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2010 Front Cover1.Pub CASEE Chronicles Center for the Advancement of Scholarship on Engineering Education Progress and Accomplishments Engineering Education Research and Innovation 2008-2009 CASEE Organizational Affiliates (page numbers indicate detailed descriptions) Research Community • Engineering Education • Department of Industrial Research Center – Technology – Purdue Washington State University p. 52 • Center for the University p. 40 Department of Technology Advancement of • Integrated Teaching and and Society – Stony Brook Engineering Education • Learning Center – University (CAEE) – University of University of Colorado- Washington (lead) p. 28 • East Lake High School Boulder Robotic Boosters, Inc. • Center for Design Learning, Training, and Research – Stanford • • Faculty Innovation Center – Development – Boeing p. University University of Texas at 42 Austin • Center for Engineering Leonhard Center for the Education – Colorado • • Laboratory for Innovative Advancement of School of Mines Technology and Engineering Education – Engineering Education • Center for Engineering Pennsylvania State (LITEE) – Auburn Educational Outreach – University University p. 54 Tufts University • Materials Engineering • Lean Aerospace Initiative • Center for Engineering Department – Cal Poly San Education Network – MIT Learning and Teaching Luis Obispo p. 44 (lead) p. 56 (CELT) – University of National Center for Washington p. 30 • • North American CDIO Engineering and Regional Center p. 58 • Center for Studies in Technology Education Higher Education – • Project Lead The Way, Inc. (NCETE) – Utah State University of California, p. 60 University (lead) p. 46 Berkeley p. 32 • Rowan University p. 62 • Northwestern Center for • Center for the Study of • WEPAN Engineering Education Women, Science, and Research (NCEER) – Technology – Georgia Corresponding Centers Northwestern University Tech p. 34 • Charles V. Schaefer • College of Engineering – • The Australasian School of Engineering – University of Michigan p. Association for Engineering Stevens Institute of 36 Education (AAEE) Technology • Commission on • Engineering Subject • Teaching and Learning Professionals in Science Centre, UK Higher Laboratory – MIT p. 48 and Technology (CPST) Education Academy • Department of Engineering • Korean Engineering Implementation Network Education – Virginia Tech Education Research p. 38 Center • Committee on Academic • Department of Mechanical Prerequisites for Dissemination Channels Engineering – University of Professional Practice – Maryland Baltimore County American Society of Civil • IDEAL – ABET, Inc. • Department of Technology Engineers and Society – Stony Brook • National Effective Teaching • College of Engineering and Institute – North Carolina University Science – Louisiana Tech • Division of Engineering State University p. 50 Education – Viterbi School • School of Engineering – of Engineering, University University of Connecticut of Southern California • College of Engineering – Purdue University Sponsors CASEE Chronicles CASEE Staff Engineering Education National Science Norman Fortenberry Foundation Research and Development CASEE Director DUE-0936193, DUE-0837884, 2008 - 2009 DGE-0829412, Sonja Atkinson DUE-0814328, Program Associate REC-0643048, REC-0633774, Table of Contents Elizabeth Cady DUE-0632843, DUE-0618125, Associate Program Officer HRD-0533520, SES-0523255, Catherine Didion EEC-0501669, Highlights of 2008-2009 2 Project Director, EEES HRD-0441207 DUE-0434960, Research Strands 3 DUE-0431218, Susan Donohue HRD-0411994, Past Managing Editor, DUE-0404802, CASEE Affiliates 4 AREEonline.org EEC-0242554, Research Community 4 US Department of Karl Smith Education - P120A080015 Editor-in-Chief, Implementation Network 12 AREEonline.org Intel Foundation Corresponding Centers 17 Dane and Mary Louise Jason Williams Miller Senior Financial Assistant Dissemination Channels 19 The Boeing Company Christine Mirzayan Science Fellows and Scholars 19 ExxonMobil Foundation and Technology Policy Senior Fellows 20 Graduate Fellows Walter L. Robb Postdoctoral Fellows 20 Ryan Davison Affiliated Scholars 21 Applied Materials, Inc. Scholars-in-Residence 23 Graduate Fellow Hewlett-Packard CASEE FIE New Faculty Fellows 24 Dee Miller Company CASEE Advisory Committee 25 National Instruments Foundation CASEE Staff Activities 26 The NAE Fund Research Community Activities 28 The O’Donnell Foundation Individual NAE members Implementation Network Activities 50 Relevant Publications 64 Sponsored Workshops 65 Highlights of 2008-2009 CASEE has • Twenty-two (22) Research Community Affiliates contributing to the fundamental knowledge base on education within professions and/or pursuing their own efforts to enhance the quality of engineering and/or science education (details begin on page 4). • Fourteen (14) Implementation Network Affiliates engaged in pilot and large-scale implementations of educational innovations or willing to serve as testbed sites for such implementations (details begin on page 12). • Three (3) Corresponding Centers contributing to the fundamental knowledge base on education within professions and/or pursuing their own efforts to enhance the quality of engineering and/or science education. CASEE Corresponding Centers are typically based outside of the United States and/or affiliated with governmental entities (details begin on page 17). • Two (2) Dissemination Channels serving to educate the engineering community about either a) rigorous approaches to the conduct and evaluation of education research, or b) the findings which result from such research including pilot and large-scale implementation activities (details begin on page 19). • Four (4) Fellows and Scholars engaged in research that advances knowledge in engineering education research and development (details begin on page 19). • A distinguished Advisory Committee to provide input and advice on its strategic directions and operational activities (details on page 25). • A robust set of staff-led activities designed (a) to foster a community of scholars, and (b) develop tools to advance and diffuse knowledge. Continuing activities include (details begin on page 26): o An on-line resource for engineering faculty <www.PR2OVE-IT.org>, o An on-line resource for engineering education researchers <www.AREEonline.org>, o Development of instruments to measure student and faculty engagement in engineering education, o Collaboration with engineering societies to enhance attainment of engineering degrees by women, and o Studies of instructional scholarship and campus diversity efforts. • In-depth examples of the types of research and development activities being conducted by its Research Community (details begin on page 28) and Implementation Network Affiliates (details begin on page 50). 2 CASEE Chronicles, Volume VI: 2008-2009 Research Strands To achieve its goals, CASEE has defined four high priority research strands across its research areas: 1. Define the bodies-of-knowledge required for • Professional practice within engineering fields; and • Using study within engineering fields as foundations for non-technical careers. 2. Develop, validate, and implement institutional, instructional, and curricular strategies that, in both the formulation and solution of engineering problems, value diversity of • Populations (with respect to gender, ethnicity, and physical ability); • Learning styles, and • Perspectives. 3. Develop, validate, and implement innovative, cost-effective, and time-efficient instructional and curricular strategies and technologies for • Improving student learning, and • Enhancing the instructional effectiveness of current and future faculty. 4. Develop, validate, and implement assessments of student learning and instructional effectiveness. To gauge its own progress in fostering excellence, CASEE applies three metrics to evaluate the quality of engineering education: 1. More effective instruction and learning that, compared to the current population, results in • Twice the depth-of-knowledge, • Twice the convergence of knowledge with other relevant non-engineering disciplines, and • Twice the professional discernment. 2. More engaged instruction and learning that, compared to the current population, results in • Twice the diversity with respect to underrepresented groups, learning styles, and perspectives, • Twice the ethical awareness and sensitivity to society impacts, and • Twice the professional and personal satisfaction with the value of having studied engineering. 3. More efficient instruction and learning that, compared to the current population, results in • Half the attrition, • Twice the course integration within programs and flexible connectivity across programs and institutions, and • One-third reduction in costs. 3 CASEE Affiliates The research and development activities that will enable CASEE to meet its goals are being conducted by affiliated individuals and organizations spread throughout the United States. As shown in the table below, each type of affiliate is targeted to pursue a particular type of scholarship within Boyer’s four-fold model of scholarship. Type of Affiliate Principal Form of Scholarship Research Community Discovery Implementation Network Application Dissemination Channels Dissemination/Teaching Fellows and Scholars Integration Research Community The CASEE Research Community consists of academic and other non-profit, as well as for- profit, education research centers contributing to the fundamental knowledge base on education within professions and/or pursuing their own
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