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A Virtual Community of Practice to Introduce Evidence-based Pedagogy in Chemical, Materials, and Biological Engineering Courses

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

A Virtual Community of Practice for Developing and Implementing Evidence-based Pedagogies

Tagged Divisions

Materials and Chemical Engineering

Page Count

22

Page Numbers

26.132.1 - 26.132.22

DOI

10.18260/p.23473

Permanent URL

https://peer.asee.org/23473

Download Count

44

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Paper Authors

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Stephanie Farrell Rowan University

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Dr. Stephanie Farrell is Professor of Chemical Engineering at Rowan University (USA) and Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996. Prior to joining the faculty at Rowan in 1998, she was an Assistant Professor of Chemical Engineering and Adjunct Professor of Biomedical Engineering at Louisiana Tech University until 1998. Dr. Farrell has contributed to engineering education through her work in experiential learning, focusing on areas of pharmaceutical, biomedical and food engineering. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning. Stephanie has conducted workshops on a variety of topics including effective teaching, inductive teaching strategies and the use of experiments and demonstrations to enhance learning.

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Stephen J Krause Arizona State University

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Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

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Nancy Ruzycki University of Florida Orcid 16x16 orcid.org/0000-0001-7516-2985

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Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engineering

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Amber L. Genau University of Alabama at Birmingham

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Dr. Amber Genau is an assistant professor in the Materials Science and Engineering Department at the University of Alabama at Birmingham. She received her BS and MS from Iowa State University and PhD from Northwestern University, all in materials engineering. Before coming to UAB, Dr. Genau spent two years as a guest scientist at the German Aerospace Center in Cologne, Germany, working on metal solidification and microstructural characterization. She is particularly interested in broadening participation in engineering and providing international experiences and perspectives to undergraduate students.

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Brittany Nelson-Cheeseman School of Engineering, University of St. Thomas

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Brittany Nelson-Cheeseman is an Assistant Professor in the School of Engineering at the University of St. Thomas in St. Paul, MN. She received her B.S. in Materials Science and Engineering from the University of Wisconsin - Madison, and her M.S. and Ph.D. in Materials Science and Engineering with a Designated Emphasis in Nanoscale Science and Technology from the University of California - Berkeley. She was also a post-doctoral researcher at Argonne National Lab in the Materials Science Division, working in the Center for Nanoscale Materials.

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Cheryl A Bodnar University of Pittsburgh

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Cheryl A. Bodnar, PhD, CTDP is an Assistant Professor (Teaching Track) in the Department of Chemical and Petroleum Engineering at the University of Pittsburgh. She also is certified as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD).
Dr. Bodnar’s research interests relate to the incorporation of active learning techniques in undergraduate classes (problem based learning, games and simulations, etc.) as well as integration of innovation and entrepreneurship into the Chemical and Petroleum Engineering curriculum. In addition, she is actively engaged in the development of a variety of informal science education approaches with the goal of exciting and teaching K-12 students about regenerative medicine and its potential.

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Joseph De-Chung Shih Stanford University

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Dr. Joseph Shih is a Lecturer in the Department of Bioengineering at Stanford University

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Daniel Lepek The Cooper Union

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Dr. Daniel Lepek is an Associate Professor of Chemical Engineering at The Cooper Union for the Advancement of Science and Art. He received his Ph.D. from New Jersey Institute of Technology and B.E. from The Cooper Union, both in chemical engineering. In 2011, he received the ASEE Chemical Engineering Division ”Engineering Education” Mentoring Grant. His research interests include particle technology, transport phenomena, and engineering education. His current educational research is focused on peer instruction, technology-enhanced active learning, and electronic textbooks.

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Lindsay Corneal Grand Valley State University

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Lindsay Corneal is an Assistant Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.

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Shannon Ciston University of California, Berkeley

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Shannon Ciston is a Lecturer and Director of Undergraduate Education in the Chemical and Biomolecular Engineering Department at the University of California, Berkeley. She currently teaches undergraduate and graduate courses in technical communications and pedagogy, and conducts engineering education research on identity and motivation in non-traditional adult engineering students.

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Richard E Eitel Stevens Institute of Technology (SSE)

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Dr. Eitel is teaching associate professor in Department of Chemical Engineering and Materials Science at Stevens Institute of Technology, Castle Point on Hudson, Hoboken, NJ 07030; reitel@stevens.edu.

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Abstract

Note: This abstract is being submitted to the CHED for a proposed panel session jointlysponsored by the CHED and the Materials Division. The panel session proposal wassubmitted separately. A Virtual Community of Practice to Introduce Evidence-based Pedagogy in Chemical Engineering and Materials CoursesThis paper describes a model for a virtual community of practice (VCP) tosupport faculty efforts to adopt research-based instructional strategies inChemical and Materials Engineering courses. The VCP was built on publishedrecommendations for successful faculty development programs. The VCPprogram began with a 10 week virtual training period for five pairs of VCPleaders, during which they acquired the skills and knowledge needed to lead thefaculty VCP. The faculty VCPs focused on one of five technical disciplines andwere led by a pair of leaders having expertise in a specific technical focus areaas well as in engineering pedagogy. The participants were were full-time facultymembers with a range of teaching experience and pedagogical expertise,ranging from novice to expert. Workshops were held using Internet conferencingsoftware: the first 8 weekly workshops provided training in research-basedpedagogy, and the second 8 biweekly workshops supported faculty efforts toimplement chosen strategies in their courses. Significant improvement wasmeasured via pre/post survey in the areas of familiarity and use of research-based pedagogy, as well as in perceived student motivation.The second part of the paper focuses on the experiences and perspectives of thefaculty participants as they implemented a variety of instructional methods in theircourses during the VCP. We describe their approaches and results usingdifferent methods such as flipping the classroom, using game-based pedagogy inclass, promoting positive interdependence in cooperative-learning teams, peerinstruction, small group discussion, Process Oriented Guided Inquiry Learning,and using Bloom’s Taxonomy to structure a course.

Farrell, S., & Krause, S. J., & Ruzycki, N., & Genau, A. L., & Nelson-Cheeseman, B., & Bodnar, C. A., & Shih, J. D., & Lepek, D., & Corneal, L., & Ciston, S., & Eitel, R. E. (2015, June), A Virtual Community of Practice to Introduce Evidence-based Pedagogy in Chemical, Materials, and Biological Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23473

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015