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2011 IEEE Global engineering Education Conference, EDUCON 2011

作者： Welzer, Tatjana Družovec, Marjan Hölbl, Marko Zoric Venuti, Metka Ward, Anthony. E. Yahoui, Hamed University of Maribor Faculty of Electrical Engineering and Computer Science Maribor Slovenia University of Maribor Center of E-learning and Lifelong Learning Maribor Slovenia University of York Centre for Excellence in Teaching and Learning in Enterprise Heslington United Kingdom Universit´ Claude Bernard Lyon France

ISBN: (纸本)9781612846439

The Virtual Centre for Enterprise (VCE) is a virtual education centre for the development of entrepreneurial skills and competencies. The centre provides intensive vocational courses (e-learning modules), for (primarily) employed learners. The VCE provides learners with the opportunity to develop their competencies in small pieces (steps) as part of an overall learning strategy. The providers of e-learning modules are well-known higher education institutions all over Europe, which ensures a multilingual approach while also demanding cultural awareness. © 2011 IEEE.

关键词： E-learning

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Work in progress - An investigation into the effect of an institutional honor code policy on academic behavior

Work in progress - An investigation into the effect of an in...

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Frontiers in Education - 35th Annual Conference 2005, FIE' 05

作者： Carpenter, Donald Harding, Trevor Finelli, Cynthia Mayhew, Matthew Civil Engineering Department Lawrence Technological University Department of Manufacturing Engineering Kettering University Center for Research on Learning and Teaching North University of Michigan Institutional Research University of North Carolina Wilmington

ISBN: (纸本)0780390776

Research indicates significant cheating at institutions of higher learning;however, evidence indicates that a well-designed and clearly-communicated campus honor code might have a mitigating effect. This is the impetus behind the implementation of an Academic Honor Code Policy at a private university beginning in the fall of 2004. This situation presented a unique opportunity to investigate the potential of an academic honor code to change the culture and behavior at a university. This investigation will involve conducting a longitudinal study on the academic habits of students as they progress through the curriculum and include students whose academic careers began under a different academic dishonesty policy. The presentation will describe the development and implementation of the honor code policy;details of the investigation including research questions being posed, survey development, and study protocols;and results from the first year of the study. © 2005 IEEE.

关键词： Codes (standards)

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Transforming college teaching courses into authentic experiences: learning through diversity

Transforming college teaching courses into authentic experie...

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113th Annual ASEE Conference and Exposition, 2006

作者： Courter, Sandra Kwako, Joan Wright, John Byrnes, Deanna Root, Thatcher Conrad, Clif University of Wisconsin Madison United States College of Engineering Engineering Learning Center United States Department of Chemistry Center for the Integration of Research Teaching and Learning CIRTL United States Lawrence University United States Department of Chemical and Biological Engineering Madison United States School of Education Department of Educational Leadership and Policy Development

Authentic achievement requires learners to "engage in disciplined inquiry to produce knowledge that has value in their lives beyond simply proving their competence." (Newmann, 1991) While college teaching courses provide an important role in preparing future faculty in STEM disciplines, a more authentic experience was the goal of one already successful course at the University of Wisconsin-Madison. Similar to other courses across the nation, students write a teaching philosophy, design a syllabus and learning plans, and complete a micro-teaching experience. While the micro-teaching experience is continually ranked as the most valuable, the instructors experimented with making the micro-teaching more authentic. In so doing, they piloted a "micro-course" in which students identified real students, rather than their peers, to teach. The unique components to the approach involved both the teaching-as-research model and the authentic achievement model. The microcourse provided the context for potentially rich conversations about teaching and learning and, therefore, for learning itself. However, results of the pilot indicated that the authentic microcourse experience was not as significant as the instructors had assumed. Rather, the components of diversity, learning community, and teaching-as-research were central to student learning;the basic micro-teaching experience returns as the authentic learning experience central to the course. This paper describes the microcourse, an innovative approach to micro-teaching, the experience of students in the pilot of this innovation, and results from this "teaching as research" experiment. This research approach to microteaching provided an opportunity to try out different teaching methods and strategies for engaging learners;learning through diversity remains key to authentic experiences. © American Society for engineering Education, 2006.

关键词： teaching

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A first-time flipped classroom experience: Measure of outcomes and challenges 124

A first-time flipped classroom experience: Measure of outcom...

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124th ASEE Annual Conference and Exposition

作者： Kwuimy, Cedrick Kastner, Jeff Chen, Yuan Heikenfeld, Jason C. College of Engineering and Applied Science University of Cincinnati 2901 Woodside Drive CincinnatiOH45221 United States Center for Enhancement of Teaching and Learning Chongqing University China

The University of Cincinnati has a campus in the US and an international campus in China. Students in both campus take the same courses given by the same team of instructors. The purpose of this study is to evaluate the perception and feedback of these two students' populations taking a sophomore electrical engineering course in a flipped classroom setting. Data was collected in this study using both quantitative and qualitative surveys;a comparative analysis of the students' perception is performed. The result indicated that students in both campuses have positive perceptions toward the use of flipped. However, the data showed that, the international students had a different approach as compare to US students. Recommendations are made to improve their experiences with flipped classroom pedagogy. © American Society for engineering Education, 2017.

关键词： Students

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Educating effective engineering designers: the role of reflective practice

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Design Studies 2003年第3期24卷 275-294页

作者： Robin S Adams Jennifer Turns Cynthia J Atman Center for Engineering Learning and Teaching Box 352180 University of Washington Seattle WA 352180 USA

Educating effective engineering designers is an important goal. Exploring the extent to which this goal is being met hinges on our ability to characterise what contributes to effectiveness and to map students’ performance against such standards. In previous work, we used verbal protocol analysis to analyse differences in the design processes of freshmen and seniors, the effects of interventions on student design processes, and process factors that contribute to product quality. In this paper, we utilise Schön’s reflective practitioner theory to discuss our empirical results in the context of educating reflective practitioners. Such an approach may provide implications for enhancing engineering education.

关键词： engineering design design education protocol analysis reflective practice

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Using multiple methods to evaluate a freshmen design course

Using multiple methods to evaluate a freshmen design course

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Frontiers in Education (FIE) Conference

作者： C.J. Atman R.S. Adams J. Turns Center for Engineering Learning and Teaching University of Western Australia USA

ENGR 100 is a hands-on, team-based freshmen design course in which students engage in design activities, learn about the field of engineering, and develop an understanding of what kinds of skills and knowledge are necessary to pursue a career in engineering. The learning that results from these kinds of authentic tasks is not easy to assess with traditional tests or a single assessment method. To evaluate the effectiveness of the teaching methods and course content, we created an evaluation plan that utilized triangulation of data through multiple methods. Triangulation is not just a tactic to establish validity and credibility of findings, it is a robust mode of inquiry that provides opportunities to view complementary and contrasting data. The authors present an in-depth description of our evaluation plan. This includes a description of the planning and administration of the assessment tasks, the selection of assessment methods and development of instruments, and how the plan triangulated data across assessment methodologies.

关键词： Design engineering Knowledge engineering Instruments engineering profession Testing Robustness Design methodology engineering education Context Teamwork

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Design considerations: Implications of domain expertise

Design considerations: Implications of domain expertise

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Frontiers in Education (FIE) Conference

作者： Kristina Krause Cindy Atman Jim Borgford- Parnell Katherine Deibel Center for Engineering Learning & Teaching University of Washington Seattle USA

This paper describes how four playground experts and five engineering experts completed a task of designing a playground. The findings, derived from a qualitative coding analysis, showcase the playground experts in this sample considering social contextual factors, paying attention to human actors' playground use, and relying mainly on professional knowledge. The engineering experts in this sample also paid attention to use of the playground by people and used a combination of professional and personal knowledge as they completed a playground design task. In support of ABET's goals for the engineering discipline, the research highlights how expertise in a particular domain may be helpful for one's capacity to also focus on social and human-related elements through the design process. These outcomes aim to support the educational discussion on how to enable engineering students to develop expertise that involves broader design considerations.

关键词： Context Knowledge engineering Communities Economics Educational institutions Encoding

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Using a framework to assess teaching effectiveness (FATE) to promote instructor development and growth

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New Directions for teaching and learning 2023年第173期2023卷 9-22页

作者： Simonson, Shawn R. Frary, Megan Earl, Brittnee Boise State University Department of Kinesiology United States Boise State University Micron School of Materials Science and Engineering United States Boise State University Center for Teaching and Learning United States

This chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth. © 2023 Wiley Periodicals LLC.

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teaching portfolios in academia - How are they used?

Teaching portfolios in academia - How are they used?

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113th Annual ASEE Conference and Exposition, 2006

作者： Yellin, Jessica Huang, Yi-Min Turns, Jennifer Tsuruda, Charity University of Washington United States Department of Technical Communication College of Engineering University of Washington United States CAEE Center for Engineering Learning and Teaching Program for Educational Transformation Through Technology United States

This paper presents a study that focuses on how 16 colleges and universities across the United States have incorporated teaching portfolios into their institutions. The two most common types of teaching portfolios are described in terms of their purpose, audience, and what elements they might contain. Reasons for creating and maintaining teaching portfolios include documenting teaching for merit reviews, promotion and tenure cases, faculty job searches, sharing course designs, and promoting reflective practice. Because the process of creating a personal teaching portfolio can be challenging, many institutions provide guidance to graduate students and faculty who are developing teaching portfolios. © American Society for engineering Education, 2006.

关键词： teaching

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Diversity in engineering teaching - Views from future engineering faculty

Diversity in engineering teaching - Views from future engine...

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114th Annual ASEE Conference and Exposition, 2007

作者： Sattler, Brook Yellin, Jessica Huang, Yi-Min Turns, Jennifer University of Washington United States Technical Communication University of Washington United States Department of Technical Communication College of Engineering University of Washington United States Center for Engineering Learning and Teaching United States

This current paper uses a qualitative analysis approach to explore the conceptions of diversity as expressed by future engineering educators. engineering graduate students and post-docs (future engineering educators) wrote a statement of diversity as it relates to teaching engineering as a component of a teaching portfolio. We then interviewed these participants about the processes they used for this writing task. During the interview, they reflected on their processes in writing the diversity statement;they also discussed their personal experiences with diversity issues and through these discussions revealed their attitudes, beliefs, and conceptions of diversity. In this exploratory study, we focus our analysis on these interviews and present our findings on three emergent themes across four case studies. © American Society for engineering Education, 2007.

关键词： engineering education

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