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Change Agents: Immediately Implementable Teaching And Educational Hints From The Engineering Education Scholars Program

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.121.1 - 4.121.14



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Paper Authors

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Sandra Courter

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Ruthie Lyle

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Ranil Wickramasinghe

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Lisa Schaefer

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Kevin Nickels

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Jodi Reeves

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David Noyce

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1675

Change Agents: Immediately Implementable Teaching and Educational Hints from the Engineering Education Scholars Program

Jodi Reeves, Sandra Courter University of Wisconsin-Madison

Kevin Nickels, David Noyce Trinity University/University of Massachusetts at Amherst

Annie Pearce, Lisa Schaefer Georgia Tech Research Institute/Arizona State University

Ranil Wickramasinghe, Ruthie Lyle Colorado State University/Polytechnic University


In July 1998, more than 40 graduate students, recent Ph.D.s, and new faculty from around the nation converged at the University of Wisconsin-Madison College of Engineering to participate in the Engineering Education Scholars Program (EESP). EESP consisted of presentations by nationally and locally recognized speakers, workshops to help attendees bridge the gap between pedagogical theory and teaching practice, and activities to develop course objectives, outcomes, activities, and assessments. This paper highlights how some Scholars have already started to implement new teaching strategies gained from EESP in the areas of group problem-solving and adjusting teaching styles to fit a diverse student audience. Additionally, the paper will relate evaluation results and document how 1998 participants are already finding themselves being "change agents" in engineering education.

What is EESP?

This section will enumerate the goals of the Engineering Education Scholars Program (EESP), benefits to participants, and topics included in the hands-on workshops. The goals of EESP are to provide academic-track Ph.D. students and new faculty an opportunity to do the following: • strengthen preparation as teachers of undergraduate students and, thereby, strengthen skills for the competitive job market in higher education, • understand undergraduate students and especially appreciate diversity in terms of cultural background, age, gender, interests, and learning styles, • improve teaching methods and examine the learning process, • embrace future responsibilities for leadership in engineering education, and

Courter, S., & Lyle, R., & Wickramasinghe, R., & Schaefer, L., & Nickels, K., & Reeves, J., & Noyce, D., & Pearce, A. (1999, June), Change Agents: Immediately Implementable Teaching And Educational Hints From The Engineering Education Scholars Program Paper presented at 1999 Annual Conference, Charlotte, North Carolina. 10.18260/1-2--8062

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: © 1999 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