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This interactive workshop uses the metaphor of a baseball team to illustrate the variety of people-roles involved in making educational improvements happen, as well as the academic ecosystem in which these changes occur. When making smaller-scale changes, the members may be more loosely structured like an informal sandlot team, though core roles still need to be fulfilled. Larger-scale changes may...
Efforts have been made to improve technical and professional skills in engineering graduates, but little widespread change in pedagogy has occurred within U.S. engineering education institutions. Our group studied the genesis and implementation of an innovative engineering curriculum (Iron Range Engineering) through a series of interviews with a wide range of stakeholders. Using a grounded theory...
This paper looks at undergraduate engineering students who have solitary study habits and do not frequently engage with classmates. These students, referred to as ‘academic solitaries,’ explicitly state that they do not interact or study much with their academic peers and may find a sense of belonging elsewhere. Using a mixed methods approach (including interviews with students and surveys), our data...
Despite strong evidence of the positive impact of active learning strategies, STEM faculty demonstrate a spectrum of receptiveness to incorporating active learning into their classrooms, and for a variety of reasons, engineering classes continue to be dominated by a passive lecture style. This paper draws on data from a four-year study that investigated the use of five social instruction strategies,...
Few empirical investigations are available on the effectiveness of best practices in mentoring underrepresented minority undergraduate and graduate students in engineering research. We are collecting and analyzing narratives from 200 underrepresented minority participants on their personal experiences with research mentoring in engineering. Participants describe a specific, powerful, and memorable...
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