Self, B. P., & Berger, E. J. (2014, June), Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22953

\bibitem{asee_peer_22953}
  Self, B. P., \& Berger, E. J. (2014, June), \emph{Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22953

Brian P. Self and Edward J. Berger.  "Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22953 Internet.  15 Dec, 2024

\bibitem{asee_peer_22953}
  Brian P. Self and Edward J. Berger.
  "Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22953 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_22953
author = "Brian P. Self and Edward J. Berger"
title = "Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22953}
number = {10.18260/1-2--22953}
}

TY  - CPAPER
AB  -         Promoting Research-Based Instruction in Statics and Dynamics:                      A Virtual Community of PracticeAlthough research shows that instructional techniques such as active, collaborative, andinductive learning result in better conceptual understanding and improved student motivation,many of these practices are still now widely used in engineering education. Hour long workshopsare not long enough to learn to effectively use these techniques, and do not seem to result inlong-term adoption of these practices in the classroom. To help address this problem, five virtualcommunities of practice (VCP) were established to address topical areas as part of an NSF-funded project. One of these focused on Statics and Dynamics; 20 instructors from research-based, community colleges, and MS granting institutions participated in the Mechanics VCP.The VCP was centered on aligning the classroom around teaching objectives, classroomactivities, and assessment and utilized the How Learning Works framework for discussions.Topics included Bloom’s taxonomy and writing learning objectives, active learning strategies,collaborative learning, conceptual understanding, hands-on activities, and flipping the classroom.An initial 8 week period introduced these topics and helped the instructors formulate their plansfor the upcoming term, and a follow-on period is currently underway to help guide participantsthrough this implementation. Participants reported benefiting from the weekly scheduled time todiscuss teaching practices, learning about the different techniques, and especially hearing aboutwhat their peers are doing in the classroom. Challenges included logistical and technical issues,setting the proper scope of the VCP, and maintaining full participating and engagement of thecommunity.
AU  - Brian P. Self
AU  - Edward J. Berger
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Promoting Research-based Instruction in Statics and Dynamics:  A Virtual Community of Practice
UR  - https://peer.asee.org/22953
DO  - 10.18260/1-2--22953
ER  -