Morales, J. C., & Prince, M. J. (2015, June), Third-Year Status of a Summer Faculty Immersion Program  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24920

\bibitem{asee_peer_24920}
  Morales, J. C., \& Prince, M. J. (2015, June), \emph{Third-Year Status of a Summer Faculty Immersion Program}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24920

Juan C Morales and Michael J. Prince.  "Third-Year Status of a Summer Faculty Immersion Program".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24920 Internet.  25 Apr, 2024

\bibitem{asee_peer_24920}
  Juan C Morales and Michael J. Prince.
  "Third-Year Status of a Summer Faculty Immersion Program".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24920 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_24920
author = "Juan C Morales and Michael J. Prince"
title = "Third-Year Status of a Summer Faculty Immersion Program"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24920}
number = {10.18260/p.24920}
}

TY  - CPAPER
AB  -            Third-Year Status of a Summer Faculty Immersion ProgramAbstractThis paper discusses the status of a Summer Faculty Immersion Program (SFIP) after three yearsof implementation in the School of Engineering at Universidad del Turabo in Gurabo, PuertoRico. The SFIP is a five-year, externally funded, faculty development program that began in thesummer of 2012 and runs until the summer of 2016. The intention of the program is to diffusethe use of innovative and effective teaching practices in a manner that will promote lastingchange in the entire engineering and physics faculty of Universidad del Turabo. The SFIP takesplace during the month of June and provides a stipend to participants. It is divided into anintensive one-week training workshop that is followed by a three-week immersion where eachfaculty member transforms two courses. An expected transformation is the selection andadaptation of real-world examples that are presented at the beginning of class to establish theneed for learning the course material (inductive approach). The problems are subsequentlysolved using the principles and theory taught in class. When possible, real-world examples thatcan be brought into class are preferred since they intensify student engagement and interactions.The paper starts by presenting a short summary of the SFIP. It then goes into a discussion of thestatus of the SFIP including data from the program as well as results from faculty and studentsurveys. The data is presented in the context of how well the SFIP program is achievingsystematic diffusion of innovative teaching practices at the university.
AU  - Juan C Morales
AU  - Michael J. Prince
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Third-Year Status of a Summer Faculty Immersion Program
UR  - https://peer.asee.org/24920
DO  - 10.18260/p.24920
ER  -