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  • Karl A. Smith is Cooperative Learning Professor of Engineering Education, School of Engineering Education, at Purdue ... moreedit
At FIE 2002, 13 engineering educators assembled to address a variety of topics and predict the “Future of Engineering Education.” Larry Shuman organized and moderated the session [1]. Topics included the changing demographics and... more
At FIE 2002, 13 engineering educators assembled to address a variety of topics and predict the “Future of Engineering Education.” Larry Shuman organized and moderated the session [1]. Topics included the changing demographics and economics of the country, technological advances, the engineering pipeline, the state of the University and forces driving change, engineering as a liberal art, the accreditation process and faculty reward system, the role of technology in delivering engineering education, educating for higher levels of performance, research in engineering education, research applications, and outcomes assessment. This panel includes five of the original authors and some new contributors who are active in FIE. We will examine the predictions made in 2002, and ask where we were right, where we were wrong, what has come to pass, what is still in progress, and what concerns have faded from view. Many of the issues previously discussed are still hot topics 15 years later.
According to change literature, the multiplicity of levels and structures that exist within an organization makes organizational change a difficult process. Similarly, many challenges face any attempt to foster change in engineering... more
According to change literature, the multiplicity of levels and structures that exist within an organization makes organizational change a difficult process. Similarly, many challenges face any attempt to foster change in engineering education, due to the various layers that make up the field. Looking at the evolution of engineering education research (EER) as a field and the individual pathways of engineering education researchers, EER scholars have discussed a model for engineering education reform that draws from Palmer's Movement Approach to change. This special session introduces Palmer's approach as a framework to look at reforms that have already occurred, and envision possible paths for action toward desired changes.
At FIE 2002, 13 engineering educators assembled to address a variety of topics and predict the “Future of Engineering Education.” Last year at FIE 2017, a follow-up panel assessed our progress in several key areas: the role of active and... more
At FIE 2002, 13 engineering educators assembled to address a variety of topics and predict the “Future of Engineering Education.” Last year at FIE 2017, a follow-up panel assessed our progress in several key areas: the role of active and cooperative learning, the state of the University and forces driving change, promotion and tenure (the faculty reward system), strategies and methods for delivering engineering education, enhancing student performance, the impact of research in engineering education, diversity and inclusion, and the role of schools of engineering education. This year, we will continue the discussion of several of these issues, and ask “Where are the New Frontiers for Engineering Education?” Our goal is to stimulate discussion among faculty at the forefront of new approaches to instruction and outreach. We will also discuss the changing nature of the institutions where engineering education occurs, and speculate on the future of the university.
Multidisciplinary teams often involve conflict. Sometimes the conflict is actually “controversy,” that is, disagreement over ideas, theories, opinions, attitudes, etc. where the parties are committed to reaching an agreement and have an... more
Multidisciplinary teams often involve conflict. Sometimes the conflict is actually “controversy,” that is, disagreement over ideas, theories, opinions, attitudes, etc. where the parties are committed to reaching an agreement and have an common overriding goal. Often, however, the conflict is a “conflict of interest” over scarce (or seemingly scarce) resources where there appear to be irreconcilable differences. Controversy and conflicts of interest are the two most common forms of interpersonal conflict that occur in multidisciplinary teams. Many students have had negative experiences with conflict and generally tend to avoid it. For conflict to follow a constructive path rather than a destructive one, students need to develop an appreciation for the value of conflict and a set of skills for constructively managing it. Faculty must also be cooriented to the value of conflict, help students gain the necessary skills, and provide effective classroom procedures to ensure that conflicts...
This paper presents a new model of mentoring engineering graduate students called faculty apprenticeship, which is aimed at helping prepare graduate students to become effective teachers. Engineering education scholars have pointed out... more
This paper presents a new model of mentoring engineering graduate students called faculty apprenticeship, which is aimed at helping prepare graduate students to become effective teachers. Engineering education scholars have pointed out that graduate school usually falls short in preparing engineering graduate students for a career as faculty. Moreover, graduate students lack deliberate opportunities to practice and gain genuine teaching experience. Students who are appointed as teaching assistants (TAs) do not always get opportunities to teach and are mostly restricted to supporting the instructor as necessary. With an increasing focus on developing strategies to better prepare graduate students for their teaching role in academia, we address this challenge through the model of faculty apprenticeship. The faculty apprentice approach was implemented in the school of engineering education at a large Midwestern university. In this paper, we present the rationale of the faculty apprenti...
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... more
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.
Research Interests:
findings and conclusions or recommendations expressed in this material are the authors ’ and do not necessarily reflect the views of the NSF. (a peek into the student experience….) Based upon work supported by National Science
Abstract- The purpose of this workshop is to introduce participants to the integration and alignment of content (or curriculum), assessment, and pedagogy (or instruction) for learning module, course, and program design and provide some... more
Abstract- The purpose of this workshop is to introduce participants to the integration and alignment of content (or curriculum), assessment, and pedagogy (or instruction) for learning module, course, and program design and provide some essential methods for designing courses and curricula in this way. Rather than treat each of these areas separately, this workshop strives to help participants consider all three elements together in a systematic way. The workshop framing is an engineering design approach, that is to say, it begins with requirements or specifications, emphasizes metrics, and then evolves into preparation of prototypes that meet the requirements. Participants interested in developing rationale, and learning and practicing a model of how to align course content with assessment and pedagogy that they can use to inform the design or re-design of engineering courses are encouraged to attend.
This panel session combines principles from graduate student socialization and intergenerational mentorship to provide a unique opportunity for early career scholars and pioneers in engineering education to interact face-to-face. Pioneers... more
This panel session combines principles from graduate student socialization and intergenerational mentorship to provide a unique opportunity for early career scholars and pioneers in engineering education to interact face-to-face. Pioneers will serve as panelists and give their personal tips and reflections on networking and mentorship. Session attendees will then meet with the pioneers in a roundtable format, to ask questions, seek advice, and get feedback. This work builds on the National Science Foundation-funded Engineering Education Pioneers Project, which documented the stories of more than 40 engineering education pioneers through online profiles. The intended audience for this panel includes graduate students, junior faculty, and other individuals interested in the engineering education community. Expected benefits include better understanding, increased belonging, and new or enhanced interest in engineering education. Future efforts associated with this session include under...
Entrepreneurship education has become an important feature in many programs across higher education—especially in engineering education. A common goal of entrepreneurship education is developing an entrepreneurial mindset in students.... more
Entrepreneurship education has become an important feature in many programs across higher education—especially in engineering education. A common goal of entrepreneurship education is developing an entrepreneurial mindset in students. Furthermore, a key competency of an entrepreneurial mindset is the ability to empathize with others. Empathy is a cognitive and affective process fostering the capability of understanding and appreciating the feelings, thoughts, and experiences of others. Since entrepreneurship is about introducing innovations into a community, having a keen understanding and appreciation of the needs and desires of community members is an important entrepreneurial skill. This article aims to provide a deeper and broader understanding of empathy and its role in entrepreneurship, along with a brief discussion of educational efforts designed to develop an enhanced sense of empathy in students.
Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We... more
Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflectio...
CLEERhub.org uses HUBzero architecture to create a digital habitat for engineering education researchers. Wenger has stressed that community needs should be explored before a digital habitat is created. With this in mind, this paper... more
CLEERhub.org uses HUBzero architecture to create a digital habitat for engineering education researchers. Wenger has stressed that community needs should be explored before a digital habitat is created. With this in mind, this paper discusses the features of CLEERhub envisioned by a sample of engineering education researchers. These features are mapped to three polarities Wenger identified as existing within virtual communities. Features which allow for asynchronous connections are favored by this sample of the engineering education research community and will be emphasized in the development of CLEERhub.
ABSTRACT SMET educators have been inundated with pedagogical buzzwords such as constructivism, authentic assessment, active learning, etc. These terms are the outgrowth of various educational theories that suggest that learning can be... more
ABSTRACT SMET educators have been inundated with pedagogical buzzwords such as constructivism, authentic assessment, active learning, etc. These terms are the outgrowth of various educational theories that suggest that learning can be enhanced if these approaches are adopted for use in the classroom. However, there often seems to be a divide between the theory and its practical application and implementation. How can SMET educators best begin to bridge this gap? To respond to this question, we provide a brief overview of educational research literature in science and engineering. We share some successful pedagogical approaches to teaching and learning that have been developed at our own institutions and that demonstrate how to bridge the gap between theory and practice. Successful practices include the use of case studies, active and cooperative learning, and writing/reflection activities. In addition, we highlight successful assessment practices as they relate to the enhancement of student learning.
Research Interests:
Research Interests:
ABSTRACT No abstract is available for this article.
... Special thanks go to the RREE Executive Committee members who, in addition to the authors, jointly developed the paradigm shifts discussed in this editorial: Robin Adams, Nancy Chism, George B. Forsythe, Frank Huband, Marcia... more
... Special thanks go to the RREE Executive Committee members who, in addition to the authors, jointly developed the paradigm shifts discussed in this editorial: Robin Adams, Nancy Chism, George B. Forsythe, Frank Huband, Marcia Mentkowksi, Ron Miller, and Marilla Svinicki. ...
This paper focuses on the NSF-funded Rigorous Research in Engineering Education (RREE) workshops and how the Community of Practice (CoP) model of Wenger, McDermott, and Snyder was used to create a partnership that produced the RREE... more
This paper focuses on the NSF-funded Rigorous Research in Engineering Education (RREE) workshops and how the Community of Practice (CoP) model of Wenger, McDermott, and Snyder was used to create a partnership that produced the RREE workshops. Specifically, the paper will discuss how organizational partnerships were formed, how the RREE workshops were structured to promote a CoP among workshop participants,
Based on a three-year experience of developing, facilitating, and assessing NSF-funded workshops on Rigorous Research in Engineering Education (RREE), the authors present four repre- sentations of engineering education scholarly work in... more
Based on a three-year experience of developing, facilitating, and assessing NSF-funded workshops on Rigorous Research in Engineering Education (RREE), the authors present four repre- sentations of engineering education scholarly work in the United States, specifically teaching and research. Many of the representa- tions describe the relationships between engineering research, education research, teaching, and assessment. For each of the representations, assessment
Amid concerns that U.S. educational institutions are not attracting and graduating sufficient numbers of science, technology, engineering and mathematics (STEM) students with the skills and knowledge,needed to tackle the technological... more
Amid concerns that U.S. educational institutions are not attracting and graduating sufficient numbers of science, technology, engineering and mathematics (STEM) students with the skills and knowledge,needed to tackle the technological challenges of the 21 st century, the National Science Foundation granted funding in 2003 to the Center for the Advancement,of Engineering Education (CAEE), dedicated to advancing the scholarship of
ABSTRACT SMET educators have been inundated with pedagogical buzzwords such as constructivism, authentic assessment, active learning, etc. These terms are the outgrowth of various educational theories that suggest that learning can be... more
ABSTRACT SMET educators have been inundated with pedagogical buzzwords such as constructivism, authentic assessment, active learning, etc. These terms are the outgrowth of various educational theories that suggest that learning can be enhanced if these approaches are adopted for use in the classroom. However, there often seems to be a divide between the theory and its practical application and implementation. How can SMET educators best begin to bridge this gap? To respond to this question, we provide a brief overview of educational research literature in science and engineering. We share some successful pedagogical approaches to teaching and learning that have been developed at our own institutions and that demonstrate how to bridge the gap between theory and practice. Successful practices include the use of case studies, active and cooperative learning, and writing/reflection activities. In addition, we highlight successful assessment practices as they relate to the enhancement of student learning.
... H. Schatz (National Superconducting Cyclotron Laboratory, East Lansing, MI). B. Sherrill (National Superconducting Cyclotron Laboratory, East Lansing, MI). ... Zs. Fulop (ATOMKI, Debrecen). E. Smith (The Ohio State University,... more
... H. Schatz (National Superconducting Cyclotron Laboratory, East Lansing, MI). B. Sherrill (National Superconducting Cyclotron Laboratory, East Lansing, MI). ... Zs. Fulop (ATOMKI, Debrecen). E. Smith (The Ohio State University, Columbus, OH). ...

And 138 more