ASEE 2011 Plenary Resources
Celebrating JEE 100th Anniversary
Promoting the Cycle of Research and Innovation
Resources: Introduction, Purpose, and OverviewAtman, C.J., Sheppard, S.D., Turns, J., Adams, R.S., Fleming, L.N., Stevens, R., Streveler, R.A., Smith, K.A., Miller, R.L., Leifer, L.J., Yasuhara, K., & Lund, D. 2010. Enabling engineering student success: The final report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool. Also available on the CAEE web site: http://www.engr.washington.edu/caee/
Duderstadt, J. J. (2008). Engineering for a changing world: A roadmap to the future engineering practice, research, and education. Ann Arbor, MI: The Millennium Project, The University of Michigan.
Fairweather, J. S. (2008). Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education: A Status Report. Paper presented at the Workshop on Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. Retrieved April 19, 2011, from http://www7.nationalacademies.org/bose/Fairweather_CommissionedPaper.pdf
Heywood, J. 2005. Engineering Education: Research and Development in Curriculum and Instruction. New York: Wiley.Jamieson, L. H., & Lohmann, J. R. (2009). Creating a Culture for Scholarly and Systematic Innovation in Engineering Education: Ensuring U.S. engineering has the right people with the right talent for a global society. Washington, DC: American Society for Engineering Education.
Pellegrino, J. W. (2006). Rethinking and redesigning curriculum, instruction, and assessment: What contemporary research and theory suggests. Washington, DC: National Center on Education and the Economy for the New Commission on the Skills of the American Workforce.
Redish, E. F., & Smith, K. A. (2008). Looking Beyond Content: Skill Development for Engineers. Journal of Engineering Education, 97(3), 295`Äì307.
Sheppard, S.D., Macatangay, K. Colby, A. and Sullivan, W.M. 2008. Educating Engineers: Designing for the Future of the Field. San Francisco: Jossey-Bass.
Streveler, R. A., Smith, K. A., & Pilotte, M. K. (2011). Aligning content, assessment, and pedagogy in the design of engineering courses. Paper presented at the Frontiers in Education Conference.
Wankat, P. C., Felder, R. M., Smith, K. A., & Oreovicz, F. S. (2002). The scholarship of teaching and learning in engineering. In M. T. Huber & S. P. Morrealle (Eds.), Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp. 217-237). Sterling, VA: Stylus Publishing.
Resources: Active/Cooperative Learning
Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., et al. (2007). The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. In E. F. Redish & P. J. Cooney (Eds.), Research-Based Reform of University Physics. College Park, MD: American Association of Physics Teachers.
Felder, R. M., & Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10(2), 69-75.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 30(4), 26-35.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom (3rd ed.). Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
Prince, M. J. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Smith, K. A. (2000). Going Deeper: Formal Small-Group Learning in Large Classes. New Directions in Teaching and Learning, 81, 25-46.
Smith, K. A. (2010). Preparing Students for an Interdependent World: Role of Cooperation and Social Interdependence Theory. In Cooper, J. and Robinson, P. (Eds). Small group learning in higher education: Research and practice. Stillwater, OK: New Forums Press.
Smith, K. A., Cox, M., & Douglas, T. C. (2009). Supportive teaching and learning strategies in STEM education. New Directions for Teaching and Learning, 117, 19-32.
Smith, K. A., Johnson, D. W. and Johnson, R. T. (1981). Structuring learning goals to meet the goals of engineering education, Engineering Education, 72(3), 221-226.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51.
Resources: Service/Problem-based Learning
Astin, A. W., Vogelgesang, L. J., Misa, K., Anderson, J., Denson, N., Jayakumar, U., et al. (2006). Understanding the effects of service-learning: A study of students and faculty. Los Angeles, CA: University of California, Los Angeles.
Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). Integrating Engineering Education and Community Service: Themes for the Future of Engineering Education. Journal of Engineering Education, 95(1), 7`Äì11.
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York, NY: Routledge.
Khairiyah Mohd. Yusof, Syed Ahmad Helmi Syed Hassan, Mohd. Zamry Jamaluddin, & Nor Farida Harun. (2011). Motivation and Engagement of Learning in the Cooperative Problem-based Learning (CPBL) Framework. Paper presented at the ASEE Annual Conference & Exposition.
Kolmos, A. (2009). Problem-based and project-based learning. In O. Skovsmose, P. Valero & O. R. Christensen (Eds.), University Science and Mathematics Education in Transition (pp. 261-280). New York, NY: Springer Science + Business Media, LLC.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
Savery, J. R., & Duffy, T. M. (2001). Problem-based Learning: An Instructional Model and Its Constructivist Framework, CRLT Technical Report No.16-01. Bloomington, IN: Center for Research on Learning and Technology, Indiana University.
Savin-Baden, M. & Major, C. H. (2004). Foundations of problem-based learning. Berkshire, England: Society for Research into Higher Education and Open University Press.
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58.
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st Century. Singapore: Thomson Learning.
Wilkerson, L. & Gijselaers, W.H. (1996). Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, 68.
Woods, D. R. (1994). Problem-based learning: How to gain the most from PBL. Watertown, Ontario, Canada: McMaster University Book Store.
Resources: First-year Engineering Design Courses
Adams, R., Evangelou, D., English, L., Dias de Figueiredo, A., Mousoulides, N., Pawley, A. L., et al. (2011). Multiple perspectives on engaging future engineers. Journal of Engineering Education, 100(1), 48-88.
Brannan, K. P., & Wankat, P. C. (2005). Survey of first-year programs. Paper presented at the ASEE Annual Conference & Exposition. Retrieved June 30, 2009, from http://soa.asee.org/paper/conference/paper-view.cfm?id=21601
Charyton, C., & Merrill, J. A. (2009). Assessing General Creativity and Creative Engineering Design in First Year Engineering Students. Journal of Engineering Education, 98(2), 145-156.
Dym, C. M., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94(1), 103-120.
Froyd, J. E., & Ohland, M. (2005). Integrated engineering curricula. Journal of Engineering Education, 94(1), 147-164.
Hutchinson, M. A., Follman, D. K., Sumpter, M., & Bodner, G. M. (2006). Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, 95(1), 40-47.
Hutchinson-Green, M. A., Follman, D. K., & Bodner, G. M. (2008). Providing a voice: Qualitative investigation of the impact of a first-year engineering experience on students`Äô efficacy beliefs. Journal of Engineering Education, 97(2), 177-190.
Fortenberry, N. L., Sullivan, J. F., Jordan, P. N., & Knight, D. W. (2007). |Engineering education research aids instruction. Science, 317, 1175-1176
Qualters, D. M., Sheahan, T. C., Mason, E. J., Navick, D. S., & Dixon, M. (2008). Improving learning in first-year engineering courses through interdisciplinary collaborative assessment. Journal of Engineering Education, 97(1), 37-45.
Sheppard, S. D., & Jenison, R. (1997). Freshman engineering design experiences: An organizational framework. International Journal of Engineering Education, 13(3), 190-197.
Interdisciplinary Capstone Courses
Bannerot, R., Kastor, R., & Ruchhoeft, P. (2010). Multidisciplinary capstone design at the University of Houston. Advances in Engineering Education, 2(1).
Bright, A., & Phillips, J. R. (1999). The Harvey Mudd engineering clinic: Past, present, future. Journal of Engineering Education, 88(2), 189-194.
Daniels, M., Cajander, A., Pears, A., & Clear, T. (2010). Engineering Education Research in Practice: Evolving Use of Open Ended Group Projects as a Pedagogical Strategy for Developing Skills in Global Collaboration. International Journal of Engineering Education, 26(4), 1-12.
Dutson, A. J., Todd, R. H., Magleby, S. P., & Sorensen, C. D. (1997). A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses. Journal of Engineering Education, 86(1), 17-28.
Howe, S., & Wilbarger, J. (2006). 2005 National Survey of Engineering Capstone Design Courses. Paper presented at the ASEE Annual Conference & Exposition. Retrieved June 9, 2011, from http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F12%2F2006Full1781.pdf&index=conference_papers&space=129746797203605791716676178&type=application%2Fpdf&charset<nowiki>=</nowiki>
Miller, R. L., & Olds, B. M. (1994). A model curriculum for a capstone course in multidisciplinary engineering design. Journal of Engineering Education, 83(4), 1-6.
Pears, A. and Daniels, M.. Developing global teamwork skills: The runestone project. In M. Castro, E. Tovar, and M. E. Auer, editors, IEEE EDUCON 2010 - The Future of Global Learning in Engineering Education, 2010.
Assessment of Conceptual Understanding
Allen, K. (2006). The Statistics Concept Inventory: Development and analysis of a cognitive assessment instrument in statistics. University of Oklahoma, Norman, OK.
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of Research on Conceptual Change. New York, NY: Routledge.
Krause, S., Kelly, J., Tasooji, A., Corkins, J., Baker, D., & Purzer, S. (2010). Effect of pedagogy on conceptual change in an introductory materials science course. International Journal of Engineering Education, 26(4), 869-879.
Olds, B. M., Streveler, R. A., Miller, R. L., & Nelson, M. A. (2004). Preliminary results from the development of a concept inventory in thermal and transport science. Paper presented at the ASEE Annual Conference & Exposition. Retrieved February 9, 2010, from http://soa.asee.org/paper/conference/paper-view.cfm?id=19597
Ozdemir, G., & Clark, D. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 351-361.
Steif, P. S., & Dantzler, J. A. (2005). A Statics Concept Inventory: Development and Psychometric Analysis. Journal of Engineering Education, 94(4), 363`Äì371.
Steif, P. S., & Hansen, M. A. (2007). New Practices for Administering and Analyzing the Results of Concept Inventories. Journal of Engineering Education, 96(3), 205-212.
Streveler, R. A., Litzinger, T. A., Miller, R. L., & Steif, P. S. (2008). Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions. Journal of Engineering Education, 97(3), 279-294.Wage, K. E., Buck, J. R., Wright, C. H. G., & Welch, T. B. (2005). The signals and systems concept inventory. IEEE Transactions on Education, 48(3), 448`Äì461.
Systematic Formative Assessment
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). CHAPTER 5 What Kinds of Practice and Feedback Enhance Learning?, in How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Dopper, S. M., & Sjoer, E. (2004). Implementing formative assessment in engineering education: The use of the online assessment system Etude. European Journal of Engineering Education, 29(2), 259-266.
Martin, T., Rayne, K., Kemp, N. J., Hart, J., & Diller, K. R. (2005). Teaching for adaptive expertise in biomedical engineering ethics. Science and Engineering Ethics, 11(2), 257-276.
Nelson, J. K., Hjalmarson, M. A., & Wage, K. E. (2011). Using in-class assessment to inform signals and systems instruction. Paper presented at the Digital Signal Processing Workshop and IEEE Signal Processing Education Workshop. Retrieved Jun 10, 2011, from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5739210&tag=1
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Roselli, R. J., & Brophy, S. P. (2006). Experiences with formative assessment in engineering classrooms. Journal of Engineering Education, 95(4), 325-333.
Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education, 3(2), 145-158.
Steif, P. S., & Dollar, A. (2009). Study of usage patterns and learning gains in a web-based interactive static course. Journal of Engineering Education, 98(4), 321-333.