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Increasing Student Engagement in Engineering Through Transformative Practices

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Evidence-based Practices in Faculty Development

Tagged Topic

Faculty Development Constituency Committee

Page Count

15

Permanent URL

https://peer.asee.org/30652

Download Count

31

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Paper Authors

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Vittorio Marone University of Texas, San Antonio

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Vittorio Marone is an Assistant Professor of Instructional Technology in the Department of Interdisciplinary Learning and Teaching at The University of Texas at San Antonio. He earned his doctorate in Education in a dual-degree program between the University of Padua and The University of Tennessee. He also holds a doctorate in Languages, Cultures, and Societies from Ca’ Foscari University of Venice. His research interests include new literacies, youth cultures, games and learning, music technology, and multimodality. He presented his work at national and international conferences such as GLS (Games + Learning + Society) and G4C (Games for Change). He is the author of the book La Quotidianità dell’Assurdo (The Everyday Absurd, Archetipolibri, Bologna, 2010).

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Robin L. Nelson University of Texas, San Antonio

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Robin Nelson is a doctoral student in the Department of Interdisciplinary Learning and Teaching and is pursuing a cognate in Instructional Technology at the University of Texas at San Antonio. Her research interests include the development of TPACK in preservice teachers and evidence-based teaching strategies. She is a Graduate Research Assistant for the TRESTLE project at UTSA.

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Stephanie Ann Garcia University of Texas at San Antonio

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Stephanie Garcia is a Graduate Research Assistant with a MAED from the University of Texas at San Antonio with a concentration in Curriculum and Instruction. Her work with TRESTLE involves training Peer Assisted Learners (PALs) and supporting engineering faculty in implementing culturally relevant pedagogy and other course transformation projects.

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Emily Peterek Bonner University of Texas, San Antonio

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Emily Bonner is an Associate Professor of Curriculum and Instruction specializing in mathematics education. Her research interests focus on professional development and equity in schools.

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Timothy Yuen University of Texas, San Antonio

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Timothy T. Yuen is an Associate Professor of Instructional Technology in the College of Education and Human Development at the University of Texas at San Antonio. His research investigates how learning technologies and transformative practices can improve learning, engage students, and broaden participation in computer science and engineering.

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JoAnn Browning P.E. University of Texas, San Antonio

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Dr. Browning was named Dean and David and Jennifer Spencer Distinguished Chair of the UTSA College of Engineering in August 2014. Previously she was a faculty member at the University of Kansas for 16 years, and served 2 years as Associate Dean of Administration. While at KU, Dr. Browning twice was awarded the Miller Award for Distinguished Professional Service (2004 and 2011) and was the 2012 recipient of the Henry E. Gould Award for Distinguished Service to Undergraduate Education. In 2015 she was name a Purdue Distinguished Woman Scholar. In 2016 INSIGHT into Diversity magazine presented her with an Inspiring Women in STEM award.

Dr. Browning's research interests include structural engineering, earthquake engineering, engineering materials, and reinforced concrete design and analysis. She has conducted research to improve the durability of concrete bridge decks through studies of corrosion protection systems and low-cracking high performance bridge decks. She also is active in research to improve the design and performance of concrete buildings and bridges subjected to earthquake motion. She received the American Concrete Institute’s Young Member Award for Professional Achievement in 2008 and was named an ACI Fellow in 2009.

Browning is a Co-PI with 6 other institutions in an NSF IUSE grant to develop procedures to affect cultural transformations in engineering education. She also is Co-PI of the leadership team (Network Coordination Office) for the NSF Natural Hazards Engineering Research Infrastructure (NHERI).

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Abstract

In response to these calls for improving student success, the College of Engineering has implemented a program that promotes course transformations in undergraduate courses through an embedded expert model. The program pairs faculty and doctoral students from the College of Education and Human Development (COEHD) with faculty in the College of Engineering (COE) to transform course designs and teaching practices to increase student engagement and success. This paper examines the impact of three specific course transformations within the program in terms of student and instructor outcomes.

Marone, V., & Nelson, R. L., & Garcia, S. A., & Bonner, E. P., & Yuen, T., & Browning, J. (2018, June), Increasing Student Engagement in Engineering Through Transformative Practices Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30652

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