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From Dissemination to Propagation: A New Paradigm for Education Developers

Change 2017年第4期49卷 35-42页

作者： Froyd, Jeffrey E. Henderson, Charles Cole, Renée S. Friedrichsen, Debra Khatri, Raina Stanford, Courtney Jeffrey E. Froyd is a Research Professor at Texas A&M University. His research interests include sustained adoption of improvements in learning and teaching systematic reviews in engineering education evaluation of faculty campus climates and assessment of complex learning outcomes. Charles Henderson is a Professor at Western Michigan University with a joint appointment between the Department of Physics and the Mallinson Institute for Science Education. His research focuses on promoting productive changes in higher education at the individual department institution and national levels. Renée S. Cole is an Associate Professor of Chemistry at the University of Iowa. She teaches introductory and advanced courses in chemistry and runs a research program focused on the design and assessment of instructional materials and teaching strategies and faculty professional development. Debra Friedrichsen founded and operates a small consulting company. She received her Ph.D. from Oregon State University in Chemical Engineering with a dissertation focused on engineering education. Debra also has a MBA a MS and a patent for sensor development. Raina Khatri is a doctoral student in the Mallinson Institute for Science Education at Western Michigan University. Her research focus is understanding how education developers in STEM can promote sustained adoption of their innovations. Courtney Stanford is a postdoctoral researcher in the Department of Chemistry at Virginia Commonwealth University. Her current research focuses on the identification development and assessment of process skills (also known as professional skills) in active learning undergraduate STEM classrooms.

Scholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices. The authors of this paper argue that many change agents who are working to promote systemic adoption of these teaching practices use approaches that are characterized by what the authors call the "dissemination paradigm." A dissemination paradigm characterizes patterns of these current, failing efforts. Change agents, working within the dissemination paradigm, try to convince adopters that their innovations can help their students. Efforts within the dissemination paradigm have not led, and are unlikely to lead, to systemic adoption. The authors offer the "propagation paradigm" as an alternative with the potential to produce improved results. Change agents, working within the propagation paradigm, engage with adopters early and often to understand their instructional systems and interactively develop a strong product adaptable to specific contexts.

关键词： Models Change Agents Teaching Methods Information Dissemination Educational Innovation instructional Systems STEM Education Comparative Analysis

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It takes the whole university to instruct the whole engineer: Narratives of collaboration

It takes the whole university to instruct the whole engineer...

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2008 ASEE Annual Conference and Exposition

作者： Thomes, Kate Newborg, Beth Bateman Joranson, Kate Budny, Dan Abramowitch, Steven Washburn, Carol Baker, Carol University of Pittsburgh Bevier Engineering Library University of Pittsburgh English/Freshman Engineering Writing Program University of Pittsburgh Business Library University of Pittsburgh Civil Engineering Department Freshman Engineering Program Swanson School of Engineering University of Pittsburgh Department of Bioengineering Swanson School of Engineering Center for Instructional Development and Distance Education University of Pittsburgh Office of Measurement and Evaluation of Teaching University of Pittsburgh

Collaborations between engineering faculty and skilled experts outside of engineering proper build strong undergraduate engineering curricula that clearly emphasize professional skills and ABET program outcomes (Criteria 3 d, f, g, h, i,). With shared goals of providing undergraduates with a rich educational experience in which research, communication and critical thinking are central to achievement and to the development of integrity in engineering, such collaborations produce an instructional program that readies students for the requirements of continuous learning and complex analysis essential to a successful, principled engineering career. This paper will describe the contributions to undergraduate engineering education that nonengineering faculty and academic departments have brought to the Pitt Experience. We will emphasize the process of designing curriculum with multiple learning outcomes that address a broad range of professional and academic goals, and we will provide examples of assignments and tools, developed by instructors and librarians from across curricula, that support research, communication, and critical thinking towards educating the "whole engineer.". © American Society for Engineering Education, 2008.

关键词： Curricula

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Preface

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New Directions for Teaching and Learning 2008年第116期2008卷 1-5页

作者： Michaelsen, Larry K. Dee Fink, L. Department of Management at Central Missouri United States University of Oklahoma Norman OK United States Instructional Development Program University of Oklahoma Norman OK United States

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Becoming a professional engineering educator: A new role for a new era

Becoming a professional engineering educator: A new role for...

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作者： Fink, L. Dee Ambrose, Susan Wheeler, Daniel Instructional Development Program University of Oklahoma Eberly Ctr. for Teaching Excellence Carnegie Mellon University Ag Leadership Educ. and Commun. University of Nebraska Lincoln Instructional Development Program University of Oklahoma Hester Hall Norman OK 73019-0385 127 Cyert Hall Carnegie Mellon University 5000 Forbes Avenue Pittsburgh PA 15213 Department of Ag Leadership 300 Ag Hall Lincoln NE 68583-0709

Engineering education faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty-first century. Engineering faculty will need to continue to learn new approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. This article explores approaches to effective professional development and provides a conceptual framework for responding to the challenge of becoming a professional engineering educator. The "cycle of professional practice" is introduced as a prelude for identifying what individual professors and their institutions can do to generate more powerful forms of engineering education. The article concludes with two case studies that illustrate the possibilities when faculty and academic leaders join together in addressing calls for change.

关键词： Engineering education

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Multi-section freshman classes with laboratories: Lecture as intro vs. lecture as wrap-up

Multi-section freshman classes with laboratories: Lecture as...

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World

作者： Sticklen, Jon Urban-Lurain, Mark Hinds, Timothy Eskil, Taner Amey, Marilyn Michigan State University United States Department of Computer Science and Engineering Michigan State University United States Instructional Technolgy Research and Development Division of Science and Mathematics Education Michigan State University United States MSU Mechanical Engineering Department Department of Educational Administration Higher Adult and Lifelong Education Program Michigan State University United States

An instructional model for Freshman class with laboratories was discussed. The instructional model introduces material of a given unit while laboratory sections are used to provide hands on detailed experience with applying knowledge in assigned readings and lecture. The lecture in the plays the role of wrap up for the unit students including making generalizations. It is suggested that 'lecture as wrap up' should require students to take more responsibility for their own learning, and in the end be more actively engaged in their learning than the 'lecture as introduction' path.

关键词： Laboratories

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Curricular integration of computational tools: A first step

Curricular integration of computational tools: A first step

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World

作者： Hinds, Timothy Urban-Lurain, Mark Sticklen, Jon Amey, Marilyn Eskil, Taner Michigan State University United States Michigan State University Department of Mechanical Engineering United States Instructional Technology Research and Development Division of Science and Mathematics Education Michigan State University United States Department of Computer Science and Engineering Michigan State University United States Department of Educational Administration Higher Adult and Lifelong Education Program MSU United States

A pair of initial studies using an evolutionary approach to curricular reform that capitalize on the strength of both the top-down and bottom-up model, and was built on the science, technology, engineering and mathematics (STEM) reform literature are performed. This approach develop a pairwise linkage among strategic courses in the engineering curricula to promote curricular integration. The results of trial produced higher course grades in both course grades in both courses, though the change was most significant for the mechanical engineering course. Full evaluation of the project cannot be obtained until the study is continued to include statics students who also participated when they were enrolled in the computer science course.

关键词： Curricula

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Laptops in the classroom: Do they make a difference?

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Journal of Engineering Education 2002年第4期91卷 397-401页

作者： Kolar, Randall L. Sabatini, David A. Fink, L. Dee Sch. of Civ. Eng. and Environ. Sci. University of Oklahoma Instructional Development Program Department of Geography University of Oklahoma Civ. and Environ. Eng. Science University of Oklahoma 202 W. Boyd St. Norman OK 73019-1024 Instructional Development Program University of Oklahoma Hester Hall Norman OK 73019

In 1996 the College of Engineering at the University of Oklahoma started to require all incoming students to have a laptop computer equipped with a wireless Internet card. Because of a pilot study and a voluntary phase-in over the first two years, two groups of students moved through the curriculum - those with and those without laptops. During 1998 and 1999, when these students entered their junior year, we offered two sections of a third-year water resources course: one for students who owned laptops and one "traditional" section for those who did not own laptops. We assessed student performance to evaluate if the laptops helped improve student learning. Although not a perfectly controlled experiment (i.e., the student groups were different), the two sections were uniform in terms of course content and assignments. Because of their inherently large standard deviations, class metrics (grades) are not conclusive, but they do indicate that the laptop students performed slightly better than the non-laptop students, even though their composite grade point average entering the course was lower. Evaluations do clearly show that, when the technology is used properly and when class time is not spent resolving technical problems, the laptop students had a more positive learning experience.

关键词： Laptop computers

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Book reviews

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Educational Technology Research and development 1994年第2期42卷 63-71页

作者： Robert C. Branch Landra L. Rezabek Steven D. Tripp Ann S. Dana he Instructional Design Development and Evaluation Program at Syracuse University USA Office of Off-Campus Credit Courses University of Wyoming at Laramie USA he Department of Curriculum and Instruction the University of Kansas USA National-Louis University in Hinsdale

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development and integration of an equation-solving program for engineering thermodynamics courses

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Computer Applications in Engineering Education 1993年第3期1卷 265-265页

作者： Klein, S.A. Mechanical Engineering Department University of Wisconsin-Madison 53706 Dr. S. A. Klein:is a professor of Mechanical Engineering at University of Wisconsin-Madison. His engineering degrees (BS University of Illinois-Chicago MS PhD University of Wisconsin-Madison) were obtained in Chemical Engineering. Professor Klein is a member of the Solar Energy Laboratory at Wisconsin. He is the developer of the F-Chart method for sizing solar heating systems and the TRNSYS simulation program which is widely used in simulations of solar processes. Currently Professor Klein is involved in research on solar energy system performance absorption power cycles finite-time thermodynamics applications adsorption processes for air conditioning and air quality control and alternative refrigerants and systems for refrigeration and air conditioning applications. Professor Klein is also involved in the development of engineering computer tools for both instruction and research. In addition to the EES program described in this paper he is the primary author of the thermodynamics instructional program CP/Thermo and the finite element program FEHT.

Thermodynamics problems can be separated into conceptual and mathematical parts. The conceptual part consists of the problem formulation and analysis. The mathematical part seeks to obtain an answer to a problem by solving the equations identified in the analysis. The mathematical part can be complex and time-consuming and often directs the students' focus away from the concepts. An equation solving program called Engineering Equation Solver (EES) was developed to reduce the time and effort required by students to solve the mathematical part of thermodynamics problems. EES differs from existing equation solving programs in that it is designed for use by students and it includes an extensive library of built-in functions for thermodynamic and transport properties of fluids. Thermodynamic and transport property data needed for solving engineering problems (eg, steam tables, refrigerant properties, psychrometric and combustion gas data) are built into the program. By eliminating table lookups and algebra, EES allows students to concentrate on engineering fundamentals, as well as to do more complex design problems.

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The fine art of peer networking

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TechTrends 1991年第4期36卷 19-21页

作者： Wright, Clayton R. Program and Instructional Development Department Grant MacEwan Community College Edmonton Alberta Canada

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