Bonner, E. P., & Marone, V., & Yuen, T., & Nelson, R., & Browning, J. (2020, June), Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34918

\bibitem{asee_peer_34918}
  Bonner, E. P., \& Marone, V., \& Yuen, T., \& Nelson, R., \& Browning, J. (2020, June), \emph{Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34918

Emily Peterek Bonner, Vittorio Marone, Timothy Yuen, Robin Nelson, and Joann Browning P.E..  "Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34918 Internet.  19 Dec, 2024

\bibitem{asee_peer_34918}
  Emily Peterek Bonner, Vittorio Marone, Timothy Yuen, Robin Nelson, and Joann Browning P.E..
  "Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34918 Internet.  19 Dec, 2024

@INPROCEEDINGS{asee_peer_34918
author = "Emily Peterek Bonner, Vittorio Marone, Timothy Yuen, Robin Nelson, and Joann Browning P.E."
title = "Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34918}
number = {10.18260/1-2--34918}
}

TY  - CPAPER
AB  - This “lessons learned” paper will present the results on our course transformation efforts in our university’s undergraduate engineering courses. Over the past four years, the College of Engineering has been engaged in a multi-institutional grant project aimed at improving student success in STEM through course redesigns and transforming teaching practices to include more active learning approaches. This project paired education experts with undergraduate engineering faculty from four engineering department to transform the design and teaching practices in courses that have historically been found to have high dropout, withdraw, and failure rates and/or are important gateway courses to the next level of the degree program. This project prepared faculty members to integrate more learner-centered and active learning strategies to improve student achievement and success. Ultimately, these transformative approaches would lead to a change in these faculty’s teaching practices in and conceptions of future iterations of the course while also expanding to other instructors of the same course.  All course transformation projects were completed in Fall 2018, and our final year of evaluation to examine the efficacy of the intervention is in progress. Observations were conducted to identify the extent of active learning integrated into these courses before and after the initial transformation project. Data suggest that participating faculty members were generally successful in integrating active learning in their classrooms, but more effort was needed to support faculty in increasing and sustaining active learning opportunities within these courses, and encouraging them to share materials and strategies from these transformed courses with other faculty of the same course. The lessons learned from our course transformation efforts may benefit other engineering programs interested in course redesign.
AU  - Emily Peterek Bonner
AU  - Vittorio Marone
AU  - Timothy Yuen
AU  - Robin Nelson
AU  - Joann Browning P.E.
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses
UR  - https://peer.asee.org/34918
DO  - 10.18260/1-2--34918
ER  -