{"id":665,"date":"2019-06-24T18:23:49","date_gmt":"2019-06-24T18:23:49","guid":{"rendered":"https:\/\/engr.ncsu.edu\/stem-resources\/?page_id=665"},"modified":"2026-05-11T15:36:52","modified_gmt":"2026-05-11T15:36:52","slug":"education-related-papers","status":"publish","type":"page","link":"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-site\/education-related-papers\/","title":{"rendered":"Education-Related Papers"},"content":{"rendered":"\n\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/engr.ncsu.edu\/stem-resources\/wp-content\/uploads\/sites\/413\/2019\/06\/lubischer-students-1024x576.jpg\" alt=\"Dr. Jane Lubischer works with students.\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"sorted-by-topic\">Sorted by Topic<\/h2>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"a-f\">A \u2013 F<\/h2>\n\n\n<div class=\"is-text wp-block-ncst-accordion\" >\n    <div class=\"accordion isLinked\" id=\"ncst-accordion-fif4xb\">\n          \n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">ABET &#8211; Engineering Accreditation<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_DSju-MkbVKDYLVoP42VPrKgBFaUduK-\/1998-r_abet2000.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">ABET Criteria 2000: An Exercise in Engineering Problem Solving.<\/a>&#8221; A column of reflections on the ABET Engineering Criteria, the accreditation standard for all U.S. engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.`<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17GNOyvwFTxFR1QwNENPSaF8K9Ytqkfoy\/2001-ABET_paper(RB).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">EC2000 Criterion 2: A Procedure for Creating, Assessing, and Documenting Program Educational Objectives.<\/a>&#8221; A paper that reviews ABET Engineering Criterion 2 and offers guidance on addressing it.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GJ_QcBz_68Ge86aNvQe__RgUFX4B8wEc\/1997-r_objectives.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Objectively Speaking.<\/a>&#8221; A column on how to write learning objectives for a course and why they make everything you do thereafter (e.g. planning syllabi and class sessions, making up assignments and exams, and reviewing departmental curricula) easier and more effective.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Active Learning<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=1J1URbdisYE\" target=\"_blank\" rel=\"noopener noreferrer\">Active Learning with Richard Felder.<\/a> A 12-minute video on YouTube in which Dr. Felder explains what active learning is and why it works and shows several illustrative clips of its use in a 125-student engineering class.<\/li>\n\n\n\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=0p7gNXGvcww\" target=\"_blank\" rel=\"noopener noreferrer\">Creating Partnerships: Active Learning in an Engineering Class.<\/a> A 35-minute video on YouTube containing clips of Dr. Felder using active learning in a large class, with narration by Dr. Felder and Dr. Rebecca Brent and post-course comments from several of the students about the impact of the teaching method on their learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-articles\/education\/active-learning-introduction\/\" target=\"_blank\" rel=\"noopener noreferrer\">Active Learning: An Introduction.<\/a>&#8221; A short tutorial that defines active learning, gives examples of activities and formats, and answers frequently-asked questions about the method. You can also take a multiple-choice quiz on the tutorial contents that provides feedback on incorrect responses.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PGlZxoVVkCtmiyvXTXTbw5ICLwZLDxah\/2020-AEE-COVID-19-Felder.pdf\">Active Student Engagement in Online STEM Classes: Approaches and Recommendations.<\/a>\u201d\u00a0Strategies for actively engaging students in synchronous and asynchronous online instruction, and research supporting the effectiveness of the strategies.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1EqDaSid_oLAh_fH4SVB_pukyDfUae4q4\/1994-r_questions.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Any Questions?<\/a>&#8221; A column on different types of questions that can be effectively asked in class.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wwkKwQfVWKOP_9eYb7ZN8LaqLYawTb0Y\/2005-r_PowerPoint.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Death by PowerPoint.<\/a>&#8221; How and how not to use presentation graphics in a class.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1smSpn4AiHSh8z7a0MHDBwhb_JhcoLQmI\/2004-Prince_AL.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Active Learning Work? A Review of the Research.<\/a>&#8221; A paper by Michael Prince reviewing the research evidence for the effectiveness of active learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1SvlVS-NIAWltTUn6TOYQQBHkClpH9ZpJ\/2008-ASEE(ActivevsTraditional).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Effects of Active Learning on Student Performance and Retention.<\/a>&#8221; <em>2008 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2008. Exam grades and curricular retention of students taught actively in the introductory chemical engineering course were compared with grades and retention of students taught with traditional lecturing.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1uyrn955nPoJcTtp3SzYGMpKjaBLGhOyR\/1999-r_faqs-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs-2.<\/a>&#8221; Can I use active learning exercises in my classes and still cover the syllabus? Do active learning methods work in large classes?<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Mm8lfTwEL4W3OG3qzb_c6NNelpQ82WWA\/2011-r_HangInThere.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Hang in There: Dealing with Student Resistance to Learner-Centered Teaching.<\/a>&#8221; If you tried active or cooperative or problem-based learning and got pushback and lower ratings from the students and feel discouraged, here are some things to think about.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ONUEg-44JZ_bQDKllhhDVFV02OEeK9KQ\/1992-r_quickone.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How About a Quick One?<\/a>&#8221; A column suggesting formats for small-group in-class exercises and the one-minute paper.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wDGRlm-kvyViLvdONXOmXmhwADNzadef\/1991-r_WithoutSaying.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">It Goes Without Saying.<\/a>&#8221; An illustrative lesson utilizing active learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1juBwM979Jnuko8M6a0eZHhAQLjfenAgW\/2003-r_active.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning by Doing.<\/a>&#8221; A column outlining the philosophy and strategies of active learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" data-type=\"URL\" data-id=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">Promoting and Managing Student-Student Interactions in Online STEM Classes: Approaches and Recommendations.<\/a>&#8221; Strategies for engaging students in group work in synchronous and asynchronous online courses, including discussion boards and team assignments and projects.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GyX6URPPk1zXhjLSzhr-IU68f71LqowI\/2005-r_laptops.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Screens Down, Everyone: Effective Uses of Portable Computers in Lecture Classes.<\/a>&#8221; Tips on using portables in class to work through tutorials, develop skills in software applications, and carrying out web-based research.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1MP91j98kfwzK2B69rQ8wAft5Jfj_BcLy\/2007-r_sermons.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Sermons for Grumpy Campers.<\/a>&#8221; Short speeches to persuade students that active and cooperative learning are not violations of their civil rights, but instructional methods likely to improve their learning and grades and prepare them for their future careers.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Q4DTMi1Y0B3gouQQAh2f4bCplXiPSG2M\/2007-StoichPap-pt2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Student-Centered Approach to Teaching Material and Energy Balances. Part 2. Course Delivery and Assessment.<\/a>&#8221; The second of a two-part series in <em>Chemical Engineering Education<\/em> on an implementation of the stoichiometry course that made extensive use of active and cooperative methods.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1O6QTixfHdBcMLwDYV8NxiFG7ukioq9Cm\/1990-StoichiometryWithoutTears.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Stoichiometry without Tears.<\/a>&#8221; Tips on teaching the introductory chemical engineering course (material and energy balances), with an extended illustrative active learning exercise.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17J1IN6rV9EPI2TcKfL-75cyhEUjMEebG\/1988-SystemsCourse.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Systems Thinking: An Experimental Course for College Freshmen.<\/a>&#8221; A description of a course taught in 1986 that made extensive use of active learning to help students develop critical thinking and communication skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/11m5PKh6V4RcY8WcrQj15tfyG0Bko5Adq\/2013-r_QandA-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">You Got Questions, We Got Answers. 2. Active Learning.<\/a>&#8221; Why do it? How do we know it works? How much should you do in a class session? Can I use it for long problem solutions and derivations? Can I use it online?<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Assessment of Learning (including testing and grading)<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABETpaper(JEE).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/165WQsc-thVfUtaV0x3bxP8Ni9vx8R_Tz\/2002-TestingTips_paper.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Designing Tests to Maximize Learning.<\/a>&#8221; Suggestions for writing and grading tests to provide an appropriate balance of challenge and fairness.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/13mE6OwZyiCUHul_hsNfJRupncTKs8jv_\/1985-Generic.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Generic Quiz: A Device to Stimulate Creativity and Higher-Level Thinking Skills.<\/a>&#8221; A &#8220;make-up-an-exam&#8221; exercise that helps students develop higher-level thinking skills (analytical, critical, and creative thinking).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_iJx42wpF1uxJ9FlZ35cs0pJE99SZj5L\/2010-r_SoftSkills(print version).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Hard Assessment of Soft Skills.<\/a>&#8221; Using checklists and rubrics both to assess soft (professional) skills and to help students develop those skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_HuvW7bJsv7CQo2haP4WErtvpx6zTKln\/2011-r_cheating.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How to Stop Cheating (or at Least Slow It Down).<\/a>&#8221; Statistics on the incidence of cheating in college and proven ideas for preventing it and catching it when it occurs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RCEDSpJOaFGXwMfFRLMAT5vNm9JnhSPe\/1985-Cheating-CEE.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cheating \u2014 An Ounce of Prevention.<\/a>&#8221; Common student cheating strategies and tips for preventing and detecting them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/11wDm6VoA0w5L9MWG1JPORNdn8t8pLvZa\/2014-r_TestTaking.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Tips on Test Taking.<\/a>&#8221; Things students should and should not do when preparing for tests and taking them.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Ib-0f_OMXAtmzDxncBziM4G0YWqRtret\/1999-r_memo.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Memo to Students Who are Disappointed with Their Last Test Grade.<\/a>\u201d Suggestions for improving test performance.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Creative and Critical Thinking<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1O2s0399NzXhvOGMxrvk2AkKTrxa-j3EU\/2014-r_CreativeCritical.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Want Your Students to Think Creatively and Critically? How about Teaching Them?<\/a>&#8221; Suggestions for how to do it.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rDFzRqBian_rasqXDlEhpaZlbgKlK4M2\/1982-RJR Monograph.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Engineering Education Have Anything to Do with Either One: Toward a Systems Approach to Training Engineers.<\/a>&#8221; A 1982 monograph that calls for the integration of creativity (among other things) into the engineering curriculum and offers suggestions on how to do it.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mCN44A_SS2mP4RMtgel8azcMD5aZvtp0\/1987-Creative_Engineers.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">On Creating Creative Engineers.<\/a>&#8221; Classroom exercises and assignments to help students develop and improve their creative thinking skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1AG9XTwPKiASFItRCb9pxSvWVM6z1ufCH\/1988-Creativity(CEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Creativity in Engineering Education.<\/a>&#8221; More techniques to help engineering students develop creative thinking skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET paper (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/13mE6OwZyiCUHul_hsNfJRupncTKs8jv_\/1985-Generic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Generic Quiz: A Device to Stimulate Creativity and Higher-Level Thinking Skills.<\/a>&#8221; A &#8220;make-up-an-exam&#8221; exercise that helps students develop higher-level thinking skills (analytical, critical, and creative thinking).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17J1IN6rV9EPI2TcKfL-75cyhEUjMEebG\/1988-SystemsCourse.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Systems Thinking: An Experimental Course for College Freshmen.<\/a>&#8221; Description of a course taught in 1986 that made extensive use of active learning to help students develop critical thinking and communication skills.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Cooperative Learning<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PLmbl9qPHpwYV7GFqUgWTHm5YNDzHV8V\/2007-CLChapter.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cooperative Learning.<\/a>\u201d A book chapter that provides an overview of definitions and methods of cooperative learning and a review of CL applications in chemistry.<\/li>\n\n\n\n<li><a href=\"https:\/\/info.catme.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">CATME Smarter Teamwork.<\/a> A website containing a variety of tools for forming cooperative learning teams and helping them develop high-performance teamwork skills.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wZJX8WqXMZfzMGbc3CZv80wRNhXWtcH4\/2012-CATME paper.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation.<\/a>\u201d Origins, validity, and application of the online peer rating system for cooperative learning teams that is part of the CATME Smarter Teamwork suite of tools.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1y4er1UbysUyLR2ZHitJLsVgCrIasp4Rj\/1994-Coopreport.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs.<\/a>\u201d A monograph published as an ERIC Document Reproduction Service report.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RS5WgeX88n2XLfC_fWYwYl28POxy0Dz3\/1995-long4.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them.<\/a>\u201d A detailed outline of an instructional approach that incorporates active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Jq9l3hhrIfO2_cRA7Pmw-L6mrOv4oY9N\/1998-Long5.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.<\/a>\u201d Performance and attitude differences between students taught with an active\/cooperative learning model and students taught with a traditional instructor-centered model.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1A2kECdePXWUFCMMhDWrRhJeYSXxRK2Xz\/1995-Cooperpap.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cooperative Learning in a Sequence of Engineering Courses: A Success Story.<\/a>\u201d A synopsis of the preceding two references.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1perueT7C68oE2FSK1ay6rRKD6hmzUEtr\/2000-Kaufmanpap.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Accounting for Individual Effort in Cooperative Learning Teams.<\/a>\u201d An article reporting on an experimental study of the use of a peer rating system in an introductory engineering course. The study examines the incidence of students receiving low ratings from all their teammates, inflated and deflated self-ratings, identical ratings given by all teammates to one another, and possible gender and racial bias in the ratings.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mpxsCXGJGvczIIXYE549GUndCFfy2h6p\/2007-OakleyPaper(IEEE).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Best Practices Involving Teamwork in the Classroom: Results from a Survey of 6435 Engineering Student Respondents.<\/a>\u201d How instructors form and guide teams and implement cooperative learning can have a dramatic effect on students\u2019 satisfaction with the team experience and their sense of the extent to which the course learning objectives were met.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14KWLRSd3_HGDJNP4MaQgerDMUH_iHaaC\/2004-CL_Paper(Italian).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cooperative Learning<\/a>\u201d (Apprendimento Cooperativo). [<em>IS Informatica e Scuola<\/em>, 12, 36-39 (2004).] A brief review of the principles and benefits of cooperative learning. (In Italian)<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET paper (JEE).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria<\/a>.\u201d Review of ABET program assessment terminology (program educational objectives, program outcomes, course learning objectives, etc.), followed by suggestions for formulating learning objectives, designing instruction, and selecting assessment methods that address Outcomes a-k of the system used to accredit all American engineering programs. Includes an appendix that outlines how cooperative learning can be used to address all 11 of those outcomes.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1upcHNMbKK1JYMUWBp4AJAyIc2KPxKjvR\/2000-Hallerpap.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Dynamics of Peer Education in Cooperative Learning Workgroups.<\/a>\u201d Conversation analysis of work sessions of student groups is used to identify patterns of teaching-learning interactions and interactional problems.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pi_E_lQXIJRmd9dHb9qqr6zlIOYlP1-J\/2001-CLStrategies(JCCCT).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Effective Strategies for Cooperative Learning.<\/a>\u201d An article in the <em>Journal of Cooperation and Collaboration in College Teaching<\/em> that offers tips on forming teams, dealing with dysfunctional teams, grading team assignments, and using cooperative learning in a distance learning environment.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1JcUweH9Wt_8TypYkiK_YpqAzZNmCsw9R\/1999-r_faqs.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">FAQs.<\/a>\u201d What evidence is there that these alternative teaching methods actually work?<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ylDtgqgjO47bE0bTRurkPaBHK05Btr__\/2001-r_faqs-3.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">FAQs-3.<\/a>\u201d A column on methods of setting up groupwork in distance learning.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1e8jsWrzB8Sj9D8VNzfGIa3eAF3Z7xyAd\/1999-Liberato.PDF\" target=\"_blank\" rel=\"noreferrer noopener\">L\u2019Apprendimento Cooperativo: Un Metodo per Migliorare la Preparazione e l\u2019Acquisizione di Abilit\u00e0 Cognitive negli Studenti,<\/a>\u201d Methods and benefits of cooperative learning. (In Italian, with an English abstract).<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/15ZY4xXbcVzSluiYfv2nZRAAUF0XGrCzS\/1996-Resist.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Navigating The Bumpy Road to Student-Centered Instruction.<\/a>\u201d Tips on overcoming the resistance many students exhibit toward student-centered instructional methods like active and cooperative learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" data-type=\"URL\" data-id=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">Promoting and Managing Student-Student Interactions in Online STEM Classes: Approaches and Recommendations.<\/a>&#8221; Strategies for engaging students in group work in synchronous and asynchronous online courses, including discussion boards and team assignments and projects.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1MP91j98kfwzK2B69rQ8wAft5Jfj_BcLy\/2007-r_sermons.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Sermons for Grumpy Campers.<\/a>\u201d Short speeches to persuade students that active and cooperative learning are not violations of their civil rights, but instructional methods likely to improve their learning and grades and prepare them for their future careers.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Q4DTMi1Y0B3gouQQAh2f4bCplXiPSG2M\/2007-StoichPap-pt2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A Student-Centered Approach to Teaching Material and Energy Balances. Part 2. Course Delivery and Assessment.<\/a>\u201d The second of a two-part series on an implementation of the stoichiometry course that made extensive use of active and cooperative methods.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ofGhdOciEwloA2zofffqkr7jG3SeKRq3\/2004-Oakley-paper(JSCL).pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Turning Student Groups into Effective Teams.<\/a>\u201d Techniques for avoiding dysfunctional teams, dealing with them when they arise, and helping students acquire the skills they will need to form high-performance teams.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1oHkUf-_XFfhwnDeRc55hK9S7NPoQjDwN\/2001-Interface_Response_Letter.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Technology-Based Instruction and Cooperative Learning.<\/a>\u201d A letter to the editor that says in effect, \u201cDon\u2019t knock them until you\u2019ve tried them\u2013or at least until you\u2019ve checked out the research attesting to their effectiveness.\u201d<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Mm8lfTwEL4W3OG3qzb_c6NNelpQ82WWA\/2011-r_HangInThere.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Hang in There: Dealing with Student Resistance to Learner-Centered Teaching.<\/a>\u201d If you tried active or cooperative or problem-based learning and got pushback and lower ratings from the students and feel discouraged, here are some things to think about.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/10Utsk52AD22tfCiA5awkhPlyavKusIbz\/1995-r_noteasy.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">We Never Said It Would Be Easy.<\/a>\u201d A column on problems commonly encountered when implementing active and cooperative learning methods and ways to overcome them. (A short version of \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/15ZY4xXbcVzSluiYfv2nZRAAUF0XGrCzS\/1996-Resist.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Navigating the Bumpy Road to Student-Centered Instruction.<\/a>\u201c)<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CBWYTm5Y7W3eDiHKkBhR_3Hy6rE7tgf4\/1996-JChemEd.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Active, Inductive, Cooperative Learning: An Instructional Model for Chemistry?<\/a>\u201d <em>J. Chem. Ed.<\/em>, 73(9), 832-836 (1996).<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Engineering\/STEM Education<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1mgD9ZmmnMYmSDnlGsvEgJNW5mLFT13Xo\/view?usp=sharing\">STEM Education: A Tale of Two Paradigms.<\/a>&#8221; A 2021 paper surveying conflicts between the traditional teacher-centered paradigm for STEM education and the emerging learner-centered paradigm, and predictions about the eventual outcome.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/196QvnYsMz9QawFvoJwRfed8nXFGeVt7G\/2012-TwoParadigms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Education: A Tale of Two Paradigms.<\/a>&#8221; A 2012 chapter surveying conflicts between the traditional teacher-centered paradigm for engineering education and the emerging learner-centered paradigm, and predictions about the eventual outcome.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1UZs7XfJuu3I9T8yRWGc_VCvlhWxvjRM2\/2004-r_Paradigms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Changing Times and Paradigms.<\/a>&#8221; A 2004 column listing driving forces for reform in engineering education and signs that they may be working.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rDFzRqBian_rasqXDlEhpaZlbgKlK4M2\/1982-RJR%20Monograph.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Engineering Education Have Anything to Do with Either One: Toward a Systems Approach to Training Engineers.<\/a>&#8221; A 1982 monograph that relates prevalent practices in engineering education to many technology-based problems facing society. Many of the educational reforms suggested in the monograph were developed further in Dr. Felder&#8217;s papers in subsequent decades and anticipated many of the features of the current engineering program accreditation system.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RS5WgeX88n2XLfC_fWYwYl28POxy0Dz3\/1995-long4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them.<\/a>&#8221; A detailed outline of an instructional approach that incorporates active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Jq9l3hhrIfO2_cRA7Pmw-L6mrOv4oY9N\/1998-Long5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.<\/a>&#8221; Performance and attitude differences between students taught with an active\/cooperative learning model and students taught with a traditional instructor-centered model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_KQAQLBdCQ_rqBbT24tKSqWMJ-nJjK7d\/2004-EdQuimPaper(Teaching at a Research University).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering at a Research University: Problems and Possibilities.<\/a>&#8221; Proven strategies for effective teaching, why most faculty members don&#8217;t know about them, and ways to change the system to make their use more widespread.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VJR-3GYpcuHNlHh6c8r8v3NvFYR3-szF\/2006-TwelfthCentury.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering in the 21st Century with a 12th Century Teaching Model: How Bright is That?<\/a>&#8221; A comparison of traditional teaching methods, which in many ways go back nearly a millennium, with methods more appropriate for helping modern engineering students develop the professional skills that will be required of them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Rd5D4Fv-kFWtTDgydj_PSNGWniZM7He8\/1993-IJEE93Issues.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">American Engineering Education: Current Issues and Future Directions.<\/a>&#8221; A 1993 crystal ball-gazing paper. The good news is that it was an accurate summary of the current issues and future directions in 1993. The bad news is that it still works remarkably well in 2018.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1crtBekpcoLnZiFYQgFYJgikiH4ffYTla\/1987-Future-ChE-Curr.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future ChE Curriculum: Must One Size Fit All?<\/a>&#8221; This 1987 paper is also still pretty much on target.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1txaa5qUk54T3hRm1_4zx660SJP2xlnRs\/2000-Quartet-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. I. A Vision for a New Century.<\/a>&#8221; The first of a series of six papers in <em>Chemical Engineering Education<\/em> surveying recent changes and predicting future directions in engineering education. This paper reviews the global issues that will require reforms in the way engineers are educated and engineering professors are prepared to provide the education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1IS6QsiWLm6zkGz5d8w9X7xmdKRXTpZSV\/2000-Quartet-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. II. Teaching Methods that Work.<\/a>&#8221; A survey of instructional methods that have been proven effective in many classroom research studies and can be implemented within the context of the ordinary engineering classroom. Topics covered include formulation of clearly defined instructional objectives and using active, cooperative, and problem-based learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14A7XVi1APMRQLRZ8e34gOCxZTaCVDg16\/2000-Quartet-3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. III. Developing Critical Skills.<\/a>&#8221; Techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1uEbdpHI1WsnvgsPIdek9YSQqXxOuyCJx\/2000-Quartet-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. IV. Learning How to Teach.<\/a>&#8221; Approaches to equipping current and future faculty members with teaching skills. Examples are given of successful courses and workshops on teaching and mentorship programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NDjonsKx6CeA_PQRaMuS2Xi8A-CnZduU\/2000-Quartet-5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. V. Assessing Teaching Effectiveness and Educational Scholarship.<\/a>&#8221; Methods for determining the effectiveness of instruction in individual courses and curricula (learning outcomes assessments, ratings from students, peers, and alumni, teaching portfolios) and determining the quality of educational scholarship.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1jerCLmRiRpAxsZngXevQMG7M1mMZYdPU\/2000-Quartet-6.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. VI. Making Reform Happen.<\/a>&#8221; Suggestions for addressing faculty concerns about alternative teaching methods and possible incentives and rewards for faculty to redesign courses and curricula and improve teaching quality.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1xQxOB4K10boqDoqi_w3BsouQ1i784stw\/1996-team-teaching.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Team-Teaching in an Integrated Freshman Engineering Curriculum.<\/a>&#8221; Instruction delivered by a multidisciplinary faculty team in the curriculum described in the next two references.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Eyam6_ilV6ERalGyo27kSwb60EyXMwLf\/1996-ASEE-IMPEC.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">IMPEC: An Integrated First-Year Engineering Curriculum.<\/a>&#8221; 1996 report on a pilot-scale sequence of courses that included two semesters of calculus, one of physics, one of chemistry, and one-credit engineering courses in each semester that provided context and motivation for the science and math.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1gfEydMPpebzFn6mwpXFyihJRgSKOmKOQ\/1997-ASEE-IMPEC.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Update on IMPEC: An Integrated First-Year Engineering Curriculum at North Carolina State University.<\/a>&#8221; A 1997 update on the previous paper that includes assessment data.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ryi8ctyOLH1ZO16pdTR5rk_NQaMJL_yE\/1994-Mythpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Myth of the Superhuman Professor.<\/a>&#8221; Problems that result from the common <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NM17ggwzc_R6FlYZEimRe8dVloyKNDqp\/2002-SurveyPaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">requirement<\/a> that all faculty members at research universities must excel at both teaching and disciplinary research, and an alternative model for faculty hiring and advancement.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NM17ggwzc_R6FlYZEimRe8dVloyKNDqp\/2002-SurveyPaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities.<\/a>&#8221; The extent to which engineering faculty in 1999-2000 were using various nontraditional methods including active and team-based learning, and the role of faculty development in promoting the observed usage.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cMlF6H6TDM0AktuJRWM9jFoHMAop75lQ\/1996-r_winds.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Warm Winds of Change.<\/a>&#8221; A 1996 column reporting indications that the climate for teaching at universities may be improving.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/15La2hLnpqpysiysTly_NOI2rvUhcrQH3\/2006-r_flatmind.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Whole New Mind for a Flat World.<\/a>&#8221; A column observing that to get and keep jobs in a world of growing globalization, outsourcing of skilled jobs, and offshoring of entire manufacturing operations, engineering graduates in developed countries will need knowledge and skills that are not addressed in today&#8217;s engineering curriculum.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wi9rqNGfL1XrNOAjR11xOvU4VJUefwzo\/2014-r_TeachingThat.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Why Are You Teaching That?<\/a>&#8221; Ideas for course content that could be dropped and no one (except maybe the professor who loves it) would miss it.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Evaluation of Teaching<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Ga-yVaVS1qj87QavBs0igWCosXnOgY-L\/2004-r_teacheval.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Evaluate Teaching.<\/a>&#8221; Obtaining a comprehensive evaluation of the quality of a faculty member&#8217;s teaching.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/wp-content\/uploads\/sites\/413\/2022\/02\/ASEE-04Peer-Review.pdf\">A Protocol for Peer Review of Teaching.<\/a>&#8221; Outline of a system for obtaining a reliable peer rating of the quality of course instruction.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf target=\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1hF4klrmBjXwmVo5oJ482JBe4iaZhJaHO\/1996-r_portfolios.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">If You&#8217;ve Got It, Flaunt It: Uses and Abuses of Teaching Portfolios.<\/a>&#8221; A column on functions of teaching portfolios, tips for designing and evaluating them, and recommendations for implementing campus-wide portfolio programs (material drawn primarily from the work of Peter Seldin).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/168MY0SX6ZsB7Q9TM78d8_mqQk-re19uL\/1997-r_peer-rev.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">It Takes One to Know One.<\/a>&#8221; A column of strategies and tips for peer review of teaching.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NDjonsKx6CeA_PQRaMuS2Xi8A-CnZduU\/2000-Quartet-5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. V. Assessing Teaching Effectiveness and Educational Scholarship.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> on methods for determining the effectiveness of instruction in individual courses and curricula (learning outcomes assessments, ratings from students, peers, and alumni, teaching portfolios) and determining the quality of educational scholarship.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZDF8NZQCCGR9BcJ2LtJxuDJwrwnzBuyk\/2008-r_StudentRatings.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Student Ratings of Teaching: Myths, Facts, and Good Practices.<\/a>&#8221; Common beliefs about the validity and value of student ratings, what the research says about those beliefs, and how to make ratings as useful as possible. A 2008 update of the &#8220;What Do They Know, Anyway&#8221; columns that follow.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1UqdJnqb-Yr9v-xmRMQ50430V6Xa5iFg4\/1992-r_eval.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">What Do They Know, Anyway?<\/a>&#8221; A column of common misconceptions about student evaluations of teaching and the research results that disprove them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1D4I_YktaorZiTbmv_acbWX40YJXQ4mcK\/1993-r_eval2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">What Do They Know, Anyway? 2. Making Evaluations Effective.<\/a>&#8221; A column on ways to get the most benefit from student evaluations of teaching.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ihTlR7b708EliEnA1mFY2qgv61tg1cEn\/2003-r_faqs-6.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs-6. Evaluating Teaching and Converting the Masses,<\/a>&#8221; Responses to the questions: &#8220;Is there a meaningful way to evaluate teaching?&#8221; and &#8220;How can staunchly traditional professors be persuaded to use proven but non-traditional teaching methods?&#8221;<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Faculty and Graduate Student Development<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1hs3fEP3OhpNJ-jSiwxbahhyf-QqASs-Z\/2011-Instruct_Dev(JEEv100-online).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Instructional Development: Programs, Best Practices, and Recommendations<\/a>.&#8221; A 2011 review of instructional development programs around the world, a framework for designing them, and recommendations for making them effective.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/drive.google.com\/file\/d\/1VX4FSTbSPn2z1s3OMo4Fhl2-DGKZN_i-\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">All Roads Start with MEB: A Team-Teaching Approach for Mentoring New Faculty.<\/a>\u201d A model for mentoring new faculty members in teaching by pairing them with experienced instructors for one term.\u201d<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/153N35eGwHhQR8THKRgHWt0ZfPxUqMm7E\/1998-ICED.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Effective Teaching Workshops for Engineering and Science Faculties.<\/a>&#8221; Nine suggestions that are powerful and not difficult to implement.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1DG8C8cBkvVknDb4hGYOKVhGpHFDYqrq0\/2000-ASEE-MCFD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Faculty Development: A Multicoalition Perspective.<\/a>&#8221; A model for the design of an engineering faculty development program, with implementation examples drawn from several of the NSF Engineering Education Coalitions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GrW_E7RHaMBPtFeUCD3fU4WCPvNRkGnf\/2001-FD_Model(JFD).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Faculty Development: Getting the Sermon Beyond the Choir.<\/a>&#8221; A 2001 paper in the <em>Journal of Faculty Development<\/em> describing a program designed and implemented for an eight-campus coalition of engineering schools. The paper presents program evaluation results and recommendations for instituting similar programs on other campuses.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1H1ja2UqcQl_8txNv1KqVgruYtIJns5ps\/1998-ASEE-FD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Faculty Development: Getting the Sermon Beyond the Choir.<\/a>&#8221; A 1998 ASEE Conference Proceedings paper with suggestions for making teaching workshops for STEM professors effective and engaging them in faculty development programs other than workshops.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GJpK1d3MywRMb9V7GD2neZ5M8PFPiMPS\/2000-ASEE-Helping_New_Faculty.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Helping New Faculty Get Off to a Good Start.<\/a>&#8221; An article that suggests things administrators and senior faculty can do to help new faculty members become productive in research and effective in teaching early in their careers.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1kDu0-UG3k3xQQhkLHN-i6kTwilzj4m7k\/2008-r_WriteAnything.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Write Anything.<\/a>&#8221; Weeks or months or years have gone by, and you still haven&#8217;t managed to complete a first draft of that big proposal, paper, dissertation, or book. Here&#8217;s what you&#8217;re probably doing wrong and what to do instead.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YDBffFZGPnRr1sWQornzw2CzJFGkGnZt\/2002-ASEE(Bidisciplinary Exercise).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Introducing New Engineering Faculty to Multidisciplinary Research Collaboration.<\/a>&#8221; A new faculty orientation exercise in which faculty members are paired across disciplines and assigned to outline a research project that spans their areas of expertise. Most start out by floundering and eventually create outstanding propositions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1XrdrR6tBugrPJF4FTcRTE79ooqgbuJSq\/2012-r_NFOW(CEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Just-in-Time vs. Just-in-Case: Orientation for New Faculty in STEM Disciplines.<\/a>&#8221; A workshop to help new faculty members in engineering and the sciences get their research and teaching careers off to a good start.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rFXSshvER0w1pMP5hGyEEVxIj1hX5cIe\/2003-Mentoring(Coll_Tch).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Mentoring: A Personal Perspective.<\/a>&#8221; An article in <em>College Teaching<\/em> describing a mentoring relationship between an experienced faculty member and a relatively new one as viewed from both perspectives.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1I5xMJH3Iou56_s2QtLMlKVsuzS7OYDMG\/2010-NETIpaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development.<\/a>&#8221; Influence of the NETI on its participants&#8217; teaching practices, attitudes toward teaching and learning, student ratings, and engagement in educational scholarship and instructional development, with implications for design and assessment of faculty development programs in engineering and the sciences.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VK1ZUsb9dVjRwiCAkhZBQNQh8eXg1_ZC\/2009-NETIpaper(ASEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Analysis of Fifteen Years of the National Effective Teaching Institute.<\/a>&#8221; Expanded version of the previous paper with more detailed data.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1trjpqX-4q9-_ndxp29hJcu_aejdXWsX1\/2001-FIE-NewFacWkshp.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">New Faculty 101: An Orientation to the Profession.<\/a>&#8221; Description of a workshop at North Carolina State University that provides guidance to new faculty members on starting and managing a research program, planning and teaching courses, balancing competing time demands, and becoming an effective participant in the campus community.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17V4FQeCN7ZdaIZOIfMPaPWZc9g4CddEM\/2016-r_NewFacRsrch.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">New Faculty Members May Not Know How to Teach, but At Least They Know How to Do Research&#8230;Right?<\/a>&#8221; The answer is, don&#8217;t count on it.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1JLVfr4tO8SWthG1Qe0X7dYf5SN9mHGSp\/2012-STEM_FD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">New STEM Faculty Support: Why Aren&#8217;t We Providing It?<\/a>&#8221; Challenging the traditional university assumption that all new faculty hires already know how to teach effectively, start and build a successful research program, and meet the time demands imposed by teaching, research, and trying to have a life.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1fR27xuFtrr4huQSM1c0FBUnLU5f5y4Zn\/2006-ASEE(NewFaculty).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Preparing New Faculty Members to be Successful: A No-Brainer and yet a Radical Concept.<\/a>&#8221; A multifaceted program at North Carolina State University to help prepare new and future faculty members for successful academic careers.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1aCffJf6zk6U-qlsDHvX6VGQkrSpfWi6_\/1997-Preparing%20Professoriate%20(Beaudoin).pdf\">Preparing the Professoriate: A Study in Mentorship.<\/a>\u201d Description of a faculty-graduate student mentorship program focusing on effective teaching and\/or educational research, with a case study of an educational research project.\u201d<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1lBr66dAVaVVX9ynoBfqTP76CLlLaCsvg\/2008-JEE(Adams-Felder).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Reframing Professional Development: A Systems Approach to Preparing Engineering Educators to Educate Tomorrow&#8217;s Engineers.<\/a>&#8221; A guest editorial in a special 2008 issue of the <em>Journal of Engineering Education<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1eCA_5ku1xz0d6KapTPrVJdNhS09LNRpN\/1999-ERM Plenary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Schooling vs. Education and Other Balancing Acts.<\/a>&#8221; A keynote address surveying some of the dilemmas that every college professor must confront and suggesting how to resolve them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1DQNf0TGGDQXNMV7wE0PReyBRiH3Wd9YE\/2002-r_career-award.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">So You Want to Win a CAREER Award.<\/a>&#8221; A column of suggestions for preparing a proposal to the NSF Early Faculty Development (CAREER) Program.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NM17ggwzc_R6FlYZEimRe8dVloyKNDqp\/2002-SurveyPaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities.<\/a>&#8221; The extent to which engineering faculty in 1999-2000 were using various nontraditional methods including active and team-based learning, and the role of faculty development in promoting the observed usage.<\/li>\n\n\n\n<li><strong><em>1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching<\/em>.<\/strong> SUCCEED Coalition Report, December 2001. View <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l3hmM6myt_7MInqbM43RX74MIQJg4jSc\/2001-99faculty_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">full report<\/a> (95 pages) or <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1in1HA4y0VkA6bnO7ayiBUMOYekGD7hiy\/2001-99faculty_survey_execsum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">executive summary<\/a> (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1leZcn7Rd1xjVaT_50a7xChH2cSrt0WP7\/1993-r_mentoring.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Teachers to Teach: The Case for Mentoring.<\/a>&#8221; A column proposing a model for helping new professors learn the craft of teaching.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1uEbdpHI1WsnvgsPIdek9YSQqXxOuyCJx\/2000-Quartet-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. IV. Learning How to Teach.<\/a>&#8221; Approaches to equipping current and future faculty members with teaching skills. Examples are given of successful courses and workshops on teaching and mentorship programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Va7H5NFM9Z1XZkCjvyQ0xN87xzyxVf7j\/1998-r_boice.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The New Faculty Member.<\/a>&#8221; A column that summarizes Robert Boice&#8217;s book of the same name. Tips to help new faculty members make rapid progress up the academic ladder to tenure and promotion.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1qbD-lwnFNLcV0TzT8gIl3nMiMxd-VTSO\/2007-r_QuickStarters.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Turning New Faculty Members into Quick Starters.<\/a>&#8221; A brief synopsis of the preceding paper.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ihTlR7b708EliEnA1mFY2qgv61tg1cEn\/2003-r_faqs-6.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs-6. Evaluating Teaching and Converting the Masses.<\/a>&#8221; Responses to the questions: &#8220;Is there a meaningful way to evaluate teaching?&#8221; and &#8220;How can staunchly traditional professors be persuaded to use proven but non-traditional teaching methods?&#8221;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1c1wpWduOCA6Fji2eARg1xe28WGSCk_Xi\/2008-ASEE(GradStudentTraining).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Professional Development Program for Graduate Students at North Carolina State University.<\/a>&#8221; Description of a program that includes workshops for new teaching assistants and graduate students contemplating academic careers, as well as a campus-wide course on teaching and a &#8220;Preparing the Professoriate&#8221; mentorship program.<\/li>\n\n\n\n<li>R.M. Felder, R. Leonard, and R.L. Porter, &#8220;Oh God, Not Another Teaching Workshop.&#8221; <em>Engineering Education<\/em>, 79(6), 622 (1989).<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"fif4xb\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Faculty Reward System (Teaching vs. Research)<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1UZs7XfJuu3I9T8yRWGc_VCvlhWxvjRM2\/2004-r_Paradigms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Changing Times and Paradigms.<\/a>&#8221; Driving forces for reform in engineering education and signs that they may be working.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1AjqZCrUGM93qC739mOqoOnmFReBobivb\/2007-Teaching-Research(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies.<\/a>&#8221; A review of the literature on the research-teaching nexus and recommendations to strengthen the nexus.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GsMMnBBES0T0bWhfUKr7UD-toWBkSeW_\/2010-r_Nexus1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Link between Teaching and Research. 1. Does It Exist?<\/a>&#8221; Summary of the evidence in the preceding article supporting or failing to support the often-claimed synergy between faculty research activity and teaching effectiveness.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-x_pogqpSjp1Ex1fiNl0BQwVtPNeFz5B\/2010-r_Nexus2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Link between Teaching and Research. 2. How to Strengthen Each without Weakening the Other.<\/a>&#8221; Second part of a summary of a recent survey of the literature on the relationship between faculty research activity and teaching effectiveness.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ryi8ctyOLH1ZO16pdTR5rk_NQaMJL_yE\/1994-Mythpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Myth of the Superhuman Professor.<\/a>&#8221; Problems that result from the common requirement that all faculty members at research universities must excel at both teaching and disciplinary research and an alternative model for faculty hiring and advancement.<\/li>\n\n\n\n<li><strong><em>1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching<\/em>.<\/strong> SUCCEED Coalition Report, December 2001. View <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l3hmM6myt_7MInqbM43RX74MIQJg4jSc\/2001-99faculty_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">full report<\/a> (95 pages) or <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1in1HA4y0VkA6bnO7ayiBUMOYekGD7hiy\/2001-99faculty_survey_execsum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">executive summary<\/a> (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n    <\/div>\n  <\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"g-l\">G \u2013 L<\/h2>\n\n\n<div class=\"is-text wp-block-ncst-accordion\" >\n    <div class=\"accordion isLinked\" id=\"ncst-accordion-q7yimo\">\n          \n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Humorous Articles<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZkGCIcF7Q6mGIuXwyu3mvPq8mmg77g5d\/1996-r_lies.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">&#8230;and If You Believe That, I&#8217;ve Got a Bridge to Sell You.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1m5sq5OiBnVjrv8-rZKzqg4w0nbaoCNlW\/1991-r_Verses.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Education Verses.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1sm8nuXndRNLIVAfqPAaxu7po5h6kn-IR\/1995-r_Dayatoffice.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Just Another Day at the Office.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1KSjW7QbZKlW1rm2ZcE2mubiz15M1ijW_\/1990-r_norespect.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">No Respect!<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1S6yuUgJmdpCXwV0aeKK5VkDZU9gCGZHX\/2008-r_OnTheJob.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">On-The-Job Training.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1xWQAZA6Nteev8vB3xYmGwqYP4KqW2p4c\/2009-r_Priorities.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Priorities in Hard Times.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1I4pBCqwtX7e4z4FyZy4KfhomKDf2pxhZ\/2012-r_DeptHead.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Problems with Faces.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1aZvHq6nRSXcMUq25m9FLxNoyqpIjmIT4\/1992-r_sorrypal.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Sorry, Pal&#8211;It Doesn&#8217;t Work That Way.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/16X3tDPXb7S7iPusT5kG6ybmwurZ8E05t\/2003-r_logic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Incontrovertible Logic of the Academy.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wzBYCtaT_KHHwUfqImTgyF1vuOgkXsTh\/1998-r_Truthserum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Night Somebody Slipped the Truth Serum in the Punch Bowl at the Department Head&#8217;s Christmas Party.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VjG459fLNDXC8UkKuKKfNzxmXEX2iz34\/1989-r_viewdoors.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The View Through the Doors.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1HD5UKNmyTgC6CeNb7gpGPmhlofa2XQHg\/2001-r_truth-in-advertising.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Truth in Advertising.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NIivJf8zqPstbaXZAC623xWWv-xBBsEW\/2006-r_WhatsinaName.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">What&#8217;s in a Name?<\/a>&#8220;<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Improving Teaching<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19J2HQPjC0VeU1f6eETEn3WPSU2n1Vuln\/1999-TQM.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Improve Teaching Quality.<\/a>&#8221; An article in the <em>Quality Management Journal<\/em> on ideas for improving the quality of instruction in an individual course and the quality of the instructional program in a department or school.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/196QvnYsMz9QawFvoJwRfed8nXFGeVt7G\/2012-TwoParadigms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Education: A Tale of Two Paradigms.<\/a>&#8221; Conflicts between the traditional teacher-centered paradigm for engineering education and the emerging learner-centered paradigm, and predictions about the eventual outcome.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_KQAQLBdCQ_rqBbT24tKSqWMJ-nJjK7d\/2004-EdQuimPaper(Teaching%20at%20a%20Research%20University).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering at a Research University: Problems and Possibilities.<\/a>&#8221; Proven strategies for effective teaching, why most faculty members don&#8217;t know about them, and ways to change the system to make their use more widespread.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Inductive Teaching Methods (Inquiry, PBL, etc.)<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1L-zl5XFwGXzfYAkNBj7mqsrdiT6bRxk9\/2007-Induction(PRISM).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Case for Inductive Teaching.<\/a>&#8221; A brief synopsis of the arguments for inductive teaching and learning made in greater detail in &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning<\/a>&#8221; and &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8221; Inductive teaching methods begin instruction with observations to be interpreted, problems to be solved, or case studies to be analyzed, and introduce facts, rules, procedures, principles, and theories in the context of those activities. This paper reviews and compares several common inductive methods, including inquiry learning, problem-based and project-based learning, discovery learning, case-based teaching, and just-in-time teaching, and surveys their applications in engineering education and the research base that confirms their effectiveness.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning.<\/a>&#8221; Pros, cons, and comparisons of several different inductive teaching methods (inquiry-based learning, discovery learning, problem- and project-based learning, case-based teaching, and just-in-time teaching). The paper describes illustrative applications of these methods in the sciences and offers guidance on their implementation.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Instructional Objectives<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-articles\/education\/learning-objectives-intro\/\" target=\"_blank\" rel=\"noopener noreferrer\">Introduction to learning objectives.<\/a>&#8221; A short tutorial that defines learning objectives, gives reasons for writing them and different ways to use them, outlines different levels of complexity of objectives using Bloom&#8217;s Taxonomy, and gives directions for writing effective objectives at different levels. You can also take a multiple-choice quiz on the tutorial contents that provides feedback on incorrect responses.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Learning and Teaching Styles<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tKCP5oEAV5VV4Yb97j-IG_geuBxCQqB6\/2020-AEE%20Learning%20Styles%20Opinion%20Piece.pdf\">Opinion: Uses, Misuses, and Validity of Learning Styles.<\/a>\u201d What learning styles are, how they should and should not be used to design instruction, and a response to published claims that they lack validity or they don\u2019t even exist.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW\/1988-LS-plus-note.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and Teaching Styles in Engineering Education.<\/a>&#8221; The 1988 article in Engineering Education that originally defined the Felder-Silverman learning styles model and identified teaching practices that should meet the needs of students with the full spectrum of styles. The paper is preceded by a 2002 preface that states and explains changes in the model that have been made since 1988.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1vRjpenyeO5BbV6VLWBx4ebL8u2C_wUry\/1998-ASEE-LS.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Styles and Teaching Styles.<\/a>&#8221; History of Dr. Felder&#8217;s initial engagement with the sometimes controversial (although it wasn&#8217;t at the time) topic of learning styles.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1g7mzNhke6ErAkNXsQlyxBsmkaR-m8oe-\/1993-Secondtier.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Reaching the Second Tier: Learning and Teaching Styles in College Science Education.<\/a>&#8221; An article in the <em>Journal of College Science Teaching<\/em> containing an updated presentation of the Felder-Silverman model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZbL_vMB7JmHGABSgr-xCCP2z-xiS_bBp\/2005-ILS_Validation(IJEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Applications, Reliability, and Validity of the <em>Index of Learning Styles<\/em>.<\/a>&#8221; A summary of learning style profiles and a validation study of the Index of Learning Styles, a self-scoring on-line instrument that assesses learning style preferences on the dimensions of the Felder-Silverman model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cIqcvN_kLnvh1sOhA5USnwK9AY7ZqJmZ\/2007-ILS_Validation(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Psychometric Study of the Index of Learning Styles.<\/a>&#8221; Reliability, factor structure, and construct validity of the <em>Index of Learning Styles<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1KKL4CwxGBPYG2NoIC7x_BMG34jnKJYBH\/1995-LS-FLAnnals.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and Teaching Styles in Foreign and Second Language Education.<\/a>&#8221; An article in Foreign Language Annals outlining the application of the Felder-Silverman learning styles model to language education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pQQ7SL02ShCauYV13aI15hTQffqgsILv\/2005-Understanding Student Differences (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Student Differences.<\/a>&#8221; An article in the <em>Journal of Engineering Education<\/em> exploring differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PX-YCPq2M8eHKOtxoZD2BvSebmr2sryN\/1996-LS-Prism.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Matters of Style.<\/a>&#8221; An article in <em>ASEE Prism<\/em> outlining the principles and applications of four learning style models (Felder-Silverman, Kolb, and models based on the Myers-Briggs Type Indicator and the Herrmann Brain Dominance Instrument).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QuEhY83i7u_3nZQmXOh3lBoXOHnjLFa0\/2002-longmbti.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Personality Type on Engineering Student Performance and Attitudes.<\/a>&#8221; An article in the <em>Journal of Engineering Education<\/em> describing results from administering the Myers-Briggs Type Indicator to 116 sophomore engineering students whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory. Active and cooperative learning improves the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Y5yqMmsYk73EmFPz4znCAUGM3bx6BQWV\/1989-r_stannathan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 1. Stan and Nathan.<\/a>&#8221; A column describing the sensor and the intuitor on the <em>Myers-Briggs Type Indicator<\/em> and the <em>Felder\/Silverman Learning Styles Model<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1hvZvP9kcCL_rKM4F2bWE5AKJO7sofyKj\/1990-r_susanglenda.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 2. Susan and Glenda.<\/a>&#8221; A column describing the sequential learner and the global learner on the <em>Felder\/Silverman Learning Styles Model<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1TEUuvELjBTe2ohLuKZHfB1Zd2IM5bamz\/1991-r_jillperry.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 4. Jill and Perry.<\/a>&#8221; A column describing the judger and the perceiver on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cxxCOB7fU2Sko9-N5hVlj93bqVqAmNXt\/1994-r_edirv.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 5. Edward and Irving.<\/a>&#8221; A column describing the extravert and the introvert on the Myers-Briggs Type Indicator, and to a good approximation, the active learner and reflective learner on the <em>Index of Learning Styles<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CXieIPp_P6snHxgMVa47Euu1nRR6HujT\/1995-r_tonyfrank.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 6. Tony and Frank.<\/a>&#8221; A column describing the thinker and the feeler on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Learning Objectives<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-articles\/education\/learning-objectives-intro\/\" target=\"_blank\" rel=\"noopener noreferrer\">Introduction to learning objectives.<\/a>&#8221; A short tutorial that defines learning objectives, gives reasons for writing them and different ways to use them, outlines different levels of complexity of objectives using Bloom&#8217;s Taxonomy, and gives directions for writing effective objectives at different levels. You can also take a multiple-choice quiz on the tutorial contents that provides feedback on incorrect responses.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"q7yimo\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Longitudinal Study<\/h2>\n      <\/summary>\n      <p>\n        \n\n<p>A cohort of chemical engineering students was taught five chemical engineering courses in consecutive semesters using active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles. Numerous academic performance measures, confidence levels, attitudes toward their instruction and their chosen field of study, and demographic variables were assessed for these students and analyzed, and the outcomes were compared with comparable results for a cohort of students taught traditionally. The principal results were reported in the following series of six papers.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yoq-JN7PoTVieZModHZORC55l6lPVjyz\/1993-Long1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. I. Success and Failure in the Introductory Course.<\/a>&#8221; Factors that correlate with students&#8217; performance, success, self-confidence, and attitudes toward education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1W96RI47m8NbmrE-Ewi2_PFrQMQVAs2LD\/1994-Long2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. II. Differences between Students from Rural and Urban Backgrounds.<\/a>&#8221; Performance, confidence level, and attitude differences between students from rural and urban\/suburban backgrounds taught with an active\/cooperative learning model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YCTuLpEZt88KAOGnFNaK8r4JyLy6LC1h\/1995-Long3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.<\/a>&#8221; Performance, confidence level, and attitude differences between men and women taught with an active\/cooperative learning model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RS5WgeX88n2XLfC_fWYwYl28POxy0Dz3\/1995-long4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them.<\/a>&#8221; An instructional approach that incorporates active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Jq9l3hhrIfO2_cRA7Pmw-L6mrOv4oY9N\/1998-Long5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.<\/a>&#8221; Performance and attitude differences between students taught with an active\/cooperative learning model and students taught with a traditional instructor-centered model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QuEhY83i7u_3nZQmXOh3lBoXOHnjLFa0\/2002-longmbti.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Personality Type on Engineering Student Performance and Attitudes.<\/a>&#8220;<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n    <\/div>\n  <\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"m-r\">M \u2013 R<\/h2>\n\n\n<div class=\"is-text wp-block-ncst-accordion\" >\n    <div class=\"accordion isLinked\" id=\"ncst-accordion-hyq0fh\">\n          \n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"hyq0fh\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Miscellaneous Topics<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li><em><strong>1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching. SUCCEED Coalition Report<\/strong><\/em>, December 2001. View <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l3hmM6myt_7MInqbM43RX74MIQJg4jSc\/2001-99faculty_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">full report<\/a> (95 pages) or <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1in1HA4y0VkA6bnO7ayiBUMOYekGD7hiy\/2001-99faculty_survey_execsum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">executive summary<\/a> (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rjgncVjywgX6ndC0y3LMdTm0V_WrNOQG\/1999-Beichner Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Case Study of the Physics Component of an Integrated Curriculum.<\/a>&#8221; An article in <em>Physics Education Research<\/em> reporting on the physics portion of IMPEC (Integrated Mathematics, Physics, Engineering, and Chemistry Curriculum), an experimental freshman engineering program. (It may take a long time for the Acrobat Reader to open this file&#8211;please be patient.)<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/180rqGFH_2JBfCODCOgLr5hx9s7LBPa4t\/1979-NCSU-CHE Portrait.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chemical Engineering at North Carolina State University.<\/a>&#8221; An informal portrait of the N.C. State University Chemical Engineering Department in 1979.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1P6xcl395XbngoCEfX0GOoJCxwN2Ikgxc\/2009-r_DepartmentCulture.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Your Department Culture Suit You?<\/a>&#8221; A questionnaire to rate academic departments on a Competitive vs. Collegial scale.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14PqC1Y1oxSRK1U04Pu2ZDxJ0zGaiL23V\/2013-r_curmudgeon.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Curmudgeon&#8217;s Corner.<\/a>&#8221; A collection of miscellaneous gripes.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1JWZUKT3tM9B4i_IFBq4mkZhlgea6poik\/2000-Foreword to Landis book.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Foreword to R. Landis, Studying Engineering<\/a>, 2nd Ed. Anaheim, CA: Discovery Press (2000). Reprinted in subsequent editions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1EYIHQXPc-EXQyhNppb5m_9uiOLI6FS9c\/1989-r_contraries.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Good Cop\/Bad Cop: Embracing Contraries in Teaching.<\/a>&#8221; A column reviewing <em>Embracing Contraries<\/em>, a thought-provoking book about teaching by Peter Elbow.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1kLlZRp7ir79R7PPkOssZbPg7mbPFq-MQ\/2011-r_Ambrose.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How Learning Works.<\/a>&#8221; Highlights from Ambrose et al. (2010). <em>How Learning Works: Seven Research-Based Principles for Smart Teaching<\/em>, an excellent survey of pedagogical implications of modern cognitive science.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mryVvIK9vVCULZylRCdnpya_daw3Gf8h\/2007-Newprep.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Prepare New Courses without Losing Your Sanity.<\/a>&#8221; Tips on how to handle new preps and still have time to have a life (sort of).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1kDu0-UG3k3xQQhkLHN-i6kTwilzj4m7k\/2008-r_WriteAnything.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Write Anything.<\/a>&#8221; Weeks or months or years have gone by, and you still haven&#8217;t managed to complete a first draft of that big proposal, paper, dissertation, or book. Here&#8217;s what you&#8217;re probably doing wrong and what to do instead.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1irlesiQpk5Y0HKpw5TJ45PbWUsgzmXe0\/1986-RoeperPaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Identifying and Dealing with Exceptionally Gifted Children: The Half-Blind Leading the Sighted.<\/a>&#8221; How our educational system routinely fails to meet the needs of the most intellectually gifted of our students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1uX0Mb8ovSWzylEbCPVTNZwnfGgHDN48O\/1989-r_Nobody.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nobody Asked Me, But\u2026<\/a>&#8221; A column summarizing some of Dr. Felder&#8217;s opinions and prejudices.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mCN44A_SS2mP4RMtgel8azcMD5aZvtp0\/1987-Creative_Engineers.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">On Creating Creative Engineers.<\/a>&#8221; Classroom exercises and assignments to help students develop and improve their creative thinking skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1T82Uo8fkVSGSiWlggrdFXIBRe_nAmcaT\/2006-r_waytobet.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Way to Bet.<\/a>&#8221; A collection of assertions about teaching and learning that may not be certain but are highly probable.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NVyVaJyGhQXnf3kP4iYsXDXgggcPdJd7\/2009-r_Stice.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Teacher&#8217;s Teacher.<\/a>&#8221; A celebration of Professor Jim Stice, a legend in engineering education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pQQ7SL02ShCauYV13aI15hTQffqgsILv\/2005-Understanding Student Differences (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Student Differences.<\/a>&#8221; An article in the <em>Journal of Engineering Education<\/em> exploring differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VweNojniDLF5JK9hYEmj4_cD1jnn__xN\/1991-r_truths.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">We Hold These Truths To Be Self-Evident.<\/a>&#8221; A column of several common but unproven myths about teaching.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1I4CM1qKNB70uA9g0pNfh75dRNUoJdsuQ\/2007-r_WhyMeLord.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Why Me, Lord?<\/a>&#8221; How to deal with a student in crisis if you&#8217;re not a trained counselor.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yI_2vu2S-rDRtP34raKEhOTyWo31JutG\/1992-Writing_Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Writing Assignments: Pathways to Connections, Clarity, Creativity.<\/a>&#8221; An article in <em>College Teaching<\/em> offering examples of short writing assignments that address a wide variety of learning objectives.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Yg_6VeMKmKn1cYrPLC5arOQeSCkVNybE\/1988-TechTalksPaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Course on Presenting Technical Talks.<\/a>&#8221; Giving students practice and feedback in oral communications in a (relatively) non-threatening environment.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/180rqGFH_2JBfCODCOgLr5hx9s7LBPa4t\/1979-NCSU-CHE Portrait.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chemical Engineering at North Carolina State University.<\/a>&#8221; An informal portrait of the N.C. State University Chemical Engineering Department in 1979.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1krcQZlERV4FxkPuPn1db6k9BKuZ4__84\/1993-Huvard-training.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Technical Training: Hit the Ground Running<\/a>.&#8221; Applying sound faculty development principles to industrial training.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17J1IN6rV9EPI2TcKfL-75cyhEUjMEebG\/1988-SystemsCourse.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Systems Thinking: An Experimental Course for College Freshmen.<\/a>&#8221; A description of a course taught in 1986 that made extensive use of active learning to help students develop critical thinking and communication skills.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"hyq0fh\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Personality Types (MBTI)<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QuEhY83i7u_3nZQmXOh3lBoXOHnjLFa0\/2002-longmbti.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Personality Type on Engineering Student Performance and Attitudes.<\/a>&#8221; An article in the <em>Journal of Engineering Education<\/em> reporting on a study in which the Myers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pQQ7SL02ShCauYV13aI15hTQffqgsILv\/2005-Understanding Student Differences (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Student Differences.<\/a>&#8221; An article in the J<em>ournal of Engineering Education<\/em> exploring differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PX-YCPq2M8eHKOtxoZD2BvSebmr2sryN\/1996-LS-Prism.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Matters of Style.<\/a>&#8221; An article in <em>ASEE Prism<\/em> summarizing principles and applications of four learning style models (Felder-Silverman, Kolb, and models based on the Myers-Briggs Type Indicator and the Herrmann Brain Dominance Instrument).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Y5yqMmsYk73EmFPz4znCAUGM3bx6BQWV\/1989-r_stannathan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 1. Stan and Nathan.<\/a>&#8221; A column describing the sensor and the intuitor on the <em>Myers-Briggs Type Indicator<\/em> and the <em>Felder\/Silverman Learning Styles Model<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1TEUuvELjBTe2ohLuKZHfB1Zd2IM5bamz\/1991-r_jillperry.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 4. Jill and Perry.<\/a>&#8221; A column describing the judger and the perceiver on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cxxCOB7fU2Sko9-N5hVlj93bqVqAmNXt\/1994-r_edirv.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 5. Edward and Irving.<\/a>&#8221; A column describing the extravert and the introvert on the <em>Myers-Briggs Type Indicator<\/em>, and to a good approximation, the active learner and reflective learner on the <em>Index of Learning Styles<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CXieIPp_P6snHxgMVa47Euu1nRR6HujT\/1995-r_tonyfrank.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 6. Tony and Frank.<\/a>&#8221; A column describing the thinker and the feeler on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"hyq0fh\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Quotes<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tLUZ8sqNELStGPN1VwhpjtPRQ0AwjRmm\/1993-r_quotes(ed1).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Education.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17Ef5NKPggACAFDTo8OsRi6cHc7W0qg6M\/1999-r_quotes(ed2).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Education-II.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1nDYyzJQJjkvGNeQnY-6BTGbhRH1VzGm1\/2002-r_quotes(ed3).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Education-III.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17w6aM5APHGArrbvMSRbB8i3yG7fL_FMp\/2011-r_quotes(ed4).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Education-IV.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1eahtxXEgbNvQzsyzLk961fYqLxl2nosJ\/1996-r_quotes(ev1).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Everything.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1FWnWttJ1X2W7KTxXJpFhgNow0Y4Hcme3\/2005-r_quotes(ev2).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Everything-II.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1S5cxYxOtcTHzegAOE-GYx05YbrfUa06d\/2013-r_quotes(ev3).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Speaking of Everything-III.<\/a>&#8220;<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n    <\/div>\n  <\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"s-z\">S \u2013 Z<\/h2>\n\n\n<div class=\"is-text wp-block-ncst-accordion\" >\n    <div class=\"accordion isLinked\" id=\"ncst-accordion-omrecg\">\n          \n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Scholarship of Teaching and Learning<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tVPgzpEagjqZMwr8hii9HPRpua_a2lxh\/2013-JEE Editorial (Felder-Hadgraft).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?<\/a>&#8221; A guest editorial in the <em>Journal of Engineering Education<\/em> proposing that the movement toward increasing &#8220;rigor&#8221; in engineering education research has been driving a wedge between the engineering education research community and the broader community of engineering education practitioners, and that the movement may rest on unvalidated assumptions.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_kNky6Df77owYZC8w_otCWMGtYYrECUD\/2007-SOTL(UMR_lecture).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Research on Teaching and Learning in Engineering.<\/a>&#8221; A transcript of a lecture on the history, categories, and techniques of research on engineering education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/147AWFnCHL16c3CYK5MBmdL0JDNNT0d3P\/2004-ASEE(Jargon).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The ABCs of Engineering Education: ABET, Bloom&#8217;s Taxonomy, Cooperative Learning, and So On.<\/a>&#8221; An ASEE Conference Proceedings paper that defines and gives sources for detailed information on common concepts in engineering education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19VPU_FHev7_P5cZZb-FcbXube8GEr1x3\/2002-Scholarship_chapter.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Scholarship of Teaching and Learning in Engineering.<\/a>&#8221; A chapter in an edited volume on educational scholarship that surveys the history and methods of engineering education research.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NDjonsKx6CeA_PQRaMuS2Xi8A-CnZduU\/2000-Quartet-5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. V. Assessing Teaching Effectiveness and Educational Scholarship.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> on methods for determining the effectiveness of instruction in individual courses and curricula (learning outcomes assessments, ratings from students, peers, and alumni, teaching portfolios) and determining the quality of educational scholarship.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1XzmgdpF96Kfmv2gu68mnazEywiQOJe5p\/2000-r_scholarteach.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Scholarship of Teaching.<\/a>&#8221; A column that defines the scholarship of teaching and outlines how might it be assessed and rewarded.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Stoichiometry Course<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;A Student-Centered Approach to Teaching Material and Energy Balances.&#8221; A two-part series in <em>Chemical Engineering Education<\/em> on an implementation of the stoichiometry course that made extensive use of active and cooperative methods. <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1M_jcTUzNSFSdQKXTlRpCCUDlhnOrvPkK\/2007-StoichPap-pt1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Part 1. Course Design<\/a> describes the course structure and policies, assignments, and teaching assistant preparation, and <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Q4DTMi1Y0B3gouQQAh2f4bCplXiPSG2M\/2007-StoichPap-pt2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Part 2. Course Delivery and Assessment<\/a> outlines the first week of the course, how active, cooperative, and inquiry-based learning and instructional technology were used, and how the course was assessed and evaluated.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1O6QTixfHdBcMLwDYV8NxiFG7ukioq9Cm\/1990-StoichiometryWithoutTears.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Stoichiometry Without Tears.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> suggesting an approach to teaching the stoichiometry course, with an extended illustrative class session.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cCA3F07zfJAI5U2Ci4KxAJteid1Qyh6I\/1993-Stoichiometry Knowledge Structure.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Knowledge Structure of the Stoichiometry Course.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> containing annotated concept maps for the content of the standard stoichiometry course.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1FwsR1teP14og-ojXEp0vJrEffAYIFUel\/2001-r_EPCP-history.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Brief History of Elementary Principles of Chemical Processes.<\/a>&#8221; A column outlining how the text originated, how long it took to write, who wrote which parts, and why anyone in his or her right mind would write an undergraduate textbook with the faculty reward system being what it is.<\/li>\n\n\n\n<li>\u201c<a href=\"https:\/\/drive.google.com\/file\/d\/1VX4FSTbSPn2z1s3OMo4Fhl2-DGKZN_i-\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">All Roads Start with MEB: A Team-Teaching Approach for Mentoring New Faculty.<\/a>\u201d A model for mentoring new chemical engineering faculty members in teaching by pairing them with experienced instructors for one term in the stoichiometry course.\u201d<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19PaqX1SEZZ-M5yNH5LRJYILEId9gwUfg\/2000-r_alumni.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Alumni Speak.<\/a>&#8221; A column in which chemical engineering alumni talk about what they liked and didn&#8217;t like about their education and offer advice to beginning students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yoq-JN7PoTVieZModHZORC55l6lPVjyz\/1993-Long1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. I. Success and Failure in the Introductory Course.<\/a>&#8221; Factors that correlate with students&#8217; performance, success, self-confidence, and attitudes toward education.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Student Attributes<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yoq-JN7PoTVieZModHZORC55l6lPVjyz\/1993-Long1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. I. Success and Failure in the Introductory Course.<\/a>&#8221; Factors that correlate with students&#8217; performance, success, self-confidence, and attitudes toward education.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1W96RI47m8NbmrE-Ewi2_PFrQMQVAs2LD\/1994-Long2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. II. Differences between Students from Rural and Urban Backgrounds.<\/a>&#8221; Performance, confidence level, and attitude differences between students from rural and urban\/suburban backgrounds taught with an active\/cooperative learning model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YCTuLpEZt88KAOGnFNaK8r4JyLy6LC1h\/1995-Long3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.<\/a>&#8221; Performance, confidence level, and attitude differences between men and women taught with an active\/cooperative learning model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RS5WgeX88n2XLfC_fWYwYl28POxy0Dz3\/1995-long4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them.<\/a>&#8221; An instructional approach that incorporates active and cooperative learning and a variety of other methods designed to address a broad spectrum of learning styles.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Jq9l3hhrIfO2_cRA7Pmw-L6mrOv4oY9N\/1998-Long5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.<\/a>&#8221; Performance and attitude differences between students taught with an active\/cooperative learning model and students taught with a traditional instructor-centered model.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1d4H9WeK9gISa-PpnYULzxxZ4rzWej5Io\/2004-Intellectual Development - I.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Intellectual Development of Science and Engineering Students. I. Models and Challenges.<\/a>&#8221; The first of a two-part series of articles on the progression of students from a belief in the certainty of all knowledge and the omniscience of authorities to a recognition that knowledge is contextual and a tendency to apply critical thinking in its acquisition. This paper surveys models describing the progression and outlines challenges to instructors who wish to promote the development of their students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/18lN6Je8Qm7nduBY_1SCjvTPSKkniW2wN\/2004-Intellectual Development - II.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Intellectual Development of Science and Engineering Students. II. Teaching to Promote Growth.<\/a>&#8221; Formulation of an instructional model designed to promote intellectual development.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QuEhY83i7u_3nZQmXOh3lBoXOHnjLFa0\/2002-longmbti.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Personality Type on Engineering Student Performance and Attitudes.<\/a>&#8221; An article reporting on a study in which the Myers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pQQ7SL02ShCauYV13aI15hTQffqgsILv\/2005-Understanding Student Differences (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Student Differences.<\/a>&#8221; An article in the <em>Journal of Engineering Education<\/em> exploring differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1L5s3YvmPtcJcMkA8OeNdzh-qWxEPDT-2\/1993-survivalguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An Engineering Student Survival Guide.<\/a>&#8221; An article of tips for students on what to do if you&#8217;re struggling in your courses.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1jee1XHs2RidbWN2wRhuL69b-TZFURQa0\/2001-r_faqs-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs-4. Dealing with Student Background Deficiencies and Low Student Motivation.<\/a>&#8221; A column of suggestions for moving from complaining about our students to addressing the problems we often have with them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1qtp6ZAMGeTSXkUDx9VFdkWLm46V7fYf9\/1988-r_impostor.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Impostors Everywhere.<\/a>&#8221; A column about the Impostor Phenomenon as applied to engineering students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Y5yqMmsYk73EmFPz4znCAUGM3bx6BQWV\/1989-r_stannathan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 1. Stan and Nathan.<\/a>&#8221; A column describing the sensor and the intuitor on the <em>Myers-Briggs Type Indicator <\/em>and the <em>Felder\/Silverman Learning Styles Model<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1hvZvP9kcCL_rKM4F2bWE5AKJO7sofyKj\/1990-r_susanglenda.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 2. Susan and Glenda.<\/a>&#8221; A column describing the sequential learner and the global learner on the <em>Felder\/Silverman Learning Styles Model<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1SlfydwlmMQ8JMlEKrbqkoaD-kWRzD-wB\/1990-r_michelle.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 3. Michelle, Rob, and Art.<\/a>&#8221; A column describing three different approaches to learning (deep, surface, and strategic) and the conditions that induce students to take a deep approach.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1TEUuvELjBTe2ohLuKZHfB1Zd2IM5bamz\/1991-r_jillperry.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 4. Jill and Perry.<\/a>&#8221; A column describing the judger and the perceiver on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cxxCOB7fU2Sko9-N5hVlj93bqVqAmNXt\/1994-r_edirv.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 5. Edward and Irving.<\/a>&#8221; A column describing the extravert and the introvert on the <em>Myers-Briggs Type Indicator<\/em>, and to a good approximation, the active learner and reflective learner on the <em>Index of Learning Styles<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CXieIPp_P6snHxgMVa47Euu1nRR6HujT\/1995-r_tonyfrank.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 6. Tony and Frank.<\/a>&#8221; A column describing the thinker and the feeler on the <em>Myers-Briggs Type Indicator<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/12DD5lBuKzog81-klinbGnbC6PsiHlPL5\/1997-r_perry.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Meet Your Students: 7. Dave, Martha, and Roberto.<\/a>&#8221; A column describing three students at different levels of <em>Perry&#8217;s Model of Intellectual Development<\/em>.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Ib-0f_OMXAtmzDxncBziM4G0YWqRtret\/1999-r_memo.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Memo to Students Who are Disappointed with Their Last Test Grade.<\/a>&#8221; A column of suggestions for things students can do to improve their test performance.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1BhYLXdjHqvpPxbzzYVfENzZFAKMkbUsq\/1998-r_ships.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Ships Passing in the Night.<\/a>&#8221; A column suggesting that those classroom conversations may not always be about the lecture content.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19PaqX1SEZZ-M5yNH5LRJYILEId9gwUfg\/2000-r_alumni.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Alumni Speak.<\/a>&#8221; A column in which chemical engineering alumni talk about what they liked and didn&#8217;t like about their education and offer advice to beginning students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1xAnsQEC0i1OQmEZkQQtjlrV_kChX7oDE\/1992-r_Rawmaterial.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">There&#8217;s Nothing Wrong With the Raw Material.<\/a>&#8221; A column commenting on the qualifications of precollege students.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1eoDhyY5vxxzFxQmi0rBMF6meeS9KpUda\/1993-r_astin.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">What Matters in College.<\/a>&#8221; A column reviewing <em>What Matters in College<\/em>, by Alexander Astin, perhaps the most extensive research study ever carried out of factors affecting student success in college.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rFxbmcAXcDuEMRsSy7W3m7G4c8-i_okc\/1997-headaches.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Who Needs These Headaches? Reflections on Teaching First-Year Engineering Students.<\/a>&#8221; A short article reporting experiences with coordinating and teaching an integrated first-year engineering curriculum and suggesting five inferred principles for teaching first-year engineering students effectively.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mWZOG9bd9EOANYSTNdFjSD9Moj93Rtqw\/1992-Student_Quality_paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Is the Quality of American Students Really Declining?<\/a>&#8221; Richard and Gary Felder&#8217;s perspective on the topic in 1992.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Teaching Methods and Tips<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/related-resources\/learner-centered\/\" target=\"_blank\" rel=\"noopener noreferrer\">Learner-Centered Teaching and Learning.<\/a> Articles, columns, resources, and Web sites related to active learning, cooperative learning, and inductive teaching and learning methods such as inquiry-based learning and problem-based learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l_rrcBqZE3s_ceYnqLTlLQQcyE5ZvoSm\/2000-r_dayswork.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">All in a Day&#8217;s Work.<\/a>&#8221; A column of tips on dealing with troublesome classroom situations (students arriving late, talking, sleeping, etc.).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1EqDaSid_oLAh_fH4SVB_pukyDfUae4q4\/1994-r_questions.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Any Questions?<\/a>&#8221; A column summarizing different types of questions that can be effectively asked in class.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1FkVguybo1YeEfsVmaTkeL93ANwO1jyko\/1997-LargeClasses.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Beating the Numbers Game: Effective Teaching in Large Classes.<\/a>&#8221; An article suggesting techniques for getting students actively involved in large lecture classes and for efficient management of the logistics of such classes.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mCN44A_SS2mP4RMtgel8azcMD5aZvtp0\/1987-Creative_Engineers.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">On Creating Creative Engineers.<\/a>&#8221; Classroom exercises and assignments to help students develop and improve their creative thinking skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wwkKwQfVWKOP_9eYb7ZN8LaqLYawTb0Y\/2005-r_PowerPoint.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Death by PowerPoint.<\/a>&#8221; How and how not to use presentation graphics in a class.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; A paper that reviews educational assessment terminology (educational objectives, outcomes, learning objectives, etc.), followed by suggestions for formulating course learning objectives, designing instruction, and selecting assessment methods that address Outcomes 3a-3k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1IS6QsiWLm6zkGz5d8w9X7xmdKRXTpZSV\/2000-Quartet-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. II. Teaching Methods that Work.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> surveying instructional methods that have been proven effective in many classroom research studies and can be implemented within the context of the ordinary engineering classroom. Topics covered include formulation of clearly defined instructional objectives and using active, cooperative, and problem-based learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14A7XVi1APMRQLRZ8e34gOCxZTaCVDg16\/2000-Quartet-3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. III. Developing Critical Skills.<\/a>&#8221; An article in <em>Chemical Engineering Education<\/em> surveying techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l5p3UW6e7oQ_JBOpvMEPcpz8APhxj2Ph\/2015-r_HandoutsWithGaps.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Handouts with Gaps.<\/a>&#8221; <em>Chem. Engr. Educatio<\/em>n, 49(4), 239-240 (Fall 2015). A research-validated technique for incorporating activities in a class, getting all the benefits of active learning, and not sacrificing content coverage (maybe even increasing it).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_HuvW7bJsv7CQo2haP4WErtvpx6zTKln\/2011-r_cheating.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Stop Cheating (or at Least Slow It Down).<\/a>&#8221; Statistics on the incidence of cheating in college and proven ideas for preventing it and catching it when it occurs.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RCEDSpJOaFGXwMfFRLMAT5vNm9JnhSPe\/1985-Cheating-CEE.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cheating&#8211;An Ounce of Prevention.<\/a>&#8221; Common student cheating strategies and tips for preventing and detecting them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Xh7vx5r4gOIK-uZGb0dVp-Ft8tfdH6Qr\/2006-r_TeachAnything.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Teach (Almost) Anybody (Almost) Anything.<\/a>&#8221; A four-step technique to equip students with almost any desired skill.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1L-zl5XFwGXzfYAkNBj7mqsrdiT6bRxk9\/2007-Induction(PRISM).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Case for Inductive Teaching.<\/a>&#8221; A brief synopsis of the arguments for inductive teaching and learning made in greater detail in &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning<\/a>&#8221; and &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8220;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8221; Inductive teaching methods begin instruction with observations to be interpreted, problems to be solved, or case studies to be analyzed, and introduce facts, rules, procedures, principles, and theories in the context of those activities. This paper reviews and compares several common inductive methods, including inquiry learning, problem-based and project-based learning, discovery learning, case-based teaching, and just-in-time teaching, and surveys their applications in engineering education and the research base that confirms their effectiveness.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning.<\/a>&#8221; Pros, cons, and comparisons of several different inductive teaching methods (inquiry-based learning, discovery learning, problem- and project-based learning, case-based teaching, and just-in-time teaching). The paper describes illustrative applications of these methods in the sciences and offers guidance on their implementation.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/13bveaviVsJ8n8vKtfBqkLLNeMbIrietw\/2017-LCT Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learner-Centered Teaching: How and Why?<\/a>&#8221; The differences between traditional teacher-centered instruction and learner-centered teaching, and why the latter approach consistently outperforms the former one at facilitating almost every desirable learning outcome.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1SA-qYuOG4Zhod9pN_9sZ8RF0JzaHQU2e\/1998-ASEE-330.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Learning Theory-Based Approach to the Undergraduate Engineering Laboratory.<\/a>&#8221; Going well beyond the cookbook lab.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mryVvIK9vVCULZylRCdnpya_daw3Gf8h\/2007-Newprep.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Prepare New Courses without Losing Your Sanity.<\/a>&#8221; Tips on how to handle new preps and still have time to have a life (sort of).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1TM6CyVQZb3pYJ1mst63e1mqXgLWc5h-O\/1999-Getting started.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">It&#8217;s a Start.<\/a>&#8221; An article suggesting ways to get a class off to a good start in the first week.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/15ZY4xXbcVzSluiYfv2nZRAAUF0XGrCzS\/1996-Resist.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Navigating The Bumpy Road to Student-Centered Instruction.<\/a>&#8221; An article on overcoming the obstacles frequently encountered in implementing student-centered approaches like cooperative learning.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1MP91j98kfwzK2B69rQ8wAft5Jfj_BcLy\/2007-r_sermons.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Sermons for Grumpy Campers.<\/a>&#8221; Short speeches to persuade students that active and cooperative learning are not violations of their civil rights, but instructional methods likely to improve their learning and grades and prepare them for their future careers.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_KQAQLBdCQ_rqBbT24tKSqWMJ-nJjK7d\/2004-EdQuimPaper(Teaching%20at%20a%20Research%20University).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering at a Research University: Problems and Possibilities.<\/a>&#8221; Proven strategies for effective teaching, why most faculty members don&#8217;t know about them, and ways to change the system to make their use more widespread.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VJR-3GYpcuHNlHh6c8r8v3NvFYR3-szF\/2006-TwelfthCentury.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering in the 21st Century with a 12th Century Teaching Model: How Bright is That?<\/a>&#8221; A comparison of traditional teaching methods, which in many ways go back nearly a millennium, with methods more appropriate for helping modern engineering students develop the professional skills that will be required of them.<\/li>\n\n\n\n<li>&#8220;The 10 Worst Teaching Mistakes.&#8221; <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1AV06OuE24o3wAExzpurv57sGqe6FkNDN\/2008-r_BadIdeasI.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">I. Mistakes 5-10.<\/a> <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/122Q-9DQgrazne5Du1SKG8sLTi4nD8N87\/2009-r_BadIdeasII.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">II. Mistakes 1-4.<\/a> Your teachers made them and your colleagues make them. What about you?<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1fOQHoQPrNAcW8yUfUwxP1Ix71NRblLpt\/2015-r_Flipping.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">To Flip or Not to Flip.<\/a>&#8221; Good and not-so-good ways to flip a classroom (introduce new material online and then have students build on it in class).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1qfekU0gvlYDL9p4s5lQZyCHX-JbdN3mc\/2012-r_CantRead.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Why Johnny and Janie Can&#8217;t (or Won&#8217;t) Read.<\/a>&#8221; Why pre-class reading assignments are usually ineffective and how to improve them.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RT5KV9ymrn_155v7uIjVlOVVfcr3KsqT\/2016-r_Cognitive1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Why Students Fail Tests: 1. Ineffective Studying.<\/a>&#8221; A cognitive science-based take on ineffective and effective study strategies.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1jzyKx-Vvp_w2LOXPju1w6R4gZyx1He6n\/2016-r_Cognitive2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Why Students Fail Tests: 2. Ineffective Teaching.<\/a>&#8221; A cognitive science-based take on teaching practices that have negative effects on students&#8217; learning, and suggestions of better alternatives to those practices.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yI_2vu2S-rDRtP34raKEhOTyWo31JutG\/1992-Writing_Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Writing Assignments: Pathways to Connections, Clarity, Creativity.<\/a>&#8221; An article in College Teaching offering examples of short writing assignments that address a wide variety of learning objectives.<\/li>\n\n\n\n<li><strong><em>1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching. SUCCEED Coalition Report<\/em><\/strong>, December 2001. View <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l3hmM6myt_7MInqbM43RX74MIQJg4jSc\/2001-99faculty_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">full report<\/a> (95 pages) or <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1in1HA4y0VkA6bnO7ayiBUMOYekGD7hiy\/2001-99faculty_survey_execsum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">executive summary<\/a> (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Technology-Assisted Instruction Including Distance Education<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>\u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PGlZxoVVkCtmiyvXTXTbw5ICLwZLDxah\/2020-AEE-COVID-19-Felder.pdf\">Active Student Engagement in Online STEM Classes: Approaches and Recommendations.<\/a>\u201d\u00a0A 2021 paper on strategies for actively engaging students with course content, instructors, and one another in synchronous and asynchronous online instruction, and research supporting the effectiveness of the strategies.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">Promoting and Managing Student-Student Interactions in Online STEM Classes: Approaches and Recommendations.<\/a>&#8221; A 2021 paper on strategies for engaging students in group work in synchronous and asynchronous online courses, including discussion boards and team assignments and projects.&#8221;<\/li>\n\n\n\n<li><a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tmoWdU9TABUEQE4LHd14Asu-ymE0womE\/2001-web-email_surveys.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Comparison of Electronic Surveying by E-mail and Web.<\/a>&#8221; A study showing that the Web offers a greater response processing capability, but e-mail yields a higher response rate.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wwkKwQfVWKOP_9eYb7ZN8LaqLYawTb0Y\/2005-r_PowerPoint.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Death by PowerPoint.<\/a>&#8221; How and how not to use presentation graphics in a class.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ylDtgqgjO47bE0bTRurkPaBHK05Btr__\/2001-r_faqs-3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs-3.<\/a>&#8221; A column on how to get students to work in teams in a distance learning environment.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1k0UzxIwklytTMM_Whlkv31-04I0YnVHG\/2000-r_technology.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Is Technology a Friend or Foe of Learning?<\/a>&#8221; A column that addresses the question, will the flexibility of the World-Wide-Web and the convenience of distance education make conventional universities obsolete? The answer is, it depends on what the conventional universities do.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GyX6URPPk1zXhjLSzhr-IU68f71LqowI\/2005-r_laptops.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Screens Down, Everyone: Effective Uses of Portable Computers in Lecture Classes.<\/a>&#8221; Tips on using portables in class to work through tutorials, develop skills in software applications, and carrying out web-based research.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ivreD6qGxvg9THEL7Yz3Qdv2i-Y_ZTIx\/2002-Roskowski(JSMET).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Student Use (and Non-Use) of Instructional Software.<\/a>&#8221; An article in <em>J. SMET Education<\/em> suggesting that no matter how good instructional software may be, it has no educational benefits if students don&#8217;t use it. In the reported study, instructor proactivity increased student use of a courseware package by an order of magnitude.<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1oHkUf-_XFfhwnDeRc55hK9S7NPoQjDwN\/2001-Interface_Response_Letter.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Technology-Based Instruction and Cooperative Learning.<\/a>&#8221; A letter to the editor of <em>The Interface<\/em> (IEEE Education Society) saying in effect, &#8220;Don&#8217;t knock them until you&#8217;ve tried them&#8211;or at least until you&#8217;ve checked out the research attesting to their effectiveness.&#8221;<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1fOQHoQPrNAcW8yUfUwxP1Ix71NRblLpt\/2015-r_Flipping.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">To Flip or Not to Flip.<\/a>&#8221; Good and not-so-good ways to flip a classroom (introduce new material online and then have students build on it in class).<\/li>\n\n\n\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/10TpCoHAABwg58Xkr093_EHrNHkI8OVtt\/FIE04-Survey(Technology).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How Do Engineering Faculty Use Instructional Technology?<\/a>&#8221; Reports of surveys of over 1600 engineering faculty members conducted in 1999 and 2002.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"omrecg\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">Women in Engineering<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YCTuLpEZt88KAOGnFNaK8r4JyLy6LC1h\/1995-Long3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.<\/a>&#8221; Performance, confidence levels, and attitude differences between men and women taught with an active\/cooperative learning model.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n    <\/div>\n  <\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"sorted-by-year\">Sorted by Year<\/h2>\n\n\n<div class=\"is-text wp-block-ncst-accordion\" >\n    <div class=\"accordion isLinked\" id=\"ncst-accordion-oqeq83\">\n          \n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">2020 \u2013 Present<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ul class=\"wp-block-list\">\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1mgD9ZmmnMYmSDnlGsvEgJNW5mLFT13Xo\/view?usp=sharing\">STEM Education: A Tale of Two Paradigms.<\/a>&#8221; <em>Journal of Food Science Education, 20<\/em>(1), 8-15 (2021). Conflicts between the traditional teacher-centered paradigm for STEM education and the emerging learner-centered paradigm, and predictions about the eventual outcome.<\/li>\n\n\n\n<li>R. Brent, M.J. Prince, and R.M. Felder, &#8220;<a href=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" data-type=\"URL\" data-id=\"https:\/\/drive.google.com\/file\/d\/1t66hJnf58K-nUda4Ms6u3rpOxgj2cj8Z\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">Promoting and Managing Student-Student Interactions in Online STEM Classes: Approaches and Recommendations.<\/a>&#8221; <em>International Journal of Engineering Education, 37<\/em>(3), 797-813 (2021). Strategies for engaging students in group work in synchronous and asynchronous online courses, including discussion boards and team assignments and projects. <\/li>\n\n\n\n<li>M.J. Prince, R.M. Felder, and R. Brent,\u00a0&#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PGlZxoVVkCtmiyvXTXTbw5ICLwZLDxah\/2020-AEE-COVID-19-Felder.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Active Student Engagement in Online STEM Classes: Approaches and Recommendations.<\/a>\u201d \u00a0<em>Advances in Engineering Education, 8<\/em>(4), December 2020. Strategies for actively engaging students in synchronous and asynchronous online instruction, and research supporting the effectiveness of the strategies.<\/li>\n\n\n\n<li>R.M. Felder, \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tKCP5oEAV5VV4Yb97j-IG_geuBxCQqB6\/2020-AEE%20Learning%20Styles%20Opinion%20Piece.pdf\">Opinion: Uses, Misuses, and Validity of Learning Styles.<\/a>\u201d\u00a0<em>Advances in Engineering Education<\/em>, 8(1), May 2020. What learning styles are, how they should and should not be used to design instruction, and a response to published claims that they lack validity or they don\u2019t even exist.<\/li>\n<\/ul>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">2010 \u2013 19<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ol class=\"wp-block-list\">\n<li>R.M. Felder and R. Brent, <a href=\"https:\/\/educationdesignsinc.com\/book\/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching and Learning STEM: A Practical Guide.<\/a> San Francisco: Jossey-Bass (2016).<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-articles\/education\/active-learning-introduction\/\" target=\"_blank\" rel=\"noopener noreferrer\">Active Learning: An Introduction.<\/a>&#8221; A short tutorial that defines active learning, gives examples of activities and formats, and answers frequently-asked questions about the method. You can also take a multiple-choice quiz on the tutorial contents that provides feedback on incorrect responses.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-articles\/education\/learning-objectives-intro\/\" target=\"_blank\" rel=\"noopener noreferrer\">Introduction to Learning Objectives.<\/a>&#8221; A short tutorial that defines learning objectives, gives reasons for writing them and different ways to use them, outlines different levels of complexity of objectives using Bloom&#8217;s Taxonomy, and gives directions for writing effective objectives at different levels. You can also take a multiple-choice quiz on the tutorial contents that provides feedback on incorrect responses.<\/li>\n\n\n\n<li>L.G. Bullard and R.M. Felder, \u201c<a href=\"https:\/\/drive.google.com\/file\/d\/1VX4FSTbSPn2z1s3OMo4Fhl2-DGKZN_i-\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">All Roads Start with MEB: A Team-Teaching Approach for Mentoring New Faculty.<\/a>\u201d\u00a0<em>Chemical Engineering Education<\/em>, Vol. 53, No. 1, Winter 2019. A model for mentoring new faculty members in teaching by pairing them with experienced instructors for one term.\u201d<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/13bveaviVsJ8n8vKtfBqkLLNeMbIrietw\/2017-LCT%20Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learner-Centered Teaching: How and Why?<\/a>&#8221; <em>Learning Abstracts<\/em> (League for Innovation in the Community College), 20(5), May 2017. The differences between traditional teacher-centered instruction and learner-centered teaching, and why the latter approach consistently outperforms the former one in facilitating almost every desirable learning outcome.<\/li>\n\n\n\n<li>R.M. Felder and R.G. Hadgraft, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tVPgzpEagjqZMwr8hii9HPRpua_a2lxh\/2013-JEE%20Editorial%20(Felder-Hadgraft).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?<\/a>&#8221; <em>J. Engr. Education<\/em>, 102(3), 339-345 (2013). A proposition that the movement toward increasing &#8220;rigor&#8221; in engineering education research has been driving a wedge between the engineering education research community and the broader community of engineering education practitioners, and that the movement may rest on unvalidated assumptions.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/196QvnYsMz9QawFvoJwRfed8nXFGeVt7G\/2012-TwoParadigms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Education: A Tale of Two Paradigms.<\/a>&#8221; In B. McCabe, M. Pantazidou, and D. Phillips, eds., <em>Shaking the Foundations of Geo-Engineering Education<\/em>, Leiden: CRC Press, 2012, pp. 9-14. Conflicts between the traditional teacher-centered paradigm for engineering education and the emerging learner-centered paradigm, and predictions about their eventual resolution.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1JLVfr4tO8SWthG1Qe0X7dYf5SN9mHGSp\/2012-STEM_FD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">New STEM Faculty Support: Why Aren&#8217;t We Providing It?<\/a>&#8221; <em>J. STEM Education<\/em>, 13(5), 5-6 (2012). Challenging the traditional university assumption that all new faculty hires already know how to teach effectively, start and build a successful research program, and meet the time demands imposed by teaching, research, and trying to have a life.<\/li>\n\n\n\n<li>M.W. Ohland, M.L. Loughry, D.J. Woehr, L.G. Bullard, R.M. Felder, C.J. Finelli, R.A. Layton, H.R. Pomeranz, and D.G. Schmucker, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1wZJX8WqXMZfzMGbc3CZv80wRNhXWtcH4\/2012-CATME paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation.<\/a>&#8221; <em>Academy of Management Learning and Education<\/em>, 11(4), 609-630 (2012). Origins, validity, and application of an online peer rating system for cooperative learning teams that is part of the CATME Smarter Teamwork suite of tools.<\/li>\n\n\n\n<li>R.M. Felder, R. Brent, and M.J. Prince, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1hs3fEP3OhpNJ-jSiwxbahhyf-QqASs-Z\/2011-Instruct_Dev(JEEv100-online).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Instructional Development: Programs, Best Practices, and Recommendations.<\/a>&#8221; <em>J. Engr. Education<\/em>, 100(1), 89-122 (2011). A review of instructional development programs around the world, a framework for designing them, and recommendations for making them effective.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1I5xMJH3Iou56_s2QtLMlKVsuzS7OYDMG\/2010-NETIpaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development.<\/a>&#8221; <em>J. Engr. Education<\/em>, 99(2), 121-134 (2010). Influence of the NETI on its participants&#8217; teaching practices, attitudes toward teaching and learning, student ratings, and engagement in educational scholarship and instructional development, with implications for design and assessment of faculty development programs in engineering and the sciences.<\/li>\n<\/ol>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">2000 \u2013 09<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ol start=\"12\" class=\"wp-block-list\">\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VK1ZUsb9dVjRwiCAkhZBQNQh8eXg1_ZC\/2009-NETIpaper(ASEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Analysis of Fifteen Years of the National Effective Teaching Institute.<\/a>&#8221; <em>2009 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2009. Influence of the NETI on its participants&#8217; teaching practices, attitudes toward teaching and learning, student ratings, and engagement in educational scholarship and instructional development, with implications for design and assessment of faculty development programs in engineering and the sciences.<\/li>\n\n\n\n<li>R.S. Adams and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1lBr66dAVaVVX9ynoBfqTP76CLlLaCsvg\/2008-JEE(Adams-Felder).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Reframing Professional Development: A Systems Approach to Preparing Engineering Educators to Educate Tomorrow&#8217;s Engineers.<\/a>&#8221; <em>J. Engr. Education<\/em>, 97(3), 239-240 (2008). A guest editorial in a 2008 issue of the Journal of Engineering Education.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1c1wpWduOCA6Fji2eARg1xe28WGSCk_Xi\/2008-ASEE(GradStudentTraining).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Professional Development Program for Graduate Students at North Carolina State University.<\/a>&#8221; <em>2008 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2008. Description of a program that includes workshops for new teaching assistants and graduate students contemplating academic careers, as well as a campus-wide course on teaching and a &#8220;Preparing the Professoriate&#8221; mentorship program.<\/li>\n\n\n\n<li>L. Bullard, R.M. Felder, and D. Raubenheimer, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1SvlVS-NIAWltTUn6TOYQQBHkClpH9ZpJ\/2008-ASEE(Active vs Traditional).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Effects of Active Learning on Student Performance and Retention.<\/a>&#8221; <em>2008 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2008. Exam grades and curricular retention of students taught actively in the introductory chemical engineering course were compared with grades and retention of students taught with traditional lecturing.<\/li>\n\n\n\n<li>R.M. Felder and M.J. Prince, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1L-zl5XFwGXzfYAkNBj7mqsrdiT6bRxk9\/2007-Induction(PRISM).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Case for Inductive Teaching.<\/a>&#8221; <em>ASEE Prism<\/em>, 17(2), 55 (2007). A brief synopsis of the arguments for inductive teaching and learning made in greater detail in &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning.<\/a>&#8221; and &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8220;<\/li>\n\n\n\n<li>M.J. Prince, R.M. Felder, and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1AjqZCrUGM93qC739mOqoOnmFReBobivb\/2007-Teaching-Research(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies.<\/a>&#8221; <em>J. Engr. Education<\/em>, 96(4), 283-294 (2007). A review of the literature on the research-teaching nexus and recommendations to strengthen the nexus.<\/li>\n\n\n\n<li>B. Oakley, D.M. Hanna, Z. Kuzmyn, and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mpxsCXGJGvczIIXYE549GUndCFfy2h6p\/2007-OakleyPaper(IEEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Best Practices Involving Teamwork in the Classroom: Results from a Survey of 6435 Engineering Student Respondents.<\/a>&#8221; <em>IEEE Transactions on Education<\/em>, 50(3), 266\u2013272 (2007). How instructors form and guide teams and implement cooperative learning can have a dramatic effect on students&#8217; satisfaction with the team experience and their sense of the extent to which the course learning objectives were met.<\/li>\n\n\n\n<li>T.A. Litzinger, S.H. Lee, J.C. Wise, and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cIqcvN_kLnvh1sOhA5USnwK9AY7ZqJmZ\/2007-ILS_Validation(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Psychometric Study of the Index of Learning Styles.<\/a>&#8221; <em>J. Engr. Education<\/em>, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_kNky6Df77owYZC8w_otCWMGtYYrECUD\/2007-SOTL(UMR_lecture).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Research on Teaching and Learning in Engineering.<\/a>&#8221; A transcript of the Academy of Chemical Engineers Award Lecture on the history, categories, and techniques of research on engineering education, presented to the Department of Chemical and Biological Engineering of the University of Missouri-Rolla, April 18, 2007.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1PLmbl9qPHpwYV7GFqUgWTHm5YNDzHV8V\/2007-CLChapter.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cooperative Learning.<\/a>&#8221; Chapter 4 of P.A. Mabrouk, ed., <em>Active Learning: Models from the Analytical Sciences<\/em>, ACS Symposium Series 970. Washington, DC: American Chemical Society, 2007, pp. 34-53. A general overview of definitions and methods of cooperative learning and a review of CL applications in chemistry.<\/li>\n\n\n\n<li>L.G. Bullard and R.M. Felder, &#8220;A Student-Centered Approach to Teaching Material and Energy Balances.&#8221; A two-part series in <em>Chemical Engineering Education<\/em> on an implementation of the stoichiometry course that made extensive use of active and cooperative methods. <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1M_jcTUzNSFSdQKXTlRpCCUDlhnOrvPkK\/2007-StoichPap-pt1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Part 1. Course Design<\/a> <em>Chem. Engr. Education<\/em>, 41, 93-100 (2007) describes the course structure and policies, assignments, and teaching assistant preparation, and <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Q4DTMi1Y0B3gouQQAh2f4bCplXiPSG2M\/2007-StoichPap-pt2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Part 2. Course Delivery and Assessment<\/a> <em>Chem. Engr. Education<\/em>, 41, 93-100 (2007) outlines the first week of the course, how active, cooperative, and inquiry-based learning and instructional technology were used, and how the course was assessed and evaluated.<\/li>\n\n\n\n<li>M. Prince and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CMw7nMrnQqQAylqRRgfnnSZn-ehcqBbx\/2007-Induction%20paper%20(JCST).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Many Faces of Inductive Teaching and Learning.<\/a>&#8221; <em>J. Coll. Sci. Teaching<\/em>, 36(5), 14-20 (2007). Pros, cons, and comparisons of several different inductive teaching methods (inquiry-based learning, discovery learning, problem- and project-based learning, case-based teaching, and just-in-time teaching). The paper describes illustrative applications of these methods in the sciences and offers guidance on their implementation.<\/li>\n\n\n\n<li>R. Brent, R.M. Felder, and S.A. Rajala, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1fR27xuFtrr4huQSM1c0FBUnLU5f5y4Zn\/2006-ASEE(NewFaculty).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Preparing New Faculty Members to be Successful: A No-Brainer and yet a Radical Concept.<\/a>&#8221; <em>2006 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2006. Description of a multifaceted program at North Carolina State University to help prepare new and future faculty members for successful academic careers.<\/li>\n\n\n\n<li>M.J. Prince and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1-MORshfST1zjmfEqk33HF1PCYP-HbW3L\/2006-Inductive%20learning%20paper%20(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.<\/a>&#8221; <em>J. Engr. Education<\/em>, 95(2), 123-138 (2006). Inductive teaching methods begin instruction with observations to be interpreted, problems to be solved, or case studies to be analyzed, and introduce facts, rules, procedures, principles, and theories in the context of those activities. This paper reviews and compares several common inductive methods, including inquiry learning, problem-based and project-based learning, discovery learning, case-based teaching, and just-in-time teaching.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1VJR-3GYpcuHNlHh6c8r8v3NvFYR3-szF\/2006-TwelfthCentury.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering in the 21st Century with a 12th Century Teaching Model: How Bright is That?<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 40(2), 110-113 (2006). A comparison of traditional teaching methods, which in many ways go back nearly a millennium, with methods more appropriate for helping modern engineering students develop the professional skills that will be required of them.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pQQ7SL02ShCauYV13aI15hTQffqgsILv\/2005-Understanding Student Differences (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Student Differences.<\/a>&#8221; <em>J. Engr. Education<\/em>, 94(1), 57-72 (2005). An exploration of differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.<\/li>\n\n\n\n<li>R.M. Felder and J.E. Spurlin, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZbL_vMB7JmHGABSgr-xCCP2z-xiS_bBp\/2005-ILS_Validation(IJEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Applications, Reliability, and Validity of the Index of Learning Styles.<\/a>&#8221; <em>Intl. J. Engr. Education<\/em>, 21(1), 103-112 (2005). A validation study of the <em>Index of Learning Styles<\/em>, a self-scoring on-line instrument to assess preferences on the dimensions of the Felder-Silverman model of learning styles.<\/li>\n\n\n\n<li>M.W. Ohland, M.L. Loughry, D.J. Woehr, L.G. Bullard, R.M. Felder, C.J. Finelli, R.A. Layton, H.R. Pomeranz, and D.J. Schmucker, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1P_8LBYrxBGj2WlSRpDeeuOSSG8P5sIfB\/2005-ASEE(BARS Peer Rating).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Developing a Peer Evaluation Instrument that is Simple, Reliable, and Valid.<\/a>&#8221; <em>2005 ASEE Annual Conference Proceedings<\/em>, ASEE, June 2005.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1d4H9WeK9gISa-PpnYULzxxZ4rzWej5Io\/2004-Intellectual Development - I.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Intellectual Development of Science and Engineering Students. I. Models and Challenges.<\/a>&#8221; <em>J. Engr. Education<\/em>, 93(4), 269-277 (2004). The first of a two-part series of articles on the progression of students from a belief in the certainty of all knowledge and the omniscience of authorities to a recognition that knowledge is contextual and a tendency to apply critical thinking in its acquisition. This paper surveys models describing the progression and outlines challenges to instructors who wish to promote the development of their students.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/18lN6Je8Qm7nduBY_1SCjvTPSKkniW2wN\/2004-Intellectual Development - II.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Intellectual Development of Science and Engineering Students. II. Teaching to Promote Growth<\/a>.&#8221; <em>J. Engr. Education<\/em>, 93(4), 279-291 (2004). Formulation of an instructional model designed to promote intellectual development.<\/li>\n\n\n\n<li>L. Cardellini and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14KWLRSd3_HGDJNP4MaQgerDMUH_iHaaC\/2004-CL_Paper(Italian).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cooperative Learning<\/a>&#8221; (Apprendimento Cooperativo). <em>IS Informatica e Scuola<\/em>, 12, 36-39 (2004). A brief review of the principles and benefits of cooperative learning. (In Italian)<\/li>\n\n\n\n<li>B. Oakley, R.M. Felder, R. Brent, and I. Elhajj, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ofGhdOciEwloA2zofffqkr7jG3SeKRq3\/2004-Oakley-paper(JSCL).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Turning Student Groups into Effective Teams.<\/a>&#8221; <em>J. Student Centered Learning<\/em>, 2(1), 9\u201334 (2004). Techniques for avoiding dysfunctional teams, dealing with them when they arise, and helping students acquire the skills they will need to form high-performance teams.<\/li>\n\n\n\n<li>C.E. Brawner, R.M. Felder, R.H. Allen, and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/10TpCoHAABwg58Xkr093_EHrNHkI8OVtt\/FIE04-Survey(Technology).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How Do Engineering Faculty Use Instructional Technology?<\/a>&#8221; Reports of surveys of over 1600 engineering faculty members conducted in 1999 and 2002.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1nsrTgNg0sR3rNGxZoLhU3cBUzWg1167e\/2004-ASEE(Peer Review).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Protocol for Peer Review of Teaching.<\/a>&#8221; <em>2004 Annual ASEE Conference Proceedings<\/em>, ASEE, June 2004. Outline of a system for obtaining a comprehensive and reliable peer rating of the quality of course instruction.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/147AWFnCHL16c3CYK5MBmdL0JDNNT0d3P\/2004-ASEE(Jargon).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The ABCs of Engineering Education: ABET, Bloom&#8217;s Taxonomy, Cooperative Learning, and So On.<\/a>&#8221; <em>2004 Annual ASEE Conference Proceedings<\/em>, ASEE, June 2004. An ASEE Conference Proceedings paper that defines and gives sources for detailed information on common concepts in engineering education.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1_KQAQLBdCQ_rqBbT24tKSqWMJ-nJjK7d\/2004-EdQuimPaper(Teaching at a Research University).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Engineering at a Research University: Problems and Possibilities.<\/a>&#8221; <em>Educaci\u00f3n Qu\u00edmica<\/em>, 15(1), 40-42 (2004). Proven strategies for effective teaching, why most faculty members don&#8217;t know about them, and ways to change the system to make their use more widespread.<\/li>\n\n\n\n<li>L.G. Bullard and R.M. Felder, \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rFXSshvER0w1pMP5hGyEEVxIj1hX5cIe\/2003-Mentoring(Coll_Tch).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Mentoring: A Personal Perspective.<\/a>\u201d <em>College Teaching<\/em>, 51(2), 66-69 (2003). A one-semester mentoring relationship between an experienced faculty member and a relatively new one viewed from both perspectives.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rCVqHioTasml417f4mHI4ZzB9FU2Qunx\/2003-FD_Model(IJEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Model for Engineering Faculty Development.<\/a>&#8221; <em>Intl. Journal of Engr. Education<\/em>, 19(2), 234-240 (2003). Description and assessment of the SUCCEED Coalition faculty development program.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZIYImk7cXyVHV6VWhaDmIVz4mF0nAv1p\/2003-ABET paper (JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.<\/a>&#8221; <em>J. Engr. Education<\/em>, 92(1), 7\u201325 (2003). Review of program assessment terminology (program educational objectives, program outcomes, course learning objectives, etc.), followed by suggestions for formulating learning objectives, designing instruction, and selecting assessment methods that address Outcomes a-k of the system used to accredit all American engineering programs.<\/li>\n\n\n\n<li>C.E. Brawner, R.M. Felder, R.H. Allen, and R. Brent, \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NM17ggwzc_R6FlYZEimRe8dVloyKNDqp\/2002-SurveyPaper(JEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities.<\/a>\u201d <em>J. Engr. Education<\/em>, 91(4), 393\u2013396 (2002). The extent to which faculty at eight engineering schools participated in faculty development activities, wrote formal learning objectives for their courses, and used various instructional methods including active and team-based learning,writing assignments, and different applications of instructional technology. The next reference contains a complete summary of the data.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/165WQsc-thVfUtaV0x3bxP8Ni9vx8R_Tz\/2002-TestingTips_paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Designing Tests to Maximize Learning.<\/a>&#8221; <em>J. Professional Issues in Engineering Education and Practice<\/em>, 128(1), 1-3 (2002). Suggestions for writing and grading tests to provide an appropriate balance of challenge and fairness.<\/li>\n\n\n\n<li>R.M. Felder, G.N. Felder, and E.J. Dietz, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QuEhY83i7u_3nZQmXOh3lBoXOHnjLFa0\/2002-longmbti.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Personality Type on Engineering Student Performance and Attitudes.<\/a>&#8221; <em>J. Engr. Education<\/em>, 91(1), 3-17 (2002). The Myers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory. Active and cooperative learning improves the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. (William Elgin Wickenden Award Paper, ASEE, June 2003)<\/li>\n\n\n\n<li>D.F. Ollis, R.M. Felder, and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YDBffFZGPnRr1sWQornzw2CzJFGkGnZt\/2002-ASEE(Bidisciplinary Exercise).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Introducing New Engineering Faculty to Multidisciplinary Research Collaboration.<\/a>&#8221; Proceedings, ASEE Annual Conference, June 2002. A new faculty orientation exercise in which faculty members are paired across disciplines and assigned to outline a research project that spans their areas of expertise. Most start out by floundering and eventually create outstanding propositions.<\/li>\n\n\n\n<li>A.M. Roskowski, R.M. Felder, and L.G. Bullard, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ivreD6qGxvg9THEL7Yz3Qdv2i-Y_ZTIx\/2002-Roskowski(JSMET).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Student Use (and Non-Use) of Instructional Software.<\/a>&#8221; <em>J. SMET Education<\/em>, 2, 41-45 (2002). No matter how good instructional software may be, it has no educational benefits if students don&#8217;t use it. In this study, instructor proactivity increased student use of a courseware package by an order of magnitude.<\/li>\n\n\n\n<li>L.J. Shuman, C.J. Atman, E.A. Eschenbach, D. Evans, R.M. Felder, J. McGourty, R.L Miller, L.G. Richards, K.A. Smith, E.P. Soulsby, A.A. Waller, and C.F. Yokomoto, &#8220;The Future of Engineering Education.&#8221; Proceedings, <em>Frontiers in Education Conference<\/em>, ASEE\/IEEE, November 2002. Prominent engineering educators speculate on what will be the most important developments in the field in the coming decade.<\/li>\n\n\n\n<li>P.C. Wankat, R.M. Felder, K.A. Smith, and F.S. Oreovicz, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19VPU_FHev7_P5cZZb-FcbXube8GEr1x3\/2002-Scholarship_chapter.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Scholarship of Teaching and Learning in Engineering.<\/a>&#8221; Chapter 11 of M.T. Huber and S. Morreale, eds., <em>Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground<\/em>. AAHE\/Carnegie Foundation for the Advancement of Teaching, Washington, DC, 2002.<\/li>\n\n\n\n<li>C.E. Brawner, R.M. Felder, R. Allen, and R. Brent, <em>1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching.<\/em> ERIC Document Reproduction Service Report #ED 461510 (2001). View <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1l3hmM6myt_7MInqbM43RX74MIQJg4jSc\/2001-99faculty_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">full report<\/a> (95 pages) or <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1in1HA4y0VkA6bnO7ayiBUMOYekGD7hiy\/2001-99faculty_survey_execsum.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">executive summary<\/a> (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GrW_E7RHaMBPtFeUCD3fU4WCPvNRkGnf\/2001-FD_Model(JFD).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Faculty Development: Getting the Sermon beyond the Choir,<\/a>\u201d <em>J. Faculty Development<\/em>, 18(3),73-81(2001). Suggestions for designing effective faculty development programs that attract participation from a broad cross section of faculty in engineering and the sciences.<\/li>\n\n\n\n<li>R. Brent, R.M. Felder, S.A. Rajala, J.G. Gilligan, and G. Lee, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1trjpqX-4q9-_ndxp29hJcu_aejdXWsX1\/2001-FIE-NewFacWkshp.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">New Faculty 101: An Orientation to the Profession.<\/a>&#8221; <em>Proceedings of the ASEE\/IEEE Frontiers in Education Conference<\/em>, October 2001. Description of a workshop at North Carolina State University that provides guidance to new faculty members on starting and managing a research program, planning and teaching courses, balancing competing time demands, and becoming an effective participant in the campus community.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1oHkUf-_XFfhwnDeRc55hK9S7NPoQjDwN\/2001-Interface_Response_Letter.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Technology-Based Instruction and Cooperative Learning.<\/a>&#8221; <em>The Interface<\/em> (IEEE Education Society), August 2001, pp. 2-3. Don&#8217;t knock them until you&#8217;ve tried them&#8211;or at least until you&#8217;ve checked out the research attesting to their effectiveness.<\/li>\n\n\n\n<li>C.E. Brawner, R.M. Felder, R.H. Allen, R. Brent, and T.K. Miller, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1tmoWdU9TABUEQE4LHd14Asu-ymE0womE\/2001-web-email_surveys.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Comparison of Electronic Surveying by E-mail and Web.<\/a>&#8221; P<em>roceedings of the 2001 Annual ASEE Conference<\/em>, June 2001. The Web offers a greater response processing capability, but e-mail yields a higher response rate.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1pi_E_lQXIJRmd9dHb9qqr6zlIOYlP1-J\/2001-CLStrategies(JCCCT).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Effective Strategies for Cooperative Learning.<\/a>&#8220;<em> J. Cooperation &amp; Collaboration in College Teaching<\/em>, 10(2), 69-75 (2001). Tips on forming teams, dealing with dysfunctional teams, grading team assignments, and using cooperative learning in a distance learning environment.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1JWZUKT3tM9B4i_IFBq4mkZhlgea6poik\/2000-Foreword to Landis book.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Foreword to R. Landis<\/a>, <em>Studying Engineering<\/em>, 2nd Ed. Anaheim, CA: Discovery Press (2000). Reprinted in subsequent editions.<\/li>\n\n\n\n<li>A. Rugarcia, R.M. Felder, D.R. Woods, and J.E. Stice, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1txaa5qUk54T3hRm1_4zx660SJP2xlnRs\/2000-Quartet-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. I. A Vision for a New Century.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(1), 16-25(2000). The first of a series of six papers surveying recent changes and predicting future directions in engineering education. This paper reviews the global issues that will require reforms in the way engineers are educated and engineering professors are prepared to provide the education.<\/li>\n\n\n\n<li>R.M. Felder, D.R. Woods, J.E. Stice, and A. Rugarcia, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1IS6QsiWLm6zkGz5d8w9X7xmdKRXTpZSV\/2000-Quartet-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. II. Teaching Methods that Work.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(1), 26-39(2000). A survey of instructional methods that have been proven effective in many classroom research studies and can be implemented within the context of the ordinary engineering classroom. Topics covered include formulation of clearly defined instructional objectives and using active, cooperative, and problem-based learning.<\/li>\n\n\n\n<li>D.R. Woods, R.M. Felder, A. Rugarcia, and J.E. Stice, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/14A7XVi1APMRQLRZ8e34gOCxZTaCVDg16\/2000-Quartet-3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. III. Developing Critical Skills.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(2),108-117(2000). Techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills.<\/li>\n\n\n\n<li>J.E. Stice, R.M. Felder, D.R. Woods, and A. Rugarcia, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1uEbdpHI1WsnvgsPIdek9YSQqXxOuyCJx\/2000-Quartet-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. IV. Learning How to Teach.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(2),118-127(2000). A survey of approaches to equipping current and future faculty members with teaching skills. Examples are given of successful courses and workshops on teaching and mentorship programs.<\/li>\n\n\n\n<li>R.M. Felder, A. Rugarcia, and J.E. Stice, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1NDjonsKx6CeA_PQRaMuS2Xi8A-CnZduU\/2000-Quartet-5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. V. Assessing Teaching Effectiveness and Educational Scholarship.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(3),198-207(2000). Methods for determining the effectiveness of instruction in individual courses and curricula (learning outcomes assessments, ratings from students, peers, and alumni, teaching portfolios) and determining the quality of educational scholarship.<\/li>\n\n\n\n<li>R.M. Felder, J.E. Stice, and A. Rugarcia, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1jerCLmRiRpAxsZngXevQMG7M1mMZYdPU\/2000-Quartet-6.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future of Engineering Education. VI. Making Reform Happen.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 34(3),208-215(2000). Suggestions for addressing faculty concerns about alternative teaching methods and possible incentives and rewards for faculty to redesign courses and curricula and improve teaching quality.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1GJpK1d3MywRMb9V7GD2neZ5M8PFPiMPS\/2000-ASEE-Helping_New_Faculty.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Helping New Faculty Get Off to a Good Start.<\/a>&#8221; <em>Proceedings, 2000 Annual Meeting of the American Society for Engineering Education<\/em>, ASEE, June 2000. Things administrators and senior faculty can do to help new faculty members become productive in research and effective in teaching early in their careers.<\/li>\n\n\n\n<li>R. Brent, R. Felder, T. Regan, A. Walser, C. Carlson-Dakes, D. Evans, C. Malave, K. Sanders, J. McGourty, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1DG8C8cBkvVknDb4hGYOKVhGpHFDYqrq0\/2000-ASEE-MCFD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering Faculty Development: A Multicoalition Perspective.<\/a>&#8221; <em>Proceedings, 2000 Annual Meeting of the American Society for Engineering Education<\/em>, ASEE, June 2000. A model for the design of an engineering faculty development program, with implementation examples drawn from several of the NSF Engineering Education Coalitions.<\/li>\n\n\n\n<li>C.R. Haller, V.J. Gallagher, T.L. Weldon, and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1upcHNMbKK1JYMUWBp4AJAyIc2KPxKjvR\/2000-Hallerpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Dynamics of Peer Education in Cooperative Learning Workgroups.<\/a>&#8221; <em>J. Engr. Education<\/em>, 89(3), 285-293 (2000). Conversation analysis of work sessions of student groups is used to identify patterns of teaching-learning interactions and interactional problems.<\/li>\n\n\n\n<li>D.B. Kaufman, R.M. Felder, and H. Fuller, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1perueT7C68oE2FSK1ay6rRKD6hmzUEtr\/2000-Kaufmanpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Accounting for Individual Effort in Cooperative Learning Teams.<\/a>&#8221; <em>J. Engr. Education<\/em>, 89(2), 133-140 (2000). Design and analysis of a peer rating system to assess individual performance in cooperative learning teams and to use the results to assign individual grades to team members.<\/li>\n<\/ol>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">1990 \u2013 99<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ol start=\"65\" class=\"wp-block-list\">\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1eCA_5ku1xz0d6KapTPrVJdNhS09LNRpN\/1999-ERM Plenary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Schooling vs. Education and Other Balancing Acts.<\/a>&#8221; Educational Research and Methods Division Plenary Lecture, 1999 ASEE Annual Meeting, Charlotte, NC, June 23, 1999.<\/li>\n\n\n\n<li>R. Beichner, L. Bernold, E. Burniston, P. Dail, R. Felder, J. Gastineau, M. Gjertsen, and J. Risley, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rjgncVjywgX6ndC0y3LMdTm0V_WrNOQG\/1999-Beichner Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Case Study of the Physics Component of an Integrated Curriculum.<\/a>&#8221; <em>Phys. Ed. Research, Am. J. Phys. Suppl.<\/em> 67(7), S16-S24 (1999).<\/li>\n\n\n\n<li>N. Al-Holou, N.M. Bilgutay, C. Corleto, J.T. Demel, R.M. Felder, K. Frair, J.E. Froyd, M. Hoit, J. Morgan, and D.L. Wells, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ZLfynujrfbxCQ1_MSgMUVNRoIiEJpaZu\/1999-Al-Holou_et_al-JEE.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">First-Year Integrated Curricula: Design Alternatives and Examples.<\/a>&#8221; <em>J. Engr. Education<\/em>, 88(4),435-448(1999).<\/li>\n\n\n\n<li>R. Brent, R.M. Felder, D. Hirt, D. Switzer, S. Holzer, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/16O5am01AVwvY_QXL1yUEfemQLCIyofKt\/1999-ASEE-FD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Model Program for Promoting Effective Teaching in Colleges of Engineering.<\/a>&#8221; <em>1999 ASEE Annual Conference Proceedings<\/em>, ASEE, June 1999.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/19J2HQPjC0VeU1f6eETEn3WPSU2n1Vuln\/1999-TQM.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Improve Teaching Quality.<\/a>&#8221; <em>Quality Management Journal<\/em>, 6(2), 9-21 (1999).<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1TM6CyVQZb3pYJ1mst63e1mqXgLWc5h-O\/1999-Getting started.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">It&#8217;s a Start.<\/a>&#8221; <em>College Teaching<\/em>, 47(1), 14-17 (1999). How to get courses off to a good start.<\/li>\n\n\n\n<li>R. Brent and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/153N35eGwHhQR8THKRgHWt0ZfPxUqMm7E\/1998-ICED.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Effective Teaching Workshops for Engineering and Science Faculties.<\/a>&#8221; <em>ICED (International Consortium for Educational Development in Higher Education) Second International Conference Proceedings<\/em>, Austin, Texas, April 19-22, 1998.<\/li>\n\n\n\n<li>L. Cardellini and R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1e8jsWrzB8Sj9D8VNzfGIa3eAF3Z7xyAd\/1999-Liberato.PDF\" target=\"_blank\" rel=\"noopener noreferrer\">L\u2019Apprendimento Cooperativo: Un Metodo per Migliorare la Preparazione e l\u2019Acquisizione di Abilit\u00e0 Cognitive negli Studenti,<\/a>&#8221; <em>La Chimica nella Scuola<\/em>, 21(1), 18-25 (1999). Methods and benefits of cooperative learning. (In Italian, with an English abstract.)<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1vRjpenyeO5BbV6VLWBx4ebL8u2C_wUry\/1998-ASEE-LS.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Styles and Teaching Styles.<\/a>&#8221; History of Dr. Felder&#8217;s initial engagement with the sometimes controversial (although it wasn&#8217;t at the time) topic of learning styles.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent,&#8221;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1H1ja2UqcQl_8txNv1KqVgruYtIJns5ps\/1998-ASEE-FD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Faculty Development: Getting the Sermon Beyond the Choir.<\/a>&#8221; <em>1998 ASEE Annual Conference Proceedings<\/em>, ASEE, June 1998. Suggestions for making teaching workshops for STEM professors effective and engaging them in faculty development programs other than workshops.<\/li>\n\n\n\n<li>R.M. Felder, R. Brent, T.K. Miller, C. Brawner, and R. Allen, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1IbPnFizEh8lpamORZSClNpLDZh1TQjQB\/1998-FIESurvey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Faculty Teaching Practices and Perceptions Of Institutional Support For Teaching At Eight Engineering Schools.<\/a>&#8221; <em>1998 Frontiers in Education Conference Proceedings<\/em>, ASEE\/IEEE, November 1998.<\/li>\n\n\n\n<li>R.M. Felder and S.W. Peretti, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1SA-qYuOG4Zhod9pN_9sZ8RF0JzaHQU2e\/1998-ASEE-330.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Learning Theory-Based Approach to the Undergraduate Engineering Laboratory.<\/a>&#8221; <em>1998 ASEE Annual Conference Proceedings<\/em>, ASEE, June 1998.<\/li>\n\n\n\n<li>R.M. Felder, G.N. Felder, and E.J. Dietz, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Jq9l3hhrIfO2_cRA7Pmw-L6mrOv4oY9N\/1998-Long5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students.<\/a>&#8221; <em>J. Engr. Education<\/em>, 87(4), 469-480 (1998).<\/li>\n\n\n\n<li>S.P. Beaudoin and R.M. Felder, \u201c<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1aCffJf6zk6U-qlsDHvX6VGQkrSpfWi6_\/1997-Preparing%20Professoriate%20(Beaudoin).pdf\">Preparing the Professoriate: A Study in Mentorship.<\/a>\u201d <em>J. Grad. Tchng. Asst. Development<\/em>, 4(3), 87\u201391 (1997). Description of a faculty-graduate student mentorship program focusing on effective teaching and\/or educational research, with a case study of an educational research project.\u201d<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rFxbmcAXcDuEMRsSy7W3m7G4c8-i_okc\/1997-headaches.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Who Needs These Headaches? Reflections on Teaching First-Year Engineering Students.<\/a>&#8221; <em>Success 101<\/em>, Fall 1997, pp. 2-4.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1FkVguybo1YeEfsVmaTkeL93ANwO1jyko\/1997-LargeClasses.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Beating the Numbers Game: Effective Teaching in Large Classes.<\/a>&#8221; <em>1997 Annual ASEE Conference Proceedings<\/em>, ASEE, June 1997.<\/li>\n\n\n\n<li>R.M. Felder, R.J. Beichner, L.E. Bernold, E.E. Burniston, P.R. Dail, and H. Fuller, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1gfEydMPpebzFn6mwpXFyihJRgSKOmKOQ\/1997-ASEE-IMPEC.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Update on IMPEC: An Integrated First-Year Engineering Curriculum at North Carolina State University.<\/a>&#8221; <em>1997 Annual ASEE Conference Proceedings<\/em>, ASEE, June 1997.<\/li>\n\n\n\n<li>R.M. Felder, L.E. Bernold, E.E. Burniston, P.R. Dail, and J.E. Gastineau, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1xQxOB4K10boqDoqi_w3BsouQ1i784stw\/1996-team-teaching.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Team-Teaching in an Integrated Freshman Engineering Curriculum.&#8221;<\/a> <em>1996 Annual ASEE Conference Proceedings<\/em>, ASEE, June 1996.<\/li>\n\n\n\n<li>R.M. Felder, L.E. Bernold, E.E. Burniston, P.R. Dail, and J.E. Gastineau, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Eyam6_ilV6ERalGyo27kSwb60EyXMwLf\/1996-ASEE-IMPEC.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An Integrated First-Year Engineering Curriculum.<\/a>&#8221; <em>1996 Annual ASEE Conference Proceedings<\/em>, ASEE, June 1996.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1CBWYTm5Y7W3eDiHKkBhR_3Hy6rE7tgf4\/1996-JChemEd.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Active, Inductive, Cooperative Learning: An Instructional Model for Chemistry?<\/a>&#8221; J. Chem. Ed., 73(9), 832-836 (1996).<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/15ZY4xXbcVzSluiYfv2nZRAAUF0XGrCzS\/1996-Resist.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Navigating The Bumpy Road to Student-Centered Instruction.<\/a>&#8221; <em>College Teaching<\/em>, 44(2), 43-47 (1996). The nature and causes of student resistance to student-centered instructional methods, and techniques for avoiding or minimizing the resistance.<\/li>\n\n\n\n<li>R.M. Felder, L.E. Bernold, E.E. Burniston, J.E. Gastineau, and J.B. O&#8217;Neal, &#8220;An Integrated First-Year Engineering Curriculum at North Carolina State University.&#8221; <em>Proceedings of the Frontiers in Education Conference<\/em>, ASEE\/IEEE, November 1995, pp. 4d4.8-4d4.11.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RS5WgeX88n2XLfC_fWYwYl28POxy0Dz3\/1995-long4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them.<\/a>&#8221; <em>J. Engr. Education<\/em>, 84(4), 361-367 (1995). Description of an instructional approach based on active and cooperative learning used in a sequence of engineering courses, and summary of student responses to the approach.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1A2kECdePXWUFCMMhDWrRhJeYSXxRK2Xz\/1995-Cooperpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cooperative Learning in a Sequence of Engineering Courses: A Success Story.<\/a>&#8221; <em>Cooperative Learning and College Teaching Newsletter<\/em>, 5(2), 10-13 (1995). A synopsis of a longitudinal study of cooperative learning in a sequence of engineering courses.<\/li>\n\n\n\n<li>R.M. Felder and E.R. Henriques, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1KKL4CwxGBPYG2NoIC7x_BMG34jnKJYBH\/1995-LS-FLAnnals.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and Teaching Styles in Foreign and Second Language Education.<\/a>&#8221; <em>Foreign Language Annals<\/em>, 28(1), 21-31 (1995).<\/li>\n\n\n\n<li>R.M. Felder, G.N. Felder, M. Mauney, C.E. Hamrin, Jr., and E.J. Dietz, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1YCTuLpEZt88KAOGnFNaK8r4JyLy6LC1h\/1995-Long3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes.<\/a>&#8221; <em>J. Engr. Education<\/em>, 84(2), 151-163 (1995). An article in the <em>Journal of Engineering Education<\/em> reporting on performance, confidence levels, and attitude differences between men and women taught with an active\/cooperative learning model.<\/li>\n\n\n\n<li>R.M. Felder, P.H. Mohr, E.J. Dietz, and L. Baker-Ward, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1W96RI47m8NbmrE-Ewi2_PFrQMQVAs2LD\/1994-Long2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. II. Differences between Students from Rural and Urban Backgrounds.<\/a>&#8221; <em>J. Engr. Education<\/em>, 83(3), 209-217 (1994).<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, <a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1y4er1UbysUyLR2ZHitJLsVgCrIasp4Rj\/1994-Coopreport.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs.<\/a> ERIC Document Reproduction Service, ED 377038 (1994). A monograph presenting suggestions for effective implementation of cooperative learning in engineering and science courses.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ryi8ctyOLH1ZO16pdTR5rk_NQaMJL_yE\/1994-Mythpap.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Myth of the Superhuman Professor.<\/a>&#8221; <em>J. Engr. Education<\/em>, 82(2), 105-110 (1994). Translated into Spanish and published as &#8220;El Mito del Profesor Superhumano.&#8221; <em>Educaci\u00f3n Qu\u00edmica<\/em>, 5(2), 82-88 (1994). Myths and facts about the linkage between research productivity and teaching effectiveness, and discussion of the role of both in the faculty incentive and reward system.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Rd5D4Fv-kFWtTDgydj_PSNGWniZM7He8\/1993-IJEE93Issues.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">American Engineering Education: Current Issues and Future Directions.<\/a>&#8221; <em>Intl. Journal of Engr. Education<\/em>, 9(4), 286-289 (1993).The good news is that it was an accurate summary of the current issues and future directions in 1993. The bad news is that it still works remarkably well in 2018.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1L5s3YvmPtcJcMkA8OeNdzh-qWxEPDT-2\/1993-survivalguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An Engineering Student Survival Guide.<\/a>&#8221; <em>Chapter One<\/em>, 7(3), 42-44 (1993).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1cCA3F07zfJAI5U2Ci4KxAJteid1Qyh6I\/1993-Stoichiometry Knowledge Structure.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Knowledge Structure of the Stoichiometry Course.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 27(2), 92-95 (1993). (1993 Corcoran Award paper, ASEE)<\/li>\n\n\n\n<li>R.M. Felder and G.S. Huvard, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1krcQZlERV4FxkPuPn1db6k9BKuZ4__84\/1993-Huvard-training.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Technical Training: Hit the Ground Running.<\/a>&#8221; <em>Chem. Engr.<\/em>, 100(6), 133-136 (1993).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1g7mzNhke6ErAkNXsQlyxBsmkaR-m8oe-\/1993-Secondtier.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Reaching the Second Tier: Learning and Teaching Styles in College Science Education.<\/a>&#8221; <em>J. College Science Teaching<\/em>, 23(5), 286-290 (1993).<\/li>\n\n\n\n<li>R.M. Felder, K.D. Forrest, L. Baker-Ward, E.J. Dietz, and P.H. Mohr, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yoq-JN7PoTVieZModHZORC55l6lPVjyz\/1993-Long1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Longitudinal Study of Engineering Student Performance and Retention. I. Success and Failure in the Introductory Course.<\/a>&#8221; <em>J. Engr. Education<\/em>, 82(1), 15-21 (1993). The first of a series of papers describing a study in which a cohort of students was taught five chemical engineering courses in successive semesters using extensive active and cooperative learning.<\/li>\n\n\n\n<li>D.A. Crowl, D.W. Hubbard, and R.M. Felder, <em>Problem Set: Stoichiometry<\/em>. AIChE\/CCPS, New York (1993). A set of problems for the stoichiometry course related to process and plant safety.<\/li>\n\n\n\n<li>R.M. Felder and R. Brent, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1yI_2vu2S-rDRtP34raKEhOTyWo31JutG\/1992-Writing_Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Writing Assignments: Pathways to Connections, Clarity, Creativity.<\/a>&#8221; <em>College Teaching<\/em>, 40(1), 43-47 (1992). Examples of short writing assignments that address a wide variety of learning objectives.<\/li>\n\n\n\n<li>R.M. Felder and G.N. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mWZOG9bd9EOANYSTNdFjSD9Moj93Rtqw\/1992-Student_Quality_paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Is the Quality of American Students Really Declining?<\/a>&#8221; <em>Chem. Engr. Progr.<\/em>, June 1992, pp. 79-89. Translated into Spanish and reprinted as &#8220;Realmente Est\u00e1 Disminuyendo la Calidad de los Estudiantes Norteamericanos?&#8221; <em>Educaci\u00f3n Qu\u00edmica<\/em>, 5(1), 32-42 (1994).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1O6QTixfHdBcMLwDYV8NxiFG7ukioq9Cm\/1990-StoichiometryWithoutTears.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Stoichiometry without Tears.<\/a>&#8221; <em>Chem. Engr. Education<\/em>, 24(4), 188 (1990). Tips on teaching the introductory chemical engineering course (material and energy balances), with an extended illustrative active learning exercise.<\/li>\n<\/ol>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">1980 \u2013 89<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ol start=\"104\" class=\"wp-block-list\">\n<li>R.M. Felder, R. Leonard, and R.L. Porter, &#8220;Oh God, Not Another Teaching Workshop.&#8221; <em>Engineering Education<\/em>, 79(6), 622 (1989). Reprinted in J. Coll. Sci. Teaching, 21(4), 207-209 (1992).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;Learning Styles of Engineering Students and Engineering Professors.&#8221; <em>Tecnolog\u00eda, Ciencia, Educaci\u00f3n<\/em> (IMIQ), 4(1), 56-62 (1989). Translated into Spanish and reprinted as &#8220;Estilos de Aprendizaje de los Estudiantes y los Profesores de Ingenier\u00eda.&#8221; <em>Educaci\u00f3n Qu\u00edmica<\/em>, 1(3), 110-115 (1990).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;How Students Learn: Adapting Teaching Styles to Learning Styles.&#8221; 1988 Frontiers in Education Conference Proceedings, ASEE\/IEEE, Santa Barbara, CA, October 1988, pp. 489-494.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1AG9XTwPKiASFItRCb9pxSvWVM6z1ufCH\/1988-Creativity(CEE).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Creativity in Engineering Education.<\/a>&#8221; <em>Chem. Eng.Education<\/em>, 22(3), 120 (1988). Techniques to help engineering students develop creative thinking skills.<\/li>\n\n\n\n<li>R.M. Felder and B.A. Soloman, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/17J1IN6rV9EPI2TcKfL-75cyhEUjMEebG\/1988-SystemsCourse.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Systems Thinking: An Experimental Course for College Freshmen.<\/a>&#8221; <em>Innovative Higher Education<\/em>, 12(2), 57-68 (1988). A description of a course taught in 1986 that made extensive use of active learning to help students develop critical thinking and communication skills.<\/li>\n\n\n\n<li>R.M. Felder and L.K. Silverman, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW\/1988-LS-plus-note.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and Teaching Styles in Engineering Education.<\/a>&#8221; <em>Engr. Education<\/em>, 78(7), 674-681 (1988). The article that originally defined the Felder-Silverman learning styles model and identified teaching practices that should meet the needs of students with the full spectrum of styles. The paper on the Web site is preceded by a 2002 preface that states and explains changes in the model that have been made since 1988. (William Elgin Wickenden Award Paper, ASEE, June 1989)<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1Yg_6VeMKmKn1cYrPLC5arOQeSCkVNybE\/1988-TechTalksPaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Course on Presenting Technical Talks.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 22(2), 84-86 (1988).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1mCN44A_SS2mP4RMtgel8azcMD5aZvtp0\/1987-Creative_Engineers.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">On Creating Creative Engineers.<\/a>&#8221; <em>Engineering Education<\/em>, 77(4), 222-227 (1987). (William Elgin Wickenden Award Paper, ASEE, June 1988; 1987 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE, April 1987.) Classroom exercises and assignments to help students develop and improve their creative thinking skills.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1crtBekpcoLnZiFYQgFYJgikiH4ffYTla\/1987-Future-ChE-Curr.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Future ChE Curriculum: Must One Size Fit All?<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 21(2), 74-77 (1987).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1irlesiQpk5Y0HKpw5TJ45PbWUsgzmXe0\/1986-RoeperPaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Identifying and Dealing with Exceptionally Gifted Children: The Half-Blind Leading the Sighted.<\/a>&#8221; <em>Roeper Review<\/em>, 8(3), 174-177 (1986). How our educational system routinely fails to meet the needs of the most intellectually gifted of our students.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/13mE6OwZyiCUHul_hsNfJRupncTKs8jv_\/1985-Generic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Generic Quiz: A Device to Stimulate Creativity and Higher-Level Thinking Skills.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 19(4), 176 (1985). (1985 Corcoran Award Paper, Chemical Engineering Division, ASEE; 1986 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE.) A &#8220;make-up-an-exam&#8221; exercise that helps students develop higher-level thinking skills (analytical, critical, and creative thinking).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1RCEDSpJOaFGXwMfFRLMAT5vNm9JnhSPe\/1985-Cheating-CEE.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Cheating \u2014 An Ounce of Prevention.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 19(1), 12-17 (1985). Common student cheating strategies and tips for preventing and detecting them.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;Does Engineering Education Have Anything to Do with Either?&#8221; <em>Engineering Education<\/em>, 75(2), 95 (1984). A condensation of the reference that follows. (1985 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE)<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1rDFzRqBian_rasqXDlEhpaZlbgKlK4M2\/1982-RJR Monograph.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Does Engineering Education Have Anything to Do with Either One: Toward a Systems Approach to Training Engineers.<\/a>&#8221; R.J. Reynolds Industries Award Distinguished Lecture Series, North Carolina State University, October 1982. A monograph that relates prevalent practices in engineering education to many technology-based problems facing society. Many of the educational reforms suggested in the monograph were developed further in Dr. Felder&#8217;s papers in subsequent decades and anticipated many of the features of the current engineering program accreditation system.<\/li>\n<\/ol>\n\n\n      <\/p>\n  <\/details>\n\n\n<details class=\"wp-block-ncst-accordion-item ncst-accordion-item panel wp-block-ncst-accordion-item\" name=\"oqeq83\"  >\n      <summary class=\"accordion-item__header\">\n        <span class=\"accordion-item__expansion-indicator\">\n          <span class=\"ncst-plus-minus-toggle\"><\/span>\n        <\/span>\n        <h2 class=\"accordion-item__label h6\">1970 \u2013 79<\/h2>\n      <\/summary>\n      <p>\n        \n\n<ol start=\"118\" class=\"wp-block-list\">\n<li>R.M. Felder and D.B. Marsland, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1ajLRP7sXOaNxsuzmVNIIMUZ8GnMRWxBR\/1979-CEE-Marsland.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chemical Process Systems: A Second Course in Chemical Engineering.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 13, 116-119 (1979).<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/180rqGFH_2JBfCODCOgLr5hx9s7LBPa4t\/1979-NCSU-CHE Portrait.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chemical Engineering at North Carolina State University.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 13(1), 2-6 (1979). An informal portrait of the N.C. State University Chemical Engineering Department in 1979.<\/li>\n\n\n\n<li>R.M. Felder, &#8220;<a href=\"https:\/\/engr.ncsu.edu\/wp-content\/uploads\/drive\/1o5YfeBf_lwKDGxp6PyJ3lzWg3ezL673Y\/1972-Lecture-CEE.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Today We Will Hear from the CHE Department.<\/a>&#8221; <em>Chem. Eng. Education<\/em>, 6, 118-120 (1972).<\/li>\n<\/ol>\n\n\n      <\/p>\n  <\/details>\n\n\n    <\/div>\n  <\/div>\n","protected":false},"excerpt":{"rendered":"<p>Sorted by Topic A \u2013 F G \u2013 L M \u2013 R S \u2013 Z Sorted by Year<\/p>\n","protected":false},"author":50062,"featured_media":0,"parent":656,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"ncst\/default-header","ncst_dynamicHeaderData":"{\"pageIntro\":\"Archived websites are part of the NC State College of Engineering Web Archive. They are kept only for reference, research, or record-keeping and are no longer maintained. Embedded links may no longer be active.<br><br>Pages, posts and other content may not meet current accessibility standards. To request content in an accessible format, contact Engineering Communications at engineering-comm@ncsu.edu.\"}","ncst_content_audit_freq":"","ncst_content_audit_date":"","ncst_content_audit_display":false,"ncst_backToTopFlag":"","footnotes":""},"class_list":["post-665","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/665","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/users\/50062"}],"replies":[{"embeddable":true,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/comments?post=665"}],"version-history":[{"count":9,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/665\/revisions"}],"predecessor-version":[{"id":1959,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/665\/revisions\/1959"}],"up":[{"embeddable":true,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/656"}],"wp:attachment":[{"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/media?parent=665"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}