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Other
Coalition Workshops
In addition to the workshops offered by SUCCEED, our
colleagues from Foundation, Gateway and Greenfield coalitions have
developed workshops on the following topics that are also available
to interested campuses. Abstracts for these workshops can be found
at www.succeednow.org/workshops. These workshops may be presented in
conjunction with SUCCEED workshops or separately.
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Active/Cooperative Learning:
Introduction and Applications (Foundation) |
Workshop participants will
explore attributes of active/cooperative learning, required elements
for cooperative learning, and how they can introduce
active/cooperative into their classes. Participants will be able to
describe the five elements of cooperative learning: (1) positive
interdependence, (2) individual accountability, (3) growth in social
skills, (4) group processing, and (5) face-to-face interaction. They
will also develop ways in which these elements can be incorporated
into their teaching.
Instructors: Jim Morgan, Texas A&M University,
Cesar Malave, Texas A&M University,
P. K. Imbrie, Purdue University, Russ
Pimmel, University of Alabama |
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Active/Cooperative Learning:
After the Basics (Foundation) |
The workshop is intended
for faculty members who have some experience in using
active/cooperative learning (ACL) in their courses. The goals of the
workshop are to develop criteria for evaluating ACL methodologies
and help faculty members apply these criteria to evaluate their
current uses of ACL and then improve them. The workshop examines the
following topics: 1) ACL methodologies and applications, 2) features
of good ACL implementations, 3) criteria for evaluating ACL
methodologies, and 4) how to improve ACL implementations using
evaluation criteria. Participants share positive and negative
experiences with ACL and discuss why positive experiences worked and
negative experiences failed. Participants then develop criteria to
evaluate the use of ACL and use these criteria to improve the use of
ACL in their classes.
Instructors:
Jim Morgan, Texas A&M University,
Cesar Malave, Texas A&M University, P. K.
Imbrie, Purdue University, Russ Pimmel,
University of Alabama |
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Active/Cooperative Learning
in Capstone Design Courses (Foundation) |
The workshop is intended
for faculty members who use or might consider using
active/cooperative learning in their capstone design courses. The
workshop has three objectives: 1) identify a set of professional
skills and design skills for a capstone course, 2) discuss
strategies for teaching skills, particularly active/cooperative
learning strategies, and 3) develop active/cooperative learning
activities for teaching professional and design skills. Participants
examine the professional skills that might be developed in a
capstone design course, e.g., communication skills, teaming skills,
problem-solving skills, and then develop active/cooperative learning
activities to enhance these skills. Next, participants examine the
steps in the design process. Finally, participants develop
active/cooperative learning activities to teach design skills.
Instructors:Russ Pimmel, University
of Alabama |
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Student Teams in
Engineering: Introduction and Application (Foundation) |
Workshop participants will develop their abilities to use student
teams in a variety of different settings in the engineering
curricula. The objectives of the workshop are to improve knowledge
and skills in the following areas: 1) organizing students into
teams, 2) setting expectations for team behavior, 3) guiding
students to resolve team conflicts, 4) facilitating cooperative
learning using teams, and 5) grading assignments submitted by
student teams.
Instructors:
Jim Morgan, Texas A&M University,
Cesar Malave, Texas A&M University, P. K.
Imbrie, Purdue University, Russ Pimmel,
University of Alabama |
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Converting Group Assignments
into team Projects (Foundation) |
The workshop is intended for faculty members who want to increase
their effectiveness in using student teams in extended assignments,
such as design projects. Participants will work together to identify
important aspects that they must consider when using teams. They
will share ideas on team formation, training, self-assessment, and
peer evaluation and develop guidelines for dealing with these
issues. They will explore ways in which the instructor can monitor
teams, intervene when appropriate, and grade individual students
working on team projects. The workshop will be highly interactive
with participants working in small teams to develop, present,
critique, and revise their ideas for using teams on student
projects.
Instructors: Jim Morgan, Texas
A&M University, Cesar Malave, Texas A&M
University, P. K. Imbrie,
Purdue University, Russ Pimmel,
University of Alabama |
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Principles for Classroom and Curricular
Innovation (Foundation) |
The workshop examines four
disciplines that provide theoretical foundations for initiative by
the Foundation Coalition: learning theory, active/cooperative
learning, technology-enabled learning, and curriculum integration.
The section on learning theory examines how our understanding of how
people learn has changed during the past 50 years. The section on
active/cooperative learning examines rationale for
active/cooperative learning and the five guiding principles of
cooperative learning: (1) positive interdependence, (2) individual
accountability, (3) growth in social skills, (4) group processing,
and (5) face-to-face interaction. The section on technology-enabled
learning surveys applications of technology to engineering education
across the country. Finally, the section on curriculum integration
examines the rationale behind curriculum integration and examples of
curriculum integration.
Instructors:
Jeff Froyd, Texas A&M University |
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Curriculum Integration: Why and How
(Foundation) |
At the end of the workshop,
participants will be able to: (1) use concept maps to graphically
capture relationships among different concepts in an engineering
course or curriculum, (2) describe how our understanding of learning
supports the need for curriculum integration, and (3) develop
underlying concepts for an integrated curriculum project. In a
longer version of the workshop, participants will also be able to
explain how an integrated curriculum and draw on various
implementations of integrated curricula to illustrate the advantages
and disadvantages of integrated curricula.
Instructors:
Jeff Froyd, Texas A&M University,
P. K. Imbrie, Purdue University |
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Curricular Change, Resistance, and Leadership (Foundation) |
Change increasingly characterizes
higher education. Therefore, the workshop has been designed to help
participants engage knowledge about change and how they might use
the knowledge to modify their own ideas about how to promote change.
Workshop participants will be able to: 1) define the concept of a
change model, 2) articulate their own change model, 3) describe
characteristics of individual change, 4) describe the origin of
resistance, types of resistance, and possible responses to
resistance, 5) describe processes that promote and hinder change in
organizations, 6) define organizational culture and its implication
for change, and 7) explore alternative models for change.
Instructors: Jeff Froyd, Texas
A&M University |
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Process of Curricular Change: Case Studies
across the Foundation Coalition |
Since its inception in
1993, partner institutions in the Foundation Coalition have piloted
and institutionalized significant changes in their engineering
curricula and worked to change the culture of engineering education
on its campuses. The partner institutions recognize that the culture
of engineering education encompasses not only the structure of an
engineering curriculum and the methods between students and the
curriculum, but also the processes through which engineering
curricula grow and improve. Therefore, the Foundation Coalition, one
of eight engineering education coalitions, has undertaken a
qualitative research project that examines processes through which
coalition partners have initiated and attempted to sustain
curricular change. Case studies of curricular change have been
developed and participants in the workshop will explore the case
studies in order to increase their understanding of the processes
for curricular change. Data for each case study has been collected
through interviews of over twenty key faculty and administrators as
well as review of relevant documentation. Each case study identifies
critical events and salient issues involved in that process, as well
as valuable lessons each institution learned from their experience.
Participants will read synopses of selected case studies and share
their insights on curricular change. The number of case studies that
will be examined depends on the length of the workshop.
Instructors: Jeff Froyd, Texas A&M
University, Prudence Merton, Texas A&M
University |
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First-Year Curricula and Programs across the
Foundation Coalition |
Abstract
coming soon...
Instructors:Jim Morgan, Texas A&M University, Jeff Froyd,
Texas A&M University |
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Conservation and Accounting Framework: A
Unified Approach to Engineering Science for Sophomores (Foundation) |
The workshop examines
engineering science and mathematics education for all engineering
disciplines. Participants will examine the idea of an engineering
science "core" and ways to help students learn this material.
Guidance from the latest research about how students learn and how
to improve learning will be used to motivate one specific
approach--the conservation and accounting framework. The
conservation and accounting framework uses the common ideas of
system selection, accounting of extensive properties, and
application of modeling assumptions as a consistent framework for
both presenting and applying engineering science material. The
framework can be used as the basis for revising everything from a
specific course to an entire curriculum. Implementations of this
approach, including the Rose-Hulman Sophomore Engineering
Curriculum, will be discussed along with the experiences of the
adopters. (Information about the process of developing, gaining
administrative approval, and implementing a large curriculum project
like the Rose-Hulman Sophomore Engineering Curriculum can also be
included upon request.)
Instructors:
Don Richards, Rose-Hulman Institute of Technology |
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How Do We Learn?
(Foundation) |
Research in neuroscience,
psychology, cognitive science, and other fields has provided
remarkable insights into the question of how people learn. The
workshop helps participants gain greater understanding about how
people learn and how this understanding fits into the larger picture
of learning and teaching.
Instructors:
Jeff Froyd, Texas A&M University, Rita
Caso, Texas A&M University, P. K. Imbrie,
Purdue University |
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Teaching
EC2000: Integrating Student Outcomes "a-k"
into Engineering Courses
(Foundation) |
The
Accreditation Board for Engineering and Technology (ABET) issue
Engineering Criteria 2000 (EC 2000) for accrediting engineering
programs. One of the unique features of EC 2000 is Criterion 3 on
student outcomes. Criterion 3 specifies eleven student outcomes,
known colloquially as "a-k", that each graduate should be able to
demonstrate. The workshop is designed to help faculty use modules
that have been developed for teaching skills associated with these
student outcomes. After completing the workshop, participants will
be able to discuss: 1) why engineering faculty should be interested
in teaching "a-k" skills, 2) what it means to teach "a-k" skills, 3)
where and when programs should teach "a-k" skills, 4) who should
teach "a-k" skills, and 5) how engineering faculty might teach "a-k"
skills. Participants will examine a methodology for teaching "a-k"
skills and sample some of the modules that have been developed.
Participants should have some familiarity with ABET EC2000 Criteria
2 and 3.
Instructors: Russ Pimmel, University of
Alabama |
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Building a Freshman Engineering
Program (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Developing a Fluid Mechanics Classroom
(Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Interdisciplinary Freshman Engineering Design
(Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Inclusive Learning
Communities: Lessons from the Foundation Coalition’s Experiences |
Inclusive learning communities are intended to provide increased
social support within an academic context for students as they
confront challenging engineering curricula. Students, faculty and
industry work together to build the framework for supporting diverse
student communities. The workshop is intended to explore the various
approaches that have been attempted across the Foundation Coalition
and the results that the institutions are seeing. An
interactive-intensive format for the workshop allows for extensive
participation by attendees. Upon completion, participants will be
able to: 1) define inclusive learning communities and list their
objectives, 2) describe strategies that have been used to initiate
and sustain inclusive learning communities, 3) examine quantitative
and qualitative data that has been assembled for inclusive learning
communities at the Foundation Coalition partner institutions, 4)
explore additional strategies that may be used to initiate and
sustain inclusive learning communities, and 5) develop preliminary
plans for initiating inclusive learning communities on their
campuses
Instructors: Jim Morgan, Texas A&M University, Jeff
Froyd, Texas A&M University |
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Retention of Undergraduate Students in
Engineering (Foundation) |
Abstract coming soon...
Instructor: Karan Watson, Texas A&M
University, Jeff Froyd, Texas A&M University |
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Faculty Learning Communities
(Foundation) |
Professional development for faculty in the area of teaching often
focuses on issues of methodology and strategy – information and
support for utilization of particular techniques with the goal of
enhancing learning in the classroom. However, the workshop format is
not generally designed to substantively address a critical element
of the faculty role in the learning/teaching dynamic - individual
beliefs and experiences regarding learning.
Faculty Learning Communities (FLC) – a collaborative initiative at
Texas A&M University - teams interdisciplinary groups of faculty
participants to examine the issue of learning – what it is (and is
not), what we want it to be, how it happens, what it looks like,
etc. Using a format that includes 90 minute weekly meetings,
recommending readings from literature on learning, reflection
exercises, individual and collaborative tasks, etc., FLC provides
faculty with an opportunity to explore the topic of learning from
the perspective of multiple disciplines – validating what they know
as learners themselves while helping them develop a common language
and theory base for dialog about learning. This solidifies a
foundation that increases communication and encourages exploration
of beliefs and knowledge – creating recognition and appreciation of
similarities and differences across disciplines and allowing for
growth and change in personal conceptualizations of learning. The
sustained nature of the interaction – occurring in the context of
their weekly responsibilities – provides an increased sense of
collaboration and community.
Through participation in FLC, faculty members draw ideas, energy and
perspective from their exchange that they incorporate into their
thinking about, and practice of, learning and teaching.
Instructors: Jean Layne,
Texas A&M University |
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Developing an Assessment and Evaluation Plan (Foundation) |
Workshop participants will: 1) gain knowledge
about writing program and course objectives and outcomes, 2) gain
familiarity with various methods for assessment data collection and
reporting, 3) gain knowledge about appropriate selection and
implementation of assessment tools, and 4) learn about using
assessment data for program and course evaluation and enhancement.
Participants should be familiar with preparation of course syllabi
and lessons. Familiarity with ABET EC2000 is desirable but not
necessary. Workshop participants will practice developing objectives
and outcomes and explore the various types of assessment methods
that can be used to gather data related to objectives and outcomes.
Then, they will examine criteria that can be used to guide selection
of assessment tools. Finally, they will explore how data might be
collected, analyzed, reported and used to close the loop in
improving programs and courses.
Instructors: Ann Kenimer, Texas A&M University, Emily Fowler,
University of Massachusetts Dartmouth
Rita Caso, Texas A&M University, Susan Haag, Arizona State
University |
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Developing Measurable Objectives and Outcomes for Programs and
Courses (Foundation) |
Accreditation, both ABET accreditation and
regional accreditation, requires institutions and engineering
programs develop measurable objectives and learning outcomes for
both courses and programs. In this hands-on interactive workshop,
participants will learn how to develop objectives and outcomes for
both courses and programs. Then, participants will learn how to tie
outcomes to assessment methods and how to make appropriate
assessment choices. Finally, participants will also be introduced to
strategies and actions for reaching the chosen outcomes along with
associated terminology. Participants should have some experience in
constructing course syllabi. Workshop leaders will provide support
materials including a glossary of terms, and program and course
objective templates. Familiarity with ABET EC 2000, Criteria 2 and 3
is desirable but not necessary.
Instructors: Susan Haag, Arizona State University, Ann
Kenimer, Texas A&M University, Emily Fowler, University of
Massachusetts Dartmouth, Rita Caso, Texas A&M University |
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Concept Inventory Assessment Instruments for Engineering Science
(Foundation) |
Motivated by the Force Concept Inventory (http://modeling.la.asu.edu/R&E/FCIforw.html)
created by Halloun and Hestenes and its impact on physics education,
the Foundation Coalition is working to create concept inventories
for specific engineering disciplines: thermodynamics, circuits,
strength of materials, etc. The Force Concept Inventory (FCI) was
designed to measure conceptual, not computational, understanding of
Newtonian Mechanics. The questions focus on intuitive comprehension
independent of knowledge of the terminology or numerical modeling.
Following the lead of the FCI, faculty members are creating concept
inventories for other disciplines. The workshop explores the process
of creating a concept inventory, the status of the concept
inventories developed across the Foundation Coalition, and what has
been learned to date.
Instructors: Don Evans, Arizona State University |
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Course Objectives and Classroom Assessment (Foundation) |
In this workshop, participants will gain
experience in writing learning objectives for a single class or
topic and gain experience in developing assessment tools for a
single class or topic. Participants will develop a set of guidelines
for preparing learning objectives and then practice developing
objectives for either a learning module or a course. Next,
participate will develop guidelines for assessment tools and then
practice preparing assessment tools for a learning activity, a
single class or a group of classes. The workshop is highly
interactive and participants are expected to active contribute.
Instructors: Russ Pimmel, University of Alabama, Susan Haag,
Arizona State University, Ann Kenimer, Texas A&M University, Emily
Fowler, University of Massachusetts Dartmouth, Rita Caso, Texas A&M
University |
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Course Evaluation for Measuring Learning Objectives (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Comprehensive Assessment of Design Projects (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Technology-Enabled Learning in Engineering: Taxonomy and
Applications (Foundation) |
The workshop asks participants to examine roles
that technology might play in improving the preparation of
engineering graduates. First, participants contribute possible
applications for technology. Then, the facilitators survey
applications of technology in a number of engineering programs
across the country and the classrooms that were either constructed
or renovated to facilitate the use of technology. Usually,
participants raise many questions about the design of the classrooms
and how faculty members teach in the classrooms. Facilitators
address the questions and ask other participants to contribute to
the dialog. Finally, participants are asked to identify factors that
promote and hinder applications of technology to engineering
education.
Instructors: Jeff Froyd, Texas A&M University |
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Designing Innovative Classrooms for Education in Science,
Engineering and Mathematics (Foundation) |
This workshop focuses on issues and concerns
associated with the renovation and design of physical classroom
space for engineering and science courses. Attention is paid to
models that have proven successful at other institutions, as well as
factors that influence the decision-making process. The workshop
allows faculty to identify and address issues that are of importance
to them when constructing a classroom teaching environment.
Instructors: David Cordes, University of Alabama, Jeff Froyd,
Texas A&M University |
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Developing Reality-Based E-Learning Activities (Greenfield) |
There is increasing demand for engineering
graduates that can implement appropriate processes, solve problems
and make educated decisions. Given this challenge, Greenfield
Coalition (GC) has focused on Reality-Based Learning as a method to
prepare engineering students for the real world. This workshop
discusses how GC writes performance-based objectives, identifies
assessments that emulate real world deliverables and designs
learning activities that support students in the acquisition of
skills and techniques useful in a variety of situations outside of
the learning environment. Several examples will be shown and tools
to assist in the development of reality-based learning activities
will be given. There is increasing demand for engineering graduates
that can implement appropriate processes, solve problems and make
educated decisions. Given this challenge, Greenfield Coalition (GC)
has focused on Reality-Based Learning as a method to prepare
engineering students for the real world. This workshop discusses how
GC writes performance-based objectives, identifies assessments that
emulate real world deliverables and designs learning activities that
support students in the acquisition of skills and techniques useful
in a variety of situations outside of the learning environment.
Several examples will be shown and tools to assist in the
development of reality-based learning activities will be given.
Instructors: Diane Shuch Miller, Manager Instructional Systems
Design; Marie Lee, Instructional System Designer; Tim Savage,
Manager of Media and Graphics, Greenfield Coalition, Wayne State
University; and Donald R. Falkenburg, Director Greenfield Coalition
and Professor Industrial & Manufacturing Engineering, Wayne State
University |
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Instructional Technologies in the Classroom (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Disseminating Educational Technologies and Resources (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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Technical Presentations on Engineering Classes (Gateway) |
Abstract
coming soon...
Instructors: Coming Soon... |
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