader, pp. 91-111, (1907); James W., Pragmatism, (1995); Johnson R.B., Onwuegbuzie A.J., Mixed methods research: A research paradigm whose time has come, Educational Researcher, 33, 7, pp. 14-26, (2004); Kay J., So, what changes in a complex world?, The Ecosystem Approach: Complexity, Uncertainty, and Managing For Sustainability, (2008); Kelly N., Nesbit S., Oliver C., A difficult journey: Transitioning from STEM (Science, Technology, Engineering and Mathematics) to SoTL, International Journal For the Scholarship of Teaching and Learning, 6, 1, (2012); Ketner K.L., Reasoning and The Logic of Things: Charles Sanders Peirce, (1992); Kreber C., Developing the scholarship of teaching through transformative learning, Journal of Scholarship of Teaching and Learning, 6, 1, pp. 88-109, (2006); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, 75, (1985); Malterud K., Qualitative research: Standards, challenges, and guidelines, The Lancet, 358, 9280, pp. 483-488, (2001); Maxwell J.A., Understanding and validity in qualitative research, Harvard Educational Review, 62, 3, pp. 279-301, (1992); Mead G.H., Scientific method and individual thinker, Creative Intelligence: Essays In the Pragmatic Attitude, pp. 176-227, (1917); Mead G.H., Mind, Self and Society, (1934); Morgan D.L., Paradigms lost and pragmatism regained, Journal of Mixed Methods Research, 1, 1, pp. 48-76, (2007); Morse J.M., How different is qualitative health research from qualitative research? Do we have a subdiscipline?, Qualitative Health Research, 20, 11, pp. 1459-1464, (2010); O'Connor D., Journeying the quagmire: Exploring the discourses that shape the qualitative research process, Affilia, 16, 2, pp. 138-158, (2001); Onwuegbuzie A.J., Leech N.L., On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies, International Journal of Social Research Methodology, 8, 5, pp. 375-387, (2005); Regehr G., It's NOT rocket science: Rethinking our metaphors for research in health professions education, Medical Education, 44, 1, pp. 31-39, (2010); Rorty A., Pragmatic Philosophy, (1966); Sandelowski M., Focus on research methods: Whatever happened to qualitative description?, Research In Nursing and Health, 23, 4, pp. 334-340, (2000); Seale C., Charteris-Black J., Dumelow C., Locock L., Ziebland S., The effect of joint interviewing on the performance of gender, Field Methods, 20, 2, pp. 107-128, (2008); Shibutani T., Reference groups as perspectives, American Journal of Sociology, 60, 6, pp. 562-569, (1955); Shulman L.S., The scholarship of teaching and learning: A personal account and reflection, International Journal For the Scholarship of Teaching and Learning, 5, 1, (2011); Tashakkori A., Teddlie C., Handbook of Mixed Methods In Social & Behavioral Research, (2003); Thorne S., Interpretive Description, (2008); Trauth E.M., Qualitative Research In IS: Issues and Trends, (2001); Walker D., Nocon H., Boundary-crossing competence: Theoretical considerations and educational design, Mind, Culture, and Activity, 14, 3, pp. 178-195, (2007); Walker J., Baepler P., Cohen B., The scholarship of teaching and learning paradox: Results without rewards, College Teaching, 56, 3, pp. 183-190, (2008); Wenger E., Communities of practice and social learning systems, Organization, 7, 2, pp. 225-246, (2000); Yang S.H., Using blogs to enhance critical reflection and community of practice, Educational Technology & Society, 12, 2, pp. 11-21, (2009)","","","University of Alberta","","","","","","16094069","","","","English","Int. J. Qual. Method","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-84883258064"
"Gunn W.","Gunn, Wendy (26036427200)","26036427200","Learning to ask naïve questions with IT product design students","2008","Arts and Humanities in Higher Education","7","3","","323","336","13","4","10.1177/1474022208094415","https://www.scopus.com/inward/record.uri?eid=2-s2.0-61049357928&doi=10.1177%2f1474022208094415&partnerID=40&md5=58ec2f84dfda2457c2a678348fe3413a","Mads Clausen Institute of Product Innovation, University of Southern Denmark; Mads Clausen Institute of Product Innovation, DK-6400 Sønderborg, Alsion 2, Denmark","Gunn W., Mads Clausen Institute of Product Innovation, University of Southern Denmark, Mads Clausen Institute of Product Innovation, DK-6400 Sønderborg, Alsion 2, Denmark","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.","Improvisation; Interdisciplinary practice; Knowledge; Learning and understanding","","","","","","","","Ahrb N.D., Arts and Humanities Research Board, (2008); Barnard A., History and Theory in Anthropology, (2000); Bateson G., Mind and Nature: A Necessary Unity, (1979); Bourdieu P., Participant Objectivation, Journal of the Royal Anthropological Institute (n.s.), 9, 2, pp. 281-294, (2003); Bourdieu P., The Logic of Practice, (1990); Brandt E., How Tangible Mock-Ups Support Design Collaboration, Proceedings of the First Nordic Design Research Conference - 'In the Making', pp. 29-38, (2005); Buur J., Bodker S., From Usability Lab to ""Design Collaboratorium"": Reframing Usability Practice, Proceedings of DIS'oo, pp. 297-307, (2000); Carrithers M., An Alternative Social History of Self, The Category of the Person: Anthropology, Philosophy, History, pp. 234-256, (1985); Chaiklin S., Lave J., Understanding Practice: Perspectives on Activity and Context, The Practice of Everyday Life, (1996); Donovan J., Brereton M., Meaning in Movement: A Gestural Design Game, Proceedings of the 8th Biennial Participatory Design Conference, pp. 163-166, (2004); Finnegan R., Communicating: The Multiple Modes of Human Interconnection, (2002); Gibson J.J., The Ecological Approach to Visual Perception, (1979); Gunn W., The Social and Environmental Impact of Incorporating Computer Aided Design Technologies into an Architectural Design Process, (2002); Gunn W., Gesture, Speech, Drawing and Writing: CAD and the Architectural Design Process, Architects in the 21st Century: Agents of Change? Proceedings of the Nordic Association of Architectural Research Annual Symposium, pp. 168-175, (2006); Gunn W., Fieldnotes and Sketchbooks: Challenging the Boundaries Between Descriptions and Processes of Describing; Ingold T., The Perception of the Environment: Essays in Livelihood, Dwelling and Skill, (2000); Ingold T., Beyond Art and Technology: The Anthropology of Skill, Anthropological Perspectives on Technology, pp. 17-31, (2001); Ingold T., Learning through Doing and Understanding in Practice, Sharing Ideas and Research in Social Sciences Learning and Teaching, (2004); Ingold T., Up, Across, Along: The Trace and The Connector, pp. 1-12, (2005); Ingold T., Drawing Together: Inscriptive Convergences between Anthropology, Archaeology, Art and Architecture, Lecture presented at The University of Berkeley, (2006); Ingold T., Anthropology is Not Ethnography, Radcliffe-Brown Lecture, presented at the University of Edinburgh, March 2007, and at the British Academy, (2007); Ingold T., Stories against Classification: Wayfaring, Science, and the Integration of Knowledge, Cognition, Communication and Culture seminar series, (2007); Ingold T., Hallam E., Creativity and Cultural Improvisation: An Introduction, Creativity and Cultural Improvisation, pp. 1-24, (2007); Ingold T., R.with Lucas, The 4 A's (Anthropology, Archaeology, Art and Architecture): Reflections on a Teaching and Learning Experience, Ways of Knowing: New Approaches in the Anthropology of Experience and Learning, pp. 287-305, (2007); Iversen O.S., Buur J., Design is a Game: Developing Design Competence in a Game Setting, Proceedings of the 7th Biennial Participatory Design Conference, pp. 22-28, (2002); Iversen O.S., Buur J., User Centred Design through the Keyhole: Video Cases, Human-Computer Interaction - Interact 03, pp. 431-438, (2003); Iversen O.S., Buur J., Christiansen E., Kjaer A., Training the Bull in the China Shop - or Outside? New Student Exercises for Participatory Design, Proceedings of the 2002 Participatory Design Conference, pp. 421-424, (2002); Kilbourn K., Developing a Participatory Design Research Tool: Towards Self Reflection of Movement by Users, Critical Reflection PhD coursework paper, (2005); Kilbourn K., Buur J., The patient as skilled practitioner, Design Inquiries, pp. 89-99, (2007); Lave J., The Culture of Acquisition and the Practice of Understanding, Cultural Psychology: Essays on Comparative Human Development, (1990); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Lucas R., A Practice of Creative Theory, AHRB Creative and Performing Arts Application Proposal, (2007); Lucas R., Towards a System of Notation as a Learning Tool, (2007); Macdonald M., A Broadened Sense, Future Academy Symposium: With or Without Buildings, Edinburgh College of Art, (2005); Macdonald M., Ingold T., Gunn W., Learning is Understanding in Practice: Exploring the Interrelations between Perception, Creativity and Skill, Arts and Humanities Research Council Research Award Application B/RG/AN8436/APN14425, (2002); Macdonald M., Ingold T., Gunn W., Lucas R., McNeil S., Learning is Understanding in Practice: Exploring the Interrelations between Perception, Creativity and Skill, (2005); Mathews B., Buur J., Teaching Design Research in the Studio, Proceedings of the First Nordic Design Research Conference - 'In the Making', pp. 47-54, (2005); Palsson G., Enskilment at Sea, Man (n.s.), 29, 4, pp. 901-927, (1994); Rogoff B., Apprenticeship in Thinking: Cognitive Development in Social Context, (1990); Schon D.A., The Reflective Practitioner: How Professionals Think in Action, (1983); Schon D.A., Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, (1987); Weiner A.B., From Words to Objects to Magic: Hard Words and the Boundaries of Social Interaction, Man (n.s.), 18, 4, pp. 690-709, (1983); Wittgenstein L., On Certainty, (1969)","W. Gunn; Mads Clausen Institute of Product Innovation, DK-6400 Sønderborg, Alsion 2, Denmark; email: gunn@mci.sdu.dk","","","","","","","","1741265X","","","","English","Arts Humanit. High. Educ.","Article","Final","","Scopus","2-s2.0-61049357928"
"Saalman E.","Saalman, Elisabeth (57225258686)","57225258686","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","2018","International Symposium on Project Approaches in Engineering Education","8","","","148","154","6","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054689140&partnerID=40&md5=700c35d22481adbed504798b611e389b","Chalmers University of Technology, Gothenburg, Sweden","Saalman E., Chalmers University of Technology, Gothenburg, Sweden","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.","Academic development; Active learning; Competence development; Educational development; Engineering education; Pedagogical gualification; Pedagogical skill; Scholarship of Teaching and Learning (SoTL)","","","","","","Key Laboratory of grassland Agro-ecosystem Foundation Project; National Natural Science Foundation Committee Project, (30571316); Ministry of Agriculture - Saskatchewan, (CyZdSyS0307)","We thank Zhang Zihe who made constructive suggestions on our research. We especially thank the editor and two anonymous reviewers for helpful revisions. This research was supported by the National Natural Science Foundation Committee Project (30571316), and also in part supported by the Key Laboratory of grassland Agro-ecosystem Foundation Project, Ministry of Agriculture (CyZdSyS0307).","Antman L., Olsson T., A Two-Dimensional Matrix Model for Analysing Scholarly Approaches to Teaching and Learning. I: C. Rust (red.) Improving Student Learning through Teaching, The Oxford Centre for Staff and Learning Development, pp. 54-72, (2007); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); (2017); Gunn V., Fisk A., Considering Teaching Excellence in Higher Education: 2007-2013, (2014); Kreber C., Developing the scholarship of teaching through transformative learning, Journal of Scholarship of Teaching and Learning, 6, pp. 88-109, (2006); (2013); Trigwell K., Martin E., Benjamin J., Prosser M., Scholarship of teaching: A model, Higher Education Research & Development, 19, 2, pp. 155-168, (2000); Trigwell K., Shales S., Student learning and the scholarship of university teaching, Studies in Higher Education, 29, pp. 523-536, (2004)","E. Saalman; Chalmers University of Technology, Gothenburg, Sweden; email: saalman@chalmers.se","Aquere A.L.; Villas-Boas V.; Lima R.M.; Mello J.","University of Minho","","10th International Symposium on Project Approaches in Engineering Education, PAEE 2018 and 15th Active Learning in Engineering Education Workshop, ALE 2018","28 February 2018 through 2 March 2018","Brasilia","216929","21831378","","","","English","Int. Symposium Project Approaches Eng. Educ.","Conference paper","Final","","Scopus","2-s2.0-85054689140"
"Wolff K.; Blaine D.; Lewis C.","Wolff, Karin (55587842800); Blaine, Deborah (12788398500); Lewis, Carmen (57222256945)","55587842800; 12788398500; 57222256945","A cumulative learning approach to developing scholarship of teaching and learning in an engineering community of practice","2021","Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021","","","","310","318","8","6","10.1109/WEEF/GEDC53299.2021.9657274","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124802137&doi=10.1109%2fWEEF%2fGEDC53299.2021.9657274&partnerID=40&md5=1efefc76c28ca4d35590654a6485a810","Stellenbosch University, Dean's Division, Faculty of Engineering, Stellenbosch, South Africa; Stellenbosch University, Dept of Mechanical and Mechatronic Engineering, Stellenbosch, South Africa","Wolff K., Stellenbosch University, Dean's Division, Faculty of Engineering, Stellenbosch, South Africa; Blaine D., Stellenbosch University, Dept of Mechanical and Mechatronic Engineering, Stellenbosch, South Africa; Lewis C., Stellenbosch University, Dean's Division, Faculty of Engineering, Stellenbosch, South Africa","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.","community-of-practice; Cumulative learning; sociocultural theories of learning; SOTL","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","","","","","","","Winberg C., Adendorff H., Bozalek V., Conana H., Pallitt N., Wolff K., Olsson T., Roxa T., Learning to teach STEM disciplines in higher education: A critical review of the literature, Teaching in Higher Education, 24, 8, pp. 930-946, (2019); Scott I., Academic development in South African higher education, Higher Education in South Africa: A Scholarly Look behind the Scenes, pp. 21-47, (2009); Quinn L., Re-imagining Curriculum: Spaces for disruption, African Sun MeDIA, (2019); Kern B., Mettetal G., Dixson M.D., Morgan R.K., The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's ""scholarship Reconsidered, Journal of the Scholarship of Teaching and Learning, 15, 3, pp. 1-14, (2015); Gosling D., Educational Development in the UK: A Complex and Contradictory Reality, International Journal for Academic Development, 14, 1, pp. 5-18, (2009); Henderson C., Beach A., Finkelstein N., Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Snow A., Cohen L.K., Student Attitudes toward the Sciences and the Humanities, The Journal of Educational Research, 61, 10, pp. 456-461, (1968); Felder R.M., Brent R., Prince M.J., Engineering Instructional Development: Programs, Best Practices, and Recommendations, Journal of Engineering Education, 100, 1, pp. 89-122, (2011); Olsson T., Roxa T., A Model Promoting Conceptual Change in Higher Education-An Integrated Approach, Research and Development in Higher Education: Connections in Higher Education, 35, pp. 213-223, (2012); Trowler P.R., Academic Tribes and Territories, (2001); Shumba A., Ndofirepi A.P., Gwirayi P., A Critique of Constructivist Theory in Science Teaching and Learning, Journal of Social Sciences, 31, 1, pp. 11-18, (2012); Lockwood S.A., Miller A.J., Cromie M.M., Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students, The American Biology Teacher, 76, 1, pp. 17-21, (2014); Trowler P., Cooper A., Teaching and Learning Regimes: Implicit Theories and Recurrent Practices in the Enhancement of Teaching and Learning Through Educational Development Programmes, Higher Education Research & Development, 21, 3, pp. 221-240, (2020); Bernstein B., Pedagogy Symbolic Control and Identity Theory: Theory, Research, Critique, (2000); Morrow W., Bounds of Democracy: Epistemological Access and Higher Education, (2009); Boshier R., Why is the scholarship of teaching and learning such a hard sell?, Higher Education Research & Development, 28, 1, pp. 1-15, (2009); Auret L., Wolff K., A control system framework for reflective practice, Ieee Educon, pp. 106-114, (2018); Reedy A.K., Farias M.L.G., Eaching and learning research in higher education in Colombia: A literature review, Scholarship of Teaching and Learning in the South, 3, 2, pp. 10-30, (2019); Auten J.G., Twigg M.M., Teaching and learning SoTL: Preparing future faculty in a pedagogy course, Teaching and Learning Inquiry, 3, 1, pp. 3-13, (2015); Maton K., Knowledge and Knowers: Towards a Realist Sociology of Education, (2014); Young M., Muller J., Knowledge, Expertise and the Professions, (2014); Stevens M., Norman R., Industry Expectations of Soft Skills in IT Graduates: A Regional Survey, Proceedings of the Australasian Computer Science Week Multiconference (ACSW16), (2016); Wolff K., Booysen M.J., The Smart Engineering Curriculum, Research in Engineering Education Symposium, (2019); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing employability in engineering education: A systematic review of the literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020); Wolff K., Basson A.H., Blaine D., Tucker M., Building a national engineering educator community of practice, Proceedings of the 8th Research in Engineering Education Symposium (REES), Cape Town, (2019); Wenger E., Communities of practice, Communities, 22, 5, pp. 57-80, (2009); Wegner E., Nuckles M., Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university, Studies in Higher Education, 40, 4, pp. 624-643, (2015); Lewis C., Wolff K., Bekker B., Supporting project-based education through a community of practice: A case of postgraduate renewable energy students, World Transactions on Engineering and Technology Education, 19, 1, pp. 35-40, (2021); Gilmore J., Wolff K., Bladergroen M., The night before the test: Electrical engineering students' use ofonline resources to prepare for assessment, Proc. Fourth Biennial Conference of the South African Society for Engineering Education, Cape Town, (2017); Blaine D., Jacobs C., Basson A.H., How do engineering lecturers perceive the Scholarship of Teaching and Learning?, Proceedings of the 8th Research in Engineering Education Symposium (REES), Cape Town, (2019); Winberg C., Jacobs C., Wolff K., Building knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning, South African Journal of Higher Education, 31, 2, pp. 22-39, (2017); Vygotsky L.S., Mind in Society: The Development of Higher Psychological Processes, (1978); Boud D., Brew A., Learning to teach as the development of practice, Theorising Learning to Teach in Higher Education, pp. 77-92, (2017); Smith K.A., Sheppard S.D., Johnson D.W., Pedagogies of engagement: Classroom?based practices, Journal of Engineering Education, 94, 1, pp. 87-101, (2005); Eisen M.-J., Peer-based professional development viewed through the lens of transformative learning, Holistic Nursing Practice, 16, 1, pp. 30-42, (2001); Boud D., Situating academic development in professional work: Using peer learning, The International Journal for Academic Development, 4, 1, pp. 3-10, (1999); Boud D., Cohen R., Sampson J., Peer Learning in Higher Education: Learning from and with Each Other, (2001); Martensson K., Roxa T., Peer engagement for teaching and learning: Competence, autonomy and social solidarity in academic microcultures, Uniped, 39, 2, pp. 131-143, (2016); Trenshaw K.F., Revelo R.A., Earl K.A., Herman G.L., Using self-determination theory principles to promote engineering students' intrinsic motivation to learn, International Journal of Engineering Education, 32, 3, pp. 1194-1207, (2016); Lewis C., Wolff K., Bekker B., Making the Implicit Explicit: Operationalising Occurrences of Cognitive Development in A Postgraduate Community of Practice; Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Conana H., Marshall D., Case J., A Semantics analysis of first-year Physics teaching: Developing students' use of representations in problem-solving, Building Knowledge in Higher Education, pp. 162-179, (2020); Blackie M.A., Creating semantic waves: Using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15, 4, pp. 462-469, (2014); Kelly-Laubscher R.F., Luckett K., Differences in Curriculum Structure between High School and University Biology: The Implications for, Journal of Biological Education, 50, 4, pp. 425-441, (2016); Pott R.W.M., Wolff K., Goosen N.J., Using an informal competitive practical to stimulate links between the theoretical and practical in fluid mechanics: A case study in non-assessment driven learning approaches, Education for Chemical Engineers, 21, pp. 1-10, (2017); Tadie M., Pott R.W.M., Goosen N.J., Van Wyk P., Wolff K., Expanding 1st year problem-solving skills through unit conversions and estimations, 2018 Ieee Global Engineering Education Conference (EDUCON), (2018); Kolb D., Experiential Learning: Experience As a Source of Learning and Development, (1984); Dall'Alba G., Barnacle R., An ontological turn for higher education, Studies in Higher Education, 32, 6, pp. 679-691, (2007); Meyer J., Land R., Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising Within the Disciplines, (2003); Hlatshwayo M.N., Shawa L.B., Nxumalo S.A., Ubuntu currere in the academy: A case study from the South African experience,"" Third World Thematics, A Twq Journal, 5, 1-2, pp. 120-136, (2020); Bishop J.L., Verleger M.A., The flipped classroom: A survey of the research, Asee National Conference Proceedings, Atlanta, Ga, (2013); Miller-Young J., Yeo M., Conceptualizing and Communicating SoTL: A Framework for the Field, Teaching and Learning Inquiry, 3, 2, pp. 37-53, (2015)","","","Institute of Electrical and Electronics Engineers Inc.","Coursera; Dassault Systemes; et al.; Mathworks; Quanser; Siemens","2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021","15 November 2021 through 18 November 2021","Madrid","176150","","978-166542488-2","","","English","Proc. World Eng. Educ. Forum/Glob. Eng. Deans Counc., WEEF/GEDC","Conference paper","Final","","Scopus","2-s2.0-85124802137"
"Clark R.M.; Dickerson S.; Bedewy M.; Chen K.P.; Dallal A.; Gomez A.; Hu J.; Kerestes R.; Luangkesorn L.","Clark, Renee M. (24342833300); Dickerson, Samuel (13607277200); Bedewy, Mostafa (35222937800); Chen, Kevin P. (58390852900); Dallal, Ahmed (55636014100); Gomez, Andres (58410711900); Hu, Jingtong (58367662000); Kerestes, Robert (55452158400); Luangkesorn, Louis (57219779982)","24342833300; 13607277200; 35222937800; 58390852900; 55636014100; 58410711900; 58367662000; 55452158400; 57219779982","Social-driven propagation of active learning and associated scholarship activity in engineering: A case study","2020","International Journal of Engineering Education","36","5","","1667","1680","13","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095967252&partnerID=40&md5=acda8b15777604f59ff26f9b1d05cddd","University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States","Clark R.M., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Dickerson S., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Bedewy M., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Chen K.P., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Dallal A., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Gomez A., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Hu J., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Kerestes R., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States; Luangkesorn L., University of Pittsburgh, Benedum Hall, 3700 O'Hara St., Pittsburgh, 15261, PA, United States","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.","Active learning; Coach; Educational scholarship; Engineering education; Instructional change; Propagation","Students; Teaching; Assessment approaches; Case study approach; Discipline-based; Emergent changes; Emergent strategies; Professional development; Scholarship of teaching and learning; Student perspectives; Engineering research","","","","","EERC; Engineering Education Research Center; Swanson School of Engineering; University’s Office of the Provost; University of Pittsburgh; Office of the University Provost, Arizona State University","Funding text 1: Fortunately, the proposal was selected for funding by the University’s Office of the Provost. As part of the proposal, the project directors formally recruited a total of nine faculty volunteers for a pilot effort from their two departments who were interested in applying new or enhanced active or interactive techniques in their courses during the fall 2018 and/or spring 2019 semesters, with one-on-one coaching if needed. The number of participating faculty was intentionally limited so sufficient time could be devoted to each instructor in this pilot effort. The program was intended to be a one-on-one program involving customized instructional coaching, classroom observation, and support of instructors (if desired) in the scholarship of teaching and learning, which are time-intensive activities.; Funding text 2: This work was funded by the University of Pittsburgh's 2018 Innovation in Education award from the Office of the Provost. This work was also made possible by the Engineering Education Research Center (EERC) in the Swanson School of Engineering.","Felder R., Brent R., Teaching and Learning STEM, (2016); Freeman S., Eddy S., McDonough M., Smith M., Okoroafor N., Jordt H., Wenderoth M., Active learning increases student performance in science, engineering, and mathematics, Proceedings of National Academy of Science, 111, 23, pp. 1-6, (2014); Owens M., Et al., Classroom sound can be used to classify teaching practices in college science courses, Proceedings of National Academy of Science, 114, 12, pp. 1-6, (2017); Prince M., Does active learning work? A review of the research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Wieman C., Large-scale comparison of science teaching methods sends clear message, Proceedings of National Academy of Science, 111, 23, pp. 8319-8320, (2014); Stains M., Harshman J., Barker M., Chasteen S., Cole R., DeChenne-Peters S., Eagan M., Esson J., Knight J., Laski F., Levis-Fitzgerald M., Lee C., Lo S., McDonnell L., McKay T., Michelotti N., Musgrove A., Palmer M., Plank K., Rodela T., Sanders E., Schimpf N., Schulte P., Smith M., Stetzer M., Van Valkenburgh B., Vinson E., Weir L., Wendel P., Wheeler L., Young A., Anatomy of STEM teaching in North American universities, Science, 359, 6383, pp. 1468-1470, (2018); Shekhar P., Borrego M., After the workshop: A case study of post-workshop implementation of active learning in an electrical engineering course, IEEE Transactions on Education, 60, 1, pp. 1-7, (2017); Allen D., Tanner K., Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex, Cell Biol. Educ, 4, 4, pp. 262-268, (2005); Clark R., Dickerson S., A case study of post-workshop use of simple active learning in an introductory computing sequence, IEEE Transactions on Education, 61, 3, pp. 167-176, (2018); Froyd J., Borrego M., Cutler S., Henderson C., Prince M., Estimates of use of research-based instructional strategies in core electrical or computer engineering courses, IEEE Transactions on Education, 56, 4, pp. 393-399, (2013); Dancy M., Henderson C., Turpen C., How faculty learn about and implement research-based instructional strategies: The case of peer instruction, Physical Review Physics Education Research, 12, 1, (2016); Dancy M., Henderson C., Barriers and promises in STEM reform, Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop, 2, (2008); Dancy M., Henderson C., Pedagogical practices and instructional change of physics faculty, American Journal of Physics, 78, 10, pp. 1056-1063, (2010); Henderson C., Beach A., Finkelstein N., Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Henderson C., Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop, American Journal of Physics, 76, 2, pp. 179-187, (2008); Adams R., Lenton K., Engaging colleagues in active learning pedagogies through mentoring and co-design, Proceedings of The International Conference on Education and Training in Optics and Photonics, (2017); Rodman A., Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice, pp. 1-9, (2019); Beach A., Henderson C., Finkelstein N., Facilitating change in undergraduate STEM education, Change: The Magazine of Higher Learning, 44, 6, pp. 52-59, (2012); Henderson C., Finkelstein N., Beach A., Beyond dissemination in college science teaching: An introduction to four core change strategies, Journal of College Science Teaching, 39, 5, pp. 18-25, (2010); Bishop-Clark C., Dietz-Uhler B., Engaging in the Scholarship of Teaching and Learning, (2012); Desimone L., Pak K., Instructional coaching as high-quality professional development, Theory Into Practice, 56, 1, pp. 3-12, (2017); Rhodes C., Stokes M., Hampton G., A Practical Guide to Mentoring, Coaching and Peer-Networking: Teacher Professional Development in Schools and Colleges, 25, (2004); Braskamp L., Ory J., Assessing Faculty Work, (1994); Keig L., Waggoner M., Collaborative peer review: The role of faculty in improving college teaching, pp. 41-42, (1994); Reddy L., Dudek C., Lekwa A., Classroom strategies coaching model: Integration of formative assessment and instructional coaching, Theory Into Practice, 56, 1, pp. 46-55, (2017); Connor C., Commentary on the special issue on instructional coaching models: Common elements of effective coaching models, Theory into Practice, 56, 1, pp. 78-83, (2017); Gallucci C., Van Lare M., Yoon I., Boatright B., Instructional coaching: Building theory about the role and organizational support for professional learning, American Educational Research Journal, 47, 4, pp. 919-963, (2010); Yin R., Case Study Research Design and Methods, (1989); Foote K., Neumeyer X., Henderson C., Dancy M., Beichner R., Diffusion of research-based instructional strategies: the case of SCALE-UP, International Journal of STEM Education, 1, 1, pp. 1-18, (2014); Ben-Naim D., Prusty B., Towards a community of practice concerning the use of adaptive tutorials in engineering mechanics, Proceedings of the AaeE Annual Conference, (2010); Barkley A., Academic coaching for enhanced learning, NACTA Journal, 55, 1, pp. 76-81, (2011); Stober D., Parry C., Current challenges and future directions in coaching research, Evidence-Based Coaching Volume 1: Theory, Research and Practice from the Behavioural Sciences, pp. 13-19, (2005); Kurz A., Reddy L., Glover T., A multidisciplinary framework of instructional coaching, Theory Into Practice, 56, 1, pp. 66-77, (2017); Martens R., Coaches Guide to Sport Psychology, (1987); Wikeley F., Bullock K., Coaching as an educational relationship, The Sports Coach as Educator, pp. 14-24, (2006); Gallimore R., Tharp R., What a coach can teach a teacher, 1975-2004: Reflections and reanalysis of John Wooden's teaching practices, The Sport Psychologist, 18, 2, pp. 119-137, (2004); Devine M., Houssemand C., Meyers R., Instructional coaching for teachers: A strategy to implement new practices in the classrooms, Procedia-Social and Behavioral Sciences, 93, pp. 1126-1130, (2013); Knight J., van Nieuwerburgh C., Instructional coaching: A focus on practice, Coaching: An International Journal of Theory, Research and Practice, 5, 2, pp. 100-112, (2012); Walkowiak T., Five essential practices for communication: The work of instructional coaches, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89, 1, pp. 14-17, (2016); Smith M., Jones F., Gilbert S., Wieman C., The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices, CBE-Life Sci. Educ, 12, 4, pp. 618-627, (2013); Norusis M., SPSS 14.0 Statistical Procedures Companion, (2005); Clark R., Kaw A., Lou Y., Scott A., Besterfield-Sacre M., Evaluating blended and flipped instruction in numerical methods at multiple engineering schools, International Journal for the Scholarship of Teaching and Learning, 12, 1, (2018); Neuendorf K., The Content Analysis Guidebook, (2002); Henderson C., Dancy M., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics, Physical Review Special Topics-Physics Education Research, 3, 2, (2007)","R.M. Clark; University of Pittsburgh, Benedum Hall, Pittsburgh, 3700 O'Hara St., 15261, United States; email: rmclark@pitt.edu","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85095967252"
"Peters E.J.; Onuegbu U.B.; McEntire D.A.","Peters, Ekong J. (54907939200); Onuegbu, Ugonma Benita (58020323100); McEntire, David A. (6506851824)","54907939200; 58020323100; 6506851824","The scholarship of teaching and learning: Understanding the concept and its application in academic programs and emergency management","2022","Journal of Emergency Management","20","6","","517","534","17","0","10.5055/jem.0665","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144202058&doi=10.5055%2fjem.0665&partnerID=40&md5=8c108263d12777fd2d7a30d5e830ec2c","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","Peters E.J., PhD, Associate Professor, Department of Emergency Management, Arkansas Tech University, Russellville, AR, United States; Onuegbu U.B., Graduate Assistant to the Vice President for Academic Affairs, Arkansas Tech University, Russellville, AR, United States; McEntire D.A., SFHEA, Dean, College of Health & Public Service, Utah Valley University, Provo, UT, United States","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.","Scholarship of teaching and learning, concept, emergency management, higher education, innovation, teaching, learning, transformation, scholarship","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","","","","","","","Walsh W, Emergency Management Higher Education Program Report: Lessons Learning from the 2018 American Educational Research Association Conference; Walsh W, Emergency Management Higher Education Program: Lessons Learned from the 2019 AERA Conference in Toronto, Canada; Knox C, Landahl M, Ramsay J, FEMA Focus Group on SoTL: Report to the 20th Annual FEMA Higher Education Symposium; Hackerott C, Carlson C, Schwartz G, FEMA-higher education SoTL Focus Group 2020 Overview of Previous AERA Reports 2017, (2018); Hutchings P, Opening Lines: Approaches to the Scholarship to Teaching and Learning, (2000); Huber MT, Morreale SP, Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground, (2002); Boshier R, Why is the scholarship of teaching and learning such a hard sell?, High Educ Res Dev, 28, 1, pp. 1-15, (2009); Kreber C, Kanuka H, The scholarship of teaching and learning and the online classroom, Can J Univ Contin Educ, 32, 2, (2006); Rice RE, Enhancing the quality of teaching and learning: The US experience, New Dir High Educ, 2006, 133, pp. 13-22, (2006); Thomas PY, Cloud computing: A potential paradigm for practicing the scholarship of teaching and learning, Electron Libr, 29, 2, pp. 214-224, (2011); Quin R, Vardi I, Promotion and the scholarship of teaching and learning, J Scholarsh Teach Learn, 30, 1, pp. 39-49, (2011); Shulman L, From Minsk to Pinsk: Why a scholarship of teaching and learning?, J Scholarsh Teach Learn, 1, 1, pp. 48-53, (2000); Taylor B, Kkroth M, A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy, J Scholarsh Teach Learn, 9, 2, pp. 42-56, (2009); Plemmons K, Application of pedagogy or andragogy: Understanding the differences between student and adult learners, 2006 ASEE Southwest Section Conference; Conner ML, Andragogy + pedagogy; Feldmann-Jensen S, Hackerott CS, Knox CC, Et al., The scholarship of teaching and learning in emergency management and homeland security: Trends, gaps, barriers, and opportunities, J Emerg Manag, 17, 1, pp. 27-34, (2019); Pace D, The amateur in the operating room: History and the scholarship of teaching and learning, Am Hist Rev, 109, 4, pp. 1171-1192, (2004); Kreber C, What s it all about? The scholarship of teaching and learning as an authentic practice, Int J Scholarsh Teach Learn, 1, 1, (2007); Richlin L, Scholarly teaching and the scholarship of teaching, New Dir Teach Learn, 2001, 86, pp. 57-69, (2001); Weimer M, Enhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference, (2006); Cranton P, Becoming an Authentic Teacher in Higher Education, Professional Practices in Adult Education and Human Resource Development Series, (2001); Dobbins K, Enhancing the scholarship of teaching and learning: A study of the factors identified as promoting and hindering the scholarly activities of academics in one faculty, Int J Scholarsh Teach Learn, 2, 2, pp. 1-8, (2008); Richlin L, Cox MD, Developing scholarly teaching and the scholarship of teach and learning communities, New Dir Teach Learn, 2004, pp. 127-135, (2004); Boyer EL, Scholarship Reconsidered: Priorities of the Professoriate, (1990); Atkinson MP, The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy, Soc Forces, 79, pp. 1217-1230, (2001); Hutchings P, Babb M, Bjork C, The Scholarship of Teaching and Learning in Higher Education: An Annotated Bibliography, (2002); Hutchings P, Shulman LS, The scholarship of teaching: New elaborations, new developments, Change Mag High Learn, 31, 5, pp. 10-15, (1999); Courts B, Tucker J, Using technology to create a dynamic classroom experience, J Coll Teach Learn, 9, 2, pp. 121-127, (2012); Daniels L, Introducing technology in the classroom: PowerPoint as a first step, J Comput High Educ, 10, 2, pp. 42-56, (1999); Wood E, Mirza A, Shaw L, Using technology to promote classroom instructions: Assessing incidences of on-Task and off-Task multitasking and learning, J Comput High Educ, 30, pp. 553-571, (2018); Warf B, Contemporary digital divides in the United States, Tijdschr Econ Soc Geogr, 104, 1, pp. 1-17, (2013); Gorski P, Education equity and the digital divide, Assoc Adv Comput Educ J, 13, 1, pp. 1-12, (2005); Soomro KA, Kale U, Cutis R, Et al., Digital divide among higher education faculty, Int J Educ Technol High Educ, 17, 21, pp. 1-16, (2020); Gurung RAR, Schwartz BM, Riding the third wave of SoTL, Int J Scholarsh Teach Learn, 4, 2, pp. 1-17, (2010); Gurung RAR, Schwartz BM, Optimizing Teaching and Learning: Pedagogical Research in Practice, (2009); McKinney K, Enhancing Learning through the Scholarship of Teaching and Learning, (2007); Richlin L, Blueprint for Learning: Constructing College Courses to Facilitate Assess, and Document Learning, (2006); Savory P, Burnett AN, Goodburn A, Inquiry Into the College Classroom: A Journey Toward Scholarly Teaching, (2007); Hutchings P, Theory: The elephant in the scholarship of teaching and learning room, Int J Scholarsh Teach Learn, 1, 1, pp. 1-4, (2007); Witman PD, Richlin L, The status of the scholarship of teaching and learning in the discipline, Int J Scholarsh Teach Learn, 1, 1, pp. 1-17, (2007); Gurung RAR, Wilson JH, Advancing scholarly research on teaching and learning, New Dir Teach Learn, 2013, (2013); Wilson-Doenges G, Gurung RAR, Benchmarks for scholarly investigations of teaching and learning, Aust J Psychol, 65, (2013); Ostry JD, Loungani P, Furceri D, Neoliberalism: Oversold?, Finance Dev, 53, 2, pp. 38-41, (2016); Thomson M, Kentikelensis A, Stubbs T, Structural adjustment programs adversely affect vulnerable populations: A systematicnarrative review of their effect on child and mental health, Public Health Rev, 38, pp. 2-18, (2017); Davis WE, Chandler TJL, Beyond Boyer s scholarship reconsidered: Fundamental change in the university and the socioeconomic systems, J High Educ, 69, 1, pp. 23-64, (1998); Phillips MT, A case study of theory, voice, pedagogy, and joy, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Linkon S, Students perspective on interdisciplinary learning, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Cerbin W, Investigating student learning in a problem-based psychology course, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Fukami CV, Looking through a different lens: Inquiry into a team-Taught course, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Jacobs DA, Chemical mixture of methods, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Kelly TM, For better or worse? The marriage of web and classroom, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Salvatori MR, Opening Lines: Approaches to the Scholarship of Teaching and Learning. Difficulty: The great educational divide, (2000); Rowland SL, Myatt PM, Getting started in the scholarship of teaching and learning: A ""how-To"" guide for science academics, Biochem Mol Biol Educ, 42, 1, pp. 6-14, (2014); McCroskey L, Richmond V, McCroskey J, The scholarship of teaching and learning: Contributions from the discipline of communication, Commun Educ, 51, 4, pp. 383-391, (2002); Kelly N, Nesbit S, Oliver C, A difficult journey: Transitioning from STEM to SoTL, Int J Scholarsh Teach Learn, 6, 1, pp. 1-10, (2012); Stuteville R, Click E, An assessment of the scholarship of teaching and learning in public administration from 2009-20InSight202016, 11, pp. 102-110; Trepanier L, SoTL as a subfield for political science graduate programs, J Pol Sci Educ, 13, 2, pp. 138-151, (2017); Crossley M, Silverman RD, Reflections on mentoring, J Law Med Ethics, 44, 1, pp. 76-80, (2016); Burns S, Appelt E, Campus survey on the status of the scholarship of teaching and learning (SoTL) by health sciences faculty, Education, 133, 4, pp. 502-512, (2013); Maurer TW, Law DD, The scholarship of teaching and learning in family science, Fam Sci Rev, 21, 2, pp. 2-4, (2016); Streveler RA, Borrego M, Smith KA, Moving from the scholarship of teaching and learning to educational research: An example from engineering, Improv Acad, 25, 1, pp. 139-149, (2007); Laksov KB, McGrath C, Silen C, Scholarship of teaching and learning: The road to an academic perspective on teaching, 6, (2010); Shulman LS, Inventing the future, Opening Lines: Approaches to the Scholarship of Teaching and Learning, (2000); Klandermans B, Oegema D, Potentials, networks, motivations, and barriers: Steps towards participation in social movements, Am Sociol Rev, 52, 4, pp. 519-531, (1987); Polletta F, Jasper JM, Collective identity, and social movements, Annu Rev Sociol, 27, pp. 283-305, (2001); Servage L, The scholarship of teaching and learning and the neo-liberalization of higher education: Constructing the, Can J High Educ, 39, 2, pp. 25-43, (1969); Huber MT, Hutchings P, Gale R, Integrative learning for liberal education, Peer Rev, 7, 4, pp. 4-7, (2005); Knox CC, Haupt B, Incorporating cultural competency skills in emergency management education, Disaster Prev Manag, 24, 5, pp. 619-634, (2015); Hubball H, Pearson ML, Clarke A, SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends, Teach Learn Inquiry, 1, 1, pp. 41-57, (2013); Auten JG, Twigg MM, Teaching and learning SoTL: Preparing future faculty in pedagogy course, Int Soc Scholarsh Teach Learn, 3, 1, pp. 3-13, (2015); Clarke D, Partidge L, Peterson L, Using technology to build engagement in a global scholarship of teaching and learning (SoTL) community of practice, Implementing Communities of Practice in Higher Education, pp. 3-5, (2017); Poirier CR, Feldman RS, Using technology to enhance teaching and learning, Evidence-Based Teaching for Higher Education, pp. 39-57, (2012); McKinney K, The more things change, the more they stay same, Int J Scholarsh Teach Learn, 9, 1, pp. 1-38, (2015); Maurer TW, Woolmer C, Powell NL, Et al., Sharing SoTL findings with students: An intentional knowledge mobilization strategy, Teach Learn Inquiry, 9, 1, (2021); Hackerott CS, Provencio AL, Santos-Hernandez JM, Access and inclusion in emergency management online education: Challenges exposed by the COVID-19 pivot, J Homel Secur Emerg Manag, 18, 3, pp. 317-3DOI, (2021); FEMA: The FEMA higher education college list; Zhang W, Wang Y, Yang L, Et al., Suspending classes without stopping learning: China s education emergency management policy in the COVID-19 outbreak, J Risk Financ Manag, 13, (2020); Kurbakova S, Volkova Z, Kurbakov A, Virtual learning and educational environment: New opportunities and challenges under the COVID-19 pandemic, 2020 The 4th International Conference on Education and Multimedia Technology, (2020); Shin M, Hickey K, Needs a little TLC: Examining college students emergency remote teaching and learning experiences during COVID, J Further High Educ, 45, 7, (2021); Noor S, Isa FM, Mazhar FF, Online teaching practices during the COVID-19 pandemic, Educ Process Int J, 95, 3, pp. 973-9DOI, (2020); Mseleku Z, A literature review of e-learning and e-Teaching in the era of COVID-19 pandemic, Int J Innov Sci Res Technol, 5, 10, pp. 588-597, (2020); Cassum S, Mansoor K, Hirji A, Et al., Challenges in teaching palliative care module virtually during COVID-19 era, Asia Pac J Oncol Nurs, 7, 4, pp. 301-304, (2020); Nahai F, Kenkel JM, Accelerating education during COVID-19 through virtual learning, Aesthet Surg J Open Forum, 40, 9, pp. 1040-10DOI, (2020); Asmara R, Teaching English in a virtual classroom using Whatsapp during COVID-19 pandemic, Lang Educ J, 5, 1, pp. 16-27, (2020); Aini Q, Budiarto M, Putra POH, Et al., Exploring e-learning challenges during the global COVID-19 pandemic: A review, J Inf Syst, 16, 2, pp. 37-65, (2020); The White House: Fact sheet: Historic bipartisan infrastructure deal; Hutchings P, From departmental to disciplinary assessment: Deepening faculty engagement, Change, 43, pp. 36-43, (2011); Ratcliffe K, The current state of composition scholar/teachers: Is rhetoric gone or just hiding out?, Enculturation, 5; Cranton P, A transformative perspective on the scholarship of teaching and learning, High Educ Res Dev, 30, 1, pp. 75-86, (2011)","","","Weston Medical Publishing","","","","","","15435865","","","36523195","English","J. Emerg. Manage.","Article","Final","","Scopus","2-s2.0-85144202058"
"Andersson R.; Warfvinge P.","Andersson, R. (7201813646); Warfvinge, P. (7004224838)","7201813646; 7004224838","Developing a teaching and learning culture the case of Faculty of Engineering at Lund university","2012","Proceedings of the 40th SEFI Annual Conference 2012 - Engineering Education 2020: Meet the Future","","","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939542827&partnerID=40&md5=e8a5f525d05bad271e55b642a6ec7abd","Faculty of Engineering LTH, Lund University, Lund, Sweden","Andersson R., Faculty of Engineering LTH, Lund University, Lund, Sweden; Warfvinge P., Faculty of Engineering LTH, Lund University, Lund, Sweden","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.","Institutional; Learning; Strategy; Teaching","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","","","","","","","Gibbs G., Developing students as learners - Varied phenomena, varied contexts and a developmental trajectory for the whole endeavour, Journal of Learning Development in Higher Education, 1, (2009); Knapper C., Three decades of educational development, International Journal for Academic Development, 8, 1-2, pp. 5-9, (2003); Strategic Plan 2012-2016, (2012); Andersson R., Improving Teaching - Done in a context, Learning to Teach in Higher Education - Approaches and Case Studies in Europe, (2010); Olsson T., Martensson K., Roxa T., Pedagogical competence - A development perspective from Lund University, A Swedish Perspective on Pedagogical Competence, pp. 121-132, (2010); Roxa T., Martensson K., Understanding Strong Academic Microcultures - An Exploratory Study, (2011); Roxa T., Martensson K., Significant conversations and significant networks - Exploring the backstage of the teaching arena, Studies in Higher Education, 34, 5, pp. 547-559, (2009); Warfvinge P., Policy för utvärdering av grundutbildning, LTH, (2003); Roxa T., Andersson R., Warfvinge P., Making use of student evaluations of teaching in a ""culture of quality, 29th Annual EAIR Forum, (2007); Andersson R., Ahlberg A., Roxa T., Summative quality assurance systems: Not good enough for quality enhancement, Enhancing Learning and Teaching Through Student Feedback in Engineering, (2012)","","","European Society for Engineering Education (SEFI)","","SEFI 40th Annual Conference 2012","23 September 2012 through 26 September 2012","Thessaloniki","112547","","978-287352005-2","","","English","Proc. SEFI Annu. Conf. - Eng. Educ.: Meet Future","Conference paper","Final","","Scopus","2-s2.0-84939542827"
"Swart A.J.; Luwes N.; Olwagen L.; Greyling C.; Korff C.","Swart, Arthur James (8502923800); Luwes, Nicolaas (57190179640); Olwagen, Lienie (57190485897); Greyling, Cameron (57190496780); Korff, Carel (57190487289)","8502923800; 57190179640; 57190485897; 57190496780; 57190487289","Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into?","2017","European Journal of Engineering Education","42","6","","653","667","14","3","10.1080/03043797.2016.1214689","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84980373852&doi=10.1080%2f03043797.2016.1214689&partnerID=40&md5=4e9887d3fd4c5fe23f4dd95c11b4f194","Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa","Swart A.J., Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa; Luwes N., Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa; Olwagen L., Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa; Greyling C., Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa; Korff C., Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa","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.","benefits; challenges; Perceptions; principles","Education; Sensory perception; benefits; challenges; Engineering fields; principles; Qualitative study; Scholarship of teaching and learning; South Africa; Student learning; Teaching","","","","","","","Albers C., Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning, Teaching Sociology, 36, 1, pp. 79-86, (2008); Bass R., The Scholarship of Teaching: What’s the Problem, Inventio: Creative Thinking About Learning and Teaching, 1, 1, pp. 1-10, (1999); Bernstein D., How SoTL-active Faculty Members Can Be Cosmopolitan Assets to an Institution, Teaching and Learning Inquiry: The ISSOTL Journal, 1, 1, pp. 35-40, (2013); Bettin G., Presbitero A.F., Spatafora N., Remittances and Vulnerability in Developing Countries, World Bank Policy Research Working Paper, 6812, pp. 1-29, (2014); Bishop-Clark C., Dietz-Uhler B., Engaging in the Scholarship of Teaching and Learning: A Guide to the Process, and How to Develop a Project from Start to Finish, (2012); Boyer E.L., (1990); Homepage, (2015); Programme Policy, (2015); Cutting J.E., Rhythms of Research, Psychological Science, 18, 12, pp. 1023-1026, (2007); Dewar J., Cohn M., A Synthesis of the Challenges Facing SoTL at Carnegie Affiliate Institutions, Synthesis, 4, 1, pp. 1-14, (2010); Edwards L.H., A Writing Life, Mercer Law Review, 61, pp. 867-898, (2010); Engin M., Observing Teaching: A Lens for Self-reflection, Journal of Perspectives in Applied Academic Practice, 2, 2, pp. 2-9, (2014); Fassio O., Rollero C., De Piccoli N., Health, Quality of Life and Population Density: A Preliminary Study on “Contextualized” Quality of Life, Social Indicators Research, 110, 2, pp. 479-488, (2013); Glenn A., Promoting Social Change Through Service-Learning in the Curriculum, Journal of Effective Teaching, 14, 1, pp. 51-62, (2014); Greenbaum T., The Handbook for Focus Group Research, (1993); Gurung R., Wilson J.H., Advancing Scholarly Research on Teaching and Learning, New Directions for Teaching and Learning, 2013, 136, pp. 1-6, (2013); Halter A.P., Welfare Reform: One State Alternative, The Journal of Sociology & Social Welfare, 16, 2, pp. 151-161, (2015); Hermans C.A.M., Koerts E., Towards a Model of Influence of Spirituality on Leadership: Empirical Research of School Leaders on Catholic Schools in the Netherlands, Journal of Beliefs & Values, 34, 2, pp. 204-219, (2013); Holgate P., Sara R., Towards a Learning Commons for Architecture, Charrette, 1, 1, pp. 146-155, (2014); Hutchings P., Huber M.T., Ciccone A., The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, 21, (2011); (2015); Jaffri H., Samah N.A., Tahir L.M., (2014); Kivitalo M., Kumpulainen K., Soini K., Exploring Culture and Sustainability in Rural Finland, (2016); Kivits J., Erpelding M.-L., Guillemin F., Social Determinants of Health-Related Quality of Life, Revue d'épidémiologie et de santé publique, 61, pp. S189-S194, (2013); Lanning S.K., McGregor M., Crain G., Van Ness C.J., Keselyak N.T., Killip J.W., The Status of the Scholarship of Teaching and Learning in Dental Education, Journal of Dental Education, 78, 10, pp. 1353-1363, (2014); Li Q., Beyond Summative Evaluation: Improving the Quality of Teaching and Learning in China’s Higher Education, Survival of the Fittest, pp. 57-72, (2014); Liamputtong P., Focus Group Methodology: Principle and Practice, (2011); Maes J.D., Does Partnering Still Work? Reflecting On 25 Years in The Trenches, Organization Development Journal, 76, pp. 75-83, (2014); Makai A., Premusz V., Fuge K., Figler M., Lampek K., Social Participation and Health Among Ageing People in East-Central Europe, Practice and Theory in Systems of Education, 10, 2, pp. 177-185, (2015); Maphosa C., Wadesango N., Interrogating the Role of Academic Developers in the Promotion of Scholarly Teaching and the Scholarship of Learning and Teaching, International Journal of Educational Sciences, 6, 1, pp. 75-83, (2014); Marcketti S., VanDerZanden A.M., Leptien J.R., SoTL Champions: Leveraging Their Lessons Learned, International Journal for the Scholarship of Teaching and Learning, 9, 1, pp. 1-23, (2015); Mathison K., Effects of the Performance Management Context on Australian Academics’ Engagement with the Scholarship of Teaching and Learning: A Pilot Study, The Australian Educational Researcher, 42, 1, pp. 97-116, (2015); McKinney K., Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling, 139, (2007); McKinney K., Jarvis P., Beyond Lines on the CV: Faculty Applications of Their Scholarship of Teaching and Learning Research, International Journal for the Scholarship of Teaching and Learning, 3, 1, pp. 1-13, (2009); Mincer A.B., Hessinger S., (2012); (2013); Peltz P.J., Speech and Theatre Association of Missouri, (2015); Price L., Kirkwood A., Using Technology for Teaching and Learning in Higher Education: A Critical Review of the Role of Evidence in Informing Practice, Higher Education Research & Development, 33, 3, pp. 549-564, (2014); Prosser M., Trigwell K., Understanding Learning and Teaching: The Experience in Higher Education, (1999); Quinnell R., Russell C., Thompson R., Marshall N., Cowley J., Evidence-Based Narratives to Reconcile Teaching Practices in Academic Disciplines with the Scholarship of Teaching and Learning, Journal of the Scholarship of Teaching and Learning, 10, 3, pp. 20-30, (2010); Rubin A., Babbie E., Brooks/Cole Empowerment Series: Essential Research Methods for Social Work, (2013); Secret M., Leisey M., Lanning S., Polich S., Schaub J., Faculty Perceptions of the Scholarship of Teaching and Learning: Definition, Activity Level and Merit Considerations at One University, Journal of the Scholarship of Teaching and Learning, 11, 3, pp. 1-20, (2012); Sheau Ting L., Mohammed A.H.B., Wai Choong W., Proposed Implementation Strategies for Energy Sustainability on a Malaysian University Campus, Business Strategy Series, 13, 5, pp. 208-214, (2012); Silva-Martinez J., (2015); Sjoer E., Dopper S., Learning Objects and Learning Content Management Systems in Engineering Education: Implications of New Trends, European Journal of Engineering Education, 31, 4, pp. 363-372, (2006); Swart J., Olwagen L., Britz C., Luwes N., Reflecting on the Balance Between the Practical and Theoretical Success of African Engineering Students–A Case Study from the Central University of Technology, HELTASA 2014, pp. 1-2, (2014); Tinnemann P., Bauer T., De la Torre Castro J., Binting S., Keil T., Street Health: Cross-sectional Study Identifying Social Medicine Issues Amongst Patients of the Health Center for Homeless in Berlin, Germany, Social Medicine, 8, 1, pp. 23-31, (2013); Trigwell K., Martin E., Benjamin J., Prosser M., Scholarship of Teaching: A Model, Higher Education Research and Development, 19, 2, pp. 155-168, (2000); Wankat P.C., Felder R.M., Smith K.A., Oreovicz F.S., The Scholarship of Teaching and Learning in Engineering, Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground, pp. 217-237, (2002); Wholey J.S., Hatry H.P., Newcomer K.E., Handbook of Practical Program Evaluation, (2010); Yilmaz D., Kilicoglu G., Resistance to Change and Ways of Reducing Resistance in Educational Organizations, European Journal of Research on Education, 1, 1, pp. 14-21, (2013); Zamfirescu C.-B., Candea C., Planning in Collaborative Stigmergic Workspaces, Computational Collective Intelligence, Technologies and Applications, pp. 160-169, (2011); Zlotnik J.L., The Children's Bureau: Shaping a Century of Child Welfare Practices, Programs and Policies, (2013)","A.J. Swart; Faculty of Engineering and Information Technology, Central University of Technology, Bloemfontein, South Africa; email: drjamesswart@gmail.com","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-84980373852"
"Jakobsen M.M.; Andersson R.","Jakobsen, M.M. (56785409600); Andersson, R. (7201813646)","56785409600; 7201813646","A scientific approach to teaching - to reach innovative pedagogical approaches nationwide","2015","Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015","","","","","","","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968724838&partnerID=40&md5=af61ac225d7d9b8bd6985202b24c10d4","Norwegian Association of Higher Education Institutions, Oslo, Norway; Lund University, Lund, Sweden","Jakobsen M.M., Norwegian Association of Higher Education Institutions, Oslo, Norway; Andersson R., Lund University, Lund, Sweden","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.","Engineering Education; SoTL","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)","","","","","","","Jakobsen M.M., A competence based framework for engineering education, 40th SEFI Conference, (2012); Boyer E.L., Scholarship Reconsidered, (1990); Andersson R., Learning to Teach in Higher Education-Approaches and Case Studies in Europe, (2010); Roxa T., Olsson T., Martensson K., Appropriate use of theory in the scholarship of teaching and learning as a strategy for institutional development, Arts and Humanities in Higher Education, 7, 3, pp. 276-294, (2008); Malthe-Sorensen A., Hjort-Jensen M., Langtangen H.P., Morken K., Integrasjon Av Beregninger i Fysikk-undervisningen, MNT-konferansen, (2015)","M.M. Jakobsen; Norwegian Association of Higher Education Institutions, Oslo, Norway; email: mmj@uhr.no","Hawwash K.; Leger C.","European Society for Engineering Education (SEFI)","","43rd SEFI Annual Conference 2015, SEFI 2015","29 June 2015 through 2 July 2015","Orleans","119655","","978-287352012-0","","","English","Proc. SEFI Annu. Conf. - Divers. Eng. Educ.: Oppor. Face New Trends Eng., SEFI","Conference paper","Final","","Scopus","2-s2.0-84968724838"
"Buechler D.","Buechler, Dale (55326689200)","55326689200","Can pen tablets be used to improve the performance of place-bound engineering students?","2010","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","11","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029122057&partnerID=40&md5=dc8740d39aa737407a8cd17e9bf5b9fe","Department of Electrical Engineering, University of Wisconsin, Platteville, United States","Buechler D., Department of Electrical Engineering, University of Wisconsin, Platteville, United States","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.","","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","","","","","","","Buechler D.N., Ni L., An electrical engineering program for place-bound students: The first two years, 2008 ASEE North Midwest Regional Conference, (2008); Buechler D.N., Adapting traditional electrical engineering courses for non-traditional students, Proceedings of the 2008 ASEE Annual Conference, (2008); Plett M., Peter D., Parsons S., Gjerding B., The virtual synchronous classroom: Real time off-campus classroom participation with adobe connect, Proceedings of the 2008 ASEE Annual Conference, (2008); Crofton J., Rogers J., Pugh C., Evans K., The use of elluminate distance-learning software in engineering education, Proceedings of the 2007 ASEE Annual Conference, (2008); Salehfar H., Watson J., Johnson A., Internet based class presentations to enhance distance engineering degree, Proceedings of the 2003 ASEE Annual Conference, (2003); Buechler D.N., Improved learning by nontraditional students in mathematically intensive courses, University of Wisconsin Green Bay Faculty Development Conference, (2008); Edmonson C.P., Segalewitz S., A blended on-line engineering technology course using web conferencing technology, Proceedings of the 2005 ASEE Annual Conference, (2005); Russell C.B., Weaver G.C., Student perceptions of the purpose and function of the laboratory in science: A grounded theory study, International Journal for the Scholarship of Teaching and Learning, 2, 2, (2008); Bowen C.W., Think-aloud methods in chemistry education: Understanding student thinking, Journal of Chemical Education, 71, (1994)","","","American Society for Engineering Education","","2010 ASEE Annual Conference and Exposition","20 June 2010 through 23 June 2010","Louisville, KY","81438","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85029122057"
"Yik B.J.; Raker J.R.; Apkarian N.; Stains M.; Henderson C.; Dancy M.H.; Johnson E.","Yik, Brandon J. (57194338562); Raker, Jeffrey R. (36459010200); Apkarian, Naneh (55651427100); Stains, Marilyne (16176531300); Henderson, Charles (8934184500); Dancy, Melissa H. (6701795946); Johnson, Estrella (50261743700)","57194338562; 36459010200; 55651427100; 16176531300; 8934184500; 6701795946; 50261743700","Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses","2022","International Journal of STEM Education","9","1","15","","","","13","10.1186/s40594-022-00333-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124881083&doi=10.1186%2fs40594-022-00333-3&partnerID=40&md5=f2577bca1097df59be8b5e2b6c19cca8","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","Yik B.J., Department of Chemistry, University of South Florida, Tampa, 33620-5250, FL, United States; Raker J.R., Department of Chemistry, University of South Florida, Tampa, 33620-5250, FL, United States; Apkarian N., School of Mathematical and Statistical Sciences, Arizona State University, Tempe, 85287-1804, AZ, United States; Stains M., Department of Chemistry, University of Virginia, Charlottesville, 22904-4319, VA, United States; Henderson C., Department of Physics and Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, 49008-5252, MI, United States; Dancy M.H., Department of Physics and Center for STEM Learning, University of Colorado, Boulder, 80309-0390, CO, United States; Johnson E., Department of Mathematics, Virginia Tech, Blacksburg, 24061-0123, VA, United States","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).","Beliefs about teaching; Chemistry; Contextual factors; Evidence-based instructional practices; Institutional change; Mathematics; Personal factors; Physics; Teaching practices; Undergraduate education","","","","","","National Science Foundation, NSF, (2028134, DUE 1726126); Directorate for Education and Human Resources, EHR, (1726042, 1726126, 1726281, 1726328)","This material is based upon work supported by the National Science Foundation under Grant Nos. DUE 1726126 (J.R.R.), 2028134 (M.S.), 1726328 (C.H.), 1726042 (M.H.D.), and 1726281 (E.J.). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. ","Andrews T.C., Lemons P.P., It’s personal: biology instructors prioritize personal evidence over empirical evidence in teaching decisions, CBE Life Sciences Education, 14, 1, (2015); Apkarian N., Henderson C., Stains M., Raker J., Johnson E., Dancy M., What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors, PLoS ONE, 16, 2, (2021); Progress through calculus: Census survey technical report, Mathematical Association of America, (2017); Mathematics Instruction Leadership in Undergraduate Departments, (2017); Amp; Team, (2019); Aragon O.R., Eddy S.L., Graham M.J., Faculty beliefs about intelligence are related to the adoption of active-learning practices, CBE Life Sciences Education, 17, 3, (2018); Armbruster P., Patel M., Johnson E., Weiss M., Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology, CBE Life Sciences Education, 8, 3, pp. 203-213, (2009); Austin A.E., Sorcinelli M.D., The future of faculty development: where are we going?, New Directions for Teaching and Learning, 2013, 133, pp. 85-97, (2013); Bahnik S., Vranka M.A., Growth mindset is not associated with scholastic aptitude in a large sample of university applicants, Personality and Individual Differences, 117, pp. 139-143, (2017); Baker L.A., Chakraverty D., Columbus L., Feig A.L., Jenks W.S., Pilarz M., Stains M., Waterman R., Wesemann J.L., Cottrell Scholars Collaborative New Faculty Workshop: professional development for new chemistry faculty and initial assessment of its efficacy, Journal of Chemical Education, 91, 11, pp. 1874-1881, (2014); Ballen C.J., Wieman C., Salehi S., Searle J.B., Zamudio K.R., Enhancing diversity in undergraduate science: self-efficacy drives performance gains with active learning, CBE Life Sciences Education, 16, 4, (2017); Bates D., Machler M., Bolker B.M., Walker S.C., Fitting linear mixed-effects models using lme4, Journal of Statistical Software, 67, 1, pp. 1-48, (2015); Bathgate M.E., Aragon O.R., Cavanagh A.J., Frederick J., Graham M.J., Supports: a key factor in faculty implementation of evidence-based teaching, CBE Life Sciences Education, 18, 2, (2019); Bathgate M.E., Aragon O.R., Cavanagh A.J., Waterhouse J.K., Frederick J., Graham M.J., Perceived supports and evidence-based teaching in college STEM, International Journal of STEM Education, 6, 1, (2019); Bauer C., Libby R.D., Scharberg M., Reider D., Transformative research-based pedagogy workshops for chemistry graduate students and postdocs, Journal of College Science Teaching, 43, 2, pp. 36-43, (2013); Bazett T., Clough C.L., Course coordination as an avenue to departmental culture change, Primus, 31, 3-5, pp. 467-482, (2021); Beatty I.D., Gerace W.J., Leonard W.J., Dufresne R.J., Designing effective questions for classroom response system teaching, American Journal of Physics, 74, 1, pp. 31-39, (2005); Beichner R.J., The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs, (2008); Beichner R.J., Saul J.M., Abbott D.S., Morse J.J., Deardorff D.L., Allain R.J., Bonham S.W., Dancy M.H., Risley J.S., The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (Vol. 1), American Association of Physics Teachers, (2007); Benabentos R., Hazari Z., Stanford J.S., Potvin G., Marsteller P., Thompson K.V., Cassone V.M., Murasko D., Kramer L., Measuring the implementation of student-centered teaching strategies in lower- and upper-division STEM courses, Journal of Geoscience Education, 69, 4, pp. 342-356, (2020); Bettinger E., Ludvigsen S., Rege M., Solli I.F., Yeager D., Increasing perseverance in math: evidence from a field experiment in Norway, Journal of Economic Behavior & Organization, 146, pp. 1-15, (2018); Bian L., Leslie S.-J., Murphy M.C., Cimpian A., Messages about brilliance undermine women’s interest in educational and professional opportunities, Journal of Experimental Social Psychology, 76, pp. 404-420, (2018); Blackwell L.S., Trzesniewski K.H., Dweck C.S., Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention, Child Development, 78, 1, pp. 246-263, (2007); Bodzin A.M., Beerer K.M., Promoting inquiry-based science instruction: the validation of the science teacher inquiry rubric (stir), Journal of Elementary Science Education, 15, 2, (2003); Borda E., Schumacher E., Hanley D., Geary E., Warren S., Ipsen C., Stredicke L., Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program, International Journal of STEM Education, 7, 1, (2020); Bressoud D., Rasmussen C., Seven characteristics of successful calculus programs, Notices of the American Mathematical Society, 62, 2, pp. 144-146, (2015); Broda M., Yun J., Schneider B., Yeager D.S., Walton G.M., Diemer M., Reducing inequality in academic success for incoming college students: a randomized trial of growth mindset and belonging interventions, Journal of Research on Educational Effectiveness, 11, 3, pp. 317-338, (2018); Brownell S.E., Tanner K.D., Barriers to faculty pedagogical change: lack of training, time, incentives, and tensions with professional identity?, CBE Life Sciences Education, 11, 4, pp. 339-346, (2012); Burke K.A., Greenbowe T.J., Gelder J.I., The multi-initiative dissemination project workshops: who attends them and how effective are they?, Journal of Chemical Education, 81, 6, (2004); Burnette J.L., O'Boyle E.H., VanEpps E.M., Pollack J.M., Finkel E.J., Mind-sets matter: a meta-analytic review of implicit theories and self-regulation, Psychological Bulletin, 139, 3, pp. 655-701, (2013); Canning E.A., Muenks K., Green D.J., Murphy M.C., STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes, Science Advances, 5, 2, (2019); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Cohen J., A power primer, Pyschological Bulletin, 112, 1, pp. 155-159, (1992); Cohen J., Goldhaber D., Building a more complete understanding of teacher evaluation using classroom observations, Educational Researcher, 45, 6, pp. 378-387, (2016); Common Data Set Initiative.; Coppola B.P., Broad & capacious: a new norm for instructional development in a research setting, Change the Magazine of Higher Learning, 48, 2, pp. 34-43, (2016); Cotner S., Loper J., Walker J.D., Brooks D.C., It’s not you, it’s the room”—are the high-tech, active learning classrooms worth it?, Journal of College Science Teaching, 42, 6, pp. 82-88, (2013); Cox B.E., McIntosh K.L., Reason R.D., Terenzini P.T., A culture of teaching: policy, perception, and practice in higher education, Research in Higher Education, 52, 8, pp. 808-829, (2011); Dancy M., Lau A.C., Rundquist A., Henderson C., Faculty online learning communities: a model for sustained teaching transformation, Physical Review Physics Education Research, 15, 2, (2019); Derting T.L., Ebert-May D., Henkel T.P., Maher J.M., Arnold B., Passmore H.A., Assessing faculty professional development in STEM higher education: sustainability of outcomes, Science Advances, 2, 3, (2016); Desimone L.M., Pak K., Instructional coaching as high-quality professional development, Theory into Practice, 56, 1, pp. 3-12, (2017); Drinkwater M.J., Gannaway D., Sheppard K., Davis M.J., Wegener M.J., Bowen W.P., Corney J.F., Managing active learning processes in large first year physics classes: the advantages of an integrated approach, Teaching & Learning Inquiry THe ISSOTL Journal, 2, 2, pp. 75-90, (2014); Durham M.F., Knight J.K., Bremers E.K., DeFreece J.D., Paine A.R., Couch B.A., Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO), International Journal of STEM Education, 5, (2018); Dweck C.S., Self-theories: their role in motivation, personality, and development, (1999); Dweck C.S., The choice to make a difference, Perspectives on Psychological Science, 14, 1, pp. 21-25, (2019); Dweck C.S., Chiu C.-Y., Hong Y.-Y., Implicit theories and their role in judgments and reactions: a word from two perspectives, Psychological Inquiry, 6, 4, pp. 267-285, (1995); Dweck C.S., Leggett E.L., A social-cognitive approach to motivation and personality, Psychological Review, 95, 2, pp. 256-273, (1988); Ebert-May D., Derting T.L., Henkel T.P., Middlemis Maher J., Momsen J.L., Arnold B., Passmore H.A., Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development, CBE Life Sciences Education, 14, 2, (2015); Emerson K.T.U., Murphy M.C., A company I can trust? Organizational lay theories moderate stereotype threat for women, Personality and Social Psychology Bulletin, 41, 2, pp. 295-307, (2014); Erdmann R., Miller K., Stains M., Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions, International Journal of STEM Education, 7, 1, (2020); Fairweather J., Linking evidence and promising practices in science, technology, engineering, And Mathematics (STEM) Undergraduate Education, (2008); Fairweather J.S., Rhoads R.A., Teaching and the faculty role: enhancing the commitment to instruction in American colleges and universities, Educational Evaluation and Policy Analysis, 17, 2, pp. 179-194, (1995); Feldman A., Decision making in the practical domain: a model of practical conceptual change, Science Education, 84, 5, pp. 606-623, (2000); Ferrare J.J., A multi-institutional analysis of instructional beliefs and practices in gateway courses to the sciences, CBE Life Sciences Education, 18, 2, (2019); From, (2018); Foote K., Knaub A., Henderson C., Dancy M., Beichner R.J., Enabling and challenging factors in institutional reform: the case of SCALE-UP, Physical Review Physics Education Research, 12, 1, (2016); Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., Wenderoth M.P., Active learning increases student performance in science, engineering, and mathematics, Proceedings of the National Academy of Sciences, 111, 23, pp. 8410-8415, (2014); Fukawa-Connelly T., Johnson E., Keller R., Can math education research improve the teaching of abstract algebra?, Notices of the American Mathematical Society, 63, 3, pp. 276-281, (2016); Gardner G.E., Jones M.G., Pedagogical preparation of the science graduate teaching assistant: challenges and implications, Science Educator, 20, 2, pp. 31-41, (2011); Gasiewski J.A., Eagan M.K., Garcia G.A., Hurtado S., Chang M.J., From gatekeeping to engagement: a multicontextual, mixed method study of student academic engagement in introductory STEM courses, Research in Higher Education, 53, 2, pp. 229-261, (2012); Gess-Newsome J., Southerland S.A., Johnston A., Woodbury S., Educational reform, personal practical theories, and dissatisfaction: the anatomy of change in college science teaching, American Educational Research Journal, 40, 3, pp. 731-767, (2003); Gibbons R.E., Villafane S.M., Stains M., Murphy K.L., Raker J.R., Beliefs about learning and enacted instructional practices: an investigation in postsecondary chemistry education, Journal of Research in Science Teaching, 55, 8, pp. 1111-1133, (2018); Golnabi A.H., Murray E., Su H., How precalculus course coordination can impact students’ academic performance, Journal of Higher Education Theory and Practice, (2021); Gormally C., Evans M., Brickman P., Feedback about teaching in higher ed: neglected opportunities to promote change, CBE Life Sciences Education, 13, 2, pp. 187-199, (2014); Haak D.C., HilleRisLambers J., Pitre E., Freeman S., Increased structure and active learning reduce the achievement gap in introductory biology, Science, 332, 6034, (2011); Handelsman J., Ebert-May D., Beichner R., Bruns P., Chang A., DeHaan R., Gentile J., Lauffer S., Stewart J., Tilghman S.M., Wood W.B., Scientific teaching, Science, 304, 5670, (2004); Harris R.B., Mack M.R., Bryant J., Theobald E.J., Freeman S., Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone, Science Advances, 6, 24, (2020); First results from a validation study of TAMI: Toolkit for Assessing Mathematics Instruction, Proceedings of the 21St Annual Conference on Research in Undergraduate Mathematics Education., (2018); Henderson C., Promoting instructional change in new faculty: an evaluation of the physics and astronomy new faculty workshop, American Journal of Physics, 76, 2, pp. 179-187, (2008); Henderson C., Beach A., Famiano M., Promoting instructional change via co-teaching, American Journal of Physics, 77, 3, pp. 274-283, (2009); Henderson C., Beach A., Finkelstein N., Facilitating change in undergraduate STEM instructional practices: an analytic review of the literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Henderson C., Connolly M., Dolan E.L., Finkelstein N., Franklin S., Malcom S., Rasmussen C., Redd K., St. John K., Towards the STEM DBER alliance: why we need a discipline-based STEM education research community, International Journal of STEM Education, 4, 1, (2017); Henderson C., Dancy M.H., Barriers to the use of research-based instructional strategies: the influence of both individual and situational characteristics, Physical Review Physics Education Research, 3, (2007); Henderson C., Dancy M.H., Impact of physics education research on the teaching of introductory quantitative physics in the united states, Physical Review Special Topics Physics Education Research, 5, 2, (2009); Henderson C., Dancy M., Niewiadomska-Bugaj M., Use of research-based instructional strategies in introductory physics: where do faculty leave the innovation-decision process?, Physical Review Physics Education Research, 8, 2, (2012); Herrington D.G., Bancroft S.F., Edwards M.M., Schairer C.J., I want to be the inquiry guy! How research experiences for teachers change beliefs, attitudes, and values about teaching science as inquiry, Journal of Science Teacher Education, 27, 2, pp. 183-204, (2016); Hill H.C., Charalambous C.Y., Kraft M.A., When rater reliability is not enough: teacher observation systems and a case for the generalizability study, Educational Researcher, 41, 2, pp. 56-64, (2012); Hora M.T., Organizational factors and instructional decision-making: a cognitive perspective, The Review of Higher Education, 35, 2, pp. 207-235, (2012); Hora M.T., Anderson C., Perceived norms for interactive teaching and their relationship to instructional decision-making: a mixed methods study, Higher Education, 64, 4, pp. 573-592, (2012); Houseknecht J.B., Bachinski G.J., Miller M.H., White S.A., Andrews D.M., Effectiveness of the active learning in organic chemistry faculty development workshops, Chemistry Education Research and Practice, 21, 1, pp. 387-398, (2020); Johnson E., Keller R., Fukawa-Connelly T., Results from a survey of abstract algebra instructors across the united states: understanding the choice to (not) lecture, International Journal of Research in Undergraduate Mathematics Education, 4, 2, pp. 254-285, (2018); Johnson E., Keller R., Peterson V., Fukawa-Connelly T., Individual and situational factors related to undergraduate mathematics instruction, International Journal of STEM Education, 6, 1, (2019); Knaub A.V., Foote K.T., Henderson C., Dancy M., Beichner R.J., Get a room: the role of classroom space in sustained implementation of studio style instruction, International Journal of STEM Education, 3, 1, (2016); Koch A.K., It’s about the gateway courses: defining and contextualizing the issue, New Directions for Higher Education, 2017, 180, pp. 11-17, (2017); Kogan M., Laursen S.L., Assessing long-term effects of inquiry-based learning: a case study from college mathematics, Innovative Higher Education, 39, 3, pp. 183-199, (2014); Koziol S.M., Burns P., Teachers’ accuracy in self-reporting about instructional practices using a focused self-report inventory, The Journal of Educational Research, 79, 4, pp. 205-209, (1986); Kuznetsova A., Brockhoff P.B., Christensen R.H.B., lmerTest package: tests in linear mixed effects models, Journal of Statistical Software, 82, 13, pp. 1-26, (2017); Landis C.R., Peace G.E., Scharberg M.A., Branz S., Spencer J.N., Ricci R.W., Zumdahl S.A., Shaw D., The new traditions consortium: shifting from a faculty-centered paradigm to a student-centered paradigm, Journal of Chemical Education, 75, 6, (1998); Landrum R.E., Viskupic K., Shadle S.E., Bullock D., Assessing the STEM landscape: the current instructional climate survey and the evidence-based instructional practices adoption scale, International Journal of STEM Education, 4, 1, (2017); Lane A.K., McAlpin J.D., Earl B., Feola S., Lewis J.E., Mertens K., Shadle S.E., Skvoretz J., Ziker J.P., Couch B.A., Prevost L.B., Stains M., Innovative teaching knowledge stays with users, Proceedings of the National Academy of Sciences, 117, 37, (2020); Lane A.K., Skvoretz J., Ziker J.P., Couch B.A., Earl B., Lewis J.E., McAlpin J.D., Prevost L.B., Shadle S.E., Stains M., Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices, International Journal of STEM Education, 6, 1, (2019); Leslie S.-J., Cimpian A., Meyer M., Freeland E., Expectations of brilliance underlie gender distributions across academic disciplines, Science, 347, 6219, pp. 262-265, (2015); Levy R., VITAL faculty: A growing workforce in colleges and universities. Mathematical Association of America, Retrieved 10 July 2021 From, (2019); Li Y., Bates T.C., Does growth mindset improve children’s IQ, educational attainment or response to setbacks? Active-control interventions and data on children’s own mindsets, SocArXiv., (2017); Lorah J., Effect size measures for multilevel models: definition, interpretation, and times example, Large-Scale Assessments in Education, 6, 1, (2018); Lorenzo M., Crouch C.H., Mazur E., Reducing the gender gap in the physics classroom, American Journal of Physics, 74, 2, pp. 118-122, (2006); Lotter C., Harwood W.S., Bonner J.J., The influence of core teaching conceptions on teachers’ use of inquiry teaching practices, Journal of Research in Science Teaching, 44, 9, pp. 1318-1347, (2007); Lund T.J., Pilarz M., Velasco J.B., Chakraverty D., Rosploch K., Undersander M., Stains M., The best of both worlds: building on the copus and rtop observation protocols to easily and reliably measure various levels of reformed instructional practice, CBE Life Sciences Education, 14, 2, (2015); Lund T.J., Stains M., The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty, International Journal of STEM Education, 2, 1, (2015); Marsh H.W., Rowe K.J., Martin A., Phd students’ evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities, The Journal of Higher Education, 73, 3, pp. 313-348, (2002); Martinez A.E., Pilgrim M.E., Online grading platforms: establishing a connection between course coordination and local data, International Journal of Mathematical Education in Science and Technology, (2021); McMahon K., Yeh C.S.-H., Etchells P.J., The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths, Mind, Brain, and Education, 13, 4, pp. 288-297, (2019); Michael J., Faculty perceptions about barriers to active learning, College Teaching, 55, 2, pp. 42-47, (2007); Moore G.A., Crossing the chasm, (2002); Murray T.A., Higgins P., Minderhout V., Loertscher J., Sustaining the development and implementation of student-centered teaching nationally: the importance of a community of practice, Biochemistry and Molecular Biology Education, 39, 6, pp. 405-411, (2011); Myers R., Classical and modern regression with applications, (1990); Oleson A., Hora M.T., Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices, Higher Education, 68, 1, pp. 29-45, (2014); Peace G.E., Lewis E.L., Burke K.A., Greenbowe T.J., The multi-initiative dissemination project: active-learning strategies for college chemistry, Journal of Chemical Education, 79, 6, (2002); Pelletreau K.N., Knight J.K., Lemons P.P., McCourt J.S., Merrill J.E., Nehm R.H., Prevost L.B., Urban-Lurain M., Smith M.K., A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions, CBE Life Sciences Education, 17, 2, (2018); Popova M., Kraft A., Harshman J., Stains M., Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation, Chemistry Education Research and Practice, (2021); Popova M., Shi L., Harshman J., Kraft A., Stains M., Untangling a complex relationship: teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions, Chemistry Education Research and Practice, 21, 2, pp. 513-527, (2020); Porter S.R., Umbach P.D., Analyzing faculty workload data using multilevel modeling, Research in Higher Education, 42, 2, pp. 171-196, (2001); Prince M., Does active learning work? A review of the research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Prosser M., Trigwell K., Relations between perceptions of the teaching environment and approaches to teaching, British Journal of Educational Psychology, 67, 1, pp. 25-35, (1997); R: A language and environment for statistical computing, R Foundation for Statistical Computing, (2019); Rasmussen C., Ellis J., Zazkis D., Bressoud D., Features of successful calculus programs at five doctoral degree granting institutions, Proceedings of the 38Th Conference of the International Group for the Psychology of Mathematics Education and the 36Th Conference of the North American Chapter of the Psychology of Mathematics Education, (2014); Rasmussen C., Apkarian N., Hagman J.E., Johnson E., Larsen S., Bressoud D., Brief report: characteristics of precalculus through calculus 2 programs: insights from a national census survey, Journal for Research in Mathematics Education, 50, 1, pp. 98-111, (2019); Rasmussen C., Ellis J., Calculus coordination at PhD-granting universities: more than just using the same syllabus, textbook, and final exam, Insights and recommendations from the maa national study of college calculus, pp. 111-120, (2015); Rattan A., Good C., Dweck C.S., It's ok—not everyone can be good at math”: instructors with an entity theory comfort (and demotivate) students, Journal of Experimental Social Psychology, 48, 3, pp. 731-737, (2012); Raudenbush S.W., Bryk A.S., Hierarchical linear models: applications and data analysis methods, (2002); Reinholz D.L., Apkarian N., Four frames for systemic change in STEM departments, International Journal of STEM Education, 5, 1, (2018); Robinson W.S., Ecological correlations and the behavior of individuals, American Sociological Review, 15, 3, pp. 351-357, (1950); Rogers E.M., Diffusion of innovations, (2003); Ruiz-Primo M.A., Briggs D., Iverson H., Talbot R., Shepard L.A., Impact of undergraduate science course innovations on learning, Science, 331, 6022, (2011); (2011); Selya A., Rose J., Dierker L., Hedeker D., Mermelstein R., A practical guide to calculating Cohen’s f <sup>2</sup>, a measure of local effect size, from PROC MIXED, Frontiers in Psychology, 3, (2012); Seymour E., Dewelde K., Fry C., Determining progress in improving undergraduate STEM education: The reformers’ tale. A White Paper commissioned for the Forum, Characterizing the Impact and Diffusion of Engineering Education Innovations, (2011); Seymour E., Hewitt N.M., (Eds.), (1997); Seymour E., Hunter A.-B., Talking about leaving revisited: persistence, relocation, and loss in undergraduate STEM education, (2019); Shadle S.E., Marker A., Earl B., Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments, International Journal of STEM Education, 4, 1, (2017); Sisk V.F., Burgoyne A.P., Sun J., Butler J.L., Macnamara B.N., To what extent and under which circumstances are growth mind-sets important to academic achievement? Two Meta-Analyses, Psychological Science, 29, 4, pp. 549-571, (2018); Smart J.C., Umbach P.D., Faculty and academic environments: Using Jolland’s theory to explore differences in how faculty structure undergraduate courses, Journal of College Student Development, 48, 2, pp. 183-195, (2007); Smeby J.-C., Try S., Departmental contexts and faculty research activity in Norway, Research in Higher Education, 46, 6, pp. 593-619, (2005); Smith T., Brumskill R., Johnson A., Zimmer T., The impact of teacher language on students’ mindsets and statistics performance, Social Psychology of Education, 21, 4, pp. 775-786, (2018); Smith M.K., Vinson E.L., Smith J.A., Lewin J.D., Stetzer M.R., A campus-wide study of STEM courses: new perspectives on teaching practices and perceptions, CBE Life Sciences Education, 13, 4, pp. 624-635, (2014); Snijders T.A.B., Bosker R.J., Multilevel analysis: an introduction to basic and advanced multilevel modeling, (2012); Sonnert G., Fox M.F., Adkins K., Undergraduate women in science and engineering: effects of faculty, fields, and institutions over time, Social Science Quarterly, 88, 5, pp. 1333-1356, (2007); Southerland S.A., Sowell S., Blanchard M., Granger E.M., Exploring the construct of pedagogical discontentment: A tool to understand science teachers’ openness to reform, Research in Science Education, 41, 3, pp. 299-317, (2011); Southerland S.A., Sowell S., Enderle P., Science teachers’ pedagogical discontentment: Its sources and potential for change, Journal of Science Teacher Education, 22, 5, pp. 437-457, (2011); Springer L., Stanne M.E., Donovan S.S., Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis, Review of Educational Research, 69, 1, pp. 21-51, (1999); Srinivasan S., Gibbons R.E., Murphy K.L., Raker J., Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members, Chemistry Education Research and Practice, 19, 4, pp. 1307-1318, (2018); Anatomy of STEM Teaching in North American Universities. Science, 359, 6383, pp. 1468-1470, (2018); Stains M., Pilarz M., Chakraverty D., Short and long-term impacts of the Cottrell scholars collaborative new faculty workshop, Journal of Chemical Education, 92, 9, pp. 1466-1476, (2015); Stegall S.L., Grushow A., Whitnell R., Hunnicutt S.S., Evaluating the effectiveness of POGIL-PCL workshops, Chemistry Education Research and Practice, 17, 2, pp. 407-416, (2016); Sturtevant H., Wheeler L., The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results, International Journal of STEM Education, 6, (2019); Styers M.L., Van Zandt P.A., Hayden K.L., Active learning in flipped life science courses promotes development of critical thinking skills, CBE Life Sciences Education, 17, 3, (2018); Tai R.H., Sadler P.M., Loehr J.F., Factors influencing success in introductory college chemistry, Journal of Research in Science Teaching, 42, 9, pp. 987-1012, (2005); Theobald E., Students are rarely independent: when, why, and how to use random effects in discipline-based education research, CBE Life Sciences Education, 17, 3, (2018); Theobald E.J., Hill M.J., Tran E., Agrawal S., Arroyo E.N., Behling S., Chambwe N., Cintron D.L., Cooper J.D., Dunster G., Grummer J.A., Hennessey K., Hsiao J., Iranon N., Jones L., Jordt H., Keller M., Lacey M.E., Littlefield C.E., Active learning narrows achievement gaps for underrepresented students, Undergraduate Science, Technology, Engineering, and Math. Proceedings of the National Academy of Sciences, 117, 12, pp. 6476-6483, (2020); Tomkin J.H., Beilstein S.O., Morphew J.W., Herman G.L., Evidence that communities of practice are associated with active learning in large STEM lectures, International Journal of STEM Education, 6, (2019); Walczyk J.J., Ramsey L.L., Zha P., Obstacles to instructional innovation according to college science and mathematics faculty, Journal of Research in Science Teaching, 44, 1, pp. 85-106, (2007); Walter E.M., Beach A.L., Henderson C., Williams C.T., Ceballos-Madrigal I., Understanding conditions for teaching innovation in postsecondary education: development and validation of the Survey of Climate for Instructional Improvement (SCII), International Journal of Technology in Education, 4, 2, pp. 166-199, (2021); Walter E.M., Henderson C.R., Beach A.L., Williams C.T., Introducing the Postsecondary Instructional Practices Survey (PIPS): a concise, interdisciplinary, and easy-to-score survey, CBE Life Sciences Education, 15, 4, (2016); Waxman H.C., Padron Y.N., The uses of the classroom observation schedule to improve classroom instruction, Observational research in U.S. Classrooms: new approaches for understanding cultural and linguistic diversity, pp. 72-96, (2004); Wheeler L.B., Maeng J.L., Whitworth B.A., Characterizing teaching assistants’ knowledge and beliefs following professional development activities within an inquiry-based general chemistry context, Journal of Chemical Education, 94, 1, pp. 19-28, (2017); Williams M., Apkarian N., Uhing K., Martinez A.E., Rasmussen C., Smith W.M., In the driver’s seat: course coordinators as change agents for active learning in university precalculus to calculus 2, International Journal of Research in Undergraduate Mathematics Education, (2021); Williams C.T., Walter E.M., Henderson C., Beach A.L., Describing undergraduate STEM teaching practices: a comparison of instructor self-report instruments, International Journal of STEM Education, 2, 1, (2015); Windschitl M., Sahl K., Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture, American Educational Research Journal, 39, 1, pp. 165-205, (2002); Wood W., Gentile J., Meeting report: the first national academies summer institute for undergraduate education in biology, Cell Biology Education, 2, 4, pp. 207-209, (2003); Woodbury S., Gess-Newsome J., Overcoming the paradox of change without difference: a model of change in the arena of fundamental school reform, Educational Policy, 16, 5, pp. 763-782, (2002); Wyse S.A., Long T.M., Ebert-May D., Teaching assistant professional development in biology: designed for and driven by multidimensional data, CBE Life Sciences Education, 13, 2, pp. 212-223, (2014); Yeager D.S., Dweck C.S., Mindsets that promote resilience: when students believe that personal characteristics can be developed, Educational Psychologist, 47, 4, pp. 302-314, (2012); Yeager D.S., Hanselman P., Walton G.M., Murray J.S., Crosnoe R., Muller C., Tipton E., Schneider B., Hulleman C.S., Hinojosa C.P., Paunesku D., Romero C., Flint K., Roberts A., Trott J., Iachan R., Buontempo J., Yang S.M., A national experiment reveals where a growth mindset improves achievement, Nature, 573, pp. 364-369, (2019); Yeager D.S., Romero C., Paunesku D., Hulleman C.S., Schneider B., Hinojosa C., Lee H.Y., O'Brien J., Flint K., Roberts A., Trott J., Greene D., Walton G.M., Dweck C.S., Using design thinking to improve psychological interventions: the case of the growth mindset during the transition to high school, Journal of Educational Psychology, 108, 3, pp. 374-391, (2016); Yeager D.S., Walton G.M., Brady S.T., Akcinar E.N., Paunesku D., Keane L., Kamentz D., Ritter G., Duckworth A.L., Urstein R., Gomez E.M., Markus H.R., Cohen G.L., Dweck C.S., Teaching a lay theory before college narrows achievement gaps at scale, Proceedings of the National Academy of Sciences, 113, 24, (2016)","J.R. Raker; Department of Chemistry, University of South Florida, Tampa, 33620-5250, United States; email: jraker@usf.edu","","Springer Science and Business Media Deutschland GmbH","","","","","","21967822","","","","English","Int. J.  STEM Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85124881083"
"Chandran J.; Stojcevski A.","Chandran, J. (6507573960); Stojcevski, A. (55884935900)","6507573960; 55884935900","Research in engineering and technology education: Staff perspectives","2012","Proceedings of the 40th SEFI Annual Conference 2012 - Engineering Education 2020: Meet the Future","","","","","","","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939557802&partnerID=40&md5=4a9df9150ce02bb43108316ceea4fb10","Deakin University, Geelong, Australia; Department of Electrical and Electronics Engineering, Deakin University Geelong, Australia","Chandran J., Deakin University, Geelong, Australia; Stojcevski A., Department of Electrical and Electronics Engineering, Deakin University Geelong, Australia","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.","Engineering education","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","","","","","","","Boyer E., Scholarship Reconsidered: Priorities of the Professoriate, (1990); McKinney K., Attitudinal and structural challenges contributing to challenges in the work of the scholarship of teaching and learning, New Directions for Institutional Research, 129, pp. 37-50, (2006); McKinney K., The Scholarship of Teaching and Learning: Current Challenges and Future Visions, (2002); Richlin L., Scholarly teaching and the scholarship of teaching, Revisiting Scholarship: Identifying and Implementing the Scholarship of Teaching, New Directions for Teaching and Learning, 86, (2001); Kreber C., Cranton P.A., Exploring the scholarship of teaching, Journal of Higher Education, 71, pp. 476-496, (2000); Wankat P.C., Felder R.M., Smith K.A., Oreovicz F.S., The scholarship of teaching and learning engineering, Disciplinary Syles in the Scholarship Off Teaching and Learning: Exploring the Common Ground, Chapter 11. AAHE/Carnegie Foundation for the Advancement of Teaching, (2002); Kreber C., Challenging the dogma: Towards a more inclusive view of the scholarship of teaching, Journal on Excellence in College Teaching, 14, 2-3, pp. 27-43, (2003); Kreber C., Teaching excellence, teaching expertise, and the scholarship of teaching, Innovative Higher Education, 27, 1, pp. 5-23, (2002); Mann L., Chang R.L., Creating an Engineering Education Community of Practice Within an Institutional Setting: A Blueprint for Action Research, (2010); Hubball H., Clarke A., Poole G., Ten-year reflections on mentoring SoTL research in a research-intensive university, International Journal for Academic Development, 15, 2, pp. 117-129, (2010)","","","European Society for Engineering Education (SEFI)","","SEFI 40th Annual Conference 2012","23 September 2012 through 26 September 2012","Thessaloniki","112547","","978-287352005-2","","","English","Proc. SEFI Annu. Conf. - Eng. Educ.: Meet Future","Conference paper","Final","","Scopus","2-s2.0-84939557802"
"Lattery M.J.","Lattery, Mark J. (57195783629)","57195783629","SIGNATURE PEDAGOGIES IN INTRODUCTORY PHYSICS","2023","Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind","","","","280","294","14","4","10.4324/9781003444732-19","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902111931&doi=10.4324%2f9781003444732-19&partnerID=40&md5=f5bedb313401af000bbfc152c5af8061","University of Wisconsin-Oshkosh, Modeling Dynamics Program, Spencer Foundation, Wisconsin Association, United States","Lattery M.J., University of Wisconsin-Oshkosh, Modeling Dynamics Program, Spencer Foundation, Wisconsin Association, United States","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.","","","","","","","","","Modeling instruction program, (2008); Beuckman J., Rebello S., Zollman D., Impact of a classroom interaction system on student learning, Proceedings of the 2006 Physics Education Research Conference, 888, pp. 129-132, (2007); Bruner J., The process of education, (1960); Calder L., Uncoverage: Toward a signature pedagogy for the history survey, Journal of American History, 92, 4, pp. 1358-1370, (2006); Camp C., Clement J., Preconceptions in mechanics, (1994); Crouch C., Mazur E., Peer instruction: Ten years of experience and results, American Journal of Physics, 69, pp. 970-977, (2001); Gabel D., Handbook of research on science teaching and learning, (1994); Halloun I., Modeling theory of science education, (2004); Hake R., Interactive-engagement vs. traditional methods: A six thousand student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66, pp. 64-74, (1998); Helm H., Gilbert J., Thought experiments and physics education-part 1, Physics Education, 20, pp. 124-131, (1985); Helm H., Gilbert J., Thought experiments and physics education-part 2, Physics Education, 20, pp. 211-217, (1985); Henderson C., Common concerns about the Force Concept Inventory, The Physics Teacher, 40, pp. 542-547, (2002); Hestenes D., Toward a modeling theory of physics instruction, American Journal of Physics, 55, pp. 440-454, (1987); Hestenes D., Wells M., Swackhamer G., Force concept inventory, The Physics Teacher, 30, pp. 141-153, (1992); Kuhn T., A function for thought experiments, The Essential Tension, (1964); Jacobs D., An alternative approach to general chemistry: Addressing the needs of at-risk students with cooperative learning strategies, (2008); Landis C., Ellis A., Lisensky G., Lorenz J., Meeker K., Wamser C., Chemistry ConcepTests: A pathway to interactive classrooms, (2001); Lattery M., Thoughts experiments in physics education: A simple and practical example, Science & Education, 10, 2, pp. 485-492, (2001); Lattery M., Student-directed projects: A full-immersion experience of science, The Physics Teacher, 39, 3, pp. 166-171, (2001); Lattery M., Wisconsin Teaching Scholar final report: Research on student model formation and development, (2007); Lattery M., The long decay model of one-dimensional projectile motion, Science & Education, 17, 7, pp. 779-798, (2008); Laws P., Calculus-based physics without lectures, Physics Today, 12, pp. 24-31, (1991); MacIsaac D., Whiteboarding in the classroom, (2008); Matthews M., Science teaching: The role of history and philosophy of science, (1994); Mazur P., Peer instruction: A user’s manual, (1997); Meltzer D., Manivannan K., Transforming the lecture-hall environment: The fully interactive physics lecture, American Journal of Physics, 70, pp. 639-654, (2002); McDermott L., Millikan Lecture 1990: What we teach and what is learned: Closing the gap, American Journal of Physics, 59, pp. 301-315, (1990); McDermott L., Oersted Medal Lecture 2001: Physics education research-The key to student learning, American Journal of Physics, 69, 11, pp. 1127-1137, (2001); McDermott L., Redish E., Resource letter on physics education research, American Journal of Physics, 67, 9, pp. 755-767, (1999); McDermott L., Shaffer P., Tutorials in introductory physics, (2002); Morse R., The classic method of Mrs. Socrates, The Physics Teacher, 32, pp. 276-277, (1994); Nersessian P., Should physicists preach what they practice? Constructive modeling in doing and learning physics, Science & Education, 4, 3, pp. 203-226, (1995); Reay N.W., Bao L., Li P., Warnakulasooriya R., Baugh G., Toward the effective use of voting machines in physics lectures, American Journal of Physics, 73, (2005); Redish E., Saul J., Steinberg R., On the effectiveness of active-engagement microcomputer-based laboratories, American Journal of Physics, 65, pp. 45-54, (1997); Redish E., Teaching physics with the physics suite, (2003); Schmitt J., Lattery M., Facilitation discourse in the physics classroom, (2004); Shulman L., Signature pedagogies in the professions, Daedalus, 134, pp. 52-59, (2005); Smith T., Wittmann M., On teaching Newton’s third law: Comparing three methods for teaching Newton’s third law, Physical Review Special Topics Physics Education Research, 3, (2007); Sokoloff D., Thornton R., Using interactive lecture demonstrations to create an active learning environment, The Physics Teacher, 35, pp. 340-347, (1997); Sokoloff D., Thornton R., Interactive Lecture Demonstrations, (2001); Snow C., Two Cultures, (1959); Promising and exemplary program in science (1-2001), (2002); Wells M., Hestenes D., Swackhamer G., A modeling method for high school physics instruction, American Journal of Physics, 64, pp. 114-119, (1995); Wittmann M., Real-time physics dissemination project: Evaluation at test sites, (2001); Zollman D., Do they just sit there? Reflections on helping students to learning physics, American Journal of Physics, 64, pp. 114-119, (1996)","","","Taylor and Francis","","","","","","","978-100097232-0; 978-157922307-6","","","English","Exploring Signature Pedagogies: Approaches to Teach. Disciplinary Habits of Mind","Book chapter","Final","","Scopus","2-s2.0-84902111931"
"Al-Zubidy A.; Carver J.C.; Heckman S.; Sherriff M.","Al-Zubidy, Ahmed (56996080700); Carver, Jeffrey C. (12446411300); Heckman, Sarah (23135316000); Sherriff, Mark (23135614000)","56996080700; 12446411300; 23135316000; 23135614000","A (Updated) review of empiricism at the SIGCSE technical symposium","2016","SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education","","","","120","125","5","22","10.1145/2839509.2844601","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968531369&doi=10.1145%2f2839509.2844601&partnerID=40&md5=d019c8ad3188467764322848ec6754b5","University of Alabama, Tuscaloosa, AL, United States; NC State University, Raleigh, NC, United States; University of Virginia, Charlottesville, VA, United States","Al-Zubidy A., University of Alabama, Tuscaloosa, AL, United States; Carver J.C., University of Alabama, Tuscaloosa, AL, United States; Heckman S., NC State University, Raleigh, NC, United States; Sherriff M., University of Virginia, Charlottesville, VA, United States","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.","Empirical computer science education; Scholarship of teaching and learning; Systematic literature review","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","","","","","National Science Foundation, NSF, (1525173, 1525373)","","Bishop-Clark C., Dietz-Uhler B., Engaging in the Scholarship of Teaching and Learning, (2012); Clear T., Valuing computer science education research?, Proceedings of the 6th Baltic Sea Conference on Computing Education Research, Koli Calling, Uppsala University, Uppsala, Sweden, pp. 8-18, (2006); Dougherty J.D., Nagel K., Conference Chairs SIGCSE '14 the 45th ACM Technical Symposium on Computer Science Education, (2014); Fincher S., Petre M., Computer Science Education Research, (2004); Fincher S., Tenenberg J., Robins A., Research design: Necessary bricolage, Proceeding of the 7th Int'l Wksp. on Comp, pp. 27-32, (2011); Kinnunen P., Meisalo V., Malmi L., Have we missed something?: Identifying missing types of research in computing education, Proc. of the 6th Int'l Wksp. on Comp, pp. 13-22, (2010); Randolph J., Julnes G., Sutinen E., Lehman S., A methodological review of computer science education resarch, Journal of Information Technology Education, 7, pp. 135-162, (2008); Shaw M., Writing good software engineering papers, Proceedings of the 25th International Conference on Software Engineering, pp. 726-736, (2003); Shull F., Basili V., Carver J., Maldonado J.C., Travassos G.H., Mendonca M., Fabbri S., Replicating software engineering experiments: Addressing the tacit knowledge problem, Proceedings of the 2002 Int'l Symp. on Empirical Soft. Eng., pp. 7-16, (2002); Valentine D.W., CS education research: A meta-analysis of SIGCSE technical symposium proceedings, Proc. of the 35th SIGCSE Technical Symposium on Computer Science Education, pp. 255-259, (2004); Decker A., Eiselt K., Conference Chairs, SIGCSE '15 the 46th ACM Technical Symposium on Computer Science Education, (2015)","","","Association for Computing Machinery, Inc","ACM Special Interest Group on Computer Science Education (SIGCSE)","47th ACM Technical Symposium on Computing Science Education, SIGCSE 2016","2 March 2016 through 5 March 2016","Memphis","121037","","978-145033856-1","","","English","SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.","Conference paper","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-84968531369"
"Blaine D.C.; Jacobs C.; Basson A.","Blaine, Deborah C. (12788398500); Jacobs, Cecilia (15219879600); Basson, Anton (8975961600)","12788398500; 15219879600; 8975961600","How do engineering lecturers perceive the scholarship of teaching and learning?","2019","Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections","","","","790","798","8","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071445615&partnerID=40&md5=54d0da2e4c4d0afe13f0a26825012af3","Stellenbosch University, Stellenbosch, South Africa","Blaine D.C., Stellenbosch University, Stellenbosch, South Africa; Jacobs C., Stellenbosch University, Stellenbosch, South Africa; Basson A., Stellenbosch University, Stellenbosch, South Africa","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.","","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","","","","","","","Adendorff H., Strangers in a strange land-On becoming scholars of teaching, Discovery Service for American College of Education, 9, 3, pp. 305-315, (2011); Boshier R., Why is the scholarship of teaching and learning such a hard sell?, Higher Education Research and Development, 28, 1, pp. 1-15, (2009); Boud D., Brew A., Learning to teach as the development of practice, Theorising Learning to Teach in Higher Education, pp. 77-92, (2017); Boyer E.L., Scholarship reconsidered: Priorities of the professoriate, The Carnegie Foundation for the Advancement of Teaching, (1990); Case J.M., Knowledge for teaching, knowledge about teaching: Exploring the links between education research, scholarship of teaching and learning (SOTL) and scholarly teaching Jennifer, Journal of Education, 61, pp. 53-72, (2015); Collier-Reed B., Ingerman A., Phenomenography: From critical aspects to knowledge claim, International Perspectives on Higher Education Research, 9, pp. 243-260, (2013); Cousin G., Getting to the bottom of the well: The value of qualitative research into teaching and learning, Critical Studies in Teach and Learning, 1, 1, pp. 123-136, (2013); Creswell J., Five qualitative approaches to inquiry, Qualitative Inquiry and Research Design: Choosing among Five Approaches, pp. 53-83, (2012); Felder R.M., Hadgraft R.G., Educational practice and educational research in engineering: Partners, antagonists, or ships passing in the night?, Journal of Engineering Education, 102, 3, pp. 339-345, (2013); Freeman D., The ""unstudied problem"": Research on teacher learning in language teaching, Teacher Learning in Language Teaching, pp. 35-378, (1996); Geertsema J., Academic development, SoTL and educational research, International Journal for Academic Development, 21, 2, pp. 122-134, (2016); Hutchings P., Theory: The elephant in the scholarship of teaching and learning room, International Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-4, (2007); Hutchings P., The scholarship of teaching and learning: From idea to integration, New Directions for Teaching and Learning, 123, pp. 35-48, (2010); Leibowitz B., Conducive environments for the promotion of quality teaching in higher education in South Africa, Critical Studies in Teaching and Learning, 2, 1, pp. 49-73, (2014); Marshall D., Summers M., Woolnough B., Students' conceptions of learning in an engineering context, Higher Education, 38, 3, pp. 291-309, (1999); Marshall S.J., Orrell J., Cameron A., Bosanquet A., Marshall S.J., Orrell J., Bosanquet A., Leading and managing learning and teaching in higher education, Higher Education Monitor, 30, 2, pp. 87-103, (2011); Oreta A.W.C., Engineering educators must evolve, Too !, Journal of Professional Issues in Engineering Education and Practice, 142, 1, pp. 2012-2014, (2016); Quinlan K.M., Leadership of teaching for student learning in higher education : What is needed ?, Higher Education Research & Development, 33, 1, pp. 32-45, (2014); Schroeder C., Countering SoTL Marginalization: A model for integrating sotl with institutional initiatives, International Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-9, (2016); Teaching and Learning Policy, (2018); Streveler R.A., Borrego M., Smith K.A., 9: Moving from the scholarship of teaching and learning to educational research: An example from engineering, To Improve the Academy, 25, 1, pp. 139-149, (2007); Tight M., A Phenomenography of Phenomenography, (2016); Tight M., Tracking the scholarship of teaching and learning, Policy Reviews in Higher Education, pp. 1-18, (2017); Trigwell K., Martin E., Benjamin J., Prosser M., Scholarship of Teaching: A model, Higher Education Research & Development, 19, 2, pp. 155-168, (2000); Wankat P.C., Felder R.M., Smith K.A., Oreovicz F.S., The scholarship of teaching and learning in engineering, Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground, (2002); Witman P.D., Richlin L., The status of the scholarship of teaching and learning in the discipline, International Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-17, (2007); Young S.F., Theoretical frameworks and models of learning: Tools for developing conceptions of teaching and learning, International Journal for Academic Development, 13, 1, pp. 41-49, (2008); Zuber-Skerritt O., Action learning and action research : Paradigm, praxis and programs, Effective Change Management through Action Learning: Concepts, Perspectives, Processes and Applications, pp. 1-20, (2001)","","Kloot B.","Research in Engineering Education Network","","8th Research in Engineering Education Symposium: Making Connections, REES 2019","10 July 2019 through 12 July 2019","Cape Town","150283","","978-079922600-3","","","English","Proc. Res. Eng. Educ. Symp., REES - Mak. Connections","Conference paper","Final","","Scopus","2-s2.0-85071445615"
"Zimmerman A.; Heinemann P.; Christy A.","Zimmerman, Allen (7102775697); Heinemann, Paul (7003692038); Christy, Ann (7006413198)","7102775697; 7003692038; 7006413198","Extra-extra! Manuscripts wanted!","2006","Resource: Engineering and Technology for Sustainable World","13","6","","21","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-33747460313&partnerID=40&md5=b75199fd532e760975eb0a0cbf3da78e","ASABE, United States; Ohio State University, United States; Penn State University, Education Division, United States; Ohio State University, Education Division, United States","Zimmerman A., ASABE, United States, Ohio State University, United States; Heinemann P., Penn State University, Education Division, United States; Christy A., Ohio State University, Education Division, United States","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.","","Agriculture; Education; Engineers; Organizations; Agriculture; Social aspects; Societies and institutions; Teaching; Applied Engineering; Journals; Engineering education","","","","","","","","A. Zimmerman; Ohio State University, United States; email: zimmerman.7@osu.edu","","","","","","","","10763333","","RSOUE","","English","Resour Eng Technol Sustainable World","Short survey","Final","","Scopus","2-s2.0-33747460313"
"Ruutmann T.; Saar M.","Ruutmann, Tiia (57207799890); Saar, Merike (56005021800)","57207799890; 56005021800","Scholarly teaching and scholarship of teaching and learning in teaching engineering","2017","IEEE Global Engineering Education Conference, EDUCON","","","7942850","213","218","5","6","10.1109/EDUCON.2017.7942850","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023639802&doi=10.1109%2fEDUCON.2017.7942850&partnerID=40&md5=59f8c12a90be3517f2ca41760b068741","Estonian Centre of Engineering Pedagogy, Tallinn University of Technology, Tallinn, Estonia; University of Tallinn, Tallinn, Estonia","Ruutmann T., Estonian Centre of Engineering Pedagogy, Tallinn University of Technology, Tallinn, Estonia; Saar M., University of Tallinn, Tallinn, Estonia","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.","Continuing education; Effective teaching and learning; Engineering education; Scholarship of teaching and learning","Education; Teaching; Continuing education; Effective teaching; Engineering educators; Estonia; Scholarship of teaching and learning; Engineering education","","","","","","","Crawley E., Malmqvist J., Ostlund S., Brodeur D., Rethinking Engineering Education, (2007); Boyer E., Scholarship Reconsidered: Priorities of the Professoriate, (1990); McKinney K., Enhancing Learning Through Scholarship of Teaching and Learning-The Challenges and Joys of Juggling, (2007); Shulman L., Teacher portfolios: A theoretical activity, With Portfolio in Hand: Validating the New Teacher Professionalism, pp. 23-37, (1998); Oreta A.W.C., Engineering educators must evolve, too, J. Prof. Issues Eng. Educ. Pract., 142, 1, (2016); Streveler R.A., Smith K.A., Pilotte M., Aligning Course Content, Assessment, and Delivery: Creating A Context for Outcome-based Education, (2012); Borrego M., Bernhard J., The emergence of engineering education research as an internationally connected field of inquiry, J. Eng. Educ, 100, 1, pp. 14-47, (2011); Adolf M., Ingenieurpädagogik-Praxis der Vermittlung Technischen Wissens, (1999); Ruutmann T., Analysis of STEM teaching-most common strategies and methods enabling deep understanding and interactive learning applied by graduates of technical teacher initial and continuing education programs in Estonia, Proceedings of ICL/IGIP Conference Belfast, (2016); IGIP Curriculum, (2016); Felder R.M., Inductive teaching and learning methods: Definitions, comparisons and research bases, Journal of Engineering Education, 95, 2, pp. 123-138, (2006); Felder R.M., Brent R., Understanding students differences, Journal of Engineering Education, 94, 1, pp. 57-72, (2005); De Graaff E., Kolmos A., Characteristics of problem-based learning, International Journal of Engineering Education, 19, 5, pp. 657-662, (2003); Felder R.M., Sheppard S.D., Smith K.A., Special issue: The art and science of engineering education research, Journal of Engineering Education, 94, 1, (2005)","","","IEEE Computer Society","","8th IEEE Global Engineering Education Conference, EDUCON 2017","25 April 2017 through 28 April 2017","Athens","128153","21659559","978-150905467-1","","","English","IEEE Global Eng. Edu. Conf., EDUCON","Conference paper","Final","","Scopus","2-s2.0-85023639802"
"Jaffri H.; Samah N.A.; Tahir L.M.","Jaffri, Hadijah (56236858100); Samah, Narina A. (56110634700); Tahir, Lokman Mohd (55671056100)","56236858100; 56110634700; 55671056100","Scholarship of teaching and learning: How does it perceive by engineering lecturers?","2014","Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014","","","6821853","186","189","3","1","10.1109/LaTiCE.2014.43","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903467167&doi=10.1109%2fLaTiCE.2014.43&partnerID=40&md5=93459bad1f2145e9aeb91624934f309d","Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia","Jaffri H., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Samah N.A., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Tahir L.M., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia","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.","Case study; Engineering lecturers; Practitioner research; Research into teaching; Scholarship of teaching and learning","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","","","","","","","Harland T., University Teaching: An Introductory Guide, (2012); The Learning and Teaching Practices in Malaysian Higher Education Institutions: A Research Summary, (2012); Campbell A., Jacques K., Best practice researched, Teacher Development, 1, pp. 75-90, (2003); Dadds M., Hart S., Doing Practitioner Research Differently, (2001); Shulman L., From minsk to pinsk: Why a scholarship of teaching and learning?, The Journal of Scholarship of Teaching and Learning (JoSoTL), 1, pp. 49-53, (2000); Calhoun E., How to Use Action Research in Self-renewing School, (1994); Mills G.E., Action Research: A Guide for the Teacher Researcher, (2003); Sagor R., Guiding School Improvement with Action Research, (2000); Kreber C., The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff, Higher Education, 46, pp. 93-121, (2003); Yin R.K., Case Study, (2009); Kvale S., Brinkmann S., Interviews: Learning the Craft of Qualitative Research Interviewing, (2009); Bucher R.C., Fritz E., Quarantelli E.L., Tape recorded interviews in social research, American Sociological Review, 21, pp. 359-364, (1956); Halcomb E.J., Davidson P.M., Is verbatim transcription of interview data always necessary?, Applied Nursing Research, 19, pp. 38-42, (2006); Seidman I., Interviewing As Qualitative Research: A Guide for Researchers in Education and the Social Services, (2006); Lapadat J.C., Lindsay A.C., Transcription in research and practice: From standardization of technique to interpretive positionings, Qualitative Inquiry, 5, pp. 64-86, (1999); Tilley S.A., Challenging"" research practices: Turning a critical lens at the work of transcription, Qualitative Inquiry, 9, pp. 750-773, (2003); Denzin N.K., On hearing the voices of educational research, Curriculum Inquiry, 25, pp. 313-329, (1995); Green J., Franquiz M., Dixon C., The myth of the objective transcript: Transcribing as a situated act, TESOL Quarterly, 31, pp. 172-176, (1997); Poland B.D., Transcription quality as an aspect of rigor in qualitative research in bryman, Qualitative Research, pp. 13-32, (1999); Boyatzis R.E., Transforming Qualitative Information: Thematic Analysis and Code Development, (1998); Attride-Stirling J., Thematic networks: An analytic tool for qualitative research, Qualitative Research, 1, pp. 385-405, (2001); Aronson J., A pragmatic view of thematic analysis, The Qualitative Report, 2, (1994); Cresswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2008); Hubball H., Clarke A., Diverse methodological approaches and considerations for sotl in higher education, The Canadian Journal for the Scholarship of Teaching and Learning, 1, (2010); Healey M., Developing the scholarship of teaching in higher education: A discipline-based approach, Higher Education Research & Development, 19, pp. 169-189, (2000); Nicholls G., Scholarship in teaching as a core professional value: What does this mean to the academic?, Teaching in Higher Education, 9, pp. 29-42, (2004); Boshier R., Why is the scholarship of teaching and learning such a hard shell?, Higher Education Research and Development, 28, pp. 1-15, (2009); Harland T., Raja Maznah R.H., Aishah A.B., The scholarship of teaching and learning: Challenges for malaysian academics, Teaching in Higher Education, 19, pp. 1-11, (2014); Bartlett S., Burton D., Practitioner research or descriptions of classroom practice? a discussion of lecturers investigating their classrooms, Educational Action Research, 14, pp. 395-405, (2006); Jove G., How do i improve what i am doing as a teacher, teacher educator and action-researcher through reflection? a learning walk from lleida to winchester and back again, Educational Action Research, 19, pp. 261-278, (2011); Shulman L., Teacher development: Roles of domain expertise and pedagogical knowledge, Journal of Applied Developmental Psychology, 21, pp. 129-135, (2000); Trigwell S., Shale S., Student learning and the scholarship of university teaching, Studies in Higher Education, 29, pp. 524-536, (2004)","","","IEEE Computer Society","","2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014","11 April 2014 through 13 April 2014","Kuching, Sarawak","105850","","978-147993591-8","","","English","Proc. - Int. Conf. Teach. Learn. Comput. Eng., LATICE","Conference paper","Final","","Scopus","2-s2.0-84903467167"
"Prince M.J.","Prince, Michael J. (58192468300)","58192468300","200 years of chemical engineering education: The need for both scholarly teaching and the scholarship of teaching and learning","2008","AIChE Annual Meeting, Conference Proceedings","","","","","","1","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952303859&partnerID=40&md5=17b9f2dee3cc7537f2ad4220f1a796db","Department of Chemical Engineering, Bucknell University, Lewisburg, PA 17837, United States","Prince M.J., Department of Chemical Engineering, Bucknell University, Lewisburg, PA 17837, United States","[No abstract available]","","","","","","","National Natural Science Foundation of China, NSFC, (42067070); Natural Science Foundation of Qinghai, (2020-ZJ-971Q); State Key Laboratory of Plateau Ecology and Agriculture, Qinghai University, (2020-ZZ-07)","Funding text 1: The work was funded by the Natural Science Foundation of Qinghai Province of China (2020-ZJ-971Q), the National Natural Science Foundation of China (42067070), and the Open Project of State Key Laboratory of Plateau Ecology and Agriculture, Qinghai University (2020-ZZ-07). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.; Funding text 2: The following grant information was disclosed by the authors: The Natural Science Foundation of Qinghai Province of China: 2020-ZJ-971Q. The National Natural Science Foundation of China: 42067070. The Open Project of State Key Laboratory of Plateau Ecology and Agriculture, Qinghai University: 2020-ZZ-07.","","","","","","2008 AIChE Annual Meeting, AIChE 100","16 November 2008 through 21 November 2008","Philadelphia, PA","83913","","978-081691050-2","","","English","AIChE Annu. Meet. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-79952303859"
"Lord S.; Castro M.; Jones E.; Kemnitzer S.; Prey J.; Oakes W.; Streveler R.","Lord, Susan (7101831673); Castro, Manuel (26643374700); Jones, Edwin (7404237200); Kemnitzer, Susan (16042458400); Prey, Jane (6603953435); Oakes, William (7101612537); Streveler, Ruth (6602166384)","7101831673; 26643374700; 7404237200; 16042458400; 6603953435; 7101612537; 6602166384","Panel session - Future of FIE: Where are we and where do we want to go?","2006","Proceedings - Frontiers in Education Conference, FIE","","","4116956","","","","0","10.1109/FIE.2006.322442","https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749094190&doi=10.1109%2fFIE.2006.322442&partnerID=40&md5=eb2aa633370bb1be92c99cac2a7e1a40","University of San Diego; UNED; Iowa State University; NSF; Microsoft Corporation; Purdue University; Colorado School of Mines","Lord S., University of San Diego; Castro M., UNED; Jones E., Iowa State University; Kemnitzer S., NSF; Prey J., Microsoft Corporation; Oakes W., Purdue University; Streveler R., Colorado School of Mines","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.","Engineering education; Frontiers in education; Scholarly teaching; Scholarship of teaching and learning","Education; Engineering research; Engineering education research; High quality (HQ); Panel session; Teaching and learning; Teaching","","","","","","","","S. Lord; University of San Diego, United States; email: slord@sandiego.edu","","","American Society for Engineering Education (ASEE); Educational Research and Methods (ERM) Division; Institute of Electrical and Electronics Engineers (IEEE); IEEE Computer Society; IEEE Education Society","36th ASEE/IEEE Frontiers in Education Conference, FIE","28 October 2006 through 31 October 2006","San Diego, CA","72982","15394565","1424402565; 978-142440256-4","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","","Scopus","2-s2.0-48749094190"
"Sankey M.; Hunt L.","Sankey, Michael (55515185500); Hunt, Lynne (56485221800)","55515185500; 56485221800","Flipped university classrooms: Using technology to enable sound pedagogy","2014","Journal of Cases on Information Technology","16","2","","26","38","12","17","10.4018/jcit.2014040103","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928004465&doi=10.4018%2fjcit.2014040103&partnerID=40&md5=d8dea73877b7d4e7eacf795a53a564ca","Learning Environments and Media, University of Southern Queensland, Toowoomba, QLD, Australia; University of Southern Queensland, Queensland, Australia","Sankey M., Learning Environments and Media, University of Southern Queensland, Toowoomba, QLD, Australia; Hunt L., University of Southern Queensland, Queensland, Australia","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.","Authentic learning; Flipped classroom; Learning technologies; Pedagogy; Student learning journey","Learning systems; Students; Teaching; Authentic learning; Flipped classroom; Learning technology; Pedagogy; Student learning; Engineering education","","","","","","","Anderson T., Toward a theory of online learning, Theory and Practice of Online Learning, pp. 45-74, (2008); Anderson T., Rourke L., Archer W., Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks, 5, 2, pp. 1-17, (2001); Angelo T., Designing subjects for learning: Practical, research-based principles and guidelines, University Teaching in Focus: A Learning-centred Approach, pp. 93-111, (2012); Ashwin P., Trigwell K., Investigating staff and educational development, Enhancing Staff and Educational Development, pp. 117-131, (2004); Berg B.I., Qualitative Research Methods for the Social Sciences, (2001); Bergmann J., Sams A., Flip Your Classroom: Reach Every Student in Every Class Every Day, (2012); Boyer A., The flipped classroom. Catering for difference, Teacher Learning Network, 20, 1, pp. 28-29, (2013); Brodie L., Problem-based learning, University Teaching in Focus: A Learning-centred Approach, pp. 145-163, (2012); Educause, Things You Should Know About Flipped Classrooms, (2012); Garnett J., Authentic work-integrated learning, University Teaching in Focus: A Learning-centred Approach, pp. 164-179, (2012); Goh S., Chochrane S., Brodie L., The impact on values and learning behaviours of engineering students from an authentic learning environment: Preliminary analysis and observations, Proceedings of the 2012 AAEE Conference, (2012); Goh S., Sankey M., Authentic Learning in Steven Goh's Flipped Classroom, (2012); Goodwin B., Miller K., Evidence on flipped classrooms is still coming, Educational Leadership, 70, 6, pp. 78-80, (2013); Hattie J., Visible Learning: A Synthesis of Over 800 Meta-analyses Related to Achievement, (2009); Hunt L., Quality teaching in the social sciences, Cases on Quality Teaching Practice in the Social Sciences, pp. 39-56, (2013); Hunt L., Chalmers D., Macdonald R., Effective classroom teaching, University Teaching in Focus: A Learning-centred Approach, pp. 21-37, (2012); Hunt L., Peach N., Planning for a sustainable academic future, Academic Futures: Inquiries Into Higher Education and Pedagogy, (2009); Hunt L., Sankey M., Getting the context right for quality teaching and learning, Cases on Quality Teaching Practice in the Social Sciences, pp. 261-279, (2013); ISTE, Inventing the flipped classroom. Learning and leading with technology, International Society for Technology in Education, (2012); Jenkins A., Healey M., Research-led or research-based undergraduate curricula, University Teaching in Focus: A Learning-centred Approach, pp. 128-144, (2012); Kift S., Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education, Sydney, Australia: Australian Learning and Teaching Council, (2009); Land R., Discipline-based teaching, University Teaching in Focus: A Learning-centred Approach, pp. 38-55, (2012); Lawrence J., Designing and evaluating an empowering online pedagogy for commencing students: A case study, Proceedings of the the International First Year in Higher Education Conference 2013, (2013); Lawrence J., Sankey M., Promoting Academic Skills Development through the Flipped Classroom, (2013); McDonald J., Nagy J., Star C., Burch T., Cox M.D., Margetts F., Identifying and building the leadership capacity of community of practice facilitators, Learning Communities Journal, 4, pp. 63-84, (2012); Noble K., Sankey M., Flipping a Faculty. [Audio Recording], 19, (2013); Reeves T.C., Reeves P.M., Designing online and blended learning, University Teaching in Focus: A Learning-centred Approach, pp. 112-127, (2012); Salmon G., E-tivities: The Key to Active Online Learning, (2013); Sankey M., Aligning your ducks for the student learning journey: Stories from the pond of distance ed, Proceedings of the SITE 2012, Teaching in Exceptional Times, (2012); Scott G., Accessing the student voice: Using CEQuery to identify what retains students and promotes engagement in productive learning in Australian higher education, Final Report: Department of Education, Science and Training (DEST), (2005); Stewart M., Understanding learning: Theories and critique, University Teaching in Focus: A Learning-centred Approach, pp. 3-20, (2012); Taylor J.C., USQOnline, Australia, Proceedings of the Virtual University: Models and Messages: Lessons from Case Studies, (2006); The Queensland Government, The flipped classroom, Classroom Connections, (2013); Trigwell K., Scholarship of teaching and learning, University Teaching in Focus: A Learning-centred Approach, pp. 253-267, (2012); Wals A.E.J., Walker K.E., Blaze-Corcoran P., The practice of sustainability in higher education: A synthesis, Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice, pp. 347-348, (2004)","","","IGI Global","","","","","","15487717","","","","English","J. Cases Inf. Technol.","Article","Final","","Scopus","2-s2.0-84928004465"
"Carver J.C.; Heckman S.; Sherriff M.","Carver, Jeffrey C. (12446411300); Heckman, Sarah (23135316000); Sherriff, Mark (23135614000)","12446411300; 23135316000; 23135614000","Training Computing Educators to Become Computing Education Researchers","2022","SIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education","1","","","724","730","6","1","10.1145/3478431.3499297","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126145631&doi=10.1145%2f3478431.3499297&partnerID=40&md5=8427d8bd32c7ee3ec2be2215b2deb81a","University of Alabama, Tuscaloosa, AL, United States; North Carolina State University, Raleigh, NC, United States; University of Virginia, Charlottesville, VA, United States","Carver J.C., University of Alabama, Tuscaloosa, AL, United States; Heckman S., North Carolina State University, Raleigh, NC, United States; Sherriff M., University of Virginia, Charlottesville, VA, United States","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.","computing education research; empirical studies; professional development","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","","","","","National Science Foundation, NSF, (1525028, 1525173, 1525373)","Funding text 1: This material is based upon work supported by the National Science Foundation under Grant Nos. #1525373, #1525173, #1525028. This work was approved by the IRB at all author institutions. We would like to thank our workshop participants for their engagement and work in computing education research.; Funding text 2: We have offered DEERS six times, with four instances run in-person and two instances run fully online due to COVID. In addition, we organized two mini-versions as workshops at the SIGCSE Technical Symposium. DEERS is structured as a year-long mentoring experience, beginning with a multi-day summer workshop on empirical research methods, followed by regular one-on-one mentoring sessions with participants, and culminating in a follow-up session at the following year’s SIGCSE Technical Symposium. Our discussion here focuses on the in-person workshop. We discuss the online version in Section 4. Each cohort of participants begin the program with a two-and-a-half day, in-person summer workshop. We modeled the structure and schedule of the summer workshop after a typical short conference, including group meals and social events, such as tours of the local area. With funding support from the NSF, participants receive a stipend to cover travel to the host institution. We arrange for housing at a local hotel within walking distance of the workshop venue.","Ahadi A., Hellas A., Ihantola P., Korhonen A., Petersen A., Replication in computing education research: Researcher attitudes and experiences, Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli, Finland) (Koli Calling '16, pp. 2-11, (2016); Al-Zubidy A., Carver J.C., Heckman S., Sherriff M., A (updated) review of empiricism at the sigcse technical symposium, Proceedings of the 47th Acm Technical Symposium on Computing Science Education (Memphis, Tennessee, USA) (SIGCSE '16, pp. 120-125; Standard for reporting on empirical social science research in aera publications, Educational Researcher, 35, 6, pp. 33-40, (2006); Journal Reporting Standards (JARS, (2018); Basu D., Heckman S., Lou Maher M., Online vs face-to-faceweb-development course: Course strategies, learning, and engagement, Proceedings of the 52nd Acm Technical Symposium on Computer Science Education, pp. 1191-1197, (2021); Battestilli L., Awasthi A., Cao Y., Two-stage programming projects: Individual work followed by peer collaboration, Proceedings of the 49th Acm Technical Symposium on Computer Science Education (Baltimore, Maryland, USA) (SIGCSE '18, pp. 479-484, (2018); Bishop-Clark C., Dietz-Uhler B., Engaging in the Scholarhip of Teaching and Learning, (2012); Jeffrey C., Carver, Towards reporting guidelines for experimental replications: A proposal, 1st International Workshop on Replication in Empirical Software Engineering, 1, pp. 1-4, (2010); Chattopadhyay A., Chindaphone B., A nifty inter-class peer learning model for enhancing student-centered computing education, and for generating student interests in co-curricular professional development, 2018 Ieee Frontiers in Education Conference (FIE, pp. 1-5, (2018); Clear T., Valuing computer science education research?, Proceedings of the 6th Baltic Sea Conference on Computing Education Research: Koli Calling 2006 (Uppsala, Sweden) (Baltic Sea '06, pp. 8-18, (2006); What Works Clearinghouse Standards Handbook, Version 4.1, (2020); Daniels M., Pears A., Models and methods for computing education research, Proceedings of the Fourteenth Australasian Computing Education Conference, 123, pp. 95-102, (2012); Edwards J.M., Fulton E.K., Holmes J.D., Valentin J.L., Beard D.V., Parker K.R., Separation of syntax and problem solving in introductory computer programming, 2018 Ieee Frontiers in Education Conference (FIE, pp. 1-5, (2018); Fincher S., Petre M., Computer Science Education Research, (2004); Ham Y., Myers B., Supporting guided inquiry with cooperative learning in computer organization, Proceedings of the 50th Acm Technical Symposium on Computer Science Education (Minneapolis, MN, USA) (SIGCSE '19, pp. 273-279, (2019); Hao Q., David Smith H I.V., Iriumi N., Tsikerdekis M., Ko A.J., A systematic investigation of replications in computing education research, Acm Trans. Comput. Educ, 19, 4, (2019); Heckman S., Carver J.C., Sherriff M., Al-Zubidy A., A Systematic Literature Review of Empiricism and Norms of Reporting in Computing Education Research Literature, (2021); Heckman S., Zhang J., Perez-Quinones M.A., Hawthorne E.K., What is a sigcse symposium paper?, Sigcse Bull, 50, 3, (2018); Ihantola P., Vihavainen A., Ahadi A., Butler M., Borstler J., Edwards S.H., Isohanni E., Korhonen A., Petersen A., Rivers K., Et al., 2015. Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies, Proceedings of the 2015 ITiCSE Working Group Reports, pp. 41-63, (2015); Jedlitschka A., Pfahl D., Reporting guidelines for controlled experiments in software engineering, 2005 International Symposium on Empirical Software Engineering, (2005); Kitchenham B., Al-Khilidar H., Ali Babar M., Berry M., Cox K., Keung J., Kurniawati F., Staples M., Zhang H., Zhu L., Evaluating guidelines for reporting empirical software engineering studies, Empirical Software Engineering, 13, 1, pp. 97-121, (2008); Lishinski A., Good J., Sands P., Yadav A., Methodological rigor and theoretical foundations of cs education research, Proceedings of the 2016 Acm Conference on International Computing Education Research, pp. 161-169, (2016); Luxton-Reilly A., Albluwi I., Becker B.A., Giannakos M., Kumar A.N., Ott L., Paterson J., James Scott M., Sheard J., Szabo C., Introductory programming: A systematic literature review, Proceedings Companion of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education, pp. 55-106, (2018); Malmi L., Judy Sheard S., Bednarik R., Helminen J., Korhonen A., Myller N., Sorva J., Taherkhani A., Et al., Characterizing research in computing education: A preliminary analysis of the literature, Proceedings of the Sixth InternationalWorkshop on Computing Education Research, pp. 3-12, (2010); Margulieux L., Ayer Ketenci T., Decker A., Review of measurements used in computing education research and suggestions for increasing standardization, Computer Science Education, 29, 1, pp. 49-78, (2019); Monica M., McGill, Discovering empirically-based best practices in computing education through replication, reproducibility, and meta-analysis studies, Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli, Finland) (Koli Calling '19, (2019); McGill M.M., Decker A., Defining requirements for a repository to meet the needs of k-12 computer science educators, researchers, and evaluators, 2018 Ieee Frontiers in Education Conference (FIE, pp. 1-9, (2018); McGill M.M., Decker A., Abbott Z., Improving research and experience reports of pre-college computing activities: A gap analysis, Proceedings of the 49th Acm Technical Symposium on Computer Science Education. Acm, pp. 964-969, (2018); Mirza D., Conrad P.T., Lloyd C., Matni Z., Gatin A., Undergraduate teaching assistants in computer science: A systematic literature review, Proceedings of the 2019 Acm Conference on International Computing Education Research (Toronto ON, Canada) (ICER '19, pp. 31-40, (2019); Neumann M., Linzmayer R., Capturing student feedback and emotions in large computing courses: A sentiment analysis approach, Proceedings of the 52nd Acm Technical Symposium on Computer Science Education, pp. 541-547, (2021); Prather J., Pettit R., Becker B.A., Denny P., Loksa D., Peters A., Albrecht Z., Masci K., First things first: Providing metacognitive scaffolding for interpreting problem prompts, Proceedings of the 50th Acm Technical Symposium on Computer Science Education (Minneapolis, MN, USA) (SIGCSE '19, pp. 531-537, (2019); Randolph J.J., Julnes G., Sutinen E., Lehman S., A methodological review of computer science education research, Journal of Information Technology Education: Research, 7, pp. 135-162, (2008); Runeson P., Host M., Guidelines for conducting and reporting case study research in software engineering, Empirical Software Engineering, 14, 2, (2009); Schmidt S., Shall we really do it again? the powerful concept of replication is neglected in the social sciences, Review of General Psychology, 13, 2, pp. 90-100, (2009); Schulz K.F., Altman D.G., Moher D., Consort 2010 statement: Updated guidelines for reporting parallel group randomised trials, Bmj, 340, (2010); Shaw M., Writing good software engineering research papers, Software Engineering, 2003. Proceedings. 25th International Conference on, pp. 726-736, (2003); Sheard J., Margaret Hamilton S., Lonnberg J., Analysis of research into the teaching and learning of programming, Proceedings of the Fifth International Workshop on Computing Education Research, pp. 93-104, (2009); Stephens-Martinez K., A study of the relationship between a cs1 student's gender and performance versus gauging understanding and study tactics, Proceedings of the 52nd Acm Technical Symposium on Computer Science Education, pp. 679-685, (2021); David W., Valentine, Cs educational research: A meta-analysis of sigcse technical symposium proceedings, Acm Sigcse Bulletin, 36, 1, pp. 255-259, (2004)","","","Association for Computing Machinery, Inc","ACM SIGCSE","53rd Annual ACM Technical Symposium on Computer Science Education, SIGCSE 2022","3 March 2022 through 5 March 2022","Virtual, Online","177383","","978-145039070-5","","","English","SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.","Conference paper","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85126145631"
"Onah D.F.O.; Pang E.L.L.; Sinclair J.E.","Onah, Daniel F. O. (57156381200); Pang, Elaine L. L. (57216531688); Sinclair, Jane E. (13411350300)","57156381200; 57216531688; 13411350300","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)","2023","Journal of Computing in Higher Education","","","","","","","0","10.1007/s12528-023-09349-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146960127&doi=10.1007%2fs12528-023-09349-2&partnerID=40&md5=ac9f001271411099674dd62b5c3989d6","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","Onah D.F.O., Department of Information Studies, University College London, London, United Kingdom; Pang E.L.L., Academic Skills Development, Brunel University, London, United Kingdom; Sinclair J.E., Department of Computer Science, The University of Warwick, Coventry, United Kingdom","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.","","","","","","","","","","D.F.O. Onah; Department of Information Studies, University College London, London, United Kingdom; email: d.onah@ucl.ac.uk","","Springer","","","","","","10421726","","","","English","J. Comput. High. Educ.","Erratum","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85146960127"
"Jamison C.S.E.; Fuher J.; Wang A.; Huang-Saad A.","Jamison, Cassandra Sue Ellen (57203303893); Fuher, Jacob (57450001500); Wang, Annie (57689147100); Huang-Saad, Aileen (36804420600)","57203303893; 57450001500; 57689147100; 36804420600","Experiential learning implementation in undergraduate engineering education: a systematic search and review","2022","European Journal of Engineering Education","47","6","","1356","1379","23","2","10.1080/03043797.2022.2031895","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124958852&doi=10.1080%2f03043797.2022.2031895&partnerID=40&md5=ddb54b42e63a14afa981167731f48aa1","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","Jamison C.S.E., Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Fuher J., Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States, Electrical Engineering, University of Michigan, Ann Arbor, United States; Wang A., Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States, Biomedical Engineering, University of Michigan, Ann Arbor, United States; Huang-Saad A., Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States, Bioengineering, Roux Institute, Northeastern University, Portland, United States","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.","assessment; evaluation; Experiential learning; review; undergraduate","Curricula; Teaching; Assessment; Design course; Evaluation; Experiential educations; Experiential learning; Process of learning; Systematic Review; Systematic searches; Undergraduate; Undergraduate engineering educations; Engineering education","","","","","University of Michigan, U-M","This work was supported by The University of Michigan through the Rackham Merit Fellowship, Undergraduate Research Opportunity, and Summer Undergraduate Research in Engineering Programs.","Infusing Real World Experiences into Engineering Education, (2012); Abdel-Khalik A.S., Massoud A.M., Ahmed S., A Senior Project-Based Multiphase Motor Drive System Development, IEEE Trans. Educ, 59, 4, pp. 307-318, (2016); Acharya S., Maxim B.R., Yackley J.J., Applied Knowledge Retention–Are Active Learning Tools the Solution?”, American Society for Engineering Education Annual Conference, (2019); Al-Hammoud R., Molding the Interactive Flipped Classroom Based on Students’ Feedback.”, American Society for Engineering Education Annual Conference, (2017); Albers L., Bottomley L.J., Six Hands-On Activities Designed to Improve Student Achievement In and Attitude Towards Learning Fluid Mechanics.”, American Society for Engineering Education Annual Conference, (2012); Ankeny C.J., Krause S.J., Longitudinal Assessment of Student Persistence, Achievement, and Attitude in a Flipped Biomedical Engineering Classroom Using Pencasts and Muddiest Point Web-Enabled Tools, ASEE Annual Conference and Exposition, Conference Proceedings, (2015); Ayob A., Hussain A., Mustaf M.M., Shazi Shaarani M.F.A., Nurturing Creativity and Innovative Thinking Through Experiential Learning, Procedia–Soc. Behav. Sci, 18, pp. 247-254, (2011); Ayob A., Majid R.A., Hussain A., Mustaffa M.M., Creativity Enhancement Through Experiential Learning, Adv. Nat. Appl. Sci, 6, 2, pp. 94-99, (2012); Baral L.M., Muhammad R., Kifor C.V., Bondrea I., Evaluating The Effectiveness of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course–A Case Study on Ahsanullah University of Science And Technology, Bangladesh, Balkan Region Conference on Engineering and Business Education, 1, 1, pp. 111-114, (2012); Basu D., Et al., Benefits for Undergraduates from Engagement in an Interdisciplinary Environmental Monitoring Research and Education Lab.”, American Society for Engineering Education Annual Conference, (2017); Bayless D., Engineering Leadership Development Using an Interdisciplinary Competition-Based Approach with Cross Functional Teams.”, American Society for Engineering Education Annual Conference, (2019); Benson L.C., Et al., Understanding Undergraduate Engineering Researchers and how They Learn, Proc.–Front. Educ. Conf. FIE, 2016-Novem, pp. 1-5, (2016); Bhatti P.T., McClellan J.H., A Cochlear Implant Signal Processing Lab: Exploration of a Problem-Based Learning Exercise, IEEE Trans. Educ, 54, 4, pp. 628-636, (2011); Borrego M., Douglas E.P., Amelink C.T., Quantitative, Qualitative, and Mixed Research Methods in Engineering Education, J. Eng. Educ, 98, 1, pp. 53-66, (2009); Borrego M., Foster M.J., Froyd J.E., Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields, J. Eng. Educ, 103, 1, pp. 45-76, (2014); Borrego M., Streveler R.A., Miller R.L., Smith K.A., A New Paradigm for a New Field: Communciating Respresentations of Engineering Education Research, J. Eng. Educ., April, pp. 147-162, (2008); Boykin K., Raju D., Bonner J., Gleason J., Bowen L., (2010); Brahimi N., Dweiri F., Alsyouf I., Khan S.A., Implementing Cooperative Education in an Industrial Engineering Program in the United Arab Emirates: Experience and Lessons Learned, Int. J. Eng. Educ, 29, 5, pp. 1238-1247, (2013); Brown A.O., Et al., Finite Element Learning Modules as Active Learning Tools, Adv. Eng. Educ, 3, 1, pp. 1-29, (2012); Burt B.A., Et al., Outcomes of Engaging Engineering Undergraduates in co-Curricular Experiences.”, American Society for Engineering Education Annual Conference, (2011); Callaway E., Ledford H., Viglione G., Watson T., Witze A., COVID and 2020: An Extraordinary Year for Science, Nature Briefing, (2020); Callewaert J.H., Measuring the Impact of Experiential Learning.”, American Society for Engineering Education Annual Conference, (2019); Cantor J., (1995); Carter D.F., Ro H.K., Alcott B., Lattuca L.R., (2016); Chan C.K.Y., Assessment for Community Service Types of Experiential Learning in the Engineering Discipline, Eur. J. Eng. Educ, 37, 1, pp. 29-38, (2012); Chan C.K.Y., Exploring an Experiential Learning Project Through Kolb’s Learning Theory Using a Qualitative Research Method, Eur. J. Eng. Educ, 37, 4, pp. 405-415, (2012); Chaparro-Pelaez J., Iglesias-Pradas S., Pascual-Miguel F.J., Hernandez-Garcia A., Factors Affecting Perceived Learning of Engineering Students in Problem Based Learning Supported by Business Simulation, Interact. Learn. Environ, 21, 3, pp. 244-262, (2013); Che D.C., Engagement in Practice: CAE Education via Service-Learning.”, American Society for Engineering Education Annual Conference, (2019); Chen B., DeMara R.F., Salehi S., Hartshorne R., Elevating Learner Achievement Using Formative Electronic Lab Assessments in the Engineering Laboratory: A Viable Alternative to Weekly Lab Reports, IEEE Transactions on Education, 61, 1, pp. 1-10, (2018); Chin C., Yue K., Vertical Stream Curricula Integration of Problem-Based Learning Using an Autonomous Vacuum Robot in a Mechatronics Course, Eur. J. Eng. Educ, 36, 5, pp. 485-504, (2011); Clark R.M., Mahboobin A., Scaffolding to Support Problem-Solving Performance in a Bioengineering Lab–A Case Study, IEEE Trans. Educ, 61, pp. 109-118, (2018); Conger A.J., Gilchrist B., Holloway J.P., Huang-Saad A., Sick V., Zurbuchen T.H., (2010); Connor K.A., Schoch P.M., Gullie K.A., Newman D., Armand S.S., Braunstein J., Experiment-Centric Pedagogy in Circuits and Electronics Courses, ASEE Annual Conference and Exposition, Conference Proceedings, (2018); Cuzzuol G.D., Campos L.B.P., Mesquita D., Lima R.M., Engineering Students Can use the Words ‘Calculus’ and ‘Love’ in the Same Sentence: Using Active Learning the Impossible Can Happen, in International Symposium on Project Approaches in Engineering Education, 8, July, pp. 273-281, (2018); Deepamala N., Shobha G., Effective Approach in Making Capstone Project a Holistic Learning Experience to Students of Undergraduate Computer Science Engineering Program, J. Technol. Sci. Educ, 8, 4, pp. 420-438, (2018); Dewey J., (1916); Dinehart D.W., Gross S.P., A Service Learning Structural Engineering Capstone Course and the Assessment of Technical and Non-Technical Objectives, Adv. Eng. Educ, 2, 1, pp. 1-19, (2010); Dolan D., Et al., Student Development in the Co-curriculum Through Values-Based Teaming.”, Frontiers in Education Conference, (2011); Dominguez-Ramos A., Alvarez-Guerra M., Diaz-Sainz G., Ibanez R., Irabien A., Learning-by-Doing: The Chem-E-Car Competition<sup>®</sup> in the University of Cantabria as Case Study, Education for Chemical Engineers, 26, pp. 14-23, (2019); Duderstadt J.J., (2008); Dukart K., Creating Meaningful Experiences Through Extracurricular Project-Based Experiential Learning.”, American Society for Engineering Education Annual Conference, (2017); El-Gabry L., Case Study on Community-Based Learning: Toy Design Project for Children in Egyptian Squatter Community, Eur. J. Eng. Educ, 43, 6, pp. 879-894, (2018); Elahi B., Implementation of a Project-Based Learning Approach to Undergraduate Education: Case Study of Optimization Course in Industrial Engineering.”, American Society for Engineering Education Annual Conference, (2018); Fetaji M., Fetaji B., Ebibi M., (2019); Fini E., Mellat-Parast M., Empirical Analysis of Effect of Project-Based Learning on Student Learning in Transportation Engineering, Transp. Res. Rec. J. Transp. Res. Board, 2285, pp. 167-172, (2012); Fisher D.R., Bag A., Sarma S., Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular Involvement, J. Stud. Aff. Res. Pract, 54, 3, pp. 286-302, (2017); Forcael E., Gonzalez V., Orozco F., Opazo A., Suazo A., Aranguiz P., Application of Problem-Based Learning to Teaching the Critical Path Method, J. Prof. Issues Eng. Educ. Pract, 141, 3, pp. 1-11, (2015); Freguia S., Webcasts Promote In-Class Active Participation and Learning in an Engineering Elective Course, Eur. J. Eng. Educ, 42, 5, pp. 482-492, (2017); Gadhamshetty V., Shrestha N., Kilduff J.E., Project-Based Introduction to an Engineering Design Course Incorporating Microbial Fuel Cells as a Renewable Energy Technology, J. Prof. Issues Eng. Educ. Pract, 142, 3, pp. 1-11, (2016); Garay-Rondero C.L., Calvo E.Z.R., Salinas-Navarro D.E., Developing and Assessing Engineering Competencies at Experiential Learning Spaces, Proceedings–Frontiers in Education Conference, FIE, 2019-Octob, pp. 7-11, (2019); Garduno-Aparicio M., Rodriguez-Resendiz J., Macias-Bobadilla G., Thenozhi S., A Multidisciplinary Industrial Robot Approach for Teaching Mechatronics-Related Courses, IEEE Trans. Educ, 61, 1, pp. 55-62, (2018); Gassert R., Et al., Physical Student-Robot Interaction with the ETHZ Haptic Paddle, IEEE Trans. Educ, 56, 1, pp. 9-17, (2013); Gavin K., Case Study of a Project-Based Learning Course in Civil Engineering Design, Eur. J. Eng. Educ, 36, 6, pp. 547-558, (2011); Geng F., Alani F., Use of Multimedia for Experiential Learning in Engineering Technology Labs, Int. J. Eng. Educ, 34, 4, pp. 1192-1198, (2018); Giraddi S., Yaligar S., Kavitha H.S., (2017); Giridharan K., Raju R., The Impact of Experiential Learning Methodology on Student Achievement in Mechanical Automotive Engineering Education, Int. J. Eng. Educ, 32, 6, pp. 2531-2542, (2016); Goggins J., Engineering in Communities: Learning by Doing, Campus-Wide Inf. Syst, 29, 4, pp. 238-250, (2012); Gomez-de-Gabriel J.M., Mandow A., Fernandez-Lozano J., Garcia-Cerezo A., Using LEGO NXT Mobile Robots with LabVIEW for Undergraduate Courses on Mechatronics, IEEE Trans. Educ, 54, 1, pp. 41-47, (2011); Graham R., The Global State of the art Engineering Education, (2018); Grant M.J., Booth A., A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies, Health Info. Libr. J, 26, 2, pp. 91-108, (2009); Habibi M., Ulseth R.R., Lillesve A., Personnel Improvement Plan: A Professionalism Assignment for Engineering Students.”, American Society for Engineering Education Annual Conference, (2014); Harrisberger L., Experiential Learning in Engineering Education, (1976); Hassan H., Dominguez C., Martinez J.-M., Perles A., Capella J.-V., Albaladejo J., A Multidisciplinary PBL Robot Control Project in Automation and Electronic Engineering, IEEE Trans. Educ, 58, 3, pp. 167-172, (2015); Henry X.S.D., Mitra M., Nagchaudhuri A., Zhang L., Automated Multiparameter Water Monitoring System as an Experiential Learning Platform for Undergraduate STEM Majors, ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June, (2016); Itin C.M., Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century, J. Exp. Educ, 22, 2, pp. 91-98, (1999); Jabarullah N.H., Iqbal Hussain H., The Effectiveness of Problem-Based Learning in Technical and Vocational Education in Malaysia, Educ. Train, 61, 5, pp. 552-567, (2019); Jackson H., Tarhini K., Enhancing Students’ Problem-Solving Skills Through Progressive Integration of Project-Based Learning, Geotech. Spec. Publ, GSP 256, 1, pp. 2169-2178, (2015); Jackson H., Tarhini K., Maggi B., Rumsey N., Improving Students Understanding of Engineering Concepts Through Project Based Learning.”, Frontiers in Education Conference, (2012); Johnson M., Kim M., Wang J., Yoon M., Improving the Impact of Experiential Learning Activities Through the Assessment of Student Learning Styles.”, American Society for Engineering Education Annual Conference, (2006); Johnson B., Main J., The Influence of Experiential Learning on Student Professional Development: A Literature Review, Amercian Society for Engineering Education Annual Conference and Exposition, (2020); Jordana J., Robert F.J., A Course on Digital Electronics Based on Solving Design-Oriented Exercises by Means of a PBL Strategy, Int. J. Eng. Educ, 31, 1, pp. 238-247, (2015); Joyce T., Evans I., Pallan W., Hopkins C., A Hands-on Project-Based Mechanical Engineering Design Module Focusing on Sustainability, Eng. Educ, 8, 1, pp. 65-80, (2013); Kavitha D., Anitha D., Flipped Classroom Using ict Tools to Improve Outcome for the Course ‘Soft Computing’–A Case Study, J. Eng. Educ. Transform, 32, 2, pp. 39-45, (2018); Klahr S., Ratti U., Increasing Engineering Student Participation in Study Abroad: A Study of U.S. and European Programs, J. Stud. Int. Educ, Spring, pp. 79-102, (2000); Kneale P., Edwards-Jones A., Walkington H., Hill J., Evaluating Undergraduate Research Conferences as Vehicles for Novice Researcher Development, Int. J. Res. Dev, 7, 2, pp. 159-177, (2016); Kolb D.A., The Process of Experiential Learning, Experiential Learning: Experience as the Source of Learning and Development, pp. 20-38, (1984); Kolb D.A., Experience as the Source of Learning and Development, (2015); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential Learning Theory: Previous Research and New Directions, Perspectives on Thinking, Learning, and Cognitive Styles, pp. 227-249, (2011); Kolb A.Y., Kolb D.A., Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education, and Development, The SAGE Handbook of Management Learning, Education and Development, pp. 42-68, (2008); Laguador J.M., Chavez N.H., Service Learning Experiences from the Lens of Student Outcomes and Willingness of Engineering Students Community Involvement, Int. J. Sci. Technol. Res, 9, 2, pp. 1073-1083, (2020); Lee W., Conklin N.B., Improving Student Learning Experience via Extracurricular Undergraduate Research in Near-Space Ballooning.”, Frontiers in Education Conference, (2016); Lee M.J.W., Nikolic S., Vial P.J., Ritz C.H., Li W., Goldfinch T., Enhancing Project-Based Learning Through Student and Industry Engagement in a Video-Augmented 3-D Virtual Trade Fair, IEEE Trans. Educ, 59, 4, pp. 290-298, (2016); Lee C.-S., Su J.-H., Lin K.-E., Chang J.-H., Lin G.-H., A Project-Based Laboratory for Learning Embedded System Design with Industry Support, IEEE Trans. Educ, 53, 2, pp. 173-181, (2010); Lewis J.E., Willing G., Rockaway T.D., (2015); Li J., Zhang Y., Tsang M., Li M., Does Curriculum Practical Training Affect Engineers’ Workplace Outcomes? Evidence from an Engineer Survey in China, Int. J. High. Educ, 4, 3, pp. 199-217, (2015); Liberati A., Et al., The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Healthcare Interventions: Explanation and Elaboration, BMJ, 339, (2009); Liebenberg L., Mathews E.H., Integrating Innovation Skills in an Introductory Engineering Design-Build Course, Int. J. Technol. Des. Educ, 22, 1, pp. 93-113, (2012); Litchfield K., Javernick-Will A., Maul A., Technical and Professional Skills of Engineers Involved and Not Involved in Engineering Service, J. Eng. Educ, 105, 1, pp. 70-92, (2016); Litton A.J., Goodridge W.H., Call B.J., Lopez S.E., Increasing Student Self-Efficacy Through Undergraduate Research Experiences: A Qualitative Study.”, American Society for Engineering Education, (2018); Luckmann C., Defining Experiential Education, J. Exp. Educ, 19, 1, pp. 6-7, (1996); Martinez-Rodrigo F., Herrero-De Lucas L.C., de Pablo S., Rey-Boue A.B., Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters, IEEE Trans. Educ, 60, 3, pp. 229-237, (2017); McCrum D.P., Evaluation of Creative Problem-Solving Abilities in Undergraduate Structural Engineers Through Interdisciplinary Problem-Based Learning, Eur. J. Eng. Educ, 42, 6, pp. 684-700, (2017); Mohd-Yusof K., Hassan S.H.S., Jamaludin M.Z., Harun N.F., Motivation and Engagement of Learning in the Cooperative Problem-Based Learning (CPBL) Framework.”, American Society for Engineering Education Annual Conference, (2011); Morris T.H., Experiential Learning–a Systematic Review and Revision of Kolb’s Model, Interactive Learning Environments, 28, 8, pp. 1-14, (2019); Educating the Engineer of 2020: Adapting Engineering Education to the New Century, 3, (2005); Noguez J., Neri L., Research-Based Learning: A Case Study for Engineering Students, Int. J. Interact. Des. Manuf, 13, 4, pp. 1283-1295, (2019); Oishi M., Svihla V., Law V., Improved Learning Through Collaborative, Scenario-Based Quizzes in an Undergraduate Control Theory Course.”, American Society for Engineering Education Annual Conference, (2017); Ortegon K., Developing Student Outcomes in Real-World Learning Experiences: The Case of Solar Decathlon in Latin America.”, American Society for Engineering Education Annual Conference, (2016); Ouzzani M., Hammady H., Fedorowicz Z., Elmagarmid A., Rayyan-a Web and Mobile App for Systematic Reviews, Syst. Rev, 5, 1, pp. 1-10, (2016); Panzardi J.A., Et al., Development of the Whole Student Through an Engineering Abroad Service Learning Program: Rainwater Catchment/Filtration System in Guatemala.”, American Society for Engineering Education Annual Conference, (2015); Patange A.D., Bewoor A.K., Deshmukh S.P., Mulik S.S., Pardeshi S.S., Jegadeeshwaran R., Improving Program Outcome Attainments Using Project Based Learning Approach for: Ug Course-Mechatronics, Journal of Engineering Education Transformations, 33, 1, pp. 1-8, (2019); Patarroyo J.F., Beauchamp G., Santiago A., Design and Implementation of a Microcontroller Based Workstation with Educational Purposes for the Control Systems Area.”, Frontiers in Education Conference, (2015); Pedrosa D., Et al., Simprogramming: The Development of an Integrated Teaching Approach for Computer Programming in Higher Education, INTED2016 Proc., 1, March, pp. 7162-7172, (2016); Rayegan R., Lewis K.C., Using Distinctive Student Engagement Elements in a Technical Elective Course.”, American Society for Engineering Education Annual Conference, (2018); (2007); Schilling J., Klamma R., The Difficult Bridge Between University and Industry: A Case Study in Computer Science Teaching, Assessment and Evaluation in Higher Education, 35, pp. 367-380, (2010); Schneider J., Lucena J., Leydens J., Engineering to Help, IEEE Technology and Society Magazine, 28, 4, pp. 42-48, (2009); Sevier C., Chyung S.Y., Callahan J., Schrader C.B., What Value Does Service Learning Have on Introductory Engineering Students’ Motivation and ABET Program Outcomes?, J. STEM Educ. Innov. Res, 13, 4, pp. 55-70, (2012); Shehadi M., Project Based Guided Learning for Machine Elements Design Course.”, American Society for Engineering Education Annual Conference, (2019); Shepard T., Choi J., Holmes T.D., Carlin B.W., The Effect of Project Constraints and Choice on First-Year Microcontroller Projects.”, American Society for Engineering Education Annual Conference, (2015); Siddique Z., Ling C., Roberson P., Xu Y., Geng X., Facilitating Higher-Order Learning Through Computer Games, J. Mech. Des, 135, 12, pp. 1-10, (2013); Simmons D.R., Groen C.J., Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities.”, American Society for Engineering Education Annual Conference, (2018); Simpson A.E., Evans G.J., Reeve D., A Summer Leadership Development Program for Chemical Engineering Students, J. Leadersh. Educ, 11, 1, pp. 222-232, (2012); Siniawski M., Luca S.G., Pal J.S., Saez J.A., (2015); Smith J., Tran A.L.H., Compston P., Review of Humanitarian Action and Development Engineering Education Programmes, Eur. J. Eng. Educ, 45, 2, pp. 249-272, (2020); Song J., Dow D.E., Project-Based Learning for Electrical Engineering Lower-Level Courses.”, American Society for Engineering Education Annual Conference, (2016); Ssemakula M., Liao G., Ellis D., Closing the Competency Gap in Manufacturing Processes as It Applies to New Engineering Graduates, Adv. Eng. Educ., 2, 1, pp. 1-16, (2010); Starks J., Hendrickson L.R., Hadi F., Traum M.J., Miniaturized Inexpensive Hands-on Fluid Mechanics Laboratory Kits for Remote Online Learning.”, American Society for Engineering Education Annual Conference, (2017); Streveler R.A., Borrego M., Smith K.A., Moving from the Scholarship of Teaching and Learning to Educational Research: An Example from Engineering, To Improve the Academy, 25, pp. 139-149, (2007); Thomas J.N., Theriault C., A Project-Based First Year Electrical and Computer Engineering Course: Sensor and Telemetry Systems for High-Altitude Balloons.”, American Society for Engineering Education Annual Conference, (2016); Tirado-Morueta R., Sanchez-Herrera R., Marquez-Sanchez M.A., Mejias-Borrero A., Andujar-Marquez J.M., Exploratory Study of the Acceptance of Two Individual Practical Classes with Remote Labs, Eur. J. Eng. Educ, 43, 2, pp. 278-295, (2018); Torres J., Saterbak A., Beier M.E., Long-Term Impact of an Elective, First-Year Engineering Design Course.”, American Society for Engineering Education Annual Conference, (2016); Turns J., Cuddihy E., Guan Z., I Thought This Was Going to Be a Waste of Time: How Portfolio Construction Can Support Student Learning from Project-Based Experiences, Interdiscip. J. Probl. Learn, 4, 2, pp. 63-93, (2010); Vanderslice N., Oberto R., Marrero T.R., Centrifugal Pump Experiment for Chemical Engineering Undergraduates, Chem. Eng. Educ, 46, 1, pp. 50-57, (2012); Vicente A.J., Tan T.A., Yu A.R., Collaborative Approach in Software Engineering Education: An Interdisciplinary Case, J. Inf. Technol. Educ. Innov. Pract, 17, pp. 127-152, (2018); Warnick G.M., Call M.S., Davies R., Understanding Engineering and Technology Student Perceptions: Barriers to Study Abroad Participation.”, American Society for Engineering Education Annual Conference, (2018); Wilkerson S.A., Forsyth J., Korpela C., Project Based Learning Using the Robotic Operating System (ROS) for Undergraduate Research Applications.”, American Society for Engineering Education Annual Conference, (2017); Wittig A., Implementing Problem Based Learning Through Engineers Without Borders Student Projects, Adv. Eng. Educ, 3, 4, pp. 1-20, (2013); Woods D.R., Woods R., PBL: An Evaluation of the Effectiveness of Authentic Problem-Based Learning (aPBL), Chem. Eng. Educ, 46, 2, pp. 135-144, (2012); Wright K., Milanovic I., Eppes T.A., Implementing Collaborative Projects Using a National Academy of Engineering (NAE) Grand Challenge: Provide Access to Clean Water.”, American Society for Engineering Education Annual Conference, (2018); Wu Y., de Vries C., Dunsworth Q., Using LEGO Kits to Teach Higher Level Problem Solving Skills in System Dynamics: A Case Study, Adv. Eng. Educ, 6, 3, pp. 1-20, (2018); Yao J., Limberis L., Warren S., Using Portable Electronics Experiment Kits for Electronics Courses in a General Engineering Program.”, American Society for Engineering Education Annual Conference, (2011); Yohannis A., Prabowo Y., (2015); Zain S.M., Basri N.E.A., Mamat L., Ghee T.K., Syaril S., Rahman N.S.A., Community Service as Platform for Environmental Ethics in Citra Education, J. Eng. Sci. Technol, 12, Special Issue 12, pp. 67-79, (2017); Zancul E.D.S., Sousa-Zomer T.T., Cauchick-Miguel P.A., Project-Based Learning Approach: Improvements of an Undergraduate Course in New Product Development, Producao, 27, pp. 1-14, (2017); Zaurin R., Learning by Doing: Collaborative Active Learning Hands-on Project-Based Homework for a Large Gateway Engineering Class.”, American Society for Engineering Education Annual Conference, (2019); Zhu J., Et al., Mapping Engineering Students’ Learning Outcomes from International Experiences: Designing an Instrument to Measure Attainment of Knowledge, Skills, and Attitudes, IEEE Trans. Educ, 62, 2, pp. 108-118, (2019)","A. Huang-Saad; Biomedical Engineering, University of Michigan, Ann Arbor, United States; email: a.huang-saad@northeastern.edu","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Review","Final","","Scopus","2-s2.0-85124958852"
"Magana A.J.; de Jong T.","Magana, Alejandra J. (25655033800); de Jong, Ton (7102297810)","25655033800; 7102297810","Modeling and simulation practices in engineering education","2018","Computer Applications in Engineering Education","26","4","","731","738","7","28","10.1002/cae.21980","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050395572&doi=10.1002%2fcae.21980&partnerID=40&md5=06f91226ad4e1df4693879d9ee6a3c99","Department of Computer and Information Technology, Purdue University, West Lafayette, United States; Faculty of Behavioral, Management and Social Sciences, University of Twente, Enschede, Netherlands","Magana A.J., Department of Computer and Information Technology, Purdue University, West Lafayette, United States; de Jong T., Faculty of Behavioral, Management and Social Sciences, University of Twente, Enschede, Netherlands","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.","graduate; K-12; modeling; post-graduate; simulation","Curricula; Engineering education; Models; graduate; Learning objectives; Model and simulation; post-graduate; Scholarship of teaching and learning; simulation; Teaching and learning; Teaching practices; Teaching","","","","","National Science Foundation, NSF; Division of Engineering Education and Centers, EEC, (1449238); Horizon 2020 Framework Programme, H2020, (731685)","U.S. National Science Foundation, Division of Engineering Education and Centers, Grant number: 1449238","2014–2015 Criteria for accrediting engineering programs; Transforming undergraduate education in engineering (TUEE), Phase I: Synthesizing and integrating industry perspectives, (2013); Aurigemma J., Et al., Turning experiments into objects: The cognitive processes involved in the design of a lab-on-a-chip device, J. Eng. Educ, 102, pp. 117-140, (2013); Booth Sweeney L., Sterman J.D., Bathtub dynamics: Initial results of a systems thinking inventory, Syst. Dyn. Rev, 16, pp. 249-286, (2000); Borrego M., Et al., Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses, J. Eng. Educ, 102, pp. 394-425, (2013); Brophy S.P., Magana A.J., Strachan A., Lectures and simulation laboratories to improve learners’ conceptual understanding, Adv. Eng. Educ, 3, pp. 1-27, (2013); Campbell J.O., Et al., The effectiveness of learning simulations for electronic laboratories, J. Eng. Educ, 91, pp. 81-87, (2002); Chasiotis I., Karnavas Y., A computer aided educational tool for design, mdoeling and performance analysis of brushless DC motor in post graduate degree courses, Comput. Appl. Eng. Educ, (2018); Chinn C.A., Samarapungavan A., Learning to use scientific models: Multiple dimensions of conceptual change, Establishing a consensus agenda for K-12 science inquiry, pp. 191-255, (2006); de Jong T., Scaffolds for scientific discovery learning, Dealing with complexity in learning environments, pp. 107-128, (2006); de Jong T., Linn M.C., Zacharia Z.C., Physical and virtual laboratories in science and engineering education, Science, 340, pp. 305-308, (2013); Dickerson S., Clark R., A classroom-based simulation-centric approach to microelectronics education, Comput. Appl. Eng. Educ, (2018); Evagorou M., Et al., An investigation of the potential of interactive simulations for developing system thinking skills in elementary school: A case study with fifth-graders and sixth-graders, Internat. J. Sci. Educ, 31, pp. 655-674, (2009); Fazarinc Z., Potential theory, Maxwell's equations, relativity, radiation, and computers, Comput. Appl. Eng. Educ, 7, pp. 51-86, (1999); Fraser D., Et al., Enhancing the learning of fluid mechanics using computer simulations, J. Eng. Educ, 96, pp. 381-388, (2007); Grover S., Pea R., Computational thinking in K-12 A review of the state of the field, Educ. Res, 42, pp. 38-43, (2013); Hestenes D., pp. 935-958, (1997); Igual R., Et al., A survey on modeling and simulation practices for teaching power harmonics, Comput. Appl. Eng. Educ, (2018); Washington accord program outcomes, (2011); Kilic R., Dalkiran F.Y., Utilizing SIMULINK in modeling and simulation of generalized chaotic systems with multiple nonlinear functions, Comput. Appl. Eng. Educ, 18, pp. 684-693, (2010); Koretsky M.D., Magana A.J., Using technology to enhance learning and engagement in engineering, Adv. Eng. Educ, (2018); Korkmaz N., Ozturk I., Kilic R., Modeling, simulation and implementation issues of CPGs for neuromorphic engineering applications, Comput. Appl. Eng. Educ, (2018); Lohner S., Et al., Students’ reasoning during modeling in an inquiry learning environment, Comput. Human Behav, 21, pp. 441-461, (2005); Lohner S., van Joolingen W.R., Savelsbergh E.R., The effect of external representation on constructing computer models of complex phenomena, Instr. Sci, 31, pp. 395-418, (2003); Mackenzie J., Et al., Amoco computer simulation in chemical engineering education, J. Eng. Educ, 90, pp. 331-345, (2001); Magana A.J., Brophy S.P., Bodner G.M., Instructors’ intended learning outcomes for using computational simulations as learning tools, J. Eng. Educ, 101, pp. 220-243, (2012); Magana A.J., Brophy S.P., Bodner G.M., Student views of engineering professors technological pedagogical content knowledge for integrating computational simulation tools in nanoscale science and engineering, Internat. J. Eng. Educ, 28, pp. 1033-1045, (2012); Magana A.J., Coutinho G.S., Modeling and simulation practices for a computational thinking-enabled engineering workforce, Comput. Appl. Eng. Educ, 25, pp. 62-78, (2017); Magana A.J., Mathur J.I., Motivation, awareness, and perceptions of computational science, Comput. Sci. Eng, 14, pp. 74-79, (2012); Magana A.J., Et al., Affordances and challenges of computational tools for supporting modeling and simulation practices, Comput. Appl. Eng. Educ, 25, pp. 352-375, (2017); Magana A.J., Et al.; Magana A.J., Falk L.M., Reese J.M., Introducing discipline-based computing in undergraduate engineering education, ACM Trans. Comput. Educ, 13, pp. 1-22, (2013); Maria A., pp. 7-13, (1997); Mulder Y.G., Et al., Scaffolding learning by modelling: The effects of partially worked-out models, J. Res. Sci. Teach, 53, pp. 502-523, (2016); Mulder Y.G., Lazonder A.W., de Jong T., Comparing two types of model progression in an inquiry learning environment with modelling facilities, Learn. Instr, 21, pp. 614-624, (2011); Mulder Y.G., Lazonder A.W., de Jong T., Using heuristic worked examples to promote inquiry-based learning, Learn. Instr, 29, pp. 56-64, (2014); Integrated Computational Materials Engineering: A Transformational Discipline for Improved Competitiveness and National Security, (2008); (2010); Pedaste M., Et al., Phases of inquiry-based learning: Definitions and the inquiry cycle, Educ. Res. Rev, 14, pp. 47-61, (2015); Penner D.E., Cognition, computers, and synthetic science: Building knowledge and meaning through modeling, ‎Rev. Educ. Res, 25, pp. 1-36, (2000); Rampazzo M., Beghi A., Design and teaching of an effective engineering continuing education course: Modeling and simulation of HVAC systems, Comput. Appl. Eng. Educ, (2018); Ruz M.L., Garrido J., Vazquez F., Educational tool for the learning of thermal comfort control based on PMV-PPD indices, Comput. Appl. Eng. Educ, (2018); Schwarz C., Et al., Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners, J. Res. Sci. Teach, 46, pp. 632-654, (2009); Sengupta P., Et al., Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework, Educ. Inform. Technol, 18, pp. 351-380, (2013); Smith M.K., Et al., The classroom observation protocol for undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices, CBE-Life Sci. Educ, 12, pp. 618-627, (2013); Thornton K., Et al., Computational materials science and engineering education: A survey of trends and needs, JOM, 61, pp. 12-17, (2009); Uribe M.D.R., Et al., Computational simulations as virtual laboratories for online engineering education: A case study in the field of thermoelectricity, Comput. Appl. Eng. Educ, 24, pp. 428-442, (2016); Vieira C., Et al., Writing in-code comments to self-explain in computational science and engineering education, ACM Trans. Comput. Educ. (TOCE), 17, pp. 17:01-17:21, (2017); Weintrop D., Et al., Defining computational thinking for mathematics and science classrooms, J. Sci. Educ. Technol, 25, pp. 127-147, (2016); Wiggins G., McTighe J., Understanding by design, (2005); Wilensky U., Rand W., An introduction to agent-based modeling: modeling natural, social, and engineered complex systems with NetLogo, (2015); Xie C., Et al., A time series analysis method for assessing engineering design processes using a CAD tool, Internat. J. Eng. Educ, 30, pp. 218-230, (2014); Xie C., Et al., Learning engineering design through modeling and simulation on a CAD platform, Comput. Appl. Eng. Educ, (2018); Yasar O., Et al., pp. 169-176, (2006); Zacharia Z.C., Et al., Identifying potential types of guidance for supporting student inquiry in using virtual and remote labs: A literature review, Educ. Technol. Res. Dev, 63, pp. 257-302, (2015); Zhou X.L., Et al., Developing students’ mathematical and computational knowledge to investigate mooring line in ocean engineering, Comput. Appl. Eng. Educ, 26, pp. 272-284, (2018)","A.J. Magana; Department of Computer and Information Technology, Purdue University, West Lafayette, United States; email: admagana@purdue.edu","","John Wiley and Sons Inc.","","","","","","10613773","","CAPEE","","English","Comput Appl Eng Educ","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85050395572"
"Huber M.T.","Huber, Mary Taylor (15065288600)","15065288600","Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers","2023","Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers","","","","1","250","249","0","10.4324/9781003443155","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166054818&doi=10.4324%2f9781003443155&partnerID=40&md5=ba9a8095a14e5490311f752262c3a700","Carnegie Foundation for the Advancement of Teaching, United States","Huber M.T., Carnegie Foundation for the Advancement of Teaching, United States","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.","","","","","","","","","Gumport P., Academic pathfinders: Knowledge creation and feminist scholarship, (2002); Stokes D.E., Pasteur’s quadrant: Basic science and technological innovation, (1997); Abrams M.H., The transformation of English studies: 1930-1995, American academic culture in transformation: Fifty years, four disciplines, pp. 123-149, (1997); Envisioning education: Teaching and student learning at UNL, (2002); About ABET, (2003); Criteria for accrediting engineering programs: Effective for evaluations during the 2001-2002 accreditation cycle, (2000); Adams J., Conceptual blockbusting: A guide to better ideas, (2001); Aglan H.A., Firasat Ali S., Hands-on experiences: An integral part of engineering curriculum reform, Journal of Engineering Education, 85, A, pp. 327-330, (1996); Altbach P.G., The deterioration of the academic estate: International patterns of academic work, The changing academic workplace, pp. 1-23, (2000); From idea to prototype: The peer review of teaching. A project workbook, (1995); Faculty careers for a new century [Conference program], (1996); Statement of principles on academic freedom and tenure [With interpretive comments, 1970], (1940); Report on the status of non-tenure-track faculty, Academe, 79, 4, pp. 39-46, (1993); Access to university records, Academe, 83, pp. 44-48, (1997); Amit V., The university as panopticon: Moral claims and attacks on academic freedom, Audit cultures: Anthropological studies in accountability, ethics, and the academy, pp. 216-235, (2000); Anderson G.L., Herr K., The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities?, Educational Researcher, 28, 5, (1999); Anderson L.W., Krathwohl D.R., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, (2000); Angelo T.A., Cross P.K., Classroom assessment techniques: A handbook for college teachers, (1994); Arnone M., The wannabes: More public universities are striving to squeeze into the top tier. Can states afford these dreams?, The Chronicle of Higher Education, pp. A18-A20, (2003); Integrity in the college curriculum: A report to the academic community, (1985); Ayers E.L., The valley of the shadow: Two communities in the American civil war, (2001); Babcock D.C., History of the University of New Hampshire: 1866-1941, (1941); Baez B., Centra J.A., Tenure, promotion, and reappointment: Legal and administrative implications. (ASHE-ERIC Higher Education Report No. 1), (1995); Baker P.J., Zey-Ferrell M., Local and cosmopolitan orientations of faculty: Implications for teaching, Teaching Sociology, 12, 1, pp. 82-106, (1984); Banchoff T., Salem A., Bridging the divide: Research versus practice in current mathematics teaching and learning, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 181-196, (2002); The voyages of the Mimi, (2002); Baron D., Getting promoted, The Chronicle of Higher Education, (2002); Baron D., A look at the record, The Chronicle of Higher Education, (2002); Baron D., External reviewers, The Chronicle of Higher Education, (2003); Baron D., The tenure files: Getting through the college, The Chronicle of Higher Education, (2003); Barrett L.A., Narveson R., Rewarding teaching at research institutions: A dissemination plan (application to The Comprehensive Program, (1992); Bartlett T., The unkindest cut, The Chronicle of Higher Education, (2002); Bass R., The role of the student on a committee for academic reform, Liberal Education, 67, 2, pp. 125-128, (1981); Bass R., Crossroads: The release version, ASA Newsletter, (1995); Bass R., Getting beyond linking: Or, how crossroads are always arrivals at beginnings, ASA Newsletter, (1996); Bass R., American literary traditions (course portfolio), (1997); Bass R., Engines of inquiry: Teaching, technology, and learner-centered approaches to culture and history, Introduction to engines of inquiry: A practical guide for using technology in teaching American culture, (1997); Bass R., New canons, new media: American literature in the electronic age, The Heath anthology of American literature online resources, (1997); Bass R., Border texts: Cultural readings for contemporary writers, (1999); Bass R., Discipline and publish: Faculty work, technology, and accountability, (1999); Bass R., The scholarship of teaching: What’s the problem?, Inventio: Creative Thinking about Learning and Teaching, 2, 1, (1999); Bass R., The ‘visible knowledge’ project: Modeling integrated approaches to technology-enhanced learning in the study of culture and history, (1999); Bass R., The Center for New Designs in Learning and Scholarship (CNDLS), (2000); Bass R., Re: Support units housed together, (2000); Bass R., Evidence of the journey: Six years in search of a scholarship of teaching, (2002); Bass R., Eynon B., Teaching culture, learning culture, and new media technologies: An introduction and framework, Works and Days, 16, pp. 11-96, (1998); Bass R., Young J., Beyond borders: A cultural reader, (2003); Batson T., Bass R., Primacy of process: Teaching and learning in the computer age, Change, 28, 2, pp. 42-417, (1996); Ben-Zvi R., Chemistry programmes, The international encyclopedia of curriculum, pp. 935-938, (1991); Bernstein D.J., Reinforcement and substitution in humans: A multiple-response analysis, Journal of the Experimental Analysis of Behavior, 30, pp. 243-253, (1978); Bernstein D.J., Reliability and fairness of grading in a mastery program, Teaching Psychology, 6, pp. 104-107, (1979); Bernstein D.J., Putting the focus on student learning, The course portfolio: How faculty can examine their teaching to advance practice and improve student learning, pp. 77-83, (1998); Bernstein D.J., Peer review of teaching (Bernstein project summary), (2000); Bernstein D.J., Representing the intellectual work in teaching through peer-reviewed course portfolios, The teaching of psychology: Essays in honor ofWilbert J. McKeachie and Charles L. Brewer, pp. 215-229, (2001); Bernstein D.J., Edwards R., We need objective, rigorous peer review of teaching, The Chronicle of Higher Education, (2001); Bernstein D.J., Goodburn A., Robinson J., External peer review of the intellectual work in teaching [Session handout], (2002); Bernstein D.J., Jonson J., Smith K.L., An examination of the implementation of peer review of teaching, Evaluating teaching in higher education: A vision for the future, pp. 73-85, (2000); Bernstein D.J., Savory P., Robinson J., Comer J., Supporting the development and external review of course portfolios [Session handout], (2002); Bilimoria D., Fukami C., The scholarship of teaching and learning in the management sciences: Disciplinary style and content, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 125-142, (2002); Blanpied W.A., The National Science Foundation class of 1952, (1999); Bledstein B.J., The culture of professionalism: The middle class and the development of higher education in America, (1976); Bloom B.S., Taxonomy of educational objectives: Cognitive domain, (1956); Blumenstyk G., U. of Michigan finds good research is not enough, The Chronicle of Higher Education, (2002); Bodner G.M., Herron J.D., Completing the program with a division of chemical education, Journal of College Science Teaching, 14, pp. 179-180, (1984); Boice R., Advice for new faculty members, (2000); Bolgar R.R., The classical heritage and its beneficiaries, (1954); Booth W., The vocation of a teacher: Rhetorical occasions, 1967-1988, (1988); College B., Jesuits and Boston College: B.C.‘s mission, Jesuits’ mission: Six propositions for a conversation, (1994); Boyer E.L., Scholarship reconsidered: Priorities of the professoriate, (1990); Boyer E.L., Levine A., A quest for common learning: The aims of general education, (1981); Bronowski J., The ascent of man, (1974); Brown J.S., Duguid P., Mysteries of the region: Knowledge dynamics in Silicon Valley, The Silicon Valley edge: A habitat for innovation and entrepreneurship, pp. 16-39, (1999); Bucciarelli L.L., Designing engineers, (1994); Bushnell R., From books to languages, Common Knowledge, 3, 1, pp. 16-38, (1994); Calder L., Cutler W.W., Kelly T.M., History lessons: Historians and the scholarship of teaching and learning, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 45-67, (2002); A classification of institutions of higher education, (1973); A classification of institutions of higher education, (1994); Cartter A.M., An assessment of quality in graduate education, (1966); The Carnegie teaching academy: The Pew scholars national fellowship program [Brochure], (1998); Information and applications for the Pew national fellowship program for Carnegie scholars, the teaching academy campus program, and work with the scholarly and professional societies [Brochure], (1999); Cerbin W., The course portfolio as a tool for continuous improvement of teaching and learning, Journal of Excellence in College Teaching, 5, pp. 95-105, (1994); Chait R., The future of academic tenure, Priorities, 3, pp. 1-12, (1995); Chin J., Is there a scholarship of teaching in teaching sociology?, (1999); What we are: Mission, (2002); Colby A., Case studies of exceptional people: What can they teach us?, Journal of Narrative and Life History, 4, 4, pp. 353-365, (1994); Coleman E.B., Rivkin I.D., Brown A.L., The effect of instructional explanations on learning from scientific texts, Journal of the Learning Sciences, 6, 4, pp. 347-365, (1997); Coleman E.B., Rivkin I.D., Brown A.L., Using explanatory knowledge during collaborative problem solving in science, The Journal of the Learning Sciences, 7, 3-4, pp. 387-427, (1998); Coppola B.P., Valuing multidimensional forms of scholarly excellence in appointment, promotion, and tenure policies & practices, (1998); Coppola B.P., Teaching, scholarship, and the research university, (1999); Coppola B.P., Full human presence, Beyond teaching to mentoring, pp. 57-73, (2001); Coppola B.P., Statement of recent and future teaching plans, Department of Chemistry, University of Michigan, (2001); Coppola B.P., Treating graduate students with dignity, The Chronicle of Higher Education, (2002); Coppola B.R., Daniels D.S., Mea culpa: Formal education and the disintegrated world, Science and Education, 7, pp. 31-48, (1998); Coppola B.R., Daniels D.S., Pontrello J.K., Using structured study groups to create chemistry honors sections, Student-assisted teaching: A guide to student-faculty teamwork, pp. 116-122, (2001); Coppola B.P., Ege S.N., Lawton R.G., The University of Michigan undergraduate chemistry curriculum 2. Instructional strategies and assessment, Journal of Chemical Education, 74, 1, pp. 84-94, (1997); Coppola B.P., Jacobs D.C., Is the scholarship of teaching and learning new to chemistry?, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 197-216, (2002); Oppola B.P., Pearson W.H., Heretical thoughts II - On lessons we learned from our graduate advisor that have impacted our undergraduate teaching, Journal of College Science Teaching, 27, pp. A16-A21, (1998); Coppola B.P., Smith D.H., A case for ethics, Journal of Chemical Education, 73, pp. 33-34, (1996); Crane G., The Perseus digital library, (2002); Craver L.W., Schroder D.C., Tarquin A.J., Introduction to engineering, (1987); Cuban L., How scholars trumped teachers: Change without reform in university curriculum, teaching, and research: 1890-1990, (1999); Diamond R.M., Aligning faculty rewards with institutional mission: Statements, policies, and guidelines, (1999); Diamond R.M., Adam B.E., The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty, (1995); Diamond R.M., Changing priorities at research universities: 1991-1996 [Prepubli-cation copy], (1997); Diamond R.M., The disciplines speak II: More statements on rewarding the scholarly, professional, and creative work of faculty, (2000); Downey G.L., Lucena J.C., Engineering studies, Handbook of science and technology studies, pp. 167-188, (1995); Downey G.L., Lucena J.C., Engineering selves: Hiring in to a contested field of education, Cyborgs and citadels: Anthropological interventions in emerging sciences and technologies, pp. 117-141, (1997); Downey G.L., Lucena J.C., When students resist: Ethnography of a senior design experience in engineering education, International Journal of Engineering Education, 19, 1, pp. 168-176, (2003); Dym C.L., Learning engineering: Design, languages and experiences, (1999); Ege S.N., Coppola B.P., Lawton R.G., The University of Michigan undergraduate chemistry curriculum 1: Philosophy, curriculum, and the nature of change, Journal of Chemical Education, 74, 1, pp. 74-83, (1997); Eisenhart M.A., Finkel E., Women’s science: Learning and succeeding from the margins, (1998); Epstein J., Goodbye, Mr. Chipstein, Commentary, 115, pp. 40-45, (2003); Etzkowitz H., Kemelgor C., Neuschatz M., Uzzi B., Alonzo J., Gender implosion: The paradox of “critical mass” for women in science, (1995); Ewell P.T., Assessment: Where are we? The implications of the new state mandates, Change, 19, 1, pp. 23-28, (1987); Ewell P.T., Assessment and public accountability: Back to the future, Change, 23, 6, pp. 12-17, (1991); Finkelstein M.J., Seal R.K., Schuster J.H., The new academic generation: A profession in transformation, (1998); Flowers W., New media’s impact on education strategies, The internet and the university: 2001 forum, pp. 24-27, (2001); Foltin R.W., Fischman M.W., Brady J.V., Bernstein D.J., Capriotti R.M., Nel-lis M.N., Kelly T.H., Motivational effects of smoked marijuana: Behavioral contingencies and low-probability activities, Journal of the Experimental Analysis of Behavior, 53, pp. 5-19, (1990); Foltin R.W., Fischman M.W., Brady J.V., Bernstein D.J., Nellis M.N., Kelly T.H., Marijuana and behavioral contingencies, Drug Development Research, 20, pp. 67-80, (1990); Foltin R.W., Fischman M.W., Brady J.V., Kelly T.H., Bernstein D.J., Nellis M.N., Motivational effects of smoked marijuana: Behavioral contingencies and high-probability recreational activities, Pharmacology, Biochemistry, and Behavior, 34, pp. 871-877, (1989); Foucault M., Discipline and punish: The birth of the prison, (1979); Freeland R.M., Academia’s golden age: Universities in Massachusetts, 1945-1970, (1992); Gaff J.G., Avoiding the potholes: Strategies for reforming general education, Educational Record, 60, pp. 50-59, (1980); Gallagher C., The history of literary criticism, American academic culture in transformation: Fifty years, four disciplines, pp. 151-171, (1997); Galle W.P., Koen C.M., Tenure and promotion after Perm v. EEOC, Academe, 79, pp. 19-26, (1993); Gallup H.F., Tribute to Fred Keller: Variations on a theme, (1998); Gallup H.F., Allan R.W., Concerns with some recent criticisms of the personalized system of instruction (PSI), (1996); Ganss G.E., St. Ignatius and Jesuit higher education, Jesuit higher education: Essays on an American tradition of excellence, pp. 154-159, (1989); Gardner H., The unschooled mind: How children think and how schools should teach, (1991); Gardner H., Test for aptitude, not for speed, New York Times, (2002); Geiger R.L., The ten generations of American higher education, American higher education in the 21st century: Social, political, and economic challenges, pp. 13-44, (1999); Geiger R.L., The American university at the beginning of the twenty-first century: Signposts on the path to privatization, Trends in American and German higher education, pp. 33-84, (2002); Gelmon S., Agre-Kippenhan S., Promotion, tenure, and the engaged scholar: Keeping the scholarship of engagement in the review process, AAHE Bulletin, 54, 5, pp. 7-11, (2002); The Chronicle of Higher Education, (1999); Gibbons J.F., The role of Stanford University: A dean’s reflections, The Silicon Valley edge: A habitat for innovation and entrepreneurship, pp. 200-217, (2000); Gilbert S.W., Ten most obvious cost-effective strategies for improving teaching and learning with technology, (2002); Gilgen A.R., American psychology since World War IT. A profile of the discipline, (1982); Glassick C.E., Huber M.T., Maeroff G.I., Scholarship assessed: Evaluation of the professoriate, (1997); Glidden H., Does confidentiality ensure the educational mission?, Academe, 83, pp. 32-34, (1997); Gold M.J., A simple quantitative synthesis: Sodium chloride from sodium carbonate, Journal of Chemical Education, 65, (1988); Goldenberger M.L., Maher B.A., Flatteau P.E., Research-doctorate programs in the United States: Continuity and change, (1995); Goldsmith J.A., Komlos J., Gold P.S., The Chicago guide to your academic career: A portable mentor for scholars from graduate school through tenure, (2001); Gombrich E.H., The sense of order: A study in the psychology of decorative art, (1984); Gouldner A.W., Cosmopolitans and locals: Toward an analysis of latent social roles-I, Admin. Sci. Quarterly, 2, pp. 281-306, (1957); Gouldner A.W., Cosmopolitans and locals: Toward an analysis of latent social roles-II, Admin. Sci. Quarterly, 2, pp. 444-480, (1958); Graff G., Professing literature: An institutional history, (1987); Grafton A., Bring out your dead: The past as revelation, (2002); Graham H.D., Diamond N., Academic departments and the rating game, The Chronicle of Higher Education, (1999); Grant G., Reisman D., The perpetual dream: Reform and experiment in the American college, (1978); Grayson L.P., A brief history of engineering education in the United States, Engineering Education, 68, 3, pp. 246-264, (1977); Grayson L.P., The making of an engineer: An illustrated history of engineering education in the United States and Canada, (1993); More about GUTS, (2002); Green K.C., The 1998 national survey of information technology in higher education: Colleges struggle with IT planning, (1998); Greenblatt S., A special letter from Stephen Greenblatt, (2002); Grieder T., Artist and audience, (1996); Guernsey L., With Web skills and now tenure-a professor promotes improved teaching, The Chronicle of Higher Education, (1999); Gumport P.J., Academic pathfinders: Knowledge creation and feminist scholarship, (2002); Gumport P.J., Universities and knowledge: Restructuring the city of intellect, The future of the city of intellect: The changing American university, pp. 47-81, (2002); Hannan A., Silver H., Innovating in higher education: Teaching, learning, and institutional cultures, (2000); Hastorf A.H., Cantril H., They saw a game: A case study, journal of Abnormal and Social Psychology, 49, pp. 129-134, (1954); Hatch T., Bass R., Iiyoshi T., Pointer D., Building knowledge for teaching and learning: The promise of scholarship in a networked environment, (2003); Hatch T., Pointer D., Iiyoshi T., the acts of teaching: Using multimedia and new technologies to advance the scholarship of teaching and learning, (2001); Herman P.C., 60s theory/'90s practice, Day late, dollar short: The next generation and the new academy, pp. 1-24, (2000); Hopkins N., Bailyn L., Gibson L., Hammonds E., The status of women faculty at MIT: An overview of reports from the schools of architecture and planning, (2002); Huber M.T., Community college faculty: Attitudes and trends, 1997, (1998); Huber M.T., Developing discourse communities around the scholarship of teaching, (1999); Huber M.T., Evaluating outreach: Scholarship assessed’s approach, Best practices in outreach and public service: The “scholarship of engagement” for the 21st century, pp. 37-42, (1999); Huber M.T., Disciplinary styles in the scholarship of teaching: Reflections on The Carnegie Academy for the Scholarship of Teaching and Learning, Improving student learning: Improving student learning through the disciplines, pp. 20-31, (2000); Huber M.T., Faculty evaluation and the development of academic careers, Evaluating faculty performance, pp. 73-83, (2002); Huber M.T., Patterns of support for the scholarship of teaching and learning, (2003); Huber M.T., Hutchings P., Shulman L.S., The scholarship of teaching and learning today, Encouraging multiple forms of scholarship: Voices from the field; Huber M.T., Morreale S.P., Situating the scholarship of teaching and learning: A cross-disciplinary conversation, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 1-24, (2002); Huber M.T., Morreale S.P., Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, (2002); Hutchings P., Peer review of teaching: “From idea to prototype.” Lessons from a current AAHE teaching initiative project, AAHE Bulletin, 47, pp. 3-7, (1994); Hutchings P., Making teaching community property: A menu for peer collaboration and peer review, (1996); Hutchings P., How to develop a course portfolio, The course portfolio: How faculty can examine their teaching to advance practice and improve student learning, pp. 47-55, (1998); Hutchings P., Defining features and significant functions of the course portfolio, The course portfolio: How faculty can examine their teaching to advance practice and improve student learning, pp. 13-18, (1998); Hutchings P., Approaching the scholarship of teaching and learning, Opening lines: Approaches to the scholarship of teaching and learning, pp. 1-10, (2000); Hutchings P., Ethics of inquiry: Issues in the scholarship of teaching and learning, (2002); Hutchings P., Shulman L.S., The scholarship of teaching: New elaborations, new developments, Change, 32, 5, pp. 10-15, (1999); Jay G., WWW.AMERICANSTUDIES.COM? Strategies and challenges in high-tech teaching, (1999); Representative organizations from Japan, United States and Europe begin preparing the world lead-free soldering roadmap and agree to elim-inate lead by 2005 [Press release], (2002); Johnstone S., Poulin R., What is OpenCourseWare and why does it matter?, Change, 34, 4, pp. 48-50, (2002); Joncas R., Neuman D.J., Turner P.V., Stanford University: An architectural tour, (1999); Keller F.S., Good-bye, teacher, Journal of Applied Behavior Analysis, 1, pp. 79-89, (1968); Kelly T.M., For better or worse? The marriage of Web and classroom, Opening lines: Approaches to the scholarship of teaching and learning, pp. 53-61, (2000); Kemper J.D., Engineers and their profession, (1990); Keniston H., Graduate study and research in the arts and sciences at the University of Pennsylvania, (1959); Kerr C., Troubled times for American higher education: The 1990s and beyond, (1993); Kiernan V., Rewards remain dim for professors who pursue digital scholarship, The Chronicle of Higher Education, pp. A45-A46, (2000); Rewards remain dim for professors who pursue digital scholarship, Policy Perspectives, 10, 3, pp. 1-12, (2001); Who owns teaching?, Policy Perspectives, 10, 4, pp. 1-9, (2002); Knoll R.E., Prairie university: A history of the University of Nebraska, (1995); Kohn A., The dangerous myth of grade inflation, The Chronicle of Higher Education, (2002); Kornberg A., Basic research, the lifeline of medicine, (1997); Krathwohl D., Bloom B.S., Taxonomy of educational objectives, handbook 1: Cognitive domain, (1984); Krathwohl D.R., Bloom B.S., Masia B.B., Taxonomy of educational objectives: Affective domain, (1964); Kroto H., Untitled essay, The Times Higher Education Supplement, (2002); Kuper A., Post-modernism. Cambridge and the great Kalahari debate, Social Anthropology, 1, 1A, pp. 57-71, (1992); Landow G.P., The death of Intermedia and the migration to Storyspace, Hypertext: The convergence of contemporary critical theory & technology, (1995); Langer J.A., Speaking of knowing: Conceptions of understanding in academic disciplines, Writing, teaching, and learning in the disciplines, pp. 69-85, (1992); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Lazerson M., Wagener U., Shumanis N., Teaching and learning in higher education, 1980-2000, Change, 32, 3, pp. 12-19, (2000); Leahey T.H., A history of modern psychology, (1991); Lederman D., Mooney C.J., Lifting the cloak of secrecy from tenure, The Chronicle of Higher Education, (1995); Levine A.E., Handbook on undergraduate curriculum, (1978); Levine A.E., The future of colleges: 9 inevitable changes, The Chronicle of Higher Education, (2000); Levine J., The long way home: Once her focus was on faraway places. Now Sherry Ortner looks for anthropology in her own backyard, The University of Chicago Magazine, (1996); Levy D., David Kelley elected to National Academy of Engineering, Stanford News, (2000); McCaughy R.A., Scholars and teachers: The faculties of select liberal arts colleges and their place in American higher learning, (1994); McGann J., Radiant textuality: Literature after the World Wide Web, (2001); McGann J., Literary scholarship in the digital future, The Chronicle of Higher Education, pp. B7-B9, (2002); McLemee S., A star of American studies (or is that ‘Un-American studies’?), The Chronicle of Higher Education, (2001); Magner D.K., Battle over academic control pits faculty against governing board at George Mason U, The Chronicle of Higher Education, (1999); Manis J.D., Thomas N.G., Sloat B.F., Davis C., An analysis of factors affecting choice of majors in science, mathematics, and engineering at the University of Michigan, (1989); Manuel D., Senators, others debate status of women faculty, Stanford Online Report, (1998); Marcus G.E., Ethnography through thick and thin, (1998); Marsh H.W., Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research, International Journal of Educational Research, 11, 3, pp. 253-388, (1987); Mazuzan G.T., The National Science Foundation: A brief history, (1994); Merton R.K., Social theory and social structure, (1968); Mazuzan G.T., Recognition and excellence: Instructive ambiguities, Sociology of science: Theoretical and empirical investigations, pp. 419-438, (1973); Metzger W.P., The academic profession in the United States, The academic profession: National, disciplinary, and institutional settings, pp. 123-208, (1987); Miller M.A., Preface, The course portfolio: How faculty can examine their teaching to advance practice and improve student learning, pp. v-vii, (1998); Miller M.A., The Fund for the Improvement of Postsecondary Education: 30 years of making a difference, Change, 34, 5, (2002); Report on engineering design, Journal of Engineering Education, 2, pp. 645-660, (1961); MLAjob information list, (2003); Guidelines for evaluating computer-related work in the modern languages, Profession, pp. 217-219, (1996); Guidelines for evaluating work with digital media in the modern languages, (2000); Mooney C.J., At branch campuses, teaching matters more, The Chronicle of Higher Education, (1995); Muramatsu B., Agogino A.M., The national engineering education delivery system: A digital library for engineering education, D-Lib Magazine, 5, 4, (1999); Nasar S., A beautiful mind: The life of mathematical genius and Nobel Laureate John Nash, (1998); Engineering education: Designing an adaptive system, (1995); Reshaping the graduate education of scientists and engineers, (1995); From analysis to action: Undergraduate education in science, mathematics, engineering, and technology, (1996); Transforming undergraduate education in science, mathematics, engineering, and technology, (1999); Enhancing the postdoctoral experience for scientists and engineers: A guide for postdoctoral scholars, advisors, institutions, funding organizations, and disciplinary societies, (2000); Guide to programs, fiscal year 1997: A compilation of NSF funding opportunities, (1997); Shaping the future: New expectations for undergraduate education in science, mathematics, engineering and technology, (1996); Noble D., Digital diploma mills: The automation of higher education, First Monday, 3, 1, (1998); North S.M., Refiguring the Ph.D. in English studies: Writing, doctoral education, and the fusion-based curriculum, (2000); Nummedal S.G., Benson J.B., Chew S.L., Disciplinary styles in the scholarship of teaching: A view from psychology, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 163-179, (2002); Olsen F., MIT’s open window: Putting course materials online, the university faces high expectations, The Chronicle of Higher Education, (2002); O'Meara K.A., Climbing the academic ladder: Promotion in rank, Policies on faculty appointment: Standard practices and unusual arrangements, pp. 141-179, (2000); Ortner S., Ethnography among the Newark, Michigan Quarterly Review, 32, 3, pp. 410-429, (1993); Ortner S., Making gender: The politics and erotics of culture, (1996); Ortner S., Identities: The hidden life of class, Journal of Anthropological Research, 54, 1, pp. 1-17, (1998); Ortner S., New Jersey dreaming: Capital, culture, and the class of ''58, (2003); Ory J.C., Teaching evaluation: Past, present, and future, Evaluating Teaching in higher education: A vision for the future, pp. 13-18, (2000); Balance, 1, (1971); Perry W.R., Forms of intellectual and ethical development in the college years: A scheme, (1970); Peterson M.W., Einarson M.K., Analytic framework of institutional support for student assessment (NCPI Technical Report), (1997); Petroski H., To engineer is human: The role of failure in successful design, (1992); Phelps L.W., Interference patterns: Making the transition to the new paradigm, (1997); Phillips S., Take away the books and the chairs collapse, The Times Higher Education Supplement, (2002); Promotion and tenure guidelines, (1997); Mission: Portland State University, (1999); Rabinow P., Making PCR: A story of biotechnology, (1996); Reamon D.T., Sheppard S.D., The role of simulation software in an ideal learning environment, Proceedings of the 1997 ASME Design Engineering Technical Conference, pp. 1-6, (1997); Reamon D.T., Sheppard S.D., Motor workshop: The role of interactivity in promoting learning, Frontiers in Engineering Conference Proceedings, (1998); Regan M., Sheppard S.D., Interactive multimedia courseware and hands-on learning experience: An assessment study, 4SEE Journal of Engineering Education, 85, 2, pp. 123-130, (1996); Reis R., Tomorrow’s professor: Preparing for careers in science and engineering, (1997); Rice R.E., Rethinking scholarship and new practice: A central AAHE priority (AAHE Special Report), (2003); Richards B.P., Levoguer C.L., Hunt C.P., Nimmo K., Peters S., Cusack P., An analysis of the current status of lead-free soldering, (1999); Richards B.P., Nimmo K., An analysis of the current status of lead-free soldering: Update 2000, (2000); Romberger J., Writing across the curriculum and writing across the disciplines, (2000); Roose K.D., Andersen C.J., A rating of graduate programs, (1970); Roth P., American pastoral, (1997); Roth R., I married a communist, (1998); Ruark J.K., Montell G., A wake-up call for junior professors, The Chronicle of Higher Education, (2002); Ruskin J., Modern painters, Vol. 3, containing part 4, of many things, (1856); Saldivar J.D., Tracking English and American literary and cultural criticism, American academic culture in transformation: Fifty years, four disciplines, pp. 173-192, (1997); Salvatori M., Donahue P., English studies in the scholarship of teaching, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 69-86, (2002); Schwab J., Structure of the disciplines: Meanings and significances, The structure of knowledge and the curriculum, pp. 1-30, (1964); Scott J.W., Academic freedom as an ethical practice, Academe, 81, 4, pp. 44-48, (1995); Searle J., The storm over the university, New York Review of Books, (1990); Seely B.E., The other re-engineering of engineering education, 1900-1965, Journal of Engineering Education, 88, 3, pp. 285-294, (1999); Seldin P., Changing practices in faculty evaluation, (1984); Seldin P., How colleges evaluate professors 1983 v.1993, AAHE Bulletin, 46, pp. 6-12, (1993); Seymour E., Tracking the Processes of Change in US Undergraduate Education in Science, Mathematics, Engineering, and Technology, Science Education, 85, pp. 79-105, (2002); Seymour E., Hewitt N.M., Talking about leaving: Why undergraduates leave the sciences, (1997); Sheppard S.D., Statement of work in NSF engineering coalition: Stanford University, (1990); Sheppard S.D., Mechanical dissection: An experience in how things work, Proceedings of Engineering Education: Curriculum Innovation & Integration Conference, (1992)","","","Taylor and Francis","","","","","","","978-100097455-3; 978-156377065-4","","","English","Balancing Acts: The Scholarsh. of Teach. and Learning in Academic Careers","Book","Final","","Scopus","2-s2.0-85166054818"
"Goosen L.","Goosen, Leila (24465114400)","24465114400","Innovative Technologies and Learning in a Massive Open Online Course","2019","Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)","11937 LNCS","","","653","662","9","1","10.1007/978-3-030-35343-8_69","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","University of South Africa, Pretoria, 0003, Gauteng, South Africa","Goosen L., University of South Africa, Pretoria, 0003, Gauteng, South Africa","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.","E-books; Open access to education and learning; Pedagogies for innovative technologies; Technologies enhanced learning","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","","","","","","","Jona K., Naidu S., MOOCs: Emerging research, Distance Educ, 35, 2, pp. 141-144, (2014); Marshall S., Exploring the ethical implications of MOOCs, Distance Educ, 35, 2, pp. 250-262, (2014); Fischer G., Beyond hype and underestimation: Identifying research challenges for the future of MOOCs, Distance Educ, 35, 2, pp. 149-158, (2014); Bates T., MOOCs: Getting to know you better, Distance Educ, 35, 2, pp. 145-148, (2014); Baggaley J., MOOCS: Digesting the facts, Distance Educ, 35, 2, pp. 159-163, (2014); Baggaley J., MOOC postscript, Distance Education, 35, 1, pp. 126-132, (2014); Knox J., Digital culture clash: Massive education in the E-learning and digital cultures MOOC, Distance Educ, 35, 2, pp. 164-177, (2014); Firmin R., Schiorring E., Whitmer J., Willett T., Collins E.D., Sujitparapitaya S., Case study: Using MOOCs for conventional college coursework, Distance Educ, 35, 2, pp. 178-201, (2014); Li N., Verma H., Skevi A., Zufferey G., Blom J., Dillenbourg P., Watching MOOCs together: Investigating co-located MOOC study groups, Distance Educ, 35, 2, pp. 217-233, (2014); Diver P., Martinez I., MOOCs as a massive research laboratory: Opportunities and challenges, Distance Educ, 36, 1, pp. 5-25, (2015); Baggaley J., MOOC rampant, Distance Educ, 34, 3, pp. 368-378, (2013); Libbrecht P., Goosen L., Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning, Mathematics Education and Language Diversity. NISS, pp. 217-235, (2016); Goosen L., van der Merwe R., E-Learners, teachers and managers at e-Schools in South Africa, Proceedings of the 10Th International Conference on E-Learning, pp. 127-134, (2015); Huber M.T., Morreale S.P., Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. American Association for Higher Education, (2002); Hatch T., Into the Classroom: Developing the Scholarship of Teaching and Learning, (2005); Richlin L., Cox M.D., Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities, New Dir. Teach. Learn., 97, pp. 127-135, (2004); Dawson J., Et al., Scholarship of Teaching and Learning; Boucher D., Piderit R., Application of an action research process: Reflections on an undergraduate information systems (IS) software development project (SDP), Proceedings of the 46Th Annual Conference of the Southern African Computer Lecturers’ Association (SACLA 2017), (2017); Willis J., Slade S., Prinsloo P., Ethical oversight of learner data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective, Educ. Technol. Res. Dev., 64, 5, pp. 881-901, (2016); Bolton A., Goosen L., Kritzinger E., Enterprise digitization enablement through unified communication and collaboration, Proceedings of the Annual Conference of the South African Institute of Computer Scientists and Information Technologists, pp. 1-6, (2016); McMillan J., Schumacher S., Research in Education: Evidence-Based Inquiry, (2010); Goosen L., Mukasa-Lwanga T., Educational technologies in distance education: Beyond the horizon with qualitative perspectives, Proceedings of the South Africa International Conference on Educational Technologies, pp. 41-54, (2017); Goosen L., Technology-supported teaching and research methods for educators: Case study of a massive open online course, Technology-Supported Teaching and Research Methods for Educators, pp. 128-148, (2019); Maree K., van der Westhuizen C., Planning a research proposal, First Steps in Research, pp. 24-45, (2007); Archer E., Chetty Y., Prinsloo P., Benchmarking the habits and behaviours of successful students: A case study of academic-business collaboration, Int. Rev. Res. Open Distance Learn., 15, 1, pp. 62-83, (2014); Pieterse V., du Toit C., You asked for IT! Phrasing questions for computer science assessment, Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers’ Association, (2009); Goosen L., Towards Effective Teaching and Meaningful Learning to Address the Challenges of ICT Education in an Open and Distance Learning Context, (2014); Goosen L., Ethical information and communication technologies for development solutions: Research integrity for massive open online courses, Ensuring Research Integrity and the Ethical Management of Data, pp. 155-173, (2018); Goosen L., Ethical Data Management and Research Integrity in the Context of E-Schools and Community Engagement, pp. 14-45, (2018); Fini A., The technological dimension of a massive open online course: The case of the CCK08 course tools, Int. Rev. Res. Open Distance Learn., 10, 5, pp. 1-26, (2009); Goosen L., We don’t Need No Education? Yes, they DO Want E-Learning in Basic and Higher Education!; Goosen L., Students’ Access to an ICT4D MOOC, Proceedings of the 47Th Annual Conference of the Southern African Computer Lectures’ Association, (2018)","L. Goosen; University of South Africa, Pretoria, 0003, South Africa; email: GooseL@unisa.ac.za","Rønningsbakk L.; Wu T.-T.; Sandnes F.E.; Huang Y.-M.","Springer","","2nd International Conference on Innovative Technologies and Learning, ICITL 2019","2 December 2019 through 5 December 2019","Tromsø","234499","03029743","978-303035342-1","","","English","Lect. Notes Comput. Sci.","Conference paper","Final","","Scopus","2-s2.0-85076735406"
"Bielefeldt A.R.","Bielefeldt, Angela R. (6701785092)","6701785092","Characteristics of engineering faculty engaged in the scholarship of teaching and learning","2015","Proceedings - Frontiers in Education Conference, FIE","2015","","7344212","","","","1","10.1109/FIE.2015.7344212","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960404590&doi=10.1109%2fFIE.2015.7344212&partnerID=40&md5=8261ed901342be07d6532009c5592dd0","Dept. Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, CO, United States","Bielefeldt A.R., Dept. Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, CO, United States","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.","culture; demographics; design; disciplines; engineering faculty; ethics; service-learning","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","","","","","","","Clark J., Dodd D., Coll R.K., Border crossing and enculturation into higher education science and engineering learning communities, Res. Sci. Technol. Edu, 26, 3, pp. 323-334, (2008); Godfrey E., Engineering education: Enculturation, assimilation or just passengers on the bus?, Proceedings of the 15th Australasian Conference for the Australiasian Association for Engineering Education, pp. 470-478, (2004); Rosch T., Reich J.N., The enculturation of new faculty in higher education: A comparative investigation of three academic departments, Proceedings of the Thirty-Fifth Annual Forum of the Association for Institutional Research, (1995); Leonardi P.M., The Mythos of Engineering Culture: A Study of Communicative Performances and Interaction, (2003); Godfrey E., Understanding disciplinary cultures: The first step tocultural change, Chapter 22 in Cambridge Handbook of Engineering Education Research, pp. 437-455, (2014); Educating the Engineer of 2020: Adapting Engineering Education to the New Century, (2005); Olson S., Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning: Summary of A Forum, (2013); Cech E.A., Culture of disengagement in engineering education?, Science, Technology & Human Values, 39, 1, pp. 42-72, (2014); Expanding Underrepresented Minority Participation: America's Science and Technology at the Crossroads, (2011); Bagilhole B., Powell A., Barnard S., Dainty A., Researching Cutlures in Science, Engineering and Technology: An Analysis of Current and Past Literature, (2008); Burack C., Franks S.E., Telling stories about engineering: Group dynamics and resistance to diversity, NWSA Journal, 16, 1 SPRING, pp. 79-95, (2004); Robinson J.G., McIlwee J.S., Men, women, and the culture of engineering, Sociol. Quarterly, 32, 3 AUTUMN, pp. 403-421, (1991); Stonyer H., Making engineering students-making women: The discursive context of engineering education, Int. J. Engng. Ed, 18, 4, pp. 392-399, (2002); Godfrey E., Cultures within cultures: Welcoming or unwelcoming for women?, American Society for Engineering Education Annual Conference & Exposition Proceedings, AC 2007-1476, (2007); Duderstadt J.J., Engineering for A Changing World: A Roadmap to the Future of Engineering Practice, Research, and Education, (2008); Trevelyan J., Mind the gaps: Engineering education and practice, Proceedings of the 2010 Australiasian Association for Engineering Education, (2010); Kirschenman M.D., Improvements to the culture and attitudes in civil engineering education, Leadership Manage. Eng., 11, pp. 223-225, (2011); Barry B.E., Herkert J.R., Engineering ethics, Cambridge Handbook of Engineering Education Research, pp. 673-692, (2014); (2015); Colledge T.H., Convergence: Philosophies and pedagogies for developing the next generation of humanitarian engineers and social entrepreneurs, IJSLE, (2012); Issue S., University engineering programs that impact communities: Critical analyses and reflection, Intl. J. Serv. Learn. Engrg, 9, (2014); Bielefeldt A.R., Swan C., Paterson K., Pierrakos O., Kazmer D., Learning through service engineering faculty: Characteristics and changes over time, American Society for Engineering Education Annual Conference & Exposition, (2014); Litchfield K., Javernick-Will A., Paterson K., Exploring EWB-USA members' descriptions of self, engineers, and their fellow members, Intl. J. Serv. Learn. Engrg, 9, 1 SPRING, pp. 24-39, (2014); Strobel J., Hess J., Pan R., Wachter Morris C.A., Empathy and care within engineering: Qualitative perspectives from engineering faculty and practicing engineers, Engineering Studies, 5, 2, pp. 137-159, (2013); Swan C., Paterson K., Bielefeldt A., Community engagement in engineering education as a way to increase inclusiveness, Cambridge Handbook of Engineering Education Research, pp. 357-372, (2014); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); McKinney K., Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning, New Directions for Instit. Res, 129, SUMMER, pp. 37-50, (2006); What Is SoTL?, (2015); Marquis E., Healey M., Vine M., Building capacity for the Scholarhip of Teaching and Learning (SoTL) using international collaborative writing groups, Intl. J. Schol. Teach. Learn, 8, 1, (2014); Bucciarelli L., Einstein H., Terenzini P.T., Walser A.D., ECSEL/MIT engineering education workshop '99: A report with recommendations, J. Eng. Edu, 89, 2, pp. 141-150, (2000); Chalmers D., Progress and challenges to the recognition and reward of the scholarship of teaching in higher education, Higher Edu. Res. Dev, 30, 1, pp. 25-38, (2011); Felder R.M., Research on Teaching and Learning in Engineering, (2007); Borrego M., Bernhard J., The emergence of engineering education research as an internationally connected field of inquiry, Journal of Engineering Education, 100, 1, pp. 14-47, (2011); Jesiek B.K., Newswander L.K., Borrego M., Engineering education research: Discipline, community, or field?, Journal of Engineering Education, 98, 1, pp. 39-52, (2009); ASEE Conference Proceedings Search; Ngambeki I., Habashi M.M., Evangelou D., Graziano W.G., Sakka D., Corapci F., Using profiles of person-thing orientation to examine the underrepresentation of women in engineering in three cultural contexts, Intl. J. Engng. Edu, 28, 3, pp. 621-632, (2012); Engineering Data Management System; Yoder B.L., Engineering by the Numbers, (2013); Creating A Culture for Scholarly and Systematic Innovation in Engineering Education, (2009); Shaw A.K., Stanton D.E., Leaks in the pipeline: Separating demographic intertia from ongoing gender differences in academia, Proceedings of the Royal Society B, 279, pp. 3736-3741, (2012); Fairweather J., Paulson K., Industrial experience: Its role in faculty commitment to teaching, J. Eng. Edu, 85, 3, pp. 209-215, (1996); Lin M.-W., Bozeman B., Researchers' industry experience and productivity in university-industry research centers: A scientific and technical human capital explanation, J. Technol. Transfer, 31, pp. 269-290, (2006); Barry B., Mehta Y., St. Clair S., Professional engineering licensure and professional experience among civil enginereing faculty: A multiinstitutional comparison, American Society for Engineering Education Annual Conference & Exposition, Paper AC 2009-366, (2009); Criteria for Accrediting Engineering Programs: Effective for Reviews during the 2015-2016 Accreditation Cycle, (2014); Zoltowski C.B., Oakes W.C., Learning by doing: Reflections of the EPICS program, Intl. J. Serv. Learn. Engrg, 9, 3 FALL, pp. 1-32, (2014); Duffy J., Barrington L., West C., Heredia M., Barry C., Servicelearning integrated through a college of engineering (SLICE), Adv. Eng. Edu, 2, 4 SUMMER, (2011); Gibbons M.T., The year in numbers, ASEE Profiles of Engineering and Engineering Technology Colleges, pp. 13-43, (2004)","A.R. Bielefeldt; Dept. Civil, Environmental, and Architectural Engineering, University of Colorado Boulder, Boulder, United States; email: angela.bielefeldt@colorado.edu","","Institute of Electrical and Electronics Engineers Inc.","ASEE Educational Research and Methods Division; IEEE Computer Society; IEEE Education Society; New Mexico State University; University of Texas","2015 IEEE Frontiers in Education Conference, FIE 2015","21 October 2015 through 24 October 2015","El Paso","118740","15394565","978-147998453-4","PFECD","","English","Proc. Front. Educ. Conf. FIE","Conference paper","Final","","Scopus","2-s2.0-84960404590"
"Gennert M.A.; Lotfi N.; Mynderse J.A.; Jethwani M.; Kapila V.","Gennert, Michael A. (6602770826); Lotfi, Nima (36461422300); Mynderse, James A. (16417528900); Jethwani, Monique (56074506200); Kapila, Vikram (7005709613)","6602770826; 36461422300; 16417528900; 56074506200; 7005709613","Workshops for building the mechatronics and robotics engineering education community","2020","ASEE Annual Conference and Exposition, Conference Proceedings","2020-June","","1754","","","","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095766856&partnerID=40&md5=b6bbf415130ce8ffa9a4bdaf7f3e0644","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","Gennert M.A., Worcester Polytechnic Institute, United States; Lotfi N., Southern Illinois University, Edwardsville, United States; Mynderse J.A., Lawrence Technological University, United States; Jethwani M., Columbia School of Social Work, United States; Kapila V., New York University Tandon School of Engineering, United States","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.","","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","","","","","ITEST; MRE; Quanser, Inc.; National Science Foundation, NSF, (1842642); National Institutes of Health, NIH; National Aeronautics and Space Administration, NASA; Defense Advanced Research Projects Agency, DARPA; New York University, NYU; National Security Agency, NSA","Funding text 1: The support of the National Science Foundation through award #1842642 and the ongoing engagement and support of Quanser, Inc. is gratefully acknowledged. The authors extend their appreciation to the FoMRE Advisory Board for their generous commitment of time, excellent advice, and continued engagement.; Funding text 2: Monique Jethwani joined the full-time faculty at the Columbia School of Social Work in 2012. She previously served as a postdoctoral research scientist at CSSW’s Center for Research on Fathers, Children, and Family Well Being and is now the Assistant Dean of Faculty Development and Academic Affairs. Dr. Jethwani has decades of experience in developmental research, program development and evaluation. For the past ten years, she has evaluated several projects funded by the National Science Foundation and the National Security Agency at the NYU Tandon School of Engineering. These projects aim to engage middle school, high school and college students, and their teachers, in robotics and cyber security activities. Findings have identified strategies to better engage female and minority students in STEM related activities and careers. Dr. Jethwani holds a BA from Barnard College, an EdM from the Harvard University Graduate School of Education, and a PhD from the New York University School of Culture, Education Human Development.; Funding text 3: Academic interest in Mechatronics and Robotics has grown considerably from individual courses, minors, and concentrations in CS, ECE, and ME departments to well-developed curricula that define distinct academic programs. An excellent recent survey of the state of robotics education is available in [2]. Although these programs share some common features, they have generally risen independently in the absence of a cohesive community of Mechatronics and Robotics educators. To initiate a conversation with other educators on mechatronics education, one of the authors (VK) organized a Mechatronics Education Innovation Workshop in November 2016 at New York University with financial support from the National Science Foundation and industrial partners [3]. Based on NYU’s experience in building a Mechatronics and Robotics program, this workshop initiated a dialog on mechatronics education with other educators in the field. The workshop was attended by more than 70 academic and industrial professionals from around the world. The main conversation topics included: required skillsets for MRE graduates, the role of industry in shaping MRE education, the key components of MRE programs, and how to best balance theory and practice. The fruitful discussions and interactions during the workshop sparked the idea to create an online community where MRE educators can exchange ideas, share curricula and best practices, and continue the conversation.; Funding text 4: Michael A. Gennert is Professor of Robotics Engineering, CS, and ECE at Worcester Polytechnic Institute, where he leads the WPI Humanoid Robotics Laboratory and was Founding Director of the Robotics Engineering Program. He has worked at the University of Massachusetts Medical Center, the University of California Riverside, PAR Technology Corporation, and General Electric. He received the S.B. in CS, S.B. in EE, and S.M. in EECS in 1980 and the Sc.D. in EECS in 1987 from MIT. Dr. Gennert’s research interests include robotics, computer vision, and image processing, with ongoing projects in humanoid robotics, robot navigation and guidance, biomedical image processing, and stereo and motion vision. He led WPI teams in the DARPA Robotics Challenge and NASA Space Robotics Challenge and is author or co-author of over 100 papers. His research has been supported by DARPA, NASA, NIH, NSF, and industry. He is a member of Sigma Xi, and a senior member of IEEE and ACM.; Funding text 5: Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics, Controls, and Robotics Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a DR K-12 research project, and an ITEST research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories; Funding text 6: To meet these goals, we organized a series of four workshops on the future of MRE education with support from the National Science Foundation and Quanser, Inc. The workshops aimed to achieve the following outcomes: • Standardize components such as frameworks, curricula, course outlines, experiments, assignments • Share broad successes of MRE community with college and university faculty to support goal of adoption • Involve a broad range of colleges and universities • Partner with professional societies to help create and support champions • Prepare faculty to teach mechatronics and robotics through hands-on activities • Foster a diverse, inclusive community of students and educators To maximize the number of potential attendees, to reach diverse audiences, and to reduce costs, the workshops were conducted in conjunction with existing conferences when possible. The first of these workshops was held at the Dynamic Systems and Control Conference (DSCC), in Atlanta, GA, Sep. 30-Oct. 3, 2018 [6]. DSCC, organized by the American Society of Mechanical Engineers, which typically draws Mechanical Engineering researchers, especially those interested in Control Systems, including Mechatronics. Results of this first workshop are described in [7]. Lessons learned from the evaluation of this first workshop were used to inform revisions in the content and format of subsequent workshops. The second workshop was held at the Robotics Summit and Expo, June 5-6th, 2019 in Boston, MA [8]. With a focus on commercial design and development, tShe Robotics Summit drew primarily industrial professionals with some academic participants. The third workshop was held at the American Society for Engineering Education (ASEE) Annual Conference and Exposition, in Tampa, FL, June 15-19, 2019 [9]. The ASEE Annual Conference brings together professionals in all disciplines of engineering education to enhance curricula and pedagogy. The fourth and final workshop was held at Lawrence Technological University in Southfield, Michigan, September 28-29, 2019. This workshop differed from the first three in that it was a stand-alone event, in contrast to the conference affiliations of the other workshops, allowing more time to consider the topics in greater depth.","Talbot D., 10 Emerging Technologies that will Change the World: Mechatronics, Technology Review: MIT's Magazine of Innovation, 106, 1, pp. 40-41, (2003); Esposito J.M., The state of robotics education: proposed goals for positively transforming robotics education at postsecondary institutions, IEEE Robotics & Automation Magazine, 24, 3, pp. 157-164, (2017); Kapila V., Lee T., Mechatronics education innovation workshop: A summary report, Mechanical Engineering, 140, 3, pp. 3-4, (2018); Mechatronics Education Community; Mechatronics Education Community Workshops & Webinars; Program - Workshops, (2018); Gennert M.A., Lotfi Yagin N., Mynderse J.A., Jethwani M., Kapila V., Building the Mechatronics and Robotics Education Community, ASEE Annual Conference & Exposition, (2019); Robotics Summit and Expo, Future of Mechatronics and Robotics Engineering Workshop Co-locates With Robotics Summit & Expo, (2019); The Future of Mechatronics & Robotics Education, (2019); Berry C.A., Reck R., Gennert M.A., Practical Skills for Students in Mechatronics and Robotics Education, ASEE Annual Conference & Exposition, (2020); Berry C.A., Pannier C., Morris M., Zhao X., Diversity and Inclusion in Mechatronics and Robotics Education, ASEE Annual Conference & Exposition, (2020); Lotfi N., Berry C., Rodriguez L., Mbanisi M.C., Auslander D., Molki M., Promoting Open-source Software and Hardware Platforms in Mechatronics and Robotics Engineering Education, ASEE Annual Conference & Exposition, (2020); McFall K., Huang K., Bai H., Auslander D., Mechatronics and Robotics Education: Standardizing Foundational Key Concepts, ASEE Annual Conference & Exposition, (2020); Mynderse J.A., Lotfi N., Bajaj N., Vikas V., Gennert M.A., Work in Progress: Mechatronics and Robotics Engineering Definitions among Students, Educators, and Industry Professionals, ASEE Annual Conference & Exposition, (2020); Miles M.B., Huberman E.M., Qualitative data analysis, (1994); Baumeister R., Leary M., The need to belong: Desire for interpersonal attachments as a fundamental human motivation, Psychological Bulletin, 117, 3, pp. 497-529, (1995); Osterman K., Students need for belonging in the school community, Review of Educational Research, 70, pp. 323-367, (2000); Beede D., Et al., Education supports racial and ethnic equality in STEM, (2011); Noonan R., Women in STEM: 2017 Update, (2017)","","","American Society for Engineering Education","Abet; Engineering Unleashed; et al.; Gradescope; IEEE Xplore; Keysight Technologies","2020 ASEE Virtual Annual Conference, ASEE 2020","22 June 2020 through 26 June 2020","Virtual, Online","164392","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85095766856"
"","","","IEEE Global Engineering Education Conference, EDUCON","2018","IEEE Global Engineering Education Conference, EDUCON","2018-April","","","","","2149","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048067954&partnerID=40&md5=b12729cad3f1640f7ad074c334f2881b","","","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.","","","","","","","","","","","","IEEE Computer Society","Coplaca; Cypress; et al.; MathWorks; Pentec Blackboard; UNIRiTED","2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018","17 April 2018 through 20 April 2018","Santa Cruz de Tenerife, Canary Islands","136691","21659559","978-153862957-4","","","English","IEEE Global Eng. Edu. Conf., EDUCON","Conference review","Final","","Scopus","2-s2.0-85048067954"
"Gustafson R.J.","Gustafson, Robert J. (7102069560)","7102069560","Determining impact of a course on teaching in engineering","2011","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","22","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029078912&partnerID=40&md5=bf8bbbb0b7d22c304a87ba4fecadb8a9","College of Engineering, Department of Food, Agricultural and Biological Engineering, Ohio State University, United States","Gustafson R.J., College of Engineering, Department of Food, Agricultural and Biological Engineering, Ohio State University, United States","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.","","Curricula; Education; Students; Surveys; Academic careers; Comparative data; Course evaluations; Learning experiences; Qualitative analysis; Scholarship of teaching and learning; Specific class; Undergraduate students; Teaching","","","","","","","Turns L.A.J., Yellin J.M.H., Van Degrift T., Preparing future engineering faculty: Initial outcomes of an innovative teaching portfolio program, Proceedings ASEE Annual Conference, (2004); Little D., Panvini A.D.; Pruitt-Logan A.S., Gaff J.G., Jentoft J.E., Preparing Future Faculty in the Sciences and Mathematics, (2002); Graduate Interdisciplinary Specialization in College and University Teaching, (2009); Educating the Engineer of 2020, (2005); Sheppard S.D., MacAtangay K., Colby A., Sullivan W.M., Educating Engineers - Designing for the Future of the Field, (2009); Criteria for Accrediting Engineering Programs. Retrieved 1-5-11, (2009); Felder R.M., Brent R., Analysis of fifteen years of the national effective teaching institute, Proceeding of 2009 Annual ASEE Conference, (2009); Felder R.M., Brent R., The national effective teaching institute: Assessment of impact and implications for faculty development, Journal of Engineering Education, 99, 2, pp. 121-134, (2010); Wankat P.C., Oreovicz F.S., An education course for engineering graduate students, Proceedings ASEE Annual Conference, (1999); Wankat P.C., Oreovicz F.S., Teaching teachers to teach teachers to teach or who is going to lead the teaching workshops?, Proceedings ASEE Annual Conference, (1994); Austin A.E., Campa H., Pfund C., Gillian-Danial D.L., Mathieu R., Stoddart J., Preparing STEM doctoral students for future faculty careers, Improving the Climate for Undergraduate Teaching and Learning in STEM Fields, (2009); Greg L., Calkins S., Luna M., Drane D., Assessing the impact of a year-long faculty development program on faculty approaches to teaching, International Journal of Teaching and Learning in Higher Education, 20, 2, pp. 168-181, (2009); Eggins H., MacDonald R., The Scholarship of Academic Development, (2003); Elvidge L., Exploring Academic Development in Higher Education: Issues of Engagement, (2004); Gillian-Daniel D., The impact of future faculty professional development in teaching on STEM undergraduate education: A Case Study about the delta program in research, teaching and learning at the University of Wisconsin-Madison, A White Paper for the National Academies: Linking Evidence and Promising Practices in STEM Undergraduate Education Workshop, (2008); Deneef A.L., The Preparing Future Faculty Program: What Difference Does It Make?, (2002); Bouwma-Gerahart J., Miller S., Barger S., Connolly M., Doctoral and Postdoctoral STEM Teaching-Related Professional Development: Effects on Training and Early Career Periods, (2007); Wankat P.C., Oreovicz F.S., Teaching prospective engineering faculty how to teach, Intl. J. Engr. Educ., 21, 5, pp. 925-930, (2005); College Teaching, (2010); Wankat P.C., Oreovicz F.S., Teaching Engineering, (1993); Tierney W.G., Rhoads R.A., Faculty Socialization As A Cultural Process: A Mirror of Institutional Commitment, (1994); Alan K., Learning to Profess: The Enculturation of New Faculty Members in English, (1997); Theall M., Mullinix B.B., Arreola R.A., Qualitative Excavating below the Quantitative Surface: An Action-oriented, Case-based Application of the Meta-professional Model, (2009); The Meta-Professional Project; TEACHING@Ohio State: A Teaching Handbook, (2009); Bamberger M., Rugh J., Church M., Fort L., Shoestring evaluation: Designing impact evaluations under budget, time, and data constraints, American Journal of Evaluation, 25, 1, pp. 5-37, (2004); Van Note Chism N., Szabo B.S., How faculty development programs evaluate their services, Journal of Staff, Program, & Organizational Development, 15, 2, pp. 55-62, (1997); Dee F.L., Creating Significant Learning Experiences, (2003)","","","American Society for Engineering Education","","","","","","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85029078912"
"Sabharwal J.K.; Chawla S.","Sabharwal, Jagdeep Kaur (57221530057); Chawla, Shailey (57210422989)","57221530057; 57210422989","A G-READY model to support subject design for Software Engineering","2020","CEUR Workshop Proceedings","2799","","","9","19","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099381296&partnerID=40&md5=31a1012f45dc0f386532199f27b2669e","James Cook University, Singapore","Sabharwal J.K., James Cook University, Singapore; Chawla S., James Cook University, Singapore","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).","Active learning tools; Computer science; Learning; Repository; SoTL; Teaching","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","","","","","","","Education: From disruption to recovery; Gouedard P., Pont B., Viennet R., Education responses to COVID-19: shaping an implementation strategy, OECD Education Working Papers, 224, (2020); Saavedra J., Educational challenges and opportunities of the Coronavirus (COVID19) pandemic, Worldbank Blogs, (2020); Guzer B., Caner H., The past, present and future of blended learning: an in depth analysis of literature, Procedia-social and behavioral sciences, 116, pp. 4596-4603, (2014); Crawford J., Butler-Henderson K., Rudolph J., Malkawi B., Glowatz M., Burton R., Magni P., Lam S., COVID-19: 20 countries' higher education intra-period digital pedagogy responses, Journal of Applied Learning & Teaching, 3, 1, pp. 1-20, (2020); Hodges C., Moore S., Lockee B., Trust T., Bond A., The difference between emergency remote teaching and online learning, Educause Review, 27, (2020); Wu Z., How a top Chinese university is responding to coronavirus, World Economic Forum, (2020); Bullen M., Janes D. P., Making the Transition to E-Learning: Strategies and Issues: Strategies and issues, (2006); Rapanta C., Botturi L., Goodyear P., Guardia L., Koole M., Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity, Post digital Science and Education, 2, 3, pp. 923-945, (2020); Khan B.H., Learning features in an open, flexible,and distributed environment, Association for the Advancement of Computing In Education Journal, 13, 2, pp. 137-153, (2005); Bernard R. M., Abrami P. C., Borokhovski E., Wade C. A., Tamim R. M., Surkes M. A., Bethel E. C., A meta-analysis of three types of interaction treatments in distance education, Review of Educational research, 79, 3, pp. 1243-1289, (2009); Anderson T., Getting the mix right again: An updated and theoretical rationale for interaction, International Review of Research in Open and Distance Learning, 4, 2, pp. 9-14, (2003); Allan V.H., Kolesar M.V., Teaching computer science: a problem solving approach that works, ACM SIGCUE Outlook, 25, 1-2, pp. 2-10, (1997); Herrington J. A., Herrington A. J., Authentic conditions for authentic assessment: Aligning task and assessment, (2006); de Raadt M., A review of Australasian investigations into problem solving and the novice programmer, Computer Science Education, 17, 3, pp. 201-213, (2007); Estivill-Castro V., Concrete programing for problem solving skills, International Conference on Education and New Learning Technologies (EDULEARN 2010), pp. 4189-4197, (2010); Gomes A., Mendes A. J., An environment to improve programming education, Proceedings of the 2007 international conference on Computer systems and technologies, pp. 1-6, (2007); Hazzan O., Lapidot T., Ragonis N., Guide to Teaching Computer Science: An Activity-Based Approach, (2015); Chawla S., Collaborative Learning Strategies in Software Engineering Course, Proceedings of the 2nd Software Engineering Education Workshop (SEED 2019); Lizamore E., From stem to steam, HR Future, 4, pp. 18-19, (2017); Piskurich G. M., Rapid instructional design, (2015); DeVore R. A., Temlyakov V. N., Some remarks on greedy algorithms, Advances in computational Mathematics, 5, 1, pp. 173-187, (1996); Wiggins G., McTighe J., Understanding by Design, (1998); Miskowski J.A., Howard D.R., Abler M. L., Grunwald S. K., Design and implementation of an interdepartmental bioinformatics program across life science curricula, Biochemistry and Molecular Biology Education, 35, 1, pp. 9-15, (2007); Allen D., Tanner K., Putting the horse back in front of the cart: using visions and decisions about high- quality learning experiences to drive course design, CBE-Life Sciences Education, 6, 2, pp. 85-89, (2007); Mezirow J., On critical reflection, Adult Education Quarterly, 48, 3, pp. 185-198, (1998); Taylor L., Parsons J., Improving Student Engagement, Current Issues in Education, 14, 1, (2011); Windham C., The Student's Perspective, Educating the Net generation, (2005); Porcello D., Hsi S., Crowdsourcing and curating online education resources, Science (American Association for the Advancement of Science), 341, 6143, pp. 240-241, (2013); Hicks D., Lessons for the Future: The Missing Dimension in Education, (2002); Ozerem A., Akkoyunlu B., Learning environments designed according to learning styles and its effects on mathematics achievement, Eurasian Journal of Educational Research, 61, pp. 61-80, (2015); Turner J. C., Christensen A., Kackar-Cam H., Trucano M., Fulmer S. M., Enhancing students' engagement: Report of a 3-year intervention with middle school teachers, American Educational Research Journal, 51, 6, pp. 1195-1226, (2014); Backer J. M., Miller J. L., Timmer S. M., The Effects of Collaborative Grouping on Student Engagement in Middle School Students, (2018); Contreras Leon J. J., Chapeton Castro C. M., Cooperative learning with a focus on the social: A pedagogical proposal for the EFL classroom, How, 23, 2, pp. 125-147, (2016); Collaco C. M., Increasing student engagement in higher education, Journal of Higher Education Theory and Practice, 17, (2017); Thijs J., Verkuyten M., Students' anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender, The Journal of Genetic Psychology, 170, 3, pp. 268-286, (2009); Martin F., Bolliger D. U., Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment, Online Learning, 22, 1, pp. 205-222, (2018); Schrand T., Tapping into active learning and multiple intelligences with interactive multimedia: A low-threshold classroom approach, College Teaching, 56, 2, pp. 78-84, (2008); Hurst B., Wallace R., Nixon S. B., The impact of social interaction on student learning, Reading Horizons, 52, 4, (2013); Healey M., Flint A., Harrington K., Engagement through partnership: students as partners in learning and teaching in higher education, (2014); Yorke M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice, Higher education, 45, 4, pp. 477-501, (2003); Aronson E., History of the Jigsaw Classroom.1971 Retrived from The Jigsaw Classroom; Andrade H., Valtcheva A., Promoting learning and achievement through self-assessment, Theory into Practice, 48, 1, pp. 12-19, (2009); Hwang H. J., Chang H. F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students, Computers & Education, 56, pp. 1023-1031, (2011); Kollar I., Fischer F., Peer assessment as collaborative learning: A cognitive perspective, Learning and Instruction, 20, pp. 344-348, (2010); Miniaoui H., Kaur A., A discussion forum': a blended learning assessment tool to enhance students' learning, International Journal of Innovation and Learning, 16, 3, pp. 277-290, (2014); AlJeraisy M. N., Mohammad H., Fayyoumi A., Alrashideh W., Web 2.0 in education: The impact of discussion board on student performance and satisfaction, The Turkish Online Journal of Educational Technology, 14, 2, pp. 247-259, (2015); Rathakrishnan M., Ahmad R., Suan C. L., Online discussion: Enhancing students' critical thinking skills, AIP Conference Proceedings, 1891.1, (2017); Emes C., Cleveland-Innes M., A journey toward learner-centered curriculum, Canadian Journal of Higher Education, 33, 3, pp. 47-69, (2003); Abdelmalak M., Trespalacios J., Using a Learner-Centered Approach to Develop an Educational Technology Course, International Journal of Teaching & Learning in Higher Education, 25, 3, pp. 324-332, (2013); Hess A.N., Greer K., Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course, Communications in information literacy, 10, 2, (2016); Mosley P., Ardito G., Scollins L., Robotic cooperative learning promotes studentSTEM interest, American Journal Of Engineering Education, 7, 2, pp. 117-128, (2016)","","Wadhwa B.; Chawla S.; Gan B.; Ouh E.L.; Muenchaisri P.; Tiwari S.; Rathore S.S.","CEUR-WS","","Joint 3rd Software Engineering Education Workshop, SEED 2020 and 1st Workshop on Natural Language Processing Advancements for Software Engineering, NLPaSE 2020","1 December 2020","Virtual, Singapore","166325","16130073","","","","English","CEUR Workshop Proc.","Conference paper","Final","","Scopus","2-s2.0-85099381296"
"Bosman L.; Duval-Couetil N.","Bosman, Lisa (25958885500); Duval-Couetil, Nathalie (35931845400)","25958885500; 35931845400","Mentoring Engineering Educators with an Entrepreneurial Mindset - Focused SOTL Professional Development Experience","2022","ASEE Annual Conference and Exposition, Conference Proceedings","","","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138295673&partnerID=40&md5=6344c322e25c758c5471c0558e12b801","","","[No abstract available]","","","","","","","","","Bosman L., Fernhaber S., Applying authentic learning through cultivation of the entrepreneurial mindset in the engineering classroom, Education Sciences, 9, (2019); Wheadon J., Duval-Couetil N., Elements of entrepreneurially minded learning: KEEN white paper, The Journal of Engineering Entrepreneurship, 7, pp. 17-25, (2016); Bosman L., Fernhaber S., Teaching the entrepreneurial mindset to engineers, (2018); Bosman L., Fernhaber S., Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach, (2021); Benchrifa H., Asli A., Zerrad J., Promoting student's entrepreneurial mindset: Moroccan case, Transnational Corporations Review, 9, pp. 31-40, (2017); Liu L., Mynderse J. A., Gerhart A. L., Arslan S., Fostering the entrepreneurial mindset in the junior and senior mechanical engineering curriculum with a multi-course problem-based learning experience, 2015 IEEE Frontiers in Education Conference (FIE), pp. 1-5, (2015); Pluskwik E., Leung E., Lillesve A., Growing entrepreneurial mindset in interdisciplinary student engineers: Experiences of a project-based engineering program, (2018); Felten P., Principles of good practice in SoTL, Teaching and Learning Inquiry, 1, pp. 121-125, (2013); Fanghanel J., Pritchard J., Potter J., Wisker G., Defining and supporting the Scholarship of Teaching and Learning (SoTL): a sector-wide study.(Literature review), (2016); Potter M. K., Kustra E., The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications, (2011); van Hattum-Janssen N., Williams B., de Oliveira J. N., Engineering education research in Portugal, an emerging field, International journal of engineering education, 31, pp. 674-684, (2015); Malmi L., Adawi T., Curmi R., De Graaff E., Duffy G., Kautz C., Kinnunen P., Williams B., How authors did it-a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education, European Journal of Engineering Education, 43, pp. 171-189, (2018); Borrego M., Bernhard J., The emergence of engineering education research as an internationally connected field of inquiry, Journal of Engineering Education, 100, pp. 14-47, (2011); Bubou G. M., Offor I. T., Bappa A. S., Why research-informed teaching in engineering education? A review of the evidence, European Journal of Engineering Education, 42, pp. 323-335, (2017); Carthy D., Bowe B., Gaughan K., What are the engineering professional competences, (2018); Lieff S. J., Faculty development: yesterday, today and tomorrow: guide supplement 33.2-viewpoint, Medical teacher, 32, pp. 429-431, (2010); Welch M., Plaxton-Moore S., Faculty development for advancing community engagement in higher education: Current trends and future directions, Journal of Higher Education Outreach and Engagement, 21, pp. 131-166, (2017); Hibbert P., Semler M., Faculty development in teaching and learning: the UK framework and current debates, Innovations in Education and Teaching International, 53, pp. 581-591, (2016); Mohr S. C., Shelton K., Best practices framework for online faculty professional development: A Delphi study, Online Learning Journal, 21, (2017); Adedoyin O. B., Soykan E., Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments, pp. 1-13, (2020); Austin A. E., Sorcinelli M. D., The future of faculty development: Where are we going?, New directions for teaching and learning, 2013, pp. 85-97, (2013); Niehaus E., Williams L., Faculty transformation in curriculum transformation: The role of faculty development in campus internationalization, Innovative Higher Education, 41, pp. 59-74, (2016); Spellman K., Dillenbeck J., Edwards N. N., Bohecker L., Supporting marginalized students in counselor education and supervision programs, Journal of Counselor Leadership and Advocacy, pp. 1-13, (2021); Munro-Stasiuk M., Marcinkiewicz J., Lightner J., Goar C., Creating an effective mid-career faculty mentoring and coaching program, The Chronicle of Mentoring & Coaching, 2, pp. 530-536, (2019); Alvarez S., ENGAGING. RELEVANT. PRACTICAL, Research in the Teaching of English, 52, (2017); Smith J., Wrigley S., Introducing teachers' writing groups: Exploring the theory and practice, (2015)","","","American Society for Engineering Education","","129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022","26 June 2022 through 29 June 2022","Minneapolis","182495","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-85138295673"
"Mohd-Yusof K.; Samah N.A.","Mohd-Yusof, Khairiyah (36144210800); Samah, Narina A. (56110634700)","36144210800; 56110634700","From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences","2022","SOTL in the South","6","2","","7","32","25","0","10.36615/sotls.v6i2.279","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141824205&doi=10.36615%2fsotls.v6i2.279&partnerID=40&md5=b7ce565758947ed3c8bce7b7277b3314","Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia; School of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia","Mohd-Yusof K., Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia; Samah N.A., School of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia","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.","","","","","","","Ministry of Higher Education, Malaysia, MOHE","In 2010, the Centre for Engineering Education (CEE) was formed to assist the Graduate School to manage the programme. The CEE also provides support and resources to the community of practitioners within engineering education for its educators to implement scholarly practices and to conduct education and SoTL research. Other than hosting conferences and developing communities, the CEE also received grants for conducting research, and published a research book and journal papers in addition to conference publications. For example, the first author received a grant from the Ministry of Higher Education to develop a module and conduct research to guide other faculty members when implementing CPBL, and an industry grant to develop a research-based course for learning inventive problem-solving using the Theory of Inventive Problem-Solving (TRIZ). Outperforming expectations, UTM top management at the end of 2013 saw fit to upgrade the CEE to become a research Centre of Excellence directly under the Deputy Vice Chancellor for Research and","Abrahamson E. D., SoTL and STEM, Teaching & Learning Inquiry, 7, 1, pp. 196-197, (2019); Al-Tirmidhi (Hadith 422); Bigdeli S., Mirhoseini F., The teacher as a scholar, A Practical Guide for Medical Teachers, (2021); Boyer E. L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Bransford J., Vye N., Bateman H., Creating High-Quality Learning Environments: Guidelines from Research on How People Learn, (2004); Chalmers D., Higgs B., Ciccone A., Executive summary. Defining and supporting the scholarship of teaching and learning (SoTL): International case studies, (2016); Chng H. H., Leibowitz B., Martensson K., Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning, Teaching & Learning Inquiry, 8, 1, pp. 24-41, (2020); Cleland J. A., Jamieson S., Kusurkar R. A., Ramani S., Wilkinson T. J., van Schalkwyk S., Redefining scholarship for health professions education: AMEE Guide No. 142, Medical Teacher, 43, 7, pp. 824-838, (2021); Crookes P. A., Else F. C., Lewis P. A., Signature pedagogies: An integrative review of an emerging concept in nursing education, Nurse Education Today, 84, (2020); Demetry C., Lingo E. L., Skorinko J. L. M., What is valued and who is valued for promotion? Enacting and sustaining a policy that rewards multiple forms of scholarship, Proceedings of 2020 ASEE Virtual Annual Conference, (2020); Dewar J. M., Bennett C. D., Fisher M. A., The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians, (2018); Dover A. G., Kressler B., Lozano M., Learning our way through': Critical professional development for social justice in teacher education, The New Educator, 16, 1, pp. 45-69, (2020); Duch B. J., Groh S. E., Allen D. E., The Power of Problem-based Learning, (2001); Duch B. J., Allen D. E., White H. B., Problem based learning: Preparing students to succeed in the 21st century, Teaching Matters, 3, 2, (1999); Eady M., Abrahamson E., Green C., Arcellana-Panlilio M., Hatfield L., Namaste N., Re-positioning SoTL toward the T-shaped community, Teaching & Learning Inquiry, 9, 1, pp. 262-278, (2021); Fanghanel J., Pritchard J., Potter J., Wisker G., Literature review. Defining and supporting the scholarship of teaching and learning: A sector wide study, (2016); Felder R. M., Cooperative learning in a sequence of engineering courses: A success story, Cooperative Learning and College Teaching Newsletter, 5, 2, pp. 10-13, (1995); Felder R. M., Random thoughts: The scholarship of teaching, Chemical Engineering Education, 34, 2, pp. 144-153, (2000); Felten P., Principles of good practice in SoTL, Teaching and Learning Inquiry, 1, 1, pp. 121-125, (2013); Godbold N., Irving-Bell D., McSweeney-Flaherty J.M., Prusko P. T., Schlesselman L.S., Smith H., The courage to SoTL, Teaching & Learning Inquiry, 9, 1, pp. 380-394, (2021); Hazelkorn E., Mihut G., Introduction: Putting rankings in context: Looking back, looking forward, Research Handbook on University Rankings, (2021); Helmi S. A., Enhancing Problem Solving Skills of Engineering Students through Cooperative Problem-Based Learning, (2011); Helmi S. A., Mohd-Yusof K., Phang F. A., Enhancement of team-based problem-solving skills in engineering students through cooperative problem-based learning, International Journal of Engineering Education, 32, 6, pp. 2401-2414, (2016); Hoessler C., Britnell J., Stockley D., Assessing the impact of educational development through the lens of the scholarship of teaching and learning, New Directions for Teaching and Learning, 122, pp. 81-89, (2010); Hubball H., Clarke A., Diverse methodological approaches and considerations for SoTL in higher education, Canadian Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-11, (2010); Jumari N. F., Mohd-Yusof K., Phang F. A., Metacognitive development in engineering students through cooperative problem-based learning (CPBL), Engineering Education for a Smart Society: Advances in Intelligent Systems and Computing, (2018); Kim A. S., Popovic C., Farrugia L., Saleh S. A., Maheux-Pelletier G., Frake-Mistak M., On nurturing the emergent SoTL researcher: Responding to challenges and opportunities, International Journal for Academic Development, 26, 2, pp. 163-175, (2021); Kinchin I. M., SoTL and biological education, Journal of Biological Education, 51, 3, pp. 213-214, (2017); Kreber C., The transformative potential of the scholarship of teaching, Teaching and Learning Inquiry, 1, 1, pp. 5-18, (2013); Kreber C., Cranton P. A., Teaching as scholarship: A model for instructional development, Issues and Inquiry in College Learning and Teaching, 19, 2, pp. 4-13, (1997); Kreber C., Cranton P. A., Exploring the scholarship of teaching, The Journal of Higher Education, 71, 4, pp. 476-495, (2000); Lawrence J., Herrick T., Supporting wellbeing through scholarship of teaching and learning, Journal of Applied Research in Higher Education, 12, 5, pp. 871-881, (2020); Larsson M., Martensson K., Price L., Roxa T., Constructive friction? Charting the relation between educational research and the Scholarship of Teaching and Learning, Teaching & Learning Inquiry, 8, 1, pp. 61-75, (2020); Major C. H., Braxton J. M., SoTL in perspective: An inventory of the scholarship of teaching literature with recommendations for prospective authors, Journal of the Professoriate, 11, 2, pp. 1-30, (2020); McGrath A. L., Personal reflection: An early introduction to SoTL and the shaping of an academic career, International Journal for the Scholarship of Teaching and Learning, 6, 2, (2012); National Education Philosophy, (2019); Mohd-Yusof K., Helmi S. A., Jamaludin M. Z., Harun N. F., Cooperative problem-based learning (CPBL): A practical PBL model for a typical course, International Journal of Emerging Technologies in Learning, 6, 3, pp. 12-20, (2011); Mohd-Yusof K., Phang F. A., Hassan S. A. H. S., Characteristics of student-centred learning from the perspective of engineering lecturers, Engineering Education for a Smart Society, (2018); Myatt P., Gannaway D., Chia I., Fraser K., McDonald J., Reflecting on institutional support for SoTL engagement: Developing a conceptual framework, International Journal for Academic Development, 23, 2, pp. 147-160, (2018); Pechenkina E., Chasing impact: The tale of three SoTL studies, Teaching & Learning Inquiry, 8, 1, pp. 91-107, (2020); Plews R. C., Ngoenha M. L., At the crossroads of transformative learning and SoTL: The flipped classroom in teacher education, Evidence Based Faculty Development Through the Scholarship of Teaching & Learning, (2020); Radcliffe D., Educating Engineers for the 21st Century, (2010); Radzali U. S., Mohd-Yusof K., Phang F. A., Changing the conception of teaching from teacher-centred to student-centred learning among engineering lecturers, Global Journal of Engineering Education, 20, 2, pp. 120-126, (2018); Riyad as-Salihin (Book 12, Hadith 8); Sadikin A. N., Mohd-Yusof K., Phang F. A., Abdul Aziz A., The introduction to engineering course: A case study from Universiti Teknologi Malaysia, Education for Chemical Engineers, 28, pp. 45-53, (2019); Sahih al-Bukhari (Book 1, Hadith 1); Samah N. A., Seeing with new eyes: Becoming a narrative inquirer in higher education practice, Contextualising Narrative Inquiry: Developing Methodological Approaches for Local Contexts, (2013); Samah N. A., Who am I in my story of teaching? Confronting puzzle of practice through narrative inquiry, Qualitative Social Sciences, 1, 1, pp. 1-21, (2019); Samsuri S., Mohd-Yusof K., Phang F. A., Helmi S. A., Do teaching and learning environments influence students' conative domain development?, Research in Engineering Education Symposium 2019 (REES 2019), (2019); Shulman L., From Minsk to Pinsk: Why a scholarship of teaching and learning?, Journal of the Scholarship of Teaching and Learning, 1, 1, pp. 48-53, (2001); Simmons N., Abrahamson E., Deshler J.M., Kensington-Miller B., Manarin K., Moron-Garcia S., Oliver C., Renc-Roe J., Conflicts and configurations in a liminal space: SoTL scholars' identity development, Teaching and Learning Inquiry, 1, 2, pp. 9-21, (2013); Singh T., Gupta P., Can we consider scholarship of teaching learning rather than focusing only on publications for recognition of medical teachers by national medical commission?, Annals of the National Academy of Medical Sciences (India), 57, 1, pp. 1-2, (2021); Smith S., Walker D., Scholarship and academic capitals: The boundaried nature of education-focused career tracks, Teaching in Higher Education, pp. 1-15, (2021); Streveler R., Moskal B., Miller R., Using Boyer's four forms of scholarship to advance engineering education, Journal of the Scholarship of Teaching and Learning, 3, 2, pp. 41-50, (2012); Tan O. S., Problem-Based Learning Innovation: Using Problems to Power Learning in the 21st Century, (2003); Tilakaratna N. L., Brooke M., Monbec L., Lau S. T., Wu V. X., Chan Y. S., Insights into an interdisciplinary project on critical reflection in nursing: Using SFL and LCT to enhance SoTL research and practice, Evidence Based Faculty Development Through the Scholarship of Teaching & Learning, (2021); Trigwell K., Evidence of the impact of scholarship of teaching and learning purposes, Teaching and Learning Inquiry, 1, 1, pp. 95-105, (2013); Trigwell K., Scholarship of teaching and learning, (2021); Trigwell K., Martin E., Benjamin J., Prosser M., Scholarship of teaching: A model, Higher Education Research & Development, 19, 2, pp. 155-168, (2000); Wendling L., Valuing the engaged work of the professoriate: Reflections on Ernest Boyer's Scholarship Reconsidered, Journal of the Scholarship of Teaching & Learning, 20, 2, pp. 27-142, (2020); Wilson-Doenges G., Gurung R. A. R., Benchmarks for scholarly investigations of teaching and learning, Australian Journal of Psychology, 65, 1, pp. 63-70, (2013); Woods D. R., Problem-based learning for large classes in chemical engineering, Bringing Problem-Based Learning to Higher Education: Theory and Practice, (1996); Woods D. R, Felder R. M., Rugarcia A., Stice J. E., The future of engineering education: III. Developing critical skills, Chemical Engineering Education, 34, 2, pp. 108-117, (2000); Better teaching transforms Afghanistan's public universities, (2018); Yusof K. M., Hassim M. H., Cooperative learning in process dynamics and control course for undergraduate chemical engineering students, 7th Triennial AEESEAP Conference Proceedings, pp. 115-121, (2003); Yusof K. M., Tasir Z., Harun J., Helmi S. A., Promoting problem-based learning (PBL) in engineering courses at the Universiti Teknologi Malaysia, Global Journal of Engineering Education, 9, 2, pp. 175-184, (2005)","","","University of Johannesburg","","","","","","25231154","","","","English","SOTL in the South","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141824205"
"Charlevoix D.J.","Charlevoix, Donna J. (7801376707)","7801376707","Improving teaching and learning through classroom research","2008","Bulletin of the American Meteorological Society","89","11","","1659","1664","5","5","10.1175/2008BAMS2162.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-60849136332&doi=10.1175%2f2008BAMS2162.1&partnerID=40&md5=a520ff506b2e7d9cacd0cd0d7b1da736","Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801, 105 S. Gregory Street, United States","Charlevoix D.J., Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801, 105 S. Gregory Street, United States","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.","","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","","","","","","","Boyer E., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Charlevoix J., Bierly E., Winkler J.A., Challenges facing atmospheric, Earth, and space science departments in higher education, Bull. Amer. Meteor. Soc, 88, pp. 1631-1633, (2007); Connolly M.W., Bouwma-Gearhart J.L., Clifford M.A., The birth of a notion: The windfalls and pitfalls of tailoring an SoTL-like concept to scientists, mathematicians, and engineers, Innov. Higher Educ, 32, pp. 19-34, (2007); Gallus Jr. W.A., Yarger N., Cruz-Neiral C., Heer R., An example of a virtual reality learning environment, Bull. Amer. Meteor. Soc, 84, pp. 18-20, (2003); Glassick C.E., Huber M.T., Maeroff G.I., Scholarship Assessed. Evaluation of the Professoriate, (1997); Grantham M.H., Accountability in higher education: Are there ""fatal errors"" embedded in current U.S. policy affecting higher education?, Annual Meeting of the American Evaluation Association, (1999); Hutchings P., Shulman L.S., The scholarship of teaching: New elaborations, new developments, Change, 31, pp. 10-15, (1999); Knox J.A., Ackerman S.A., What do introductory meteorology students want to learn?, Bull. Amer. Meteor. Soc, 86, pp. 1431-1435, (2005); Libarkin J.C., Kurdziel J.P., Research methodologies in science education: Strategies for productive assessment, J. Geosci. Educ, 49, pp. 300-304, (2001); Perry R., Governor Rick Perry's Higher Education Reform Proposal, 80th Texas Legislature, (2007); Rebich S., Gautier C., Concept mapping to reveal prior knowledge and conceptual change in a mock summit course on global climate change, J. Geosci. Educ, 53, pp. 345-354, (2005); Roebber P.J., Bridging the gap between theory and applications: An inquiry into atmospheric science teaching, Bull. Amer. Meteor. Soc, 86, pp. 507-517, (2005); Schaffer R., (2001); Sewell R., iStefano A., Scholarship in the 21st Century, Annual Association for Institutional Research Forum, (2002); Shulman L.S., Taking learning seriously, Change, 31, pp. 11-17, (1999); Shulman L.S., Fostering a scholarship of teaching and learning, Annual Louise McBee Lecture, (2000)","D.J. Charlevoix; Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801, 105 S. Gregory Street, United States; email: charleva@atmos.uiuc.edu","","","","","","","","00030007","","BAMIA","","English","Bull. Am. Meteorol. Soc.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-60849136332"
"Secules S.","Secules, Stephen (56764553900)","56764553900","Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration","2023","European Journal of Engineering Education","","","","","","","0","10.1080/03043797.2023.2201182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158931317&doi=10.1080%2f03043797.2023.2201182&partnerID=40&md5=85fd6f3068807b411796e99e90405534","School of Universal Computing, Construction, and Engineering Education, Florida International University, Miami, FL, United States","Secules S., School of Universal Computing, Construction, and Engineering Education, Florida International University, Miami, FL, United States","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.","authenticity; equity; project-based learning; responsiveness; Scholarship of teaching; socio-technical thinking","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","","","","","","","(2021); Adams R.S., Chua M., Radcliffe D., (2014); Adams R.S., Daly S.R., Mann L.M., Dall'Alba G., Being a Professional: Three Lenses into Design Thinking, Acting, and Being, Design Studies, 32, 6, pp. 588-607, (2011); Bass R., The Scholarship of Teaching: What’s the Problem?, Inventio, 1, 1, (1999); Blumenfeld P., Soloway E., Marx R., Krajcik J., Guzdial M., Palincsar A., Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, 26, 3, pp. 369-398, (1991); Boshier R., Why Is the Scholarship of Teaching and Learning Such a Hard Sell?, Higher Education Research and Development, 28, 1, pp. 1-15, (2009); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate, (1990); Canney N., Bielefeldt A., Gender Differences in the Social Responsibility Attitudes of Engineering Students and How They Change Over Time, Journal of Women and Minorities in Science and Engineering, 21, 3, (2015); (2021); (2018); Cobb P., Confrey J., DiSessa A., Lehrer R., Schauble L., Design Experiments in Educational Research, Educational Researcher, 32, 1, pp. 9-13, (2003); Cole M., Hood L., McDermott R., Concepts of Ecological Validity: Their Differing Implications for Comparative Cognitive Research, Mind, Culture, and Activity: Seminal Papers from the Laboratory of Comparative Human Cognition, (1997); Design-Based Research: An Emerging Paradigm for Educational Inquiry, Educational Researcher, 32, 1, pp. 5-8, (2003); dos Santos S.C., PBL-SEE: An Authentic Assessment Model for PBL-Based Software Engineering Education, IEEE Transactions on Education, 60, 2, pp. 120-126, (2017); Dym C., Agogino A., Eris O., Engineering Design Thinking, Teaching, and Learning, Journal of Engineering Education, (2005); Faulkner W., ‘Nuts and Bolts and People’ Gender-Troubled Engineering Identities, Social Studies of Science, 37, 3, pp. 331-356, (2007); Freeman M., McKenzie J., SPARK, a Confidential Web-Based Template for Self and Peer Assessment of Student Teamwork: Benefits of Evaluating Across Different Subjects, British Journal of Educational Technology, 33, 5, pp. 551-569, (2002); Frehill L., The Gendered Construction of the Engineering Profession in the United States, 1893–1920, Men and Masculinities, 6, 4, pp. 383-403, (2004); Froyd J.E., Henderson C., Cole R.S., Friedrichsen D., Khatri R., Stanford C., From Dissemination to Propagation: A New Paradigm for Education Developers, Change: The Magazine of Higher Learning, 49, 4, pp. 35-42, (2017); Gardner A., Bernhard J., Male S., Turns J., EJEE Editorial for Special Issue: Research Methodologies That Link Theory and Practice, European Journal of Engineering Education, 44, 1-2, pp. 1-5, (2019); Gupta A., (2017); Hammer D., Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions, Journal of the Learning Sciences, 5, 2, pp. 97-127, (1996); Henderson C., Beach A., Finkelstein N., Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Hira A., Beebe C., Maxey K.R., Hynes M., (2018); Hutchings P., Theory: The Elephant in the Scholarship of Teaching and Learning Room, International Journal for the Scholarship of Teaching and Learning, 1, 1, (2007); Hutchings P., Shulman L.S., The Scholarship of Teaching: New Elaborations, New Developments, Change: The Magazine of Higher Learning, 31, 5, pp. 10-15, (1999); Hutchings P., Taylor Huber M., Placing Theory in the Scholarship of Teaching and Learning, Arts and Humanities in Higher Education, 7, 3, pp. 229-244, (2008); Hutchison P., Hammer D., Attending to Student Epistemological Framing in a Science Classroom, Science Education, 94, 3, pp. 506-524, (2010); Hynes M., Swenson J., The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research, Journal of Pre-College Engineering Education Research, 3, 2, pp. 31-42, (2013); Jonassen D., Strobel J., Lee C.B., Everyday Problem Solving in Engineering: Lessons for Engineering Educators, Journal of Engineering Education, 95, 2, pp. 139-151, (2006); Kohn A., No Contest: The Case Against Competition, (1992); Kreber C., Cranton P.A., Exploring the Scholarship of Teaching, Journal of Higher Education, 71, 4, pp. 476-495, (2000); Lampert M., How Do Teachers Manage to Teach? Perspectives on Problems in Practice, Harvard Educational Review, 55, 2, pp. 178-194, (1985); Lampert M., When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching, American Educational Research Journal Spring, 27, 1, pp. 29-63, (1990); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Lee C.D., Is October Brown Chinese? A Cultural Modeling Activity System for Underachieving Students, American Educational Research Journal Spring, 38, 1, pp. 97-141, (2001); Loignon A.C., Woehr D.J., Thomas J.S., Loughry M.L., Ohland M.W., Ferguson D.M., Facilitating Peer Evaluation in Team Contexts: The Impact of Frame-of-Reference Rater Training, Academy of Management Learning & Education, 16, 4, pp. 562-578, (2017); Martin D.A., Conlon E., Bowe B., A Multi-Level Review of Engineering Ethics Education: Towards a Socio-Technical Orientation of Engineering Education for Ethics, Science and Engineering Ethics, 27, 5, (2021); McLoughlin L.A., Spotlighting: Emergent Gender Bias in Undergraduate Engineering Education, Journal of Engineering Education, 94, 4, pp. 373-381, (2005); Moll L.C., Amanti C., Neff D., Gonzalez N., Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms, Theory Into Practice, 31, 2, pp. 132-141, (2009); Murzi H., Jurkiewicz J., Reid K., Rosenbaum R., (2020); Oldenziel R., Making Technology Masculine, (1999); Richards J., Elby A., Gupta A., Incorporating Disciplinary Practices Into Characterizations of Progress in Responsive Teaching, (2015); Riley D., Employing Liberative Pedagogiges in Engineering Education, Journal of Women and Minorities in Science and Engineering, 9, 2, pp. 137-158, (2003); Riley D., Rigor/Us: Building Boundaries and Disciplining Diversity with Standards of Merit, Engineering Studies, 9, 3, pp. 249-265, (2017); Rodriguez A.B., Jimenez-Aleixandre M.P., Duschl R.A., “Doing the Lesson” or “Doing Science”: Argument in High School Genetics, Science Education, 84, pp. 757-792, (2000); Rogoff B., Paradise R., Arauz R.M., Correa-Chavez M., Angelillo C., Firsthand Learning Through Intent Participation, Annual Review of Psychology, 54, pp. 175-203, (2003); Roxa T., Olsson T., Martensson K., Appropriate Use of Theory in the Scholarship of Teaching and Learning as a Strategy for Institutional Development, Arts & Humanities in Higher Education, 7, 3, pp. 276-294, (2008); Sandoval W.A., Bell P., Design-Based Research Methods for Studying Learning in Context: Introduction, Educational Psychologist, 39, 4, pp. 199-201, (2004); Schon D.A., The Reflective Practitioner: How Professionals Think in Action, (1983); Secules S., Making the Familiar Strange: An Ethnographic Scholarship of Integration Contextualizing Engineering Educational Culture as Masculine and Competitive, Engineering Studies, 11, 3, pp. 196-216, (2019); Secules S., Gupta A., Elby A., Turpen C., Zooming Out from the Struggling Individual Student: An Account of the Cultural Construction of Engineering Ability in an Undergraduate Programming Class, Journal of Engineering Education, 107, 1, pp. 56-86, (2018); Seymour E., Hunter A.-B., Talking About Leaving Revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education, (2019); Slaton A.E., Race, Rigor, and Selectivity in US Engineering: The History of an Occupational Color Line, (2010); Streveler R.A., Borrego M., Smith K.A., 9: Moving from the Scholarship of Teaching and Learning to Educational Research: An Example from Engineering, To Improve the Academy, 25, pp. 139-149, (2007); Streveler R.A., Smith K.A., Conducting Rigorous Research in Engineering Education, Journal of Engineering Education, 95, 2, pp. 103-105, (2006); Strobel J., Wang J., Weber N.R., Dyehouse M., The Role of Authenticity in Design-Based Learning Environments: The Case of Engineering Education, Computers & Education, 64, pp. 143-152, (2013); Uhlar J.R., Secules S., Butting Heads: Competition and Posturing in a Paired Programming Team, Frontiers in Education, (2018); Wilson-Lopez A., Mejia J.A., Hasbun I.M., Kasun G.S., Latina/o Adolescents’ Funds of Knowledge Related to Engineering, Journal of Engineering Education, 105, 2, pp. 278-311, (2016); Yoder B.L., (2012)","S. Secules; School of Universal Computing, Construction, and Engineering Education, Florida International University, Miami, United States; email: ssecules@fiu.edu","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Article in press","","Scopus","2-s2.0-85158931317"
"White S.; Irons A.","White, Su (10738888600); Irons, Alastair (57204408890)","10738888600; 57204408890","Relating research and teaching: Learning from experiences and beliefs","2009","Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE","","","","75","79","4","7","10.1145/1562877.1562905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-77049125269&doi=10.1145%2f1562877.1562905&partnerID=40&md5=ffb57381a34f46cb20ba13fc267885d3","Learning Societies Lab, ECS, University of Southampton, Southampton, United Kingdom; Learning Societies Lab, ECS University of Sunderland, Sunderland, United Kingdom","White S., Learning Societies Lab, ECS, University of Southampton, Southampton, United Kingdom; Irons A., Learning Societies Lab, ECS University of Sunderland, Sunderland, United Kingdom","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.","Disciplinary differences; Research-led teaching; Researchteaching nexus; Scholarship of teaching and learning","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","","","","","","","Biglan A., The characteristics of subject matter in different academic areas, Journal of Applied Psychology, 57, 3, pp. 195-203, (1973); Bloom B.S., Taxonomy of educational objectives; the classification of educational goals, (1956); Reinventing Undergraduate Education: A Blueprint for America's Research Universities, The Boyer Commission on Educating Undergraduates in the Research University, (1998); Boyer E., Scholarship reconsidered: Priorities of the Professoriate, (1990); Elton L., Research and Teaching: Conditions for a positive link, Teaching in Higher Education, 6, 1, pp. 43-56, (2001); Healey M., Linking research and teaching to benefit student learning, Journal of Geography in Higher Education, 29, 2, pp. 183-201, (2005); Healey M., Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning, Reshaping the University: New Relationships between Research, Scholarship and Teaching, pp. 67-78, (2005); Jenkins A., Healey M., Institutional Strategies to link teaching and research, (2005); Jenkins A., Healey M., Zetter R., Linking of staff disciplinary research and student learning, (2007); Lucas L., Turner N., Early Career Academics and their Perceptions and Experiences of Linking Research and Teaching in Colloquium on International Policies and Practices for Academic Enquiry, (2007); Neumann R., Parry S., Becher T., Teaching and Learning in their Disciplinary Contexts: A conceptual analysis, Studies In Higher Education, 27, 4, pp. 405-418, (2002); White S., Irons A., The research teaching nexus in the computing disciplines: A comparative survey, Informatics Education Europe II: On The State Of Informatics Education In Europe, (2007)","S. White; Learning Societies Lab, ECS, University of Southampton, Southampton, United Kingdom; email: saw@ecs.soton.ac.uk","","","ACM SIGCSE","2009 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE-2009","6 July 2009 through 8 July 2009","Paris","79340","","978-160558381-5","","","English","Proc Conf Integr Technol Comput Sci Educ ITiCSE","Conference paper","Final","","Scopus","2-s2.0-77049125269"
"Dannels D.P.; Anson C.M.; Bullard L.; Peretti S.","Dannels, Deanna P. (6602731589); Anson, Chris M. (7006725327); Bullard, Lisa (6701741880); Peretti, Steven (7006652444)","6602731589; 7006725327; 6701741880; 7006652444","Challenges in learning communication skills in chemical engineering","2003","Communication Education","52","1","","50","56","6","49","10.1080/03634520302454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-0037284772&doi=10.1080%2f03634520302454&partnerID=40&md5=ca22b926dee4158fcfd1a9054969e06d","North Carolina State University, Raleigh, NC, United States; Department of Chemical Engineering, North Carolina State University, Raleigh, NC, United States","Dannels D.P., North Carolina State University, Raleigh, NC, United States; Anson C.M., North Carolina State University, Raleigh, NC, United States; Bullard L., Department of Chemical Engineering, North Carolina State University, Raleigh, NC, United States; Peretti S., North Carolina State University, Raleigh, NC, United States","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.","Communication across the curriculum; Engineering education; Scholarship of teaching and learning; Writing and speaking","","","","","","National Science Foundation, NSF","Deanna P. Dannels (PhD, Univeristy of Utah, 1999) is an Assistant Professor of Communication and the Assistant Director of the Campus Writing and Speaking Program at North Carolina State University. Chris M. Anson (PhD, Indiana University, 1984) is a Professor of English and Director of the Campus Writing and Speaking Program at North Carolina State University. Lisa Bullard (PhD, Carnegie Mellon University, 1991) is the Coordinator of Advising in the Department of Chemical Engineering at North Carolina State University. Steven Peretti (PhD, California Institute of Technology, 1987) is an Associate Professor of Chemical Engineering at North Carolina State University. This study emerged from a larger National Science Foundation project “Creating Multidisciplinary Curricular Paradigms: Biotechnology and Chemical Engineering” (Grant No. EEC-0080484). Specific acknowledgements should be given to the entire NSF team for contributing to the overall processes that made this project possible: Dr. Steven Peretti, Department of Chemical Engineering; Dr. Chris Anson, Campus Writing and Speaking Program; Dr. Richard Spontak, Department of Materials Engineering; Dr. Christopher Daubert, Department of Food Science; Dr. Lisa Bullard, Department of Chemical Engineering; Ms. Margaret Heil, Department of Computer Science; Dr. Paula Berardinelli, Assessment Coordinator; and Ms. Amanda Granrud, Coordinator of Undergraduate Tutorial Services in Writing and Speaking. As a team, we have worked in a truly collaborative way and each of our research interests and endeavors have benefited from this collaboration. Address all correspondence about this project to the first author.","ABET'S 2002-2003 Accreditation Criteria, (2002); Reinventing Undergraduate Education: A Blueprint for America's Research Universities, (1998); Brennan M., Job market healthy for new chemistry graduates, Chemical and Engineering News, 75, (1997); Burke J.D., The emergence of career wellness programs, Chemical and Engineering News, 76, pp. 77-78, (1991); Felder R.M., Active, inductive, cooperative learning: An instructional model for chemistry?, Journal of Chemical Education, 73, 9, pp. 832-836, (1996); Felder R.M., Brent R., How to improve teaching quality, Quality Management Journal, 6, 2, pp. 9-21, (1999); Glaser B.G., Strauss A.L., The Discovery of Grounded Theory, (1967); Goetz J., LeCompte M., Ethnography and Qualitative Design in Educational Research, (1984); Hutchings P., Shulman L.S., The scholarship of teaching: New elaborations, new developments, Change, 31, 5, pp. 10-15, (1999); (2002); Kreber C., Scholarship revisited: Perspectives on the scholarship of teaching, New Directions for Teaching and Learning, 86, (2001); Lincoln Y.A., Guba E.G., Naturalistic Inquiry, (1985); Mehren E., Colleges, like, focus on speech, The Los Angeles Times, (1999); Miles M.B., Huberman A.M., Qualitative Data Analysis: A Sourcebook of New Methods, (1984); (2002); Sageev P., Romanowski C.J., A message from recent engineering graduates in the workplace: Results of a survey on technical communication skills, Journal of Engineering Education, 90, 4, pp. 685-692, (2001); Schneider A., Taking aim at student incoherence: Spread of speech programs across the curriculum irks some communications professors, Chronicle of Higher Education, (1999); Seat E., Parsons J.R., Poppen W.A., Enabling engineering performance skills: A program to teach communication, leadership, and teamwork, Journal of Engineering Education, 90, 1, pp. 7-12, (2001); Strauss A., Corbin J., Grounded Theory in Practice, (1997); Zernike K., Talk is, like, you know, cheapened: Colleges introduce classes to clean up campus 'Mallspeak, The Boston Globe, (1999)","","","","","","","","","03634523","","","","English","Commun. Educ.","Article","Final","","Scopus","2-s2.0-0037284772"
"Swart A.J.","Swart, Arthur James (8502923800)","8502923800","Developing a comprehensive teaching portfolio-A scholarly personal narrative","2018","IEEE Global Engineering Education Conference, EDUCON","2018-April","","","26","31","5","1","10.1109/EDUCON.2018.8363204","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048114684&doi=10.1109%2fEDUCON.2018.8363204&partnerID=40&md5=c31e8c53a4fe71f5b1c432af7202206f","Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa","Swart A.J., Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa","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.","evidence; philosophy; practice; statement","Teaching; evidence; Personal experience; Personal perspective; philosophy; practice; Research methodologies; Scholarship of teaching and learning; statement; Engineering education","","","","","","","Quote B., Homepage, (2017); Rakesh M., Disparities in human development an analysis of Andhra Pradesh state, PhD, Department of Economics, Osmania University, Hyderabad, (2015); Ogunjemilua A.A., Familugba J.O., The contributions of Nigeria women towards national development, International Journal for Innovation Education and Research, 3, (2016); Okafor C.F., Anaduaka U.S., Nigerian school children and mathematics phobia: How the mathematics teacher can help, American Journal of Educational Research, 1, pp. 247-251, (2013); Van Note Chism N., Peer Review of Teaching A Sourcebook, 2nd Ed. Bolton, MA: Anker Publications, (2007); Meizlish D., Kaplan M., Valuing and evaluating teaching in academic hiring: A multidisciplinary, cross-institutional study, The Journal of Higher Education, 79, pp. 489-512, (2008); Cornelissen L., Cornelissen J., Factors related to the development of the consumer studies teaching portfolio, Journal of Family and Consumer Sciences Education, 31, (2013); Steinhauer H.J., Mellin J., Automatic early risk detection of possible medical conditions for usage within an AMI-system, Ambient Intelligence-Software and Applications, pp. 13-21, (2015); Nash R.J., Liberating Scholarly Writing: The Power of Personal Narrative. New York, (2004); Connelly F.M., Clandinin D.J., Stories of experience and narrative inquiry, Educational Researcher, 19, pp. 2-14, (1990); Ng L., Carney M., Scholarly personal narrative in the sotl tent, Teaching & Learning Inquiry, 5, pp. 1-13, (2017); Louis D.A., Michel S.D., Frantz fanon ambivalence revisited in america's faculty: Narratives of black and white faculty struggles with cross cultural mentoring, National Journal of Urban Education & Practice, 6, pp. 214-227, (2013); Lozano-Nieto A., Campus W.-B., Developing and articulating your teaching philosophy, Age, 9, (2004); Maouche S., Developing the efl teaching process through electronic teaching-portfolios techniques. Case of: Efl secondary schools teachers in bejaia, Revue Sciences Humaines, pp. 69-88, (2011); Heidelberger C.A., Uecker T.W., Scholarly personal narrative as information systems research methodology, MWAIS 2009 Proceedings, (2009); Nash R.J., Jang J.J., Education for making meaning, New Directions for Higher Education, 2014, pp. 95-103, (2014); Sebastijanovic M., Salaiz A., Kim M., Teaching Online: New Teaching Roles the 24th Annual Southwestern Business Administration Teaching Conference Texas Southern University, (2016); Boye A., Writing Your Teaching Philosophy. Available, (2012); Corrall S., Developing A Teaching Philosophy Statement, (2017); Gabel S.L., Kotel K., Motherhood in the context of normative discourse: Birth stories of mothers of children with down syndrome, Journal of Medical Humanities, pp. 1-15, (2015); Hardaker G., Sabki A.A., Islamic pedagogy and embodiment: An anthropological study of a British Madrasah, International Journal of Qualitative Studies in Education, 28, pp. 873-886, (2015); Meda L., Swart A.J., Graduate attributes in an electrical engineering curriculum: A case study, IJEE, International Journal of Engineering Education, 33, pp. 210-217, (2017); Swart A.J., Distance learning engineering students languish under project-based learning, but thrive in case studies and practical workshops, IEEE Transactions on Education, 59, pp. 98-104, (2016); Swart A.J., Luwes N., Olwagen L., Greyling C., Korff C., Scholarship of teaching and learning-what the hell"" are we getting ourselves into?, EJEE, European Journal of Engineering Education, pp. 1-5, (2016); Graduate Attributes and Professional Competencies, (2013); Beniwal R., Best practices in teacher education for quality enhancement, International Journal of Research in Economics and Social Sciences, 6, pp. 258-263, (2016); Pilkington P., The Golden Thread: A Quiet Revolution in Holistic Cancer Care, (2016); Swart A.J., Using problem-based learning to stimulate entrepreneurial awareness among senior African undergraduate students, EJMSTE, Eurasia Journal of Mathematics, Science and Technology Education, 10, pp. 125-134, (2014); Asowata O., Swart J., Pienaar C., Optimum tilt angles for photovoltaic panels during winter months in the vaal triangle, South Africa, SGRE, Smart Grid and Renewable Energy, 3, pp. 119-125, (2012); Swart A.J., Does it matter which comes first in a curriculum for engineering students-Theory or practice?, IJEEE, International Journal of Electrical Engineering Education, 47, pp. 189-199, (2010); Swart A.J., Modeling a single-sideband transmitter in SIMETRIX for instructional purposes presented at the AET 2011, Advances in Engineering and Technology, 2nd International Conference, Imperial Botanical Beach Hotel, Entebbe, Uganda, (2011); Hertzog P.E., Swart A.J., The use of an innovative jig to stimulate awareness of sustainable technologies among freshman engineering students, Sustainability, 7, pp. 9100-9117, (2015); Shen Y., On establishing the writer's credibility in persuasive writing, Theory and Practice in Language Studies, 4, (2014)","A.J. Swart; Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa; email: drjamesswart@gmail.com","","IEEE Computer Society","Coplaca; Cypress; et al.; MathWorks; Pentec Blackboard; UNIRiTED","2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018","17 April 2018 through 20 April 2018","Santa Cruz de Tenerife, Canary Islands","136691","21659559","978-153862957-4","","","English","IEEE Global Eng. Edu. Conf., EDUCON","Conference paper","Final","","Scopus","2-s2.0-85048114684"
"Reztsov A.","Reztsov, Andrei (6506736849)","6506736849","Self-organizing traffic lights as an upper bound estimate","2015","Complex Systems","24","2","","175","183","8","0","10.25088/ComplexSystems.24.2.175","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944737310&doi=10.25088%2fComplexSystems.24.2.175&partnerID=40&md5=121661305c9417de9cbaaa4ef0d89df2","School of Mathematics and Statistics, UNSW Australia, Sydney, 2052, NSW, Australia","Reztsov A., School of Mathematics and Statistics, UNSW Australia, Sydney, 2052, NSW, Australia","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.","","Computational researches; Traffic light; Traffic systems; Upper Bound; Systems engineering","","","","","","","Zhang L., Garoni T.M., De Gier J., A Comparative Study of Macroscopic Fundamental Diagrams of Arterial Road Networks Governed by Adaptive Traffic Signal Systems, Transportation Research Part B: Methodological, 49, pp. 1-23, (2013); De Gier J., Garoni T.M., Rojas O., Traffic Flow on Realistic Road Networks with Adaptive Traffic Lights, Journal of Statistical Mechanics: Theory and Experiment, 4, (2011); Lammer S., Helbing D., Self-Stabilizing Decentralized Signal Control of Realistic, Saturated Network Traffic, (2011); Gershenson C., Self-Organizing Traffic Lights, Complex Systems, 16, 1, pp. 29-53, (2005); Zubillaga D., Cruz G., Aguilar L.D., Zapotecatl J., Fernandez N., Aguilar J., Rosenblueth D.A., Gershenson C., Measuring the Complexity of Self-Organizing Traffic Lights, Entropy, 16, 5, pp. 2384-2407, (2014); Gershenson C., Rosenblueth D.A., Self-Organizing Traffic Lights at Multiple-Street Intersections, Complexity, 17, 4, pp. 23-39, (2012); Helbing D., Lammer S., Lebacque J.P., Self-Organized Control of Irregular or Perturbed Network Traffic, Optimal Control and Dynamic Games, pp. 239-274, (2005)","A. Reztsov; School of Mathematics and Statistics, UNSW Australia, Sydney, 2052, Australia; email: areztsov@gmail.com","","Complex Systems Publications, Inc","","","","","","08912513","","","","English","Complex Syst.","Article","Final","","Scopus","2-s2.0-84944737310"
"Bielefeldt A.R.; Swan C.; Paterson K.; Kazmer D.O.; Pierrakos O.","Bielefeldt, Angela R. (6701785092); Swan, Chris (55573208200); Paterson, Kurt (8218485600); Kazmer, David O. (7004984485); Pierrakos, Olga (6506914206)","6701785092; 55573208200; 8218485600; 7004984485; 6506914206","Learning through service engineering faculty: Characteristics and changes over time","2015","ASEE Annual Conference and Exposition, Conference Proceedings","122nd ASEE Annual Conference and Exposition: Making Value for Society","122nd ASEE Annual Conference and Exposition: Making Value for Society","","","","","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941994683&partnerID=40&md5=e4d7af5fe3cd1bd4b0b710e91bf4ca4e","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","Bielefeldt A.R., Department of Civil, Environmental, and Architectural Engineering (CEAE), University of Colorado, Boulder, United States; Swan C., Civil and Environmental Engineering Department, Tufts University, United States; Paterson K., Recently Launched Engineering Program, James Madison University, United States; Kazmer D.O., University of Massachusetts, Lowell, United States; Pierrakos O., Department of Engineering, James Madison University (JMU), United States","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.","","","","","","","","","Millennials: A Portrait of Generation Next, (2010); The 2013 Millennial Impact Report, (2013); Millennial Generation Attitudes About Work and the Insurance Industry, (2012); Eagan K., Lozano J.B., Hurtado S., Case M.H., The American Freshman: National Norms Fall 2013, (2013); Astin A.W., Korn W.S., Riggs E.R., The American Freshman: National Norms for Fall 1993, (1993); Swan C., Paterson K., Pierrakos O., Bielefeldt A.R., Striebig B.A., ISES a longitudinal study to measure the impacts of service on engineering students, American Society for Engineering Education Annual Conference & Exposition, (2011); EWB-USA Strategic Plan, (2010); Engineers Without Borders - Valparaiso University, History of the Chapter; Litchfield K.I., Characterizing and Understanding the Growing Population of Socially Engaged Engineers Through Engineers Without Borders - USA, (2014); Litchfield K., Javernick-Will A., Paterson K., Exploring EWB-USA members' descriptions of self, engineers, and their fellow members, International Journal for Service Learning in Engineering, 9, 1, pp. 24-39, (2014); Hewlett S.A., Luce C.B., Servon L.J., Sherbin L., Shiller P., Sosnovich E., Et al., The Athena Report: Reversing the Brain Drain in Science, Engineering, and Technology, (2008); Hill C., Corbett C., St. Rose A., Why So Few? Women in Science, Technology, Engineering, and Mathematics, (2010); Bystydzienski J.M., Brown A., I just want to help people': Young women's gendered engagement with engineering, Feminist Formations, 24, 3, pp. 1-21, (2012); Romkey L., Attracting and retaining females in engineering programs: Using a science, technology, society and the environment (STSE) approach, American Society for Engineering Education 2007 Annual Conference & Exposition, pp. 1-29, (2007); National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, (2005); American Society of Civil Engineers (ASCE),  Century: Preparing the Civil Engineer for the Future, (2008); Ambrose S.A., Norman M., Preparing engineering faculty as educators, The Bridge, 36, 2, pp. 25-32, (2006); Swan C., Paterson K., Bielefeldt A.R., Community engagement in engineering education as a way to increase inclusiveness, Cambridge Handbook of Engineering Education and Research, (2014); Colledge T.H., Convergence: Philosophies and pedagogies for developing the next generation of humanitarian engineers and social entrepreneurs, International Journal for Service Learning in Engineering: Humanitarian Engineering and Social Entrepreneurship (IJSLE), (2012); Lima M., Oakes W.C., Service-Learning: Engineering in Your Community, (2014); Bielefeldt A.R., Canney N., Impacts of service-learning on the professional social responsibility attitudes of engineering students, International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 9, 2, pp. 47-63, (2014); Swan C., Duffy J., Pierrakos O., Paterson K., Bielefeldt A., The EFELTS project - Engineering faculty engagement in learning through service, American Society for Engineering Education (ASEE) Annual Conference and Exposition Proceedings, (2011); Bielefeldt A.R., Dewoolkar M.M., Caves K.M., Berdanier B.W., Paterson K.G., Diverse models for incorporating service projects into engineering capstone design courses, International Journal of Engineering Education, 27, 6, pp. 1206-1220, (2011); Bielefeldt A.R., Paterson K.G., Swan C.W., Measuring the value added from service learning in project-based engineering education, The International Journal of Engineering Education, 26, 3, pp. 535-546, (2010); Tucker B.G., Kazmer D.O., Bielefeldt A.R., Paterson K., Pierrakos O., Soisson A., Swan C., The reflective learner: Perspectives of engineering faculty engaged in learning through service, International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 9, 2, pp. 29-46, (2014); Fontenot A.D., Engineering faculty resistance to integrating service learning into courses, American Society for Engineering Education Annual Conference & Exposition, (2008); Besterfield-Sacre M., Cox M.F., Borrego M., Beddoes K., Zhu J., Changing engineering education: Views of U.S. Faculty, chairs, and deans, Journal of Engineering Education, 103, 2, pp. 193-219, (2014); Banzaert A., Ariely S., Wallace D., Masi B., Faculty views of service learning in mechanical engineering at MIT, American Society for Engineering Education Annual Conference & Exposition, (2005); Paterson K., O'Holleran C., Leslie C., Faculty impressions of service learning in engineering education, American Society for Engineering Education Annual Conference & Exposition, (2010); Reynaud E., Duffy J.J., Barrington L., Rhoads J.L., Kazmer D.O., Tucker B.G., Engineering faculty attitudes towards service-learning, American Society for Engineering Education (ASEE) Annual Conference and Exposition Proceedings, (2012); Strobel J., Hess J., Pan R., Wachter Morris C.A., Empathy and care within engineering qualitative perspectives from engineering faculty and practicing engineers, Engineering Studies, 5, 2, pp. 137-159, (2013); Kreber C., What's it really all about? The scholarship of teaching and learning as an authentic practice, International Journal for the Scholarship of Teaching and Learning, 1, 1, (2007); Prince M.J., Felder R.M., Brent R., Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies, Journal of Engineering Education, 96, 4, pp. 283-294, (2007); Carnegie Classifications Data File, (2014); Faculty Handbook - Non-Tenure Track Titles; Engineering Data Management System; Gibbons M.T., Engineering on the Rise. 2002 by the Numbers. From: ASEE Profiles of Engineering and Engineering Technology Colleges, (2002); Yoder B.L., Engineering by the Numbers, (2013); Burrelli J., Thirty-three years of women in S&E faculty positions, InfoBrief, Science Resources Statistics, National Science Foundation, Directorate for Social, Behavioral, and Economic Sciences, (2008); ASEE, ASEE's Annual Report Oct. 2012 - Sept. 2013, pp. 37-50, (2014); Yoder B.L., Engineering by the Numbers. American Society for Engineering Education, (2011); Yoder B.L., Engineering by the Numbers, (2012)","","","American Society for Engineering Education","","2015 122nd ASEE Annual Conference and Exposition","14 June 2015 through 17 June 2015","Seattle","113020","21535965","","","","English","ASEE Annu. Conf. Expos. Conf. Proc.","Conference paper","Final","","Scopus","2-s2.0-84941994683"
"Garcia S.A.; Bonner E.P.; Nelson R.; Yuen T.T.; Marone V.; Browning J.","Garcia, Stephanie A. (57203300895); Bonner, Emily P. (54683413300); Nelson, Robin (57203302795); Yuen, Timothy T. (36024646400); Marone, Vittorio (56446968100); Browning, JoAnn (7101866478)","57203300895; 54683413300; 57203302795; 36024646400; 56446968100; 7101866478","Embedded Experts Supporting Instructional Practice of Faculty Transitioning from Industry to Academia","2022","College Teaching","70","3","","269","279","10","0","10.1080/87567555.2021.1923452","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106756256&doi=10.1080%2f87567555.2021.1923452&partnerID=40&md5=b5523bed5b39dd25cf8279e0350292b1","Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; The University of Texas at San Antonio, United States","Garcia S.A., Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; Bonner E.P., Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; Nelson R., Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; Yuen T.T., Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; Marone V., Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, United States; Browning J., The University of Texas at San Antonio, United States","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.","Course transformation; engineering education; faculty collaboration; STEM teaching; transition from industry","","","","","","Queen's University at Kingston; National Science Foundation, NSF, (1525345); Indiana University, IU; University of Colorado Boulder; University of California, Davis, UCD; University of Kansas, KU; University of Texas at San Antonio, UTSA; University of British Columbia, UBC","This work was supported by the National Science Foundation under Grant No. 1525345. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is done in collaboration with the University of Kansas, Indiana University, Queen's University at Kingston, University of British Columbia, University of California, Davis, University of Colorado Boulder, and the University of Texas at San Antonio.","Allen-Ramdial S.-A.A., Campbell A.G., Reimagining the Pipeline: Advancing STEM Diversity, Persistence, and Success, BioScience, 64, 7, pp. 612-618, (2014); Austin A.E., Rice E., Making Tenure Viable: Listening to Early Career Faculty, American Behavioral Scientist, 41, 5, pp. 736-754, (1998); Austin A.E., Sorcinelli M.D., McDaniels M., Understanding New Faculty Background, Aspirations, Challenges, and Growth, The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, pp. 39-89, (2007); Bandow D., Minsky B.D., Voss R.S., Reinventing the Future: Investigating Career Transitions from Industry to Academia, Journal of Human Resource Education, 1, 1, pp. 23-37, (2007); Brent R., Felder R.M., (2000); Brent R., Felder R.M., Rajala S.A., (2006); Carrigan C., O'Leary K., Riskin E., Yen J., O'Donnell M., On-Ramping: Following Women Scientists and Engineers through Their Transition from Nonacademic to Faculty Careers, The Journal of Technology Transfer, 42, 1, pp. 98-115, (2017); Felder R.M., Brent R., Prince M.J., Engineering Instructional Development: Programs, Best Practices, and Recommendations, Journal of Engineering Education, 100, 1, pp. 89-122, (2011); Fink L.D., Ambrose S., Wheeler D.D., Becoming a Professional Engineering Educator: A New Role for a New Era, Journal of Engineering Education, 94, 1, pp. 185-194, (2005); Garrison C.P., Exploring New Faculty Orientation: The Good, the Bad, and Making It Better, Essays in Education, 13, pp. 1-9, (2005); Grbich C., Qualitative Data Analysis: An Introduction, (2013); Hutchings P., Shulman L.S., The Scholarship of Teaching: New Elaborations, New Developments, Change: The Magazine of Higher Learning, 31, 5, pp. 10-15, (1999); Lortie D., Schoolteacher: A Sociological Study, (1975); McKinney K., Attitudinal and Structural Factors Contributing to Challenges in the Work of the Scholarship of Teaching and Learning, New Directions for Institutional Research, 2006, 129, pp. 37-50, (2006); Nyquist J.D., Wulff D.H., Working Effectively with Graduate Assistants, (1996); Pocock J.B., Kuennen S.T., Developing Civil Engineering Faculty, Age, 8, 1, (2003); Poole G., Simmons N., The Contributions of the Scholarship of Teaching and Learning to Quality Enhancement in Canada, Quality Enhancement in Higher Education: International Perspectives, pp. 118-128, (2013); Poor C.J., Brown S., Increasing Retention of Women in Engineering at WSU: A Model for a Women’s Mentoring Program, College Student Journal, 47, 3, pp. 421-428, (2013); Rice R.E., Sorcinelli M.D., Austin A., (2000); Smith M.K., Jones F.H.M., Gilbert S.L., Wieman C.E., The Classroom Observation Protocol for Undergraduate STEM (COPUS): a New Instrument to Characterize University STEM Classroom Practices, CBE—Life Sciences Education, 12, 4, pp. 618-627, (2013); Wieman C., Perkins K., Gilbert S., Transforming Science Education at Large Universities: A Case Study in Progress, Change: The Magazine of Higher Learning, 42, 2, pp. 6-14, (2010); Wilson M.J., Wood L., Solomonides I., Dixon P., Goos M., Navigating the Career Transition from Industry to Academia, Industry and Higher Education, 28, 1, pp. 5-13, (2014)","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","","Taylor and Francis Ltd.","","","","","","87567555","","","","English","Coll. Teach.","Article","Final","","Scopus","2-s2.0-85106756256"
"Jaffri H.; Samah N.A.; Mohd Tahir L.; Mohd Yusof S.","Jaffri, Hadijah (56236858100); Samah, Narina A. (56110634700); Mohd Tahir, Lokman (55671056100); Mohd Yusof, Sanitah (57196085952)","56236858100; 56110634700; 55671056100; 57196085952","A single case study on the practice of scholarship of teaching and learning","2016","Man in India","96","1-2","","255","265","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958974947&partnerID=40&md5=c23ffea35fbcd3aad7636092a9c10127","Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia","Jaffri H., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Samah N.A., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Mohd Tahir L., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Mohd Yusof S., Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia","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.","Case study; Engineering lecturer; Practitioner research; Research into teaching; Scholarship of teaching and learning (SoTL)","","","","","","","","Aronson J., A pragmatic view of thematic analysis, The Qualitative Report, 2, 1, (1994); Attride-Stirling J., Thematic networks: An analytic tool for qualitative research, Qualitative Research, 1, 3, pp. 385-405, (2001); Boshier R., Why is the scholarship of teaching and learning such a hard shell?, Higher Education Research and Development, 28, 1, pp. 1-15, (2009); Boyatzis R.E., Transforming Qualitative Information: Thematic Analysis and Code Development, (1998); Bucher R.C., Fritz E., Quarantelli E.L., Tape recorded interviews in social research, American Sociological Review, 21, pp. 359-364, (1956); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2008); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2013); Creswell J.W., Qualitative Inquiry and Research Design, (2013); Denzin N.K., On hearing the voices of educational research, Curriculum Inquiry, 25, pp. 313-329, (1995); Finlay I., What's learning for? Interrogating the scholarship of teaching and learning, The Scholarship of Teaching and Learning in Higher Education, pp. 16-24, (2008); Halcomb E.J., Davidson P.M., Is verbatim transcription of interview data always necessary?, Applied Nursing Research, 19, pp. 38-42, (2006); Harland T., University Teaching: An Introductory Guide, (2012); Harland T., Raja Maznah R.H., Aishah A.B., The scholarship of teaching and learning: Challenges for Malaysian academics, Teaching in Higher Education, 19, pp. 1-11, (2014); Healey M., Developing the scholarship of teaching in higher education: A discipline-based approach, Higher Education Research & Development, 19, 2, pp. 169-189, (2000); The Learning and Teaching Practices in Malaysian Higher Education Institutions: A Research Summary, (2012); Hubball H., Clarke A., Diverse methodological approaches and considerations for SoTL in higher education, The Canadian Journal for the Scholarship of Teaching and Learning, 1, 1, pp. 1-11, (2010); Kvale S., Brinkmann S., Inter Views: Learning the Craft of Qualitative Research Interviewing, (2009); Lapadat J.C., Lindsay A.C., Transcription in research and practice: From standardization of technique to interpretive positionings, Qualitative Inquiry, 5, 1, pp. 64-86, (1999); Matheson J.L., The voice transcription technique: Use of voice recognition software to transcribe digital interview data in qualitative research, The Qualitative Report, 12, 4, pp. 547-560, (2007); MacLean L.M., Meyer M., Estable A., Improving accuracy of transcripts in qualitative research, Qualitative Health Research, 14, 1, pp. 113-123, (2004); Nicholls G., Scholarship in teaching as a core professional value: What does this mean to the academic?, Teaching in Higher Education, 9, 1, pp. 29-42, (2004); Seidman I., Interviewing As Qualitative Research: A Guide for Researchers in Education and the Social Services, (2006); Silverman D., Interpreting Qualitative Data, (2011); Tilley S.A., Challenging"" research practices: Turning a critical lens at the work of transcription, Qualitative Inquiry, 9, 5, pp. 750-773, (2003); Tilley S.A., Transcription work: Learning through coparticipation in research practices, International Journal of Qualitative Studies in Education, 16, 6, pp. 835-851, (2003); Trigwell E.M., Bejamin J., Prosser M., Scholarship of teaching: A model, Higher Education Research & Development, 19, 2, pp. 155-168, (2000); Trigwell K., Shale S., Student learning and scholarship of teaching of university teaching, Studies in Higher Education, 29, 4, pp. 523-536, (2004)","","","Serials Publications","","","","","","00251569","","","","English","Man India","Article","Final","","Scopus","2-s2.0-84958974947"
"Oerther D.B.; Voth-Gaeddert L.E.; Divelbiss D.W.","Oerther, Daniel B. (55934914000); Voth-Gaeddert, Lee E. (56436795100); Divelbiss, Daniel W. (55582073600)","55934914000; 56436795100; 55582073600","Improving Environmental Health Practice and Policy Through Convergence Research: A Case Study of Linked Food-Water Systems Enhancing Child Health","2019","Environmental Engineering Science","36","7","","820","832","12","13","10.1089/ees.2019.0058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068894421&doi=10.1089%2fees.2019.0058&partnerID=40&md5=9338d76ba718f43a3f53e9f2fc2e0980","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","Oerther D.B., Department of Civil, Architectural and Environmental Engineering, Missouri University of Science and Technology, 1401 North Pine Street, Rolla, 65401, MO, United States; Voth-Gaeddert L.E., 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; Divelbiss D.W., Waterfields, LLC, Cincinnati, OH, United States","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.","childhood stunting; community-based participatory research; interprofessional education; mixed methods; structural equation modeling; structured reviews","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","","","","","Conflict and Development Foundation of Texas A&M; John A. and Susan Mathes Endowment; Schowalter Foundation; National Science Foundation, NSF, (0538532, 1102690); University of Missouri, MU","The authors wish to thank three anonymous reviewers; Roger Watson, Professor of Nursing, University of Hull; and Sarah Oerther, Nursing Instructor, Saint Louis University for valuable criticism. The authors wish to acknowledge the financial support of the National Science Foundation award numbers 0538532 and 1102690; the John A. and Susan Mathes Endowment from Missouri S&T; the University of Missouri South Africa Exchange Program; the Schowalter Foundation; and the Conflict and Development Foundation of Texas A&M.","Amadei B., A Systems Approach to Modeling Community Development Projects, (2015); Arnes E., Astier M., Gonzalez O.M., Diaz-Ambrona C.G.H., Participatory evaluation of food and nutritional security through sustainability indicators in a highland peasant system in Guatemala, Agroecol. Sust. Food., 42, (2018); Bacon C.M., Sundstrum W.A., Gomez M.E.F., Mendez V.E., Santos R., Goldoftas B., Dougherty I., Explaining the ""hungry farmer paradox"": Smallholders and fair trade cooperatives navigate seasonality and change in Nicaragua's corn and coffee markets, Global Environ. Chang., 25, (2014); Black R.E., Morris S.S., Bryce J., Where and why are 10 million children dying every year?, Lancet, 361, (2003); Bordeaux B.C., Wiley C., Tandon S.D., Horowitz C.R., Brown P.B., Bass E.B., Guidelines for writing manuscripts about community based participatory research for peer-reviewed journals, Prog. Community Health Partnersh., 1, (2007); Borrego M., Douglas E.P., Amelink C.T., Quantitative, qualitative, and mixed research methods in engineering education, J. Engin. Educ., 98, (2009); Boyd W.E., Does boyer's integrated scholarship model work on the ground? An adaption of boyer's model for scholarly professional development, Int. J. Sotl., 7, (2013); Boyer E., Moser D., Ream T., Braxton J.M., Scholarship Reconsidered: Priorities of the Professoriate, (2015); Bridges D.R., Davidson R.A., Odegard P.S., Maki I.V., Tomkowiak J., Interprofessional collaboration: Three best practice models of interprofessional education, Med. Educ. Online., 16, (2011); Brown K., Henretty N., Chary A., Webb M.F., Wehr H., Moore J., Baird C., Diaz A.K., Rohloff P., Mixed methods study identifies key strategies for improving infant and young child feeding practices in a highly stunted rural indigenous population in Guatemala, Matern. Child. Nutr., 12, (2014); Brundtland G.H., Our Common Future, (1987); Busari J.O., Moll F.M., Duits A.J., Understanding the impact of interprofessional collaboration on the quality of care: A case report from a small-scale resource limited health care environment, J. Multidiscip. Healthc., 10, (2017); Checkley W.R., Gilman R.H., Black R.E., Epstein L.D., Cabrera L., Sterling C.R., Moulton L.H., Effect of water and sanitation on childhood health in poor peruvian peri-urban community, Lancet, 363, (2004); Clasen T., Schmidt W.P., Rabie T., Roberts I., Cairncross S., Interventions to improve water quality for preventing diarrhea: Systematic review and meta-analysis, BMJ, 334, (2007); Clasen T.F., Bostoen K., Schmidt W.P., Boisson S., Fung I.C.H., Jenkins M.W., Scott B., Sugden S., Cairncross S., Interventions to Improve Disposal of Human Excreta for Preventing Diarrhea, (2010); Clasen T.F., Alexander K.T., Sinclair D., Boisson S., Peletz R., Chang H.H., Majorin F., Cairncross S., Interventions to Improve Water Quality for Preventing Diarrhea, (2015); Commoner B., The Closing Circle: Nature, Man and Technology, (1971); Cumming O., Cairncross S., Can water, sanitation and hygiene help eliminate stunting? Current evidence and policy implications, Matern. Child. Nutr., 12, (2016); Dewey K.G., Abu-Afarwuah S., Systematic review of the efficacy and effectiveness of complementary feeding interventions in developing countries, Matern. Child. Nutr., 4, (2008); De Vrieze J., The metawars. Meta-analyses were supposed to end scientific debates. Often, they only cause more controversy, Science, 361, (2018); Dijkers M., Introducing GRADE: A systematic approach to rating evidence in systematic reviews and guideline development, KT Update, 1, (2013); Divelbiss D.W., An Assessment of the Effects of Environmental Health Factors and Household Demographics on the Operation and Maintenance of the Biosand Filter and Diarrhea Health Burden in Rural Guatemala, (2011); Divelbiss D.W., Boccelli D.L., Succop P.A., Oerther D.B., Environmental health and household demographics impacting biosand filter maintenance and diarrhea in Guatemala: An application of structural equation modeling, Environ. Sci. Technol., 47, (2013); Divelbiss D.W., Oerther D.B., Public health impact of engineered interventions in rural Guatemala, Water Environment Federation Technical Exposition and Conference, (2010); Draper C.E., Tomaz S.A., Stone M., Hinkley T., Jones R.A., Louw J., Twine R., Kahn K., Norris S.A., Developing intervention strategies to optimize body composition in early childhood in South Africa, Biomed. Res. Int., 2017, (2017); Edwards M., Roy S., Academic research in the 21st century: Maintaining scientific integrity in a climate of perverse incentives and hypercompetition, Environ. Eng. Sci., 34, (2017); Ehrlich P.E., Holdren J.P., Impact of population growth, Science, 171, (1971); Fewster E., Mol A., Wiesent-Brandsma C., The long-term sustainability of household biosand filtration, 30th WEDC International Conference, (2004); Report of the World Food Summit, (1996); Fyhri A., Klaeboe R., Road traffic noise, sensitivity, annoyance and self-reported health-A structural equation model exercise, Environ. Int., 35, (2008); Garrard J., Health Sciences Literature Review Made Easy, (2017); Resolution Adopted on 1 April 2016: 70/259. United Nations Decade of Action on Nutrition (2016-2015), (2016); Gera T., Shah D., Sachdev H.S., Impact of water, sanitation and hygiene interventions on growth, non-diarrheal morbidity and mortality in children residing in low- and middle-income countries: A systematic review, Indian Pediatr., 55, (2018); Gong Y., Hounsa A., Egal S., Turner P.C., Sutfliffe A.E., Hall A.J., Cardwell K., Wild C.P., Postweaning exposure to aflatoxin results in impaired child growth: A longitudinal study in Benin, west Africa, Environ. Health Perspect., 112, (2004); Goudet S.M., Griffiths P.L., Bogin B.A., Madise N.J., Nutritional Interventions for Preventing Stunting in Children (0 to 5 Years) in Low and Middle-Income Countries (LMIC), (2015); Grace J.B., Structural Equation Modeling and Natural Systems, (2006); Grieb S.D., Eder M., Smith K.C., Calhoun K., Tandon D., Qualitative research and community based participatory research: Considerations for effective dissemination in the peer-reviewed literature, Project Muse., 9, (2015); Hall K.L., Feng A.X., Moser R.P., Stokols D., Taylor B.K., Moving the science of team science forward: Collaboration and creativity, Am. J. Prev. Med., 35, (2008); Harper K.M., Mutasa M., Prendergast A.J., Humphrey J., Manges A.R., Environmental enteric dysfunction pathways and child stunting: A systematic review, PLoS Negl. Trop. Dis., 12, (2018); Framework for Action on Interprofessional Education and Collaborative Practice, (2010); Water for Food Security and Nutrition, (2015); Humphrey J.H., Mbuya M.N.N., Ntozini R., Moulton L.H., Stoltzfus R.J., Tavengwa N.V., Mutasa K., Majo F., Mutasa B., Mangwadu G., Chasokela C.M., Chigumira A., Chasekwa B., Smith L.E., Tielsch J.M., Jones A.D., Manges A.R., Maluccio J.A., Prendergast A.J., Independent and combined effects of improved water, sanitation, and hygiene, and improved complimentary feeding, on child stunting and anemia in rural Zimbabwe: A cluster-randomized control, Lancet Glob. Health., 7, (2019); Baseline Study for the Title II Development Food Assistance Programs in Guatemala, (2014); Finding What Works in Health Care: Standards for Systematic Reviews, (2011); Israel B.A., Coombe C.M., Cheezum R.R., Schulz A.J., McGranaghan R.J., Lichtenstein R., Reyes A.G., Clement J., Burris A., Community based participatory research: A capacity-building approach for policy advocacy aimed at eliminating health disparities, Am. J. Public Health., 100, (2010); James P.L., Urban Sustainability in Theory and Practice: Circles of Sustainability, (2015); Jernigan V.B.B., Salvatore A.L., Styne D.M., Winkleby M., Addressing food insecurity in a native American reservation using community based participatory research, Health Educ. Res., 27, (2012); Johnson F.E., Low S.M., De Baessa Y., MacVean R.B., Interaction of nutritional and socioeconomic status as determinants of cognitive development in disadvantages urban guatemalan children, Am. J. Phys. Anthropol., 73, (1987); Johnson R.B., Onwuegbuzie A.J., Mixed methods research: A paradigm whose time has come, Educ. Res., 33, (2004); Johnson R.B., Onquegbuzie A.J., Turner L.A., Towards a definition of mixed methods research, J. Mix. Methods Res., 1, (2007); Kaplan D., Structural Equation Modeling: Foundations and Extensions, (2008); Kline R.B., Principles and Practice of Structural Equation Modeling, (2015); Koster R., Baccar K., Lemelin R.H., Moving from research ON, to research with and for indigenous communities: A critical reflection on community based participatory research, Can. Geogr., 56, (2012); Lighty J., Torgersen T., Tessier A., Levine A., Foss C., Corman D., Hilton A.C., Dear Colleague Letter: SEES: Interactions of Food Systems with Water and Energy Systems, (2015); Martinez L.S., Perea F.C., Ursillo A., Pirnie A., Ndulue U.J., Oliveria C., Gute D.M., Research as curriculum: Engaging undergraduate and community residents in immigrant health research partnerships, Prog. Community Health Partnersh., 6, (2012); Martorell R., Physical growth and development of the malnourished child: Contributions from 50 years of research at INCAP, Food Nutr. Bull., 31, (2010); McCambridge J., Witton J., Elbourne D.R., Systematic review of the hawthorne effect: New concepts are needed to study research participation effects, J. Clin. Epidemiol., 67, (2014); Mihelcic J.R., What line?, Environ. Sci. Technol., 51, (2017); Mihelcic J.R., Naughton C.C., Verbyla M.E., Zhang Q., Schweitzer R.W., Oakley S.M., Wells E.C., Whiteford L.M., The grandest challenge of all: The role of environmental engineering to achieve sustainable development in the world's developing regions, Environ. Eng. Sci., 34, (2017); Moher D., Liberati A., Tatzlaff J., Altman D.G., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement, PLoS Med., 6, (2009); Nandan M., London M., Interdiscipinary professional education, Educ. Train., 55, (2013); Communities in Action: Pathways to Health Equity, (2017); Environmental Engineering for the 21st Century: Addressing the Grand Challenges, (2019); NCATS: Translational Science Spectrum, (2015); NCMHD Community Participation in Health Disparities Intervention Research, (2005); Oerther D.B., University research honor award: Improved water quality in northwest Tanzania, Environ. Eng., 45, (2009); Oerther D.B., Improved water quality for ixcan, Guatemala, Environ. Eng. Scientist., 52, (2016); Oerther D.B., Using nursing theory to improve the teaching of engineering practice, 2017 ASEE Annual Conference and Exposition, (2017); Oerther D.B., Teaching engineers that nursing is a STEM discipline, Sigma Theta Tau International 45th Biennial Convention, (2019); Oerther D.B., Oerther S., Teaching the MDGs: The role of the nurse in multidisciplinary project based instruction, Sigma Theta Tau International 42nd Biennial Convention, (2013); Oerther D.B., Oerther S., How nurses and engineers may contribute to improved global nutrition, Sigma Theta Tau International 43rd Biennial Convention, (2015); Pluye P., Hong Q.N., Combing the power of stores and the power of numbers: Mixed methods research and mixed studies reviews, Annu. Rev. Public Health., 35, (2014); Pumphrey S., Implementation of Appropriate Technology to Treat Drinking Water in Rural Tanzania, (2008); Pumphrey S., Divelbiss D., Oerther D.B., Chapter 34: Appropriate technology for the treatment of drinking water in roche, Tanzania, Recent Progress in Slow Sand and Alternative Biofiltration Processes, (2007); Pumphrey S., Hoessle A., Oerther D.B., Service learning at cincinnati: Researching water treatment for emerging economies, 2006 ASEE Annual Conference and Exposition, (2006); Rodvold K.A., Kraus D.M., Chapter 6: Drug interactions involving anti-infective agents, Antibiotic and Chemotherapy, (2010); Rosegrant M.W., From Scarcity to Security: Managing Water for A Nutritious Food Future, (2019); Rowles L.S., Alcadle R., Bogolasky F., Kum S., Diaz-Arriaga F.A., Ayres C., Mikelonis A.M., Toledo-Flores L.J., Alonso-Gutierrez M.G., Perez-Flores M.E., Lawler D.F., Ward P.M., Lopz-Cruz J.Y., Saleh N.B., Perceived versus actual water quality: Community studies in rural Oaxaca, Mexico, Sci. Total Environ., 622-623, (2018); Ruiz E., Himmelgreen D.A., Daza N.R., Pena J., Using a biocultural approach to examine food insecurity in the context of economic transformations in rural coasta rica, Ann. Anthropol. Pract., 38, (2017); Russell F., Azzopardi P., WASH: A basic human right and essential intervention for child health and development, Lancet Glob. Health., 7, (2019); Sachs J.D., From millennium development goals to sustainable development goals, Lancet, 379, (2012); Said-Mohamed R., Micklesfield L.K., Pettifor J.M., Norris S.A., Has the prevalence of stunting in south african children changed in 40 years? A systematic review, BMC Public Health, 15, (2015); Sanchez B.N., Budtz-Jorgensen E., Ryan L.M., Hu H., Structural equation models: A review with applications to environmental epidemiology, J. Am. Stat. Assoc., 100, (2005); Scammell M.K., Qualitative environmental health research: An analysis of the literature, 1991-2008, Environ. Health Perspect., 118, (2010); Schweitzer L., Adoption and failure of the ""Boyer model"" at the university of louisville, Acad. Med., 75, (2000); Sedlak D., Crossing the imaginary line, Environ. Sci. Technol., 50, (2016); Silva A.A., Vasconcelos A.G., Bettiol H., Barbieri M.A., Socioeconomic status, birth weight, maternal smoking during pregnancy and adioposity in early adult life: An analysis using structural equation modeling, Cad. Saude Publica., 26, (2010); Sobsey M.D., Stauber C.E., Casanova L.M., Brown J.M., Elliott M.A., Point of use household drinking water filtration: A practical, effective solution for providing sustained access to safe drinking water in the developing world, Environ. Sci. Technol., 42, (2008); Smethurst S., Keep your mouth shut: Look, listen, and learn, Environ. Health News., 34, (2019); Stroup D.F., Berlin J.A., Morton S.C., Olkin I., Williamson G.D., Rennie D., Moher D., Becker B.J., Siper T.A., Thacker S.B., Metaanalysis of observational studies in epidemiology, J. Am. Med. Assoc., 283, (2000); Tornow J.S., Kurose J., Lewis W.J., Tilbury D.M., Easterling W.E., Iacono C.S., Keiser R.L., Kinney A., Cook F., Dear Colleague Letter: Growing Convergence Research, (2018); The DHS Program: Demographic and Health Surveys, (2016); Voth-Gaeddert L.E., Assessment of Contributing Factors to the Reduction of Diarrhea in Rural Communities in Para, Brazil, (2014); Voth-Gaeddert L.E., Contributing Factors to Child Stunting in Guatemala: A Systems Analysis Focused on Enteric Disease Transmission and Mycotoxin Exposure, (2017); Voth-Gaeddert L.E., Al-Jabery K.K., Olbricht G.R., Wunsch D.C., Oerther D.B., Complex associations between environmental factors and child growth: A novel mixed methods approach, J. Environ. Eng., (2019); Voth-Gaeddert L.E., Cudney E.A., Oerther D.B., Primary factors statistically associated with diarrheal occurrences, Environ. Eng. Sci., 35, (2018); Voth-Gaeddert L.E., Divelbiss D.W., Oerther D.B., Chaper 46: Utilizing structural equation modeling as an evaluation tool for critical parameters of the biosand filter in a case study in para, Brazil, Progress in Slow Sand and Alternative Biofiltration Processes, (2014); Voth-Gaeddert L.E., Divelbiss D.W., Oerther D.B., Utilizing structural equation modeling to correlate biosand filter performance and occurrence of diarrhea in the village of enseado do aritapera in para, Brazil, Wat. Sci. Technol. Water Supply., 15, (2015); Voth-Gaeddert L.E., Divelbiss D.W., Oerther D.B., Utilizing structural equation modeling as an evaluation tool for critical parameters of the biosand filter in a pilot study in para, Brazil, Wat. Sci. Technol. Water Supply., 15, (2015); Voth-Gaeddert L.E., Jonah C., Momberg D., Ngandu C., Said-Mohamed R., Oerther D.B., May J., Assessment of environmental exposure on child diarrhea and systemic inflammation in the eastern cape, Water. Res.; Voth-Gaeddert L.E., Oerther D.B., Utilizing structural equation modeling in the development of a standardized intervention assessment tool, Procedia Eng., 78, (2014); Voth-Gaeddert L.E., Oerther D.B., Measuring multidimensional poverty in a complex environment; identifying the sensitive links, Procedia Eng., 107, (2015); Voth-Gaeddert L.E., Stoker M., Cornell D., Oerther D.B., What causes childhood stunting among children of san vicente, Guatemala: Employing complimentary, system-analysis approaches, Int. J. Hyg. Environ. Health., 221, (2018); Voth-Gaeddert L.E., Stoker M., Torres O., Oerther D.B., Association of aflatoxin exposure and height-for-age among young children in Guatemala, Int. J. Environ. Health Res., 28, (2018); Voth-Gaeddert L.E., Stoker M., Torres O., Oerther D.B., The influence of local market and household factors on aflatoxin presence in maize and symptoms of its exposure to children in Guatemala, Int. J. Environ. Health Res., (2019); Wallerstein N.B., Duran B., Using community based participatory research to address health disparities, Health Promot. Pract., 7, (2006); Willett W., Rockstrom J., Loken B., Springmann M., Lang T., Vermeulen S., Garnett T., Tilman D., DeClerck F., Wood A., Jonell M., Clark M., Gordon L.J., Fanzo J., Hawkes C., Zurayk R., Rivera J.A., De Vries W., Majele Sibanda L., Afshin A., Chaudhary A., Herrero M., Agustina R., Branca F., Lartey A., Fan S., Crona B., Fox E., Bignet V., Troell M., Lindahl T., Singh S., Cornell S.E., Srinath Reddy K., Narain S., Nishtar S., Murray C.J.L., Food in the anthropocene: The EAT-lancet commission on healthy diets from sustainable food systems, Lancet, 393, (2019); Country Profile Indicators: Interpretation Guide, Nutrition Landscape Information System, (2010); Young J.M., Solomon M.J., How to critically appraise an article, Nat. Clin. Pract., 6, (2009)","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","","Mary Ann Liebert Inc.","","","","","","10928758","","EESCF","","English","Environ. Eng. Sci.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85068894421"
"Connolly M.R.; Bouwma-Gearhart J.L.; Clifford M.A.","Connolly, Mark R. (16068149200); Bouwma-Gearhart, Jana L. (16068252500); Clifford, Matthew A. (57204343514)","16068149200; 16068252500; 57204343514","The birth of a notion: The windfalls and pitfalls of tailoring an SoTL-like concept to scientists, mathematicians, and engineers","2007","Innovative Higher Education","32","1","","19","34","15","16","10.1007/s10755-007-9034-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947705689&doi=10.1007%2fs10755-007-9034-z&partnerID=40&md5=aede199d9efda93f91a30ff014decc03","Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States","Connolly M.R., Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States; Bouwma-Gearhart J.L., Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States; Clifford M.A., Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States","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.","Scholarship of teaching and learning; Science, technology, engineering, and mathematics (STEM) education","","","","","","Centers for Learning and Teaching program; NSF Centers for Learning; National Science Foundation awarded; National Science Foundation; University of Wisconsin-Madison; Michigan State University; Pennsylvania State University, (ESI 0227592); College of Science, Technology, Engineering, and Mathematics, Youngstown State University","Funding text 1: In its work at the University of Wisconsin-Madison, the Center for the Integration of Research, Teaching, and Learning (CIRTL) has faced this very question. With funding from the National Science Foundation, CIRTL seeks to enrich the conditions for student learning in science, technology, engineering, and mathematics (STEM) by helping STEM researchers reexamine the relationship between their teaching and their students’ learning. One way in which CIRTL is trying to foster better teaching and learning in STEM classes is by promoting what the project calls teaching-as-research, or TAR. Although CIRTL has acknowledged in early documents that teaching-as-research is similar to other types of practitioner inquiry, such as SoTL and classroom research, it coined a term it believed would resonate better than other terms with research-active STEM faculty, academic staff, postdoctoral researchers, and graduate students (i.e., “graduates-through-faculty”).; Funding text 2: Acknowledgements This study was supported by a grant from the National Science Foundation to the University of Wisconsin-Madison, Michigan State University, and the Pennsylvania State University. This grant, ESI 0227592, was awarded through the Centers for Learning and Teaching program for a project called the Center for the Integration of Research, Teaching, and Learning (CIRTL). The grant is administered through the Wisconsin Center for Education Research at UW-Madison. The opinions, findings, and conclusions presented in this article are those of the authors and do not necessarily reflect the views of the supporting agency.; Funding text 3: In the fall of 2002, the National Science Foundation awarded $10 million dollars to the University of Wisconsin-Madison, Michigan State University, and Pennsylvania State University to establish the Center for the Integration of Research, Teaching, and Learning (CIRTL), one of two NSF Centers for Learning and Teaching dedicated to improving STEM education at the postsecondary level. Although CIRTL’s planners believed encouraging graduates-through-faculty to study their own teaching systematically would be an important strategy for improving undergraduate student learning, CIRTL did not adopt the term most commonly associated with this activity, the scholarship of teaching and learning. CIRTL planners instead coined the term TAR, hypothesizing that a term that explicitly linked teaching with scientific inquiry would attract more STEM graduates-through-faculty than a term that made no such link.","Classroom assessment and research: An update on uses, approaches, and research findings. New Directions for Teaching and Learning, 75, (1998); Angelo T.A., Cross K.P., Classroom assessment techniques: A handbook for college teachers, (1993); Biglan A., Relationships between subject matter characteristics and the structure and output of university departments, Journal of Applied Psychology, 37, pp. 204-213, (1973); Biglan A., The characteristics of subject matter in different academic areas, Journal of Applied Psychology, 37, pp. 195-203, (1973); Bouwma-Gearhart J.L., Is a rose really a rose? A taxonomy of practitioner research: Implications for inter-practitioner research framework collaborations, (2007); Boyer E.L., Scholarship reconsidered: Priorities of the professoriate, (1990); Reinventing undergraduate education: A blueprint for America's research universities, (1998); Three years after the Boyer Report, (2002); How people learn: Brain, mind, experience, and school, (2000); Braxton J.M., Hargens L.L., Variation among academic disciplines: Analytical frameworks and research, Higher education: Handbook of theory and practice, 11, pp. 1-46, (1996); Braxton J.M., Olsen D., Simmons A., Affinity disciplines and the use of principles of good practice for undergraduate education, Research in Higher Education, 39, pp. 299-318, (1998); Teaching, and Learning, (2006); Cochran-Smith M., Lytle S.L., Research on teaching and teacher education: The issues that divide, Educational Researcher, 19, pp. 2-11, (1990); Inside/outside: Teacher research and knowledge, (1993); Cochran-Smith M., Lytle S.L., The teacher research movement: A decade later, Educational Researcher, 28, pp. 15-25, (1999); Corey S., Action research to improve school practice, (1953); Cross K.P., A proposal to improve teaching: Or what ""taking teaching seriously"" should mean, AAHE Bulletin, 39, pp. 9-14, (1986); Cross K.P., Teaching for learning, AAHE Bulletin, 39, pp. 3-7, (1987); Cross K.P., In search of zippers, AAHE Bulletin, 40, pp. 3-7, (1988); Cross K.P., Teachers as scholars, AAHE Bulletin, 43, pp. 3-5, (1990); Cross K.P., Teaching to improve learning, Journal on Excellence in College Teaching, 1, pp. 9-22, (1990); Cross K.P., Angelo T.A., Classroom assessment techniques: A handbook for faculty, (1988); Cross K.P., Steadman M.H., Classroom research: Implementing the scholarship of teaching, (1996); Dana N.F., Yendol-Silva D., The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry, (2003); Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, (1933); The disciplines speak: Rewarding the scholarly, professional, and creative work of faculty, (1995); Duckworth E.L., Teaching as research, Harvard Educational Review, 56, pp. 481-495, (1986); Fairweather J.S., Beyond the rhetoric: Trends in the relative value of teaching and research in faculty salaries, The Journal of Higher Education, 76, pp. 401-422, (2005); Fairweather J.S., Beach A.L., Variations in faculty work at research universities: Implications for state and institutional policy, The Review of Higher Education, 26, pp. 97-115, (2002); Gale R., Shulman L.S., Deam J., Tupper A., The scholarship of teaching and learning as a national and international movement, annual meeting of the International Society for the Scholarship of Teaching and Learning, (2005); Glassick C.E., Huber M.T., Maeroff G.I., Scholarship assessed: Evaluation of the professoriate, (1997); Grimmett P.P., Erickson G.L., Reflection in teacher education, (1988); Guskey T.R., Evaluating professional development, (2000); Handelsman J., Ebert-May D., Beichner R., Bruns P., Chang A., DeHaan R.L., Et al., Scientific teaching, Science, 304, pp. 521-522, (2004); Disciplinary differences in teaching and learning: Implications for practice. New Directions for Teaching and Learning, 64, (1995); Healey M., Scholarship of teaching in higher education: A discipline-based approach, Higher Education Research and Development, 19, pp. 169-189, (2000); Huber M.T., Developing discourse communities around the scholarship of teaching, annual meeting of the American Association of Higher Education, (1999); Huber M.T., Disciplinary styles in the scholarship of teaching: Reflections on the Carnegie Academy for the Scholarship of Teaching and Learning, Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, pp. 25-43, (2002); Huber M.T., Hutchings P., The advancement of learning: Building the teaching commons, (2005); Disciplinary styles in the scholarship of teaching and learning: Exploring common ground, (2002); Hutchings P., Using cases to improve college teaching: A guide to more reflective practice, (1993); Making teaching community property: A menu for peer collaboration and peer review, (1996); Opening lines: Approaches to the scholarship of teaching and learning, (2000); Hutchings P., Bjork C., Babb M., The scholarship of teaching and learning in higher education: An annotated bibliography, Political Science, 35, pp. 233-236, (2002); Hutchings P., Shulman L.S., The scholarship of teaching: New elaborations, new developments, Change, 31, pp. 10-15, (1999); Kember D., Action learning and action research: Improving the quality of teaching and learning, (2000); Scholarship revisited: Perspectives on the scholarship of teaching. New Directions for Teaching and Learning, 86, (2001); Kreber C., Controversy and consensus on the scholarship of teaching: A Delphi study, Studies in Higher Education, 27, pp. 151-167, (2002); Kreber C., Teaching excellence, teaching expertise, and the scholarship of teaching, Innovative Higher Education, 27, pp. 5-23, (2002); Kreber C., The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff, Higher Education, 46, pp. 93-121, (2003); Kreber C., Charting a critical course on the scholarship of university teaching movement, Studies in Higher Education, 30, pp. 389-405, (2005); Lattuca L.R., Stark J.S., Will disciplinary perspectives impede curricular reform?, Journal of Higher Education, 65, pp. 401-426, (1994); Lattuca L.R., Stark J.S., Modifying the major: Discretionary thoughts from ten disciplines, The Review of Higher Education, 18, pp. 315-344, (1995); Lee V.S., The influence of disciplinary differences on consultations with faculty, To improve the academy: Resources for faculty, instructional, and organizational development, 18, pp. 278-290, (2000); Lewin K., Action research and minority problems, Journal of Social Issues, 2, pp. 34-36, (1946); Lueddeke G.R., Professionalising teaching practice in higher education: A study of disciplinary variation and teaching-scholarship, Studies in Higher Education, 28, pp. 213-228, (2003); Mettetal G., The what, why, and how of classroom action research, The Journal of Scholarship of Teaching and Learning, 1, 1, pp. 6-13, (2001); Murray H.G., Renaud R.D., Disciplinary differences in classroom teaching behaviors, Disciplinary differences in teaching and learning. New directions in teaching and learning, 64, pp. 31-39, (1995); Rogers E.M., Diffusion of innovations, (1995); Schon D.A., The reflective practitioner: How professionals think in action, (1983); Schon D.A., Educating the reflective, practitioner: Toward a new design for teaching and learning in the professions, (1987); The reflective turn: Case studies in and on educational practice, (1991); Schon D.A., The new scholarship requires a new epistemology: Knowing-in-action, Change, 27, pp. 27-34, (1995); Schoner V., Strampel K., Using evidence of students' learning experiences as a catalyst to course-based pedagogical change, annual meeting of the International Society for the Scholarship of Teaching and Learning, (2005); Showalter E., What teaching literature should really mean, Chronicle of Higher Education, (2003); Shulman L.S., Learning to teach, AAHE Bulletin, 40, pp. 5-9, (1987); Shulman L.S., Toward a pedagogy of substance, AAHE Bulletin, 41, pp. 8-13, (1989); Shulman L.S., Teaching as community property: Putting an end to pedagogical solitude, Change, 25, pp. 6-7, (1993); Shulman L.S., Course anatomy: The dissection and analysis of knowledge through teaching, The course portfolio: How instructors can examine their teaching to advance practice and improve student learning, pp. 5-12, (1998); Shulman L.S., Taking learning seriously, Change, 31, pp. 11-17, (1999); Smart J.C., Elton C.F., Goal orientations of academic departments: A test of Biglan's model, Journal of Applied Psychology, 67, pp. 580-588, (1975); Smart J.C., Elton C.F., Validation of the Biglan model, Research in Higher Education, 17, pp. 213-229, (1982); Smyth W.J., Teachers' work and the politics of reflection, American Educational Research Journal, 29, pp. 267-300, (1992); Stark J.S., Lowther M.A., Bentley R.J., Martens G.G., Disciplinary differences in course planning, The Review of Higher Education, 13, pp. 141-165, (1990); Stenhouse L., Introduction to curriculum research and development, (1975); Steuhouse L., Hopkins D., Rudduck J., Research as a basis for leaching: Readings from the work of Lawrence Stenhouse, (1985); Strauss A.L., Corbin J., Grounded theory methodology: An overview, Handbook of qualitative research, pp. 273-285, (1994); Trigwell K., Martin E., Benjamin J., Prosser M., Scholarship of teaching: A model, Higher Education Research and Development, 19, pp. 155-168, (2000); Trigwell K., Shale S., Student learning and the scholarship of university teaching, Studies in Higher Education, 29, pp. 523-536, (2004); Zeichner K.M., Noffke S.E., Practitioner research, Handbook of research on teaching, pp. 298-330, (2001); Zeichner K.M., Tabachnick B.R., Reflections on reflective teaching, Issues and practices in inquiry-oriented teacher education, pp. 1-21, (1991)","M.R. Connolly; Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States; email: mrconnolly@wisc.edu","","","","","","","","15731758","","","","English","Innovative High. Educ.","Article","Final","","Scopus","2-s2.0-33947705689"
"Swart A.J.","Swart, Arthur James (8502923800)","8502923800","Quantifying the impact of a new SoTL programme in Engineering Education at a University in South Africa","2018","IEEE Global Engineering Education Conference, EDUCON","2018-April","","","32","37","5","0","10.1109/EDUCON.2018.8363205","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048136815&doi=10.1109%2fEDUCON.2018.8363205&partnerID=40&md5=72ef94c0ec0ed33263db50ec403ecd0d","Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa","Swart A.J., Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa","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.","learning and teaching; practice; promotion; publications; reflection","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","","","","","Department of Higher Education and Training","III. CONTEXT OF THIS STUDY CUT has four main faculties on its main campus in the Free State Province of South Africa. All four faculties were invited to join a new SoTL programme which was launched institutionally in 2014. This programme was introduced after a funding grant was secured from the Department of Higher Education and Training (DHET) in South Africa. The funding grant was awarded by DHET with the primary purpose of improving teaching and learning at CUT, as the national wide attrition rate among university students was around 50% in 2013. The funding grant was to be used to facilitate human development, capacitate staff to engage with SoTL on an international basis, create a community of practice, and to improve the success rate of students in higher education.","Quote B., Homepage, (2017); Neuhaus PhD J., Talk amongst yourselves: A sotl manifesto, The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning, 3, (2015); Swart A.J., Et al., Scholarship of teaching and learning-""what the hell"" are we getting ourselves into?, EJEE, European Journal of Engineering Education, pp. 1-5, (2016); Pecican A., Ups' and 'downs' in metaphor use: The case of increase/decrease metaphors in Spanish economic discourse, The Journal of Philosophical Economics: Reflections on Economic and Social Issues, 8, pp. 66-85, (2015); Garretson H., Charles B.J., Because i said so'is a reason-but not a reasoning technique, The Law Teacher, 20, (2013); Lotken S., Et al., Guidance for nama design-building on country experiences, United Nations Framework Convention on Climate Change, (2013); Anderson A., Calculus, (2016); Bowling S., Conceptions of Function Composition in College Precalculus Students: Arizona State University, (2014); Gran C.S., Tabloidisation of the norwegian news media: A quantitative analysis of print and online newspaper platforms, MSc, Department of Media and Communications, London School of Economics and Political Science, (2014); Van Note Chism N., Peer Review of Teaching A Sourcebook, (2007); Fourcade M., Healy K., Categories all the way down, Historical Social Research/Historische Sozialforschung, pp. 286-296, (2017); Kohn A., Introduction: The roots of grades-And-Tests, Counterpoints, pp. 1-4, (2013); Smith N., Et al., Disaster risk management decision-making, Resilient Organisations Research Report, (2016); Stuart S., Chapter four a qualitative study in ageing and exercise, Ageing, Physical Activity, Recreation and Wellbeing, (2016); Hamachek D., Humanistic psychology: Theoretical-philosophical, Handbook on Teaching Educational Psychology, (2013); Sehoole C., Ojo E.O., Challenges and opportunities for new faculty in South African higher education, Young Faculty in the Twenty-first Century: International Perspectives, pp. 253-283, (2015); Yin R.K., Case Study Research-Design and Methods, (2009); Makhanya M.S., Botha J.C., Higher education in South Africa, Democratizing Higher Education: International Comparative Perspectives, (2015)","A.J. Swart; Central University of Technology, Department of Electrical, Electronic and Computer Engineering, Bloemfontein, South Africa; email: drjamesswart@gmail.com","","IEEE Computer Society","Coplaca; Cypress; et al.; MathWorks; Pentec Blackboard; UNIRiTED","2018 IEEE Global Engineering Education Conference - Emerging Trends and Challenges of Engineering Education, EDUCON 2018","17 April 2018 through 20 April 2018","Santa Cruz de Tenerife, Canary Islands","136691","21659559","978-153862957-4","","","English","IEEE Global Eng. Edu. Conf., EDUCON","Conference paper","Final","","Scopus","2-s2.0-85048136815"
"DeBoer J.; Subramanian S.V.; Al-Atabi M.; Delaine D.A.; Jabg J.A.G.","DeBoer, Jennifer (54973771000); Subramanian, Shreyas Vathul (56353165300); Al-Atabi, Mushtak (12766292700); Delaine, David A. (24338124500); Jabg, José Aquiles Grimoni (57220068674)","54973771000; 56353165300; 12766292700; 24338124500; 57220068674","Bringing in the world: internationalizing the curriculum of a first-year introduction to engineering course at a large public American university","2015","2015 ASEE International Forum","","","","","","","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983335175&partnerID=40&md5=cf482f66e2af6bc15e7ca0765061b38f","Purdue University, West Lafayette, United States; Taylor’s University, Malaysia; Universidade de São Paulo, IFEES, Brazil; Polythecnic Schoool University of São Paulo, Brazil","DeBoer J., Purdue University, West Lafayette, United States; Subramanian S.V., Purdue University, West Lafayette, United States; Al-Atabi M., Taylor’s University, Malaysia; Delaine D.A., Universidade de São Paulo, IFEES, Brazil; Jabg J.A.G., Polythecnic Schoool University of São Paulo, Brazil","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","","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","","","","","","","Ater Kranov A., Zhang M., Beyerlein S. W., McCormack J., Pedrow P. D., Schmeckpeper E. R., A Direct Method for Teaching and Measuring Engineering Professional Skills: A Validity Study, ASEE 118th Annual Conference, (2011); Autor D. H., Levy F., Murnane R. J., The Skill Content of Recent Technological Change: An Empirical Exploration, Q. J. Econ, 118, 4, pp. 1279-1333, (2003); Committee on the Engineer of 2020, Phase II, Committee on Engineering Education, National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, (2005); Smith K. A., Sheppard S. D., Johnson D. W., Johnson R. T., Pedagogies of Engagement: Classroom-Based Practices, J. Eng. Educ, 94, 1, pp. 87-101, (2005); Springer L., Stanne M. E., Donovan S. S., Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis, Rev. Educ. Res, 69, 1, pp. 21-51, (1999); Sheppard S., Jennison R., Freshman engineering design experiences and organizational framework, Int. J. Eng. Educ, 13, pp. 190-197, (1997); Bilen S. G., Devon R. F., Okudan G. E., Core Curriculum and Methods in Teaching Global Product Development, (2002); Pickert S. M., Preparing for a Global Community. Achieving an International Perspective in Higher Education, (1992); Van Ryssen S., Godar S. H., Going international without going international: multinational virtual teams, J. Int. Manag, 6, 1, pp. 49-60, (2000); May D., Wold K., Moore S., Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world, Eur. J. Eng. Educ, pp. 1-24, (2014); Peterson D. M., Briggs P., Dreasher L., Horner D. D., Nelson T., Contributions of International Students and Programs to Campus Diversity, New Dir. Stud. Serv, 1999, 86, pp. 67-77, (1999); Guo S., Chase M., Internationalisation of higher education: integrating international students into Canadian academic environment, Teach. High. Educ, 16, 3, pp. 305-318, (2011); Hundley S., Brown L. G., Jacobs A., Fox P., Didion C., Sayre D. R., Hoyer H. J., Attributes of a global engineer: Findings from a work-in-progress international survey, the American Society for Engineering Education, (2011); Downey G. L., Lucena J. C., Moskal B. M., Parkhurst R., Bigley T., Hays C., Jesiek B. K., Kelly L., Miller J., Ruff S., Lehr J. L., Nichols-Belo A., The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently, J. Eng. Educ, 95, 2, pp. 107-122, (2006); Jesiek B. K., Zhu Q., Thompson J., Mazzurco A., Woo S. E., Global Engineering Competencies and Cases, the Annual Conference of American Society for Engineering Education, (2013); DeBoer J., Stump G., Carter-Johnson F., Breslow L., Work in progress: Developing direct measures of global competence, (2012); Hirleman E. D., Groll E. A., Atkinson D. L., The three axes of engineering education, the International Conference on Engineering Education, (2007); Groll E. A., Hirleman E. D., Undergraduate GEARE program: Purdue University’s School of ME contribution to educating globally sensitive and competent engineers, the 6th ASEE Global Colloquium on Engineering Education, 102, (2007); Felder R. M., Woods D. R., Stice J. E., Rugarcia A., The future of engineering education II. Teaching methods that work, Chem. Eng. Educ, 34, 1, pp. 26-39, (2000); Daniels M., Cajander A., Pears A., Clear T., Engineering education research in practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration, Int. J. Eng. Educ, 26, 4, (2010)","","","American Society for Engineering Education","","2015 ASEE International Forum","14 June 2015","Seattle","164465","","","","","English","ASEE Int. Forum","Conference paper","Final","","Scopus","2-s2.0-84983335175"