Plumlee, D., & Villachica, S. W., & Huglin, L., & Rist, S. (2012, June), Partnering to Improve Engineering Learning and Performance  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21785

\bibitem{asee_peer_21785}
  Plumlee, D., \& Villachica, S. W., \& Huglin, L., \& Rist, S. (2012, June), \emph{Partnering to Improve Engineering Learning and Performance}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21785

Donald Plumlee, Steven W. Villachica, Linda Huglin, and Shannon Rist.  "Partnering to Improve Engineering Learning and Performance".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21785 Internet.  19 Apr, 2024

\bibitem{asee_peer_21785}
  Donald Plumlee, Steven W. Villachica, Linda Huglin, and Shannon Rist.
  "Partnering to Improve Engineering Learning and Performance".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21785 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_21785
author = "Donald Plumlee, Steven W. Villachica, Linda Huglin, and Shannon Rist"
title = "Partnering to Improve Engineering Learning and Performance"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21785}
number = {10.18260/1-2--21785}
}

TY  - CPAPER
AB  -         Partnering to Improve Engineering Learning and Performance               Engineering Education Research to Practice (E2R2P):                              NSF Grant 1037808The E2R2P effort addresses the question: How can successes in engineeringeducation research translate into widespread instructional practice? Publishedresearch has provided a robust set of documented tools and techniques fortransforming individual engineering courses from traditional lecture-based formatsto those that emphasize project- and problem-based learning[1]. These new formatssupport transfer of learned skill to subsequent courses and the workplace.Unfortunately, the mere availability of such research has not resulted in itswidespread adoption across engineering programs. The pace of adoption has beenslow and sporadic, which has led researchers to identify a “Valley of Death”separating research and practice [2]. Attempts to encourage widespread adoption ofresearch-based engineering education practices by “pushing” effective techniqueson faculty via workshops has not produced consistent results. Nor has the redesignof single courses that produce “one-offs” that never lead to wider adoptionof such instructional approaches acrossthe curriculum, as shown in Figure 1.These flawed efforts attempt to optimizesubsystem performance (courses) toachieve a system goal (widespreadadoption). The E2R2P team proposes anew transformative approach forbuilding institution-wide adoption ofeffective engineering instructionaltechniques. Specifically, the researcherswill create a transformational roadmapwhich will use the existing “push”resources in engineering educationresearch and incorporate a “pull”component throughout the organization Figure 1: This schematic illustrates the alignment of goalsto promote adoption through                 from course level to departmental and college level based on                                            the needs of the educational stakeholderscollaborative efforts to:    Align instructional goals based on stakeholder input (Problem     Identification).    Close gaps between actual and desired performance by creating solutions     that target the sources of the gaps (Cause/Corrective Action).The proposed E2R2P approach rests on the contention that engineering educationshould be responsive to a variety of stakeholders for producing valued learningoutcomes. These stakeholders include faculty, students, alumni, and industryadvisory boards reflecting the interests of the larger community. Consequently, theresearchers will identify and engage stakeholders in the educational engineeringprocess to identify potential gaps in student performance that occur in theuniversity and the workplace. Faculty, department chairs, and deans can use thisstakeholder input to align educational goals from the course to departmental levelto college level.This poster session will specify: Findings and results of the problem identification effort. A gap between existing and desired workplace performance that industry and  academics believe is worth closing. Findings and results of the cause analysis and recommended corrective actions. The design of an interdisciplinary course that can be created to inform problem  identification, cause analysis, and corrective actions. A transformative roadmap describing the process the E2R2P team employed.                                    References[1]   L. R. Barroso and J. R. Morgan, "Project enhanced learning: Addressing      ABET outcomes and linking the curriculum," Journal of Professional Issues      in Engineering Education & Practice, vol. 135, pp. 11-20, 2009.[2]   L. Jamieson and J. Lohmann, "Creating a culture for scholarly and      systematic innovation in engineering education: Ensuring U.S. engineering      has the right people with the right talent for a global society.," American      Society of Engineering Education, Washington D.C.2009.
AU  - Donald Plumlee
AU  - Steven W. Villachica
AU  - Linda Huglin
AU  - Shannon Rist
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Partnering to Improve Engineering Learning and Performance
UR  - https://peer.asee.org/21785
DO  - 10.18260/1-2--21785
ER  -