Forum on Characterizing the Impact and Diffusion of Transformative Engineering Education Innovations

What is desirable

What is possible What is viable with faculty

Partial support provided by February 7-8, 2011 DUE-1059125 New Orleans, LA

February 7-8, 2011 New Orleans, LA

Hosted by: Center for the Advancement of Scholarship on Engineering Education of the National Academy of Engineering Sponsored by: National Science Foundation via grant DUE-1059125 General Chair: Ann McKenna, Arizona State University Breakout Chairs: Jeffrey Froyd, Texas A&M University C. Judson King, University of California - Berkeley Thomas Litzinger, Pennsylvania State University Elaine Seymour, University of Colorado - Boulder (retired) Commissioned Paper Authors: Jeffrey Froyd, Texas A&M University Charles R. Henderson and Melissa Dancy, Western Michigan University Lisa Lattuca, Pennsylvania State University Elaine Seymour, University of Colorado - Boulder (retired), Kris De Welde and Catherine Fry

External Evaluator: Gary Lichtenstein, Quality Evaluation Designs

Optional Background Reading (linked on website) 1. AAC&U study of faculty curricular innovation (across disciplines -- November 2010) 2. Montfort, Brown, and Pegg on adoption of a new assessment instrument (from FIE 2009) 3. Silva and Sheppard on enabling and sustaining educational innovation (from ASEE 2001) 4. Ehrmann et al. on factors affecting adoption of faculty software developments (from FIE 2007) 5. Lachiver and Tardiff on fostering and managing curricular change and innovation (from FIE 2002) 6. Borrego et al. on effectiveness of coalitions especially section by Lattuca, Terrenzine, and Harper on engineering change study (from FIE 2007)

1 Background

We are holding an invitational one and one-half day forum. The thirty-two invited attendees are broadly representative of diverse individual and institutional perspectives and constituencies in engineering education including former NSF rotators, engineering educators, social science and education researchers, administrators, program evaluation experts, and change management scholars. Five invited guests, representing National Science Foundation (NSF) staff as well as graduate students engaged in relevant research, will also be present. Forum attendees are being asked to draw upon comparisons of successful and less successful examples of transformative educational innovations and their diffusion (dissemination and use) as well as commissioned papers in order to answer two sets of questions about innovation and its diffusion. 1. Based upon comparisons of more successful and less successful transformative educational innovations, a. What were the critical (human, organizational, resource, etc.) factors that led to success? b. What intermediate metrics provide indication of short-, mid-, and long- range success (educational impact)? c. What broad strategies emerge by which to pursue transformative educational innovations? 2. Based on comparisons of innovations that had greater and lesser success at diffusion, a. What were the critical (human, organizational, resource, etc.) factors that led to successful diffusion? b. What intermediate metrics provide indication of short-, medium, and long- range success in diffusion? c. What broad strategies emerge by which to diffuse transformative educational innovations? In order to facilitate the work at the forum, prior to the forum a panel of eight experts identified eleven candidates for instructional activities that might be judged innovative. Forum attendees voted via email to rate each identified innovation with respect to its degree of innovation and the extent to which it had diffused to other departments, other campuses, and/or other disciplines. Forum attendees were provided five votes to distribute among the candidates and had the option of placing all five votes on a single candidate or spreading them out among candidates so long as the total number of votes cast did not exceed five. The results of the polling are shown below.

The candidate instructional activities judged to be most innovative and most highly diffused were CBL = Challenge/Problem/Question/Context-based Learning (curricular, co-curricular, and non- curricular) including + case-based learning (including cases in failure, ethics, etc.) + project/service learning including EPICS, EWB, ESW, etc. + engineering design courses and clinics, particularly when they include lower-level students SCBL = Student Cohort-based Learning (e.g., learning communities) often with other innovations CL = Cooperative/Team-based Learning FA = Use of Formative Assessment tied to Course Objectives including + minute papers, + concept inventories + personal response systems—clickers, + question driven instruction

The candidate instructional activities judged to be less innovative and less diffused were ETH = Engineering Ethics courses and modules, particularly when earlier in the curriculum SVS = Spatial Visualization Skills courses ITS = Integrated theory, skills, and practice spaces (e.g., Learning Factory, Ideas to Innovation Lab, etc.) IME = Introductory Mathematics for Engineering Applications STT = Systematic topical spine/thread/context learning throughout undergraduate curriculum ENTR = Engineering Entrepreneurship courses

The candidate instructional activity judged highly innovative but not well diffused was HIASS = Holistic Integration of Arts, Humanities, and Social Sciences into Engineering Curricula spanning programs to make engineers better writers to programs leading to the bachelor of arts in engineering.

3 Activities at the Forum During the morning of the first day, in order to facilitate small group discussion, attendees will be split into four breakout groups (two each looking at innovation and two each looking at diffusion) to begin answering the two sets of questions. In the first afternoon, once initial discussion have been concluded, the breakout groups looking at the same question will be combined to offer each other new insights on the questions and to arrive at a new consensus. On the second day, the groups associated with each question will then present their findings to the other groups, respond to challenging and clarifying questions and then work collaboratively as a committee-of-the-whole.

Subsequent to the forum , the general chair and the breakout group chairs will summarize the forum discussion in a form suitable for publication in a journal or presentation at a conference. The forum background papers and outputs will be posted to a project web site and a summary of key observations will be compiled in a PDF sent to all TUES grantees via email.

Agenda Monday, February 7, 2011 7 am Breakfast (pick up food in Atchafala) Barataria A&B – rear 8 am Welcome, Introductions, and Charge from General Chair Barataria A&B – front 9 am 4 Breakouts (two for Question 1 and two for Question 2) Barataria – A front Barataria – B front Rivertown A front Rivertown B front Noon Working Lunch – within breakout rooms (pick up food in Barataria A rear Atchafala) Barataria B rear Rivertown A rear Rivertown B rear 2 pm Mini-plenaries (one each for Question1 and Question 2) Barataria A&B front Rivertown A&B front 3 pm Two breakouts (one each for Question 1 and Question 2) Barataria A&B front Rivertown A&B front 6 pm Working Dinner in breakouts (pick up food in Atchafala) Barataria A&B rear Rivertown A&B rear 7 pm Conclude for the day

Tuesday, February 8, 2011 7 am Breakfast (pick up food in Cocodrie) Rivertown A&B rear 8 am Plenary (presentations of synthesis of answers for Rivertown A&B front Questions 1 and 2 10 am Refinement of Answers to Questions 1 and 2 based on Rivertown A&B front questions and feedback

Meeting Evaluation survey Noon Working lunch (pick up food in Cocodrie) Rivertown A&B - rear 2 pm Adjourn

4 Breakout Group Assignments

Question 1 - Innovation Question 2 - Diffusion 1A: C. Judson King, Chair 1B: Tom Litzinger, Chair 2A: Jeff Froyd, Chair 2B: Elaine Seymour, Chair Room = Barataria A Room = Barataria B Room = Rivertown A Room = Rivertown B Monica Cox Robin Adams Lorraine Fleming Shane Brown Peter Golding Lesia Crumpton-Young Sandra Hanson Charles Henderson David Jonasssen Domenico Grasso Krishna Madhavan Lisa Lattuca Russ Korte Marcia Mentkowski Cathryn Manduca Ann McKenna B. Jan Middendorf Christine Pfund Lance Pérez H. Keith Moo-Young Gerhard Sonnert Carlos Rodriguez Gloria Rogers Stephen Plank Sheryl Sorby Roberta Spalter-Roth Karan Watson Michael Prince

GUEST: Mike Reese GUEST: Alan Cheville GUEST: Juniad Siddiqui GUEST: Maura Borrego

Floaters: Russ Pimmel, Gary Lichtenstein, NAE Staff

Lists of Attendees David Jonassen Lance Pérez INVITED ATTENDEES University of Missouri University of Nebraska – Lincoln GUESTS

Robin Adams C. Judson King Christine Pfund Maura Borrego Purdue University University of California – Berkeley University of Wisconsin – Madison AAAAS/NSF

Shane Brown Russ Korte Stephen Plank Alan Cheville Washington State University University of Illinois – Johns Hopkins University National Science Foundation Urbana Champaign

Monica Cox Lisa Lattuca Michael Prince Russell Pimmel Purdue University Pennsylvania State University Bucknell University National Science Foundation

Lesia Crumpton-Young Thomas Litzinger Gloria Rogers Mike Reese University of Central Florida Pennsylvania State University Hires Foundation Johns Hopkins University

Lorraine Fleming Krishna Madhavan Carlos Rodriguez Juniad Siddique Howard University Purdue University American Institutes for Research Purdue University

Jeffrey Froyd Cathryn Manduca Elaine Seymour Texas A&M University Carlton College University of Colorado – Boulder EXTERNAL EVALUATOR

Peter Golding Ann McKenna Gerhard Sonnert Gary Lichtenstein University of Texas – El Paso Arizona State University Harvard University Quality Evaluation Designs

Domenico Grasso Marcia Mentkowski Sheryl Sorby University of Vermont Alverno College Michigan Technological University NAE STAFF

Sandra Hanson B. Jan Middendorf Roberta Spalter-Roth Beth Cady Catholic University Kansas State University American Sociological Association Norman Fortenberry Jason Williams Charles Henderson H. Keith Moo-Young Karan Watson Western Michigan University California State University – Texas A&M University Los Angeles

6 Biographical Sketches

INVITED ATTENDEES

Dr. Robin S. Adams is an Assistant Professor in the School of Engineering Education at Purdue University. She also directed the Institute for Scholarship on Engineering Education (ISEE), a multi- institutional program for building capacity in engineering education research, as part of the Center for the Advancement of Engineering Education (CAEE). She received her PhD in Education, Leadership and Policy Studies from the University of Washington, an MS in Materials Science and Engineering from the University of Washington, and a BS in Mechanical Engineering from California Polytechnic State University, San Luis Obispo. She also worked in industry as a senior designer in semiconductor packaging at Olin Interconnect Technologies. Her research focuses on cross-disciplinary ways of thinking, acting, and being; design knowing and learning; building cross-disciplinary communities; beliefs about the nature of engineering knowing; change knowledge in educational transformation; and translating research into educational practice.

Dr. Shane Brown is an assistant professor in the Department of Civil and Environmental Engineering at Washington State University. His research areas include conceptual change, adoption of curricular materials and programs, and social capital. Conceptual change research focuses on identifying student pre and misconceptions in mechanics and structural design, and categorizing these utilizing existing conceptual change frameworks. Adoption research utilizes diffusion of innovation and concerns based adoption model frameworks to understand faculty use and adoption of individual assessment instruments and practicing engineers involvement with integrated capstone design courses.

Dr. Monica F. Cox is an assistant professor in the School of Engineering Education at Purdue University, is the Director of the Pedagogical Evaluation Laboratory, and is a Visiting Professor at the Universidad de las Americas, Puebla. She research includes the use of mixed methodologies for inquiring into significant research questions in engineering education; integration of concepts from higher education and learning science into engineering education; and the development and dissemination of reliable and valid assessment tools. Her honors include being selected as a participant in the inaugural NAE Frontiers in Engineering Education conference; a NSF Faculty Early Career (CAREER) Award Recipient; and a Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.

Dr. Lesia Crumpton-Young is a professor in the department of industrial engineering and management systems at the University of Central Florida. She formerly served as chair of the department. Her past service includes a stint at a program officer in NSF’s Division of Undergraduate Education and as associate dean of engineering at the University of Mississippi. Her research interests include engineering education, human performance modeling and analysis, human reliability analysis, human fatigue assessment and modeling, use of virtual reality and computer simulation in ergonomics design and analysis, design of displays and controls, workplace design, carpal tunnel syndrome prevention and control, and workplace redesign for disabled persons. She is a recipient of the 2009 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring.

Dr. Lorraine Fleming is a Professor and former Chair of the Department of Civil Engineering at Howard University. Dr. Fleming has spearheaded a number of intervention and research initiatives to attract and retain African American students in STEM disciplines and to improve the quality of engineering education for undergraduates. Her research team has conducted longitudinal studies of engineering students to understand the challenges they face and how they respond to those challenges. Additionally, her research team has examined how students transition into graduate study in engineering and science and why they make the choices that they do. Dr. Fleming earned her bachelor’s degree from Howard University, her Master’s degree from The George Washington University and her doctorate from University of California, Berkeley all in civil engineering. She was named the 2008 Engineering Educator of the Year by the National Society of Black Engineers. She is a Fellow of the American Society of Civil Engineers and a licensed professional engineer.

7 Dr. Jeffrey E. Froyd is the Director of Faculty Climate and Development at Texas A&M University. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized their undergraduate engineering curricula, and extensively shared their results with the engineering education community. He co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 50 papers on engineering education in areas ranging from curricular change to faculty development. He is collaborating on NSF-supported projects for (i) renewal of the mechanics of materials course, (ii) improving preparation of students for Calculus I, (iii) systemic application of concept inventories. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education.

Dr. Peter Golding leads engineering education research programs, including curricula reform and graduate studies development, at The University of Texas at El Paso (UTEP), where he serves engineering students and the College of Engineering as Associate Dean for Undergraduate Studies and Engineering Education Research. “Pedro,” as his UTEP students call him, works with a dynamic team of faculty, staff and students advancing engineering education at UTEP. Peter holds a doctorate from Monash University in Australia. His background includes industrial experience gained in Japan, and academic appointments at The University of Melbourne and The Ohio State University, and has held faculty appointments in Mechanical & Industrial Engineering and Metallurgical & Materials Engineering at UTEP. Peter has previously attended the Dane and Mary Louise Miller Symposia hosted by NAE CASEE. Peter and his wife Diane have 6 children and enjoy living in the Chihuahua high desert climate of the southwest USA.

Dr. Domenico Grasso is Vice President for Research and Dean of the Graduate College at the University of Vermont. Previously he was Dean of the College of Engineering and Mathematical Sciences at UVM, and holds a B.Sc. from Worcester Polytechnic Institute, an M.S. from Purdue University and a Ph.D. from The University of Michigan. Prior to joining UVM, Dr. Grasso was Rosemary Bradford Hewlett Professor and Founding Director of the Picker Engineering Program at Smith College, the first engineering program at a women’s college in the United States; and Professor and Head of Department in Civil & Environmental Engineering at the University of Connecticut. He is currently Editor-in-Chief of the journal Environmental Engineering Science. He has authored more than 100 journal papers & reports, including four chapters and three books, including Holistic Engineering Education: Beyond Technology (Springer 2010). He has served on advisory boards at Johns Hopkins, Notre Dame, WPI, and the National Academy of Engineering.

Dr. Sandra L. Hanson is Ordinary Professor of Sociology and Research Associate at Institute for Policy Research and Catholic Studies, The Catholic University of America. Dr. Hanson’s research examines the gender structure of educational and occupational systems in a comparative context. Her new book entitled Swimming Against the Tide: African American Girls in Science Education (Philadelphia: Temple University Press: 2009) examines the experiences of African American girls in the science education system. Dr. Hanson's earlier book Lost Talent: Women in the Sciences (Temple University Press: 1996) was a culmination of her research on the loss of talented young women in the science pipeline. Dr. Hanson received a Fulbright award for teaching and research at the Jagiellonian University in Krakow Poland in 1997.

Dr. Charles Henderson is an Associate Professor at Western Michigan University (WMU), with a joint appointment between the Physics Department and the WMU Mallinson Institute for Science Education. His current research is focused on the study of teaching practices and ways to improve teaching practices used by STEM faculty. He is PI or co-PI on several NSF awards related to this research. Resulting journal articles and presentations can be found at: http://homepages.wmich.edu/~chenders/. Henderson is the Physics Education Research Editor for the American Journal of Physics. In spring 2010, he was a Fulbright Scholar in Finland where he worked on issues related to educational reform with the Finnish Institute for Educational Research at the University of Jyväskylä.

8 Dr. David Jonassen is Curators’ Professor at the University of Missouri where he teaches in the areas of Learning Technologies and Educational Psychology. Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at the University of Missouri, Pennsylvania State University, University of Colorado, the University of Twente in the Netherlands, the University of North Carolina at Greensboro, and Syracuse University. He has published 35 books and hundreds of articles, papers, and reports on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivism, cognitive tools, and problem solving. His current research focuses on the cognitive processes engaged by problem solving and models and methods for supporting those processes during learning, culminating in the book, Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments.

Dr. C. Judson King was from 1995 until 2004 Provost and Senior Vice President – Academic Affairs of the University of California system. Before that, he was Provost, Professional Schools and Colleges on the Berkeley campus. He has been at Berkeley since 1963 as a faculty member in Chemical Engineering, chaired that department and was Dean of the College of Chemistry. He now directs the Center for Studies in Higher Education on the Berkeley campus. He is a member of the National Academy of Engineering and has received a number of national awards from the American Institute of Chemical Engineers, the American Chemical Society, the American Society for Engineering Education, and the Council for Chemical Research. His research before turning his interests to the study of higher education has been in methods of separating mixtures and solutions. He is the author of over 240 journal articles and the text, “Separation Processes”, McGraw-Hill, 1971, 1980.

Dr. Russ Korte is an Assistant Professor in Human Resource Development, College of Education at the University of Illinois at Urbana-Champaign. He has been a co-investigator for the Collaborative Research Lab at Stanford University, a research assistant for the Center for the Advancement of Engineering Education, and is currently a Fellow with the Illinois Foundry for Innovation in Engineering Education project in the College of Engineering at the University of Illinois. His research investigates how engineering students navigate their education and how engineering graduates transition into the workplace—specifically studying how they learn the social norms of organizations and navigate the social and political systems in the workplace. Research interests include philosophy, theory, workplace learning and performance, engineering education, socialization, adult education, social science, and organization studies. Previous work experience includes teaching art (K-12), advertising and marketing executive, and training consultant.

Dr. Lisa R. Lattuca is Associate Professor and Senior Research Associate in the Center for the Study of Higher Education at the Pennsylvania State University. Her research and teaching focus on curriculum, teaching, learning, and faculty work in higher education. These interests have led to studies of the influence of academic disciplines on college curricula; curriculum planning and change; interdisciplinary research and teaching; educational experiences and learning outcomes in engineering programs; and the impact of outcomes-based accreditation on engineering programs and students’ learning. In addition to articles and chapters on these topics, Dr. Lattuca is the author of Creating Interdisciplinarity: Interdisciplinary Research among College and University Faculty (2001), and co-author of Shaping the College Curriculum: Academic Plans in Context (2009). She is co-project director, with Patrick Terenzini of Penn State, for two NSF-funded studies examining the curricular, instructional, and organizational conditions that foster the development of key engineering skills, including design, problem solving, and interdisciplinary competence.

Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.

9 Dr. Krishna Madhavan is an Assistant Professor in the School of Engineering Education at Purdue University. Prior to his arrival at Purdue, he was an Assistant Professor with a joint appointment in the School of Computing and the Department of Engineering and Science Education at Clemson University. Dr. Madhavan also served as a Research Scientist at the Rosen Center for Advanced Computing, Information Technology at Purdue University where he led the education and the educational technology effort for the NSF-funded Network for Computational Nanotechnology (NCN). He was the Chair of the IEEE/ACM Supercomputing Education Program 2006 and was the curriculum director for the Supercomputing Education Program 2005. In January 2008, he was awarded the NSF CAREER award for work on learner-centric, adaptive cyber-tools and cyber-environments. He was one of 49 faculty members selected as the nation’s top engineering educators and researchers by the US National Academy of Engineering to the Frontiers in Engineering Education symposium.

Dr. Cathryn A. Manduca is director of the Science Education Resource Center (SERC) at Carleton College SERC is engaged in a wide variety of professional development projects for undergraduate faculty that use workshops, virtual events, and community authored websites to facilitate sharing of teaching materials and expertise. In association with this work, SERC has developed tools and strategies for disseminating educational resources, and engages in evaluation and research projects, including research on faculty learning in professional development programs and its impact on teaching and student learning. Manduca is also the Executive Director of the National Association of Geoscience Teachers (NAGT). Manduca received her BA in Geology from Williams College and her PhD in Geology from the California Institute of Technology. She is a fellow of the AAAS, and has received the American Geophysical Union prize for excellence in geophysical education, and the SCIENCE prize for online resources in education.

Dr. Ann McKenna is an Associate Professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University (ASU). Prior to joining ASU she served as a program officer at the National Science Foundation in the Division of Undergraduate Education and spent several years on the faculty of the Segal Design Institute and Department of Mechanical Engineering at Northwestern University. Dr. McKenna also serves as an Associate Editor for the Journal of Engineering Education. Dr. McKenna’s research focuses on understanding the cognitive and social processes of design and innovation, design teaching and learning, the role of adaptive expertise in design and innovation, the impact and diffusion of education innovations, and teaching approaches of engineering faculty. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley.

Dr. Marcia Mentkowski is senior scholar of education research and director emerita of educational research at Alverno College where she initiated its world famous approaches to educational research and institutional assessment in 1976, including the Alverno longitudinal research, the validation of performance assessment, and evaluation of major fields. She is principal author of Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond (Mentkowski & Associates, Jossey-Bass, 2000), a culmination of twenty-four years of study. She is co-investigator with Dr. Tim Riordan of the current NSF Grant (DUE-0817498), which brings faculty from engineering schools to Alverno for curriculum development workshops. Professor Mentkowski brings conceptual direction and administrative experience to the development and study of student learning outcomes of college curricula through creating a collaborative culture of evidence from educational theory, research, program and institutional assessment, evaluation, practice, and educational policy.

10 Dr. B. Jan. Middendorf is Director of the Office of Educational Innovation & Evaluation (OEIE) at Kansas State University. As director, she supervises a 20 member staff, oversees 48 program evaluations contracts, and manages an operating budget over a million dollars. She has an extensive background in developing collaborative relationships for project preparation, project facilitation, grant writing and review, and budget preparation. She has expertise in project design, implementation, management of program evaluations, as well as the strategic planning for projects. As director she provides leadership in project development, and in creating collaborative relationships with faculty and funding agencies for the purpose of developing innovative joint projects. She has authored and co-authored 20 professional papers and presentations to the national American Evaluation Association (AEA). She has led program evaluation efforts focused on recruitment and retention of underrepresented populations in STEM fields.

Dr. H. Keith Moo-Young is Dean of the College of Engineering, Computer Science and Technology at California State University-Los Angeles. He holds a Ph.D. and M.S. in civil-environmental engineering from the Rensselaer Polytechnic Institute, Masters of Technology Management from the University Pennsylvania, and is a licensed professional engineer (Environmental Engineering) in Pennsylvania. He was formerly the Interim Dean and Associate Dean for Research and Graduate Studies at Villanova University, and has served as a Professor at Lehigh University and Villanova University. The emphasis of his research is on hazardous and solid waste management and technologies. He has published over 120 papers in peer-reviewed journals, books and conference proceedings, and has delivered over 80 presentations at conferences, workshops and invited lectures. He is also the co-inventor of one patent.

Dr. Lance C. Pérez has been a faculty member in the Department of Electrical Engineering at the University of Nebraska-Lincoln (UNL) since August 1996. He currently also holds the position of Associate Vice Chancellor for Academic Affairs at UNL. From August 2008 to August 2010 he was a Program Director in the Division of Undergraduate Education (DUE) at the National Science Foundation (NSF) where he worked on the Federal Cyber Service: Scholarship for Service (SFS) program, the Course, Curriculum and Laboratory Improvement (CCLI) program, the Advanced Technology Education (ATE) program and the Math and Science Partnership (MSP) program. His research interests are in the areas of error control coding, wireless communications, sensor networks and engineering education. He received his BS degree in electrical engineering from the University of Virginia and the MS and PhD degrees in electrical engineering from the University of Notre Dame.

Dr. Christine Pfund is the Associate Director of the Delta Program in Research, Teaching, and Learning at the University of Wisconsin-Madison. She assumed this role after a post-doctoral research position in Plant Pathology and earning her Ph.D. in Cell and Molecular Biology at University of Wisconsin-Madison. Dr. Pfund's work is focused on preparing future faculty to be effective teachers and mentors, as well as successfully integrate their approaches to research with their approaches to teaching and learning. Specifically, she has been integrally involved in developing, implementing, and evaluating a training seminar for research mentors working with undergraduate researchers. She helped develop a manual for facilitators of this seminar, Entering Mentoring, and is currently adapting and disseminating it with the support of the Howard Hughes Medical Institute Professors Program and the National Science Foundation. Her current efforts are focused on studying the impact of training on the mentors themselves and the students with whom they work.

Dr. Stephen Plank is an associate professor in The Johns Hopkins University’s Department of Sociology. He serves as co-director of the Baltimore Education Research Consortium (www.baltimore- berc.org), a joint venture of Johns Hopkins University, Morgan State University, the Baltimore City Public Schools, and other partners. Plank received his doctorate in sociology from the University of Chicago (1995). He received a bachelor’s degree in mathematical methods in the social sciences, and sociology, from Northwestern University (1990). Much of his research focuses on solutions to the problem of high school dropouts, predictors of successful transitions to college, and school climate. His current connections to studying diffusion of educational innovation come via his work with the Baltimore public schools and two additional projects with graduate students.

11 Dr. Michael Prince is a professor of chemical engineering at Bucknell University and co-director of the National Effective Teaching Institute. Since 2000, he has also co-directed a teaching workshop entitled “How to Engineer Engineering Education” for a national audience of engineering faculty. He travels extensively to deliver teaching workshops on active learning to national and international audiences. His current research examines the use of inquiry-based activities to repair persistent student misconceptions in thermodynamics and heat transfer, student motivation, and the relationship between autonomy support and self-directed learning outcomes. In 2005 he received the ASEE Mid-Atlantic Section Outstanding Teaching Award, was honored in 2008 with Bucknell University’s Lindback Award for Distinguished Teaching and in 2010 he received the Hutchison medal for the best education paper of the year from the Institute of Chemical Engineers.

Dr. Gloria Rogers is the Executive Managing Director of The Hires Foundation where she is responsible for the strategic and operational development and deployment for the Foundation which awards $100M annually in the areas of education, health, and skills training. She serves on the Business and Operations Advisory Committee for the National Science Foundation, where she will serve as co-chair beginning 2011. She has authored 35 assessment-related articles, given over 125 invited presentations at national and international conferences and facilitated workshops/seminars at over 100 campuses including presentations and workshops in twenty-eight countries around the world. She has had a Fulbright Senior Scholar assignment in Lima, Peru and, in 2008, she was named a Fellow of the American Society of Engineering Education for her contributions to the engineering education profession.

Dr. Carlos Rodríguez is Principal Research Scientist with the American Institutes for Research is nationally recognized for his expertise on issues of equity, access and educational attainment with a particular focus on minorities, women, and persons with disabilities in science, technology, engineering and mathematics (STEM). Ongoing work with the National Science Foundation (NSF) includes national evaluation projects related to underrepresented minorities in STEM and builds on his expertise in longitudinal studies, formative and summative evaluation and methodologies Dr. Rodríguez holds an appointment as Scholar-In-Residence at American University. He received his Ph.D. in Higher Education from the University of Arizona and his Master’s degree in Bicultural and Bilingual Studies from the University of Texas at San Antonio. He is a Spencer Foundation Fellow of the Woodrow Wilson Foundation for his research: Minorities in Science and Engineering: Patterns for Success.

Dr. Elaine Seymour is the Founding Director Emerita and Research Associate of Ethnography & Evaluation Research (E&ER), Center to Advance Research and Teaching in the Social Sciences at the University of Colorado at Boulder. She has conducted seminal research into the causes of STEM undergraduate attrition, barriers to the greater participation and success in STEM education and careers of women and students of color, the processes of change in STEM education (including sources of resistance), the role of teaching assistants in the improvement of STEM undergraduate education, and the contribution of undergraduate research to the educational and professional development of STEM undergraduates. As a program evaluator, she has monitored and recorded the successes, problems, and processes of change involved in both institutional and multi-institutional STEM reform initiatives. Seymour's recent work includes the development of the Field-Tested Learning Assessment Guide (FLAG), and the Student Assessment of their Learning Gains (SALG) classroom evaluation instrument.

Dr. Gerhard Sonnert is a research associate at the Harvard-Smithsonian Center for Astrophysics and an associate of the Department of Physics at Harvard University. He received Master's and doctorate degrees in sociology from the University of Erlangen, Germany, and a Master's in Public Administration from Harvard University. One of his major research interests for more than two decades has been the impact of gender on science and engineering careers. Among his publications on the topic are two books (both authored with the assistance of Gerald Holton): Who Succeeds in Science? The Gender Dimension and Gender Differences in Science Careers: The Project Access Study. His current projects include a study of programs that support women undergraduates in the sciences and engineering, a study of factors influencing success in college calculus, and a study of the transmission of research findings about gender in science and engineering from researchers to practitioners in the area.

12 Dr. Sheryl Sorby is a Professor of Mechanical Engineering-Engineering Mechanics and Director of the Engineering Education and Innovation research group at Michigan Technological University. She recently served as a Program Director within the Division of Undergraduate Education at the National Science Foundation. Her research interests include graphics and visualization. She has been the principal investigator or co-principal investigator on more than $6M in external funding and is the author of numerous publications and textbooks. She was the recipient of the Betty Vetter research award through WEPAN for her work in improving the spatial skills and ultimately the success of women engineering students. Dr. Sorby currently serves as an Associate Editor for ASEE’s online journal, Advances in Engineering Education. In 2007, she received the Distinguished Service Award from the Engineering Design Graphics Division of ASEE and in 2009 she was elected to Fellow status in ASEE.

Dr. Roberta Spalter-Roth is the Director of the American Sociological Association’s (ASA) Research and Development Department. She is responsible for developing research projects, overseeing the research team in implementing projects, and disseminating research findings through publications and presentations to association members, disciplinary societies, and other scientists. Her current research focuses include diffusion of innovations; network participation, professional labor markets, and race and gender inequalities in science pipeline. She is currently the Principal Investigator for five National Science Foundation-funded projects. She has published peer-reviewed articles, invited chapters in books, book reviews, technical reports, and research briefs.

Dr. Karan Watson, P.E., is the interim provost and executive vice president for academic affairs at Texas A&M University and a Regents Professor in the Department of Electrical and Computer Engineering and in the Department of Computer Science and Engineering. Dr. Watson is a fellow of the IEEE and the ASEE. Her awards and recognitions include the U.S. President's Award for Mentoring Minorities and Women in Science and Technology, the American Association for the Advancement of Science mentoring award, the IEEE International Undergraduate Teaching Award, The Texas A&M University Association of Former Students—University Award for Student Relations, and the College of Engineering Crawford Teaching Award. In 2003–2004, she served as a Senior Fellow of the National Academy of Engineering Center for the Advancement of Scholarship in Engineering Education, and is currently on the Board of Directors for ABET.

INVITED GUESTS

Dr. Maura Borrego is an Associate Professor in the Department of Engineering Education at Virginia Tech. She is currently serving a AAAS Science and Technology Policy Fellowship with placement at the National Science Foundation. Her research interests include how engineering faculty find out about and decide to use engineering education innovations. Dr. Borrego holds U.S. NSF CAREER and Presidential Early Career Award for Scientists and Engineers (PECASE) awards for her engineering education research. Dr. Borrego has developed and taught graduate level courses in engineering education research methods and assessment since 2005. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.

Dr. R. Alan Cheville is currently serving as a program director in the Engineering Education and Centers Division at the National Science Foundation, and manages the engineering education research portfolio. Dr. Cheville previously served as director of a curriculum reform project involving faculty from multiple units across Oklahoma State University and collaborators at three peer universities. This project, Engineering Students for the 21st Century, aligned the behaviors that are taught in engineering degree programs with those that help students succeed in engineering professions. Dr. Cheville’s interests are in developing learning and teaching methods that help engineering programs transition from emphasizing acquisition of knowledge to emphasizing student development. Dr. Cheville’s other interests include engineering design, project-based learning, as well as research in high speed optoelectronics.

13 Dr. Russ Pimmel is a program officer in the National Science Foundation’s Division of Undergraduate Education (DUE). He has lead responsibilities for engineering-related activities across the suite of DUE programs. He was formerly a Professor in the Department of Electrical and Computer Engineering at the University of Alabama. At the University, Dr. Pimmel’s research concerned neural networks and computer architecture and he taught digital system and computer architecture along with the capstone design course in electrical and computer engineering.

Mr. Mike Reese is the assistant director of the Center for Educational Resources (CER) at Johns Hopkins University. The CER is an instructional support unit at the Johns Hopkins University. Mike has worked on the design, implementation, and assessment of over a dozen engineering education innovation projects. Mike is also a doctoral student in Johns Hopkins sociology department studying how educational ideas and innovations spread through colleges. He is currently designing his dissertation project (and is open to suggestions of interesting data sets). Mike holds a B.S. in Electrical Engineering with a minor in sociology from Virginia Tech. He began a doctoral degree program in engineering at Cornell University before transferring to the University of Virginia to complete a M.Ed. in educational technology. Mike worked in private consulting and the e-learning sector before joining Johns Hopkins 8 years ago.

Mr. Junaid A. Siddiqui is a second year doctoral student at the School of Engineering Education, Purdue University. Before joining the doctoral program he worked for nine years at the faculty development office of King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. In this role he was involved in several faculty development activities, particularly working with the faculty members for exploring the use of web-based technologies in the support of classroom teaching. He received his MS in Civil Engineering from KFUPM while he has also earned an MPBL degree from Aalborg University, Denmark. He is currently working with Dr. Robin Adams during his doctoral studies where his research focus is on institutional and faculty development for engineering education.

External Evaluator Gary Lichtenstein, Quality Evaluation Designs

NAE/CASEE STAFF Dr. Norman Fortenberry, Director Dr. Elizabeth Cady, Program Officer Mr. Jason Williams, Senior Financial Assistant