Paper Authors

Abstract

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

Session 3531 Engineering Engineering Education A Conceptual Framework for Supporting Faculty in Adopting Collaborative Learning

Brian Hoyt, Michael Prince, Steve Shooter, Michael Hanyak, , E.J. Mastascusa, William Snyder, T. Michael Toole, Mathew Higgins, Daniel C. Hyde, Marie Wagner, Margot Vigeant

Bucknell University

Abstract

Over the last three years, nearly a quarter of Bucknell’s engineering faculty have participated in Project Catalyst, a NSF funded project to promote systemic change in engineering education by integrating instructional design techniques, transforming the classroom into a cooperative learning environment, and incorporating the use of information technology in the teaching/learning process. One of the major outcomes of that work is a conceptual framework for assisting faculty in transitioning from more traditional instructional modes to more collaborative modes of instruction. Drawing heavily on a typical engineering process, this framework maps concepts readily understood in the engineering design world to the development of instructional experiences. This paper outlines that framework and discusses our efforts to export this framework to faculty beyond Bucknell through a pair of national workshops conducted last summer. Included is our assessment of the effectiveness of this effort, both in terms of impact on Bucknell faculty and on the workshop participants.

Introduction

Bucknell's College of Engineering is implementing Project Catalyst, a three-year effort to develop a general-purpose model for the nationally recognized need of systemic engineering education reform. This NSF-sponsored project focuses on the four-year undergraduate curricula in all five engineering disciplines (chemical, civil and environmental, electrical, and mechanical and computer science) at Bucknell University. Specifically, Project Catalyst provides an environment in which to promote change and encourage faculty members, students, and administrators to re-envision their roles in the engineering learning process.

To understand the motivation for this project, recall your undergraduate classroom experience. If you're a typical engineer, you probably had one or more of the following experiences:

• The professor lectured for 50 minutes, and you copied into your notebook what was written on the board.

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education”

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Shooter, S., & Hanyak, M., & Higgins, M., & Wagner, M., & Mastascusa, E., & Hyde, D., & Hoyt, B., & Snyder, B., & Prince, M. (2003, June), Engineering Education A Conceptual Framework For Supporting Faculty In Adopting Collaborative Learning Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12014