Morales, J. C., & Prince, M. J. (2016, June), Status of a Summer Faculty Immersion Program After Four Years in Development  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25866

\bibitem{asee_peer_25866}
  Morales, J. C., \& Prince, M. J. (2016, June), \emph{Status of a Summer Faculty Immersion Program After Four Years in Development}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25866

Juan C Morales and Michael J. Prince.  "Status of a Summer Faculty Immersion Program After Four Years in Development".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25866 Internet.  11 Feb, 2025

\bibitem{asee_peer_25866}
  Juan C Morales and Michael J. Prince.
  "Status of a Summer Faculty Immersion Program After Four Years in Development".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25866 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_25866
author = "Juan C Morales and Michael J. Prince"
title = "Status of a Summer Faculty Immersion Program After Four Years in Development"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25866}
number = {10.18260/p.25866}
}

TY  - CPAPER
AB  - The Summer Faculty Immersion Program (SFIP) concludes its fourth year in strong form.  The hypothesis of the study is summarized as follows: Systemic and sustainable change toward creating a classroom environment that engages students with authentic engineering real-world problems may be ignited by an intense one-month summer faculty immersion program in which faculty innovate two courses with inductive and active learning methodologies.  The innovative methodologies addressed in SFIP are gaining more acceptance from the faculty as the program matures and the faculty gain more experience in their use.  This is demonstrated by the fact that an average of 60% of the class sessions led by SFIP-trained faculty are now being conducted with the inductive methodology.  Furthermore, faculty are transforming an average of 44% of the class sessions of courses other than those transformed during the summer.  This is a measure of lasting change due to SFIP.  The students are also expressing satisfaction with the innovation.  Previous to SFIP, 16% - 20% of the senior students regularly complained of courses with “too much theory without real-world context”. After four years of implementation, the comments have been eliminated.  SFIP is a five-year, externally-funded faculty development program that aims to train the entire engineering faculty as well as the science faculty that teach Physics I and II.  Both new and experienced faculty are invited to participate in SFIP which trains a maximum of seven faculty members per summer session.  The program also provides training to generate learning outcomes that are clear, relevant and observable.  Diffusion of innovations in engineering education is a challenge that has defied a satisfactory solution for decades.  SFIP is proving to be a potential solution for promoting diffusion and for creating lasting change in the faculty in this institution.
AU  - Juan C Morales
AU  - Michael J. Prince
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Status of a Summer Faculty Immersion Program After Four Years in Development
UR  - https://peer.asee.org/25866
DO  - 10.18260/p.25866
ER  -