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Increasing Student Engagement in Engineering Through Transformative Practices

Conference Session
Evidence-based Practices in Faculty Development
Collection
2018 ASEE Annual Conference & Exposition
Authors
Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio
Tagged Topics
Faculty Development Constituency Committee
engineering," International Journal of Engineering Education, vol. 28, no. 4, pp. 932-938, 2012.[18] M. Cargnin-Stieler, M. C. Teixeira, R. M. Lima, D. Mesquita, and E. Assunção, "A contribution for the analysis of pedagogical training for teaching in electrical engineering," International Journal of Continuing Engineering Education and Life Long Learning, vol. 26, no. 4, pp. 405-418, 2016.[19] S. Freeman et al., "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014.[20] S. Bell, "Project-based learning for the 21st Century: Skills for the future," Clearing House: A Journal of
Relevance Score: 0.021936383

Affordances and Barriers to Creating Educational Change: A Case Study of an Educational Innovation Implemented into a First-year Engineering Design Course

Conference Session
Evidence-based Practices in Faculty Development
Collection
2018 ASEE Annual Conference & Exposition
Authors
Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park
Tagged Topics
Faculty Development Constituency Committee
industry- or client-sponsored project.History and Background—Why the Modules Were Designed and ImplementedBecause of the importance of the course EDSGN 100 as a cornerstone design course within theCollege of Engineering, the engineering design program continually innovates the curriculum inthis course. In the past, this has involved developing custom textbooks, new design projects, newmethods of teaching topics, and other changes. Faculty teaching the course at the largest campusmeet weekly to discuss the course as well as to share teaching innovations. Bi-annually, facultyteaching the course at all campuses meet during a larger meeting to provide updates on the courseand to share innovations. A need was identified to codify many of the
Relevance Score: 0.018263498