{"id":739,"date":"2019-06-25T13:48:34","date_gmt":"2019-06-25T13:48:34","guid":{"rendered":"https:\/\/engr.ncsu.edu\/stem-resources\/?page_id=739"},"modified":"2026-04-10T13:42:19","modified_gmt":"2026-04-10T13:42:19","slug":"random-thoughts-columns","status":"publish","type":"page","link":"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-site\/random-thoughts-columns\/","title":{"rendered":"Random Thoughts Columns"},"content":{"rendered":"\n\n\n\n\n
\"Dr.<\/figure>\n\n\n\n

The papers listed in the accordion sections below are from Dr. Richard Felder’s columns in the quarterly journal, Chemical Engineering Education<\/em>. Some of them were co-authored by Dr. Rebecca Brent. The papers can be downloaded as PDF files.<\/p>\n\n\n

\n
\n \n
<\/span><\/span>

1988 \u2013 89<\/h2><\/a>
\n\n
  1. R.M. Felder, \u201cImpostors Everywhere.<\/a>\u201d Chem. Engr. Education<\/em>, 22(4), 168-169 (Fall 1988). The Impostor Phenomenon as applied to engineering students.<\/li>
  2. R.M. Felder, \u201cNobody Asked Me, But\u2026<\/a>\u201d Chem. Engr. Education<\/em>, 23(1), 26-27 (Winter 1989). Miscellaneous observations.<\/li>
  3. R.M. Felder, \u201cMeet Your Students: 1. Stan and Nathan.<\/a>\u201d Chem. Engr. Education<\/em>, 23(2), 68-69 (Spring 1989). The sensor and the intuitor on the Myers-Briggs Type Indicator and the Felder\/Silverman Learning Styles Model.<\/li>
  4. R.M. Felder, \u201cThe View Through the Doors.<\/a>\u201d Chem. Engr. Education<\/em>, 23(3), 166-167 (Summer 1989). Humorous column satirizing bad teaching.<\/li>
  5. R.M. Felder, \u201cGood Cop\/Bad Cop: Embracing Contraries in Teaching.<\/a>\u201d Chem. Engr. Education<\/em>, 23(4), 207 (Fall 1989). Review of Embracing Contraries, by Peter Elbow.<\/li><\/ol>\n\n<\/div><\/div><\/div>\n\n\n\n
    <\/span><\/span>

    1990 \u2013 99<\/h2><\/a>
    \n\n
    1. R.M. Felder, \u201cMeet Your Students: 2. Susan and Glenda.<\/a>\u201d Chem. Engr. Education<\/em>, 24(1), 7-8 (Winter 1990). The sequential learner and the global learner on the Felder\/Silverman learning styles model.<\/li>
    2. R.M. Felder, \u201cNo Respect!<\/a>\u201d Chem. Engr. Education<\/em>, 24(2), 71 (Spring 1990). Humorous column.<\/li>
    3. R.M. Felder, \u201cMeet Your Students: 3. Michelle, Rob, and Art.<\/a>\u201d Chem. Engr. Education<\/em>, 24(3), 130-131 (Summer 1990). Three different approaches to learning (deep, surface, and strategic), and the conditions that induce students to take a deep approach.<\/li>
    4. R.M. Felder, \u201cEngineering Education Verses.<\/a>\u201d Chem. Engr. Education<\/em>, 25(1), 22-23 (Winter 1991). Four poems about different aspects of engineering education.<\/li>
    5. R.M. Felder, \u201cWe Hold These Truths To Be Self-Evident.<\/a>\u201d Chem. Engr. Education<\/em>, 25(2), 80-81 (Spring 1991). Several common but unproven myths about teaching.<\/li>
    6. R.M. Felder, \u201cIt Goes Without Saying.<\/a>\u201d Chem. Engr. Education<\/em>, 25(3), 132-133 (Summer 1991). An illustrative lesson utilizing active learning. (See also Refs. 13 and 58.)<\/li>
    7. R.M. Felder, \u201cMeet Your Students: 4. Jill and Perry.<\/a>\u201d Chem. Engr. Education<\/em>, 25(4), 196-197 (Fall 1991). The judger and the perceiver on the Myers-Briggs Type Indicator.<\/li>
    8. R.M. Felder, \u201cHow About a Quick One?<\/a>\u201d Chem. Engr. Education<\/em>, 26(1), 18-19 (Winter 1992). Formats for small-group in-class exercises and the one-minute paper. (See also Refs. 11 and 58.)<\/li>
    9. R.M. Felder, \u201cThere\u2019s Nothing Wrong With the Raw Material.<\/a>\u201d Chem. Engr. Education<\/em>, 26(2), 76-77 (Spring 1992). Comments on the qualifications of precollege students.<\/li>
    10. R.M. Felder, \u201cWhat Do They Know Anyway?<\/a>\u201d Chem. Engr. Education<\/em>, 26(3), 134-135 (Summer 1992). Common misconceptions about student evaluations of teaching and the research results that disprove them. (See also Refs. 17, 30, and 32.)<\/li>
    11. R.M. Felder, \u201cSorry, Pal\u2013It Doesn\u2019t Work That Way.<\/a>\u201d Chem. Engr. Education<\/em>, 26(4), 175 (Fall 1992). Humorous but not completely fictional column about events in the life of an engineering professor.<\/li>
    12. R.M. Felder, \u201cWhat Do They Know Anyway? 2. Making Evaluations Effective.<\/a>\u201d Chem. Engr. Education<\/em>, 27(1), 28-29 (Winter 1993). Ways to get the most benefit from student evaluations of teaching. (See also Refs. 15, 30, and 32.)<\/li>
    13. R.M. Felder, \u201cSpeaking of Education.<\/a>\u201d Chem. Engr. Education<\/em>, 27(2), 128-129 (Spring 1993). Collection of quotes about educational matters.<\/li>
    14. R.M. Felder, \u201cTeaching Teachers to Teach: The Case for Mentoring.<\/a>\u201d Chem. Engr. Education<\/em>, 27(3), 176-177 (Summer 1993). A model for helping new professors learn the craft of teaching.<\/li>
    15. R.M. Felder, \u201cWhat Matters in College.<\/a>\u201d Chem. Engr. Education<\/em>, 27(4), 194-195 (Fall 1993). Review of What Matters in College, by Alexander Astin, perhaps the most extensive research study ever carried out of factors affecting student success in college.<\/li>
    16. R.M. Felder, \u201cMeet Your Students: 5. Edward and Irving.<\/a>\u201d Chem. Engr. Education<\/em>, 28(1), 36-37 (Winter 1994). The extravert and the introvert on the Myers-Briggs Type Indicator.<\/li>
    17. R.M. Felder, \u201cThings I Wish They Had Told Me.<\/a>\u201d Chem. Engr. Education<\/em>, 28(2), 108-109 (Spring 1994). Tips for new professors.<\/li>
    18. R.M. Felder, \u201cAny Questions?<\/a>\u201d Chem. Engr. Education<\/em>, 28(3), 174-175 (Summer 1994). Different types of questions that can be effectively asked in class.<\/li>
    19. R.M. Felder, \u201cWe Never Said It Would Be Easy.<\/a>\u201d Chem. Engr. Education<\/em>, 29(1), 32-33 (Winter 1995). Problems commonly encountered when implementing active and cooperative learning methods and ways to overcome them.<\/li>
    20. R.M. Felder, \u201cJust Another Day at the Office.<\/a>\u201d Chem. Engr. Education<\/em>, 29(2), 102-103 (Spring 1995). Humorous column.<\/li>
    21. R.M. Felder and R. Brent, \u201cGetting Started.<\/a>\u201d Chem. Engr. Education<\/em>, 29(3), 166-167 (Summer 1995). Approaches to getting a course off to a good start.<\/li>
    22. R.M. Felder, \u201cMeet Your Students: 6. Tony and Frank.<\/a>\u201d Chem. Engr. Education<\/em>, 29(4), 244-245 (Fall 1995). The thinker and the feeler on the Myers-Briggs Type Indicator.<\/li>
    23. R.M. Felder, \u201cThe Warm Winds of Change.<\/a>\u201d Chem. Engr. Education<\/em>, 30(1), 34-35 (Winter 1996). Indications that the climate for teaching at universities may be improving.<\/li>
    24. R.M. Felder, \u201cSpeaking of Everything.<\/a>\u201d Chem. Engr. Education<\/em>, 30(2), 130-131 (Spring 1996). Collection of miscellaneous quotes.<\/li>
    25. R.M. Felder and R. Brent, \u201cIf You\u2019ve Got It, Flaunt It: Uses and Abuses of Teaching Portfolios.<\/a>\u201d Chem. Engr. Education<\/em>, 30(3), 188-189 (Summer 1996). 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). (See also Refs. 15, 17, and 32.)<\/li>
    26. R.M. Felder, \u201c\u2026And If You Believe That, I\u2019ve Got a Bridge to Sell You.<\/a>\u201d Chem. Engr. Education<\/em>, 30(4), 278 (Fall 1996). A (possibly) humorous recounting of some (probably) familiar campus pronouncements.<\/li>
    27. R. Brent and R.M. Felder, \u201cIt Takes One to Know One.<\/a>\u201d Chem. Engr. Education<\/em>, 31(1), 32-33 (Winter 1997). Strategies and tips for peer review of teaching. (See also Refs. 15, 17, and 30.)<\/li>
    28. R.M. Felder, \u201cMeet Your Students: 7. Dave, Martha, and Roberto.<\/a>\u201d Chem. Engr. Education<\/em>, 31(2), 106-107 (Spring 1997). Three students at different levels of Perry\u2019s Model of Intellectual Development.<\/li>
    29. R.M. Felder and R. Brent, \u201cObjectively Speaking.<\/a>\u201d Chem. Engr. Education<\/em>, 31(3), 178-179 (Summer 1997). How to write instructional 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>
    30. R.M. Felder, \u201cShips Passing in the Night.<\/a>\u201d Chem. Engr. Education<\/em>, 32(1), 46-47 (Winter 1998). Those classroom conversations may not always be about the lecture content.<\/li>
    31. R.M. Felder, \u201cABET Criteria 2000: An Exercise in Engineering Problem Solving.<\/a>\u201d Chem. Engr. Education<\/em>, 32(2), 126-127 (Spring 1998). Reflections on Engineering Criteria 2000, the accreditation standard for engineering departments starting in 2001.<\/li>
    32. R. Brent and R.M. Felder, \u201cThe New Faculty Member.<\/a>\u201d Chem. Engr. Education<\/em>, 32(3), 206-207 (Summer 1998). Summary of Robert Boice\u2019s book of the same name. Tips to help new faculty members make rapid progress up the academic ladder to tenure and promotion.<\/li>
    33. R.M. Felder, \u201cThe Night Somebody Slipped the Truth Serum in the Punch Bowl at the Department Head\u2019s Christmas Party.<\/a>\u201d Chem. Engr. Education<\/em>, 32(4), 278-279 (Fall 1998). A column with humorous intent (sort of).<\/li>
    34. R.M. Felder and R. Brent, \u201cFAQs.<\/a>\u201d Chem. Engr. Education<\/em>, 33(1), 32-33 (Winter 1999). The ten most frequently asked questions at teaching workshops, and an answer to the first one: (1) \u201cWhat evidence is there that these alternative teaching methods actually work?\u201d<\/li>
    35. R.M. Felder, \u201cMemo to Students Who are Disappointed with Their Last Test Grade.<\/a>\u201d Chem. Engr. Education<\/em>, 33(2), 136-137 (Spring 1999). Suggestions for improving test performance.<\/li>
    36. R.M. Felder, \u201cSpeaking of Education-II.<\/a>\u201d Chem. Engr. Education<\/em>, 33(3), 196-197 (Summer 1999). Collection of education-related quotes.<\/li>
    37. R.M. Felder and R. Brent, \u201cFAQs-2.<\/a>\u201d Chem. Engr. Education<\/em>, 33(4), 276-277 (Fall 1999). More frequently asked questions. (2) Can I use active learning exercises in my classes and still cover the syllabus? (3) Do active learning methods work in large classes?<\/li><\/ol>\n\n<\/div><\/div><\/div>\n\n\n\n
      <\/span><\/span>

      2000 \u2013 09<\/h2><\/a>
      \n\n
      1. R.M. Felder and R. Brent, \u201cAll in a Day\u2019s Work.<\/a>\u201d Chem. Engr. Education<\/em>, 34(1), 66-67 (Winter 2000). Tips on dealing with troublesome classroom situations (students arriving late, talking, sleeping, etc.).<\/li>
      2. R.M. Felder, \u201cThe Scholarship of Teaching.<\/a>\u201d Chem. Engr. Education<\/em>, 34(2),144 (Spring 2000). What is the scholarship of teaching, and how might it be assessed and rewarded?<\/li>
      3. R.M. Felder, \u201cThe Alumni Speak.<\/a>\u201d Chem. Engr. Education<\/em>, 34(3),238-239 (Summer 2000). Chemical engineering alumni talk about what they liked and didn\u2019t like about their education and offer advice to beginning students.<\/li>
      4. R.M. Felder and R. Brent, \u201cIs Technology a Friend or Foe of Learning?<\/a>\u201d Chem. Engr. Education<\/em>, 34(4), 326-327 (Fall 2000). The question is, 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>
      5. R.M. Felder, \u201cTruth in Advertising.<\/a>\u201d Chem. Engr. Education<\/em>, 35(1), 25 (Winter 2001). A facetious proposal for taking the ambiguity out of award nominations and applications for faculty employment.<\/li>
      6. R.M. Felder and R. Brent, \u201cFAQs-3. Groupwork in Distance Learning.<\/a>\u201d Chem. Engr. Education<\/em>, 35(2), 102-103 (Spring 2001).<\/li>
      7. R.M. Felder, \u201cA Brief History of Elementary Principles of Chemical Processes.<\/a>\u201d Chem. Engr. Education<\/em>, 35(3), 180-181 (Summer 2001). 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>
      8. R.M. Felder and R. Brent, \u201cFAQs-4. Dealing with Student Background Deficiencies and Low Student Motivation.<\/a>\u201d Chem. Engr. Education<\/em>, 35(4), 266-267 (Fall 2001). Suggestions for moving from complaining about our students to addressing the problems we often have with them.<\/li>
      9. R.M. Felder, \u201cSo You Want to Win a CAREER Award.<\/a>\u201d Chem. Engr. Education<\/em>, 36(1), 32-33 (Winter 2002). Suggestions for preparing a proposal to the NSF Early Faculty Development (CAREER) Program.<\/li>
      10. R.M. Felder, \u201cThe Effective, Efficient Professor.<\/a>\u201d Chem. Engr. Education<\/em>, 36(2), 114-115 (Spring 2002). Review of a 2002 book on effective teaching by Phillip C. Wankat.<\/li>
      11. R.M. Felder and R. Brent, \u201cFAQs-5. Designing Fair Tests.<\/a>\u201d Chem. Engr. Education<\/em>, 36(3), 204-205 (Summer 2002). Tips on effective testing practices for classes that emphasize quantitative problem-solving. This column is an abridgment of \u201cDesigning Tests to Maximize Learning.<\/a>\u201d J. Professional Issues in Engineering Education and Practice<\/em>, 128(1), 1-3 (2002).<\/li>
      12. R.M. Felder, \u201cSpeaking of Education-III.<\/a>\u201d Chem. Engr. Education<\/em>, 36(4), 282-283 (Fall 2002). Collection of education-related quotes.<\/li>
      13. R.M. Felder, \u201cHow to Survive Engineering School.<\/a>\u201d Chem. Engr. Education<\/em>, 37(1), 30-31 (Winter 2003). Success strategies for engineering students (and all other students).<\/li>
      14. R.M. Felder and R. Brent, \u201cFAQs-6. Evaluating Teaching and Converting the Masses.<\/a>\u201d Chem. Engr. Education<\/em>, 37(2), 106-107(Spring 2003). Responses to the final two frequently asked questions: \u201cIs there a meaningful way to evaluate teaching?\u201d and \u201cHow can staunchly traditional professors be persuaded to use proven but non-traditional teaching methods?\u201d<\/li>
      15. R.M. Felder, \u201cThe Incontrovertible Logic of the Academy.<\/a>\u201d Chem. Engr. Education<\/em>, 37(3), 220-221(Summer 2003). An attempt to make sense of academic fund-raising practices.<\/li>
      16. R.M. Felder and R. Brent, \u201cLearning by Doing.<\/a>\u201d Chem. Engr. Education<\/em>, 37(4), 282\u00ad-283 (Fall 2003). The philosophy and strategies of active learning. (See also Refs. 11 and 13.)<\/li>
      17. R.M. Felder, \u201cChanging Times and Paradigms.<\/a>\u201d Chem. Engr. Education<\/em>, 38(1), 32\u00ad-33 (Winter 2004). Driving forces for reform in engineering education and recent signs that they may be working.<\/li>
      18. R.M. Felder and R. Brent, \u201cHow to Evaluate Teaching.<\/a>\u201d Chem. Engr. Education<\/em>, 38(3), 200-202 (Summer 2004). Obtaining a comprehensive evaluation of the quality of a faculty member\u2019s teaching.<\/li>
      19. R.M. Felder, \u201cAn Educator for All Seasons.<\/a>\u201d Chem. Engr. Education<\/em>, 38(4), 280-281 (Fall 2004). A glimpse at some of the thinking of John Dewey, who would no doubt be dismayed to learn that the educational problems he wrote about as long ago as 1899 are if anything worse today, but gratified to know that his proposed solutions have been repeatedly tested and validated.<\/li>
      20. R.M. Felder and R. Brent, \u201cDeath by PowerPoint.<\/a>\u201d Chem. Engr. Education<\/em>, 39(1), 28-29 (Winter 2005). How and how not to use presentation graphics in a class.<\/li>
      21. R.M. Felder, \u201cSpeaking of Everything \u2013 II.<\/a>\u201d Chem. Engr. Education<\/em>, 39(2), 93 (Spring 2005). Collection of miscellaneous quotes.<\/li>
      22. R.M. Felder and R. Brent, \u201cScreens Down, Everyone: Effective Uses of Portable Computers in Lecture Classes.<\/a>\u201d Chem. Engr. Education<\/em>, 39(3), 200-201 (Summer 2005). Tips on using portables in class to work through tutorials, develop skills in software applications, and carrying out web-based research.<\/li>
      23. R.M. Felder, \u201cA Fond Farewell.<\/a>\u201d Chem. Engr. Education<\/em>, 39(4), 279 (Fall 2005). An appreciation of Carole Yocum, the long-time managing editor of Chemical Engineering Education, who retired in the Summer of 2005.<\/li>
      24. R.M. Felder, \u201cThe Way to Bet.<\/a>\u201d Chem. Engr. Education<\/em>, 40(1), 38-39 (Winter 2006). A collection of assertions about teaching and learning that may not be certain but are highly probable.<\/li>
      25. R.M. Felder, \u201cA Whole New Mind for a Flat World.<\/a>\u201d Chem. Engr. Education<\/em>, 40(2), 96-97 (Spring 2006). 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\u2019s engineering curriculum.<\/li>
      26. R.M. Felder and R. Brent, \u201cHow to Teach (Almost) Anybody (Almost) Anything.<\/a>\u201d Chem. Engr. Education<\/em>, 40(3), 173-174 (Summer 2006). A four-step technique to equip students with almost any desired skill.<\/li>
      27. R.M. Felder, \u201cWhat\u2019s in a Name?<\/a>\u201d Chem. Engr. Education<\/em>, 40(4), 281-282 (Fall 2006). A whimsical look at academic department name inflation.<\/li>
      28. R. Brent and R.M. Felder, \u201cTurning New Faculty Members into Quick Starters.<\/a>\u201d Chem. Engr. Education<\/em>, 41(1), 51-52 (Winter 2007). What colleges and departments can do to help their new faculty members become productive researchers and effective teachers in their first 1-2 years.<\/li>
      29. R.M. Felder and R. Brent, \u201cHow to Prepare New Courses While Keeping Your Sanity.<\/a>\u201d Chem. Engr. Education<\/em>, 41(2), 121-122 (Spring 2007). Tips on how to handle new preps and still have time to have a life (sort of).<\/li>
      30. R.M. Felder, \u201cSermons for Grumpy Campers.<\/a>\u201d Chem. Engr. Education<\/em>, 41(3), 183-184 (Summer 2007). 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>
      31. R.M. Felder, \u201cWhy Me, Lord?<\/a>\u201d Chem. Engr. Education<\/em>, 41(4), 239-240 (Fall 2007). How to deal with a student in crisis if you\u2019re not a trained counselor.<\/li>
      32. R.M. Felder and R. Brent, \u201cStudent Ratings of Teaching: Myths, Facts, and Good Practices.<\/a>\u201d Chem. Engr. Education<\/em>, 42(1), 33-34 (Winter 2008). 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.<\/li>
      33. R.M. Felder, \u201c On-The-Job Training.<\/a>\u201d Chem. Engr. Education<\/em>, 42(2), 96-97 (Spring 2008). What we\u2019re teaching them may not exactly be what they need to know.<\/li>
      34. R.M. Felder and R. Brent, \u201cHow to Write Anything.<\/a>\u201d Chem. Engr. Education<\/em>, 42(3), 139-140 (Summer 2008). Weeks or months or years have gone by, and you still haven\u2019t managed to complete a first draft of that big proposal, paper, dissertation, or book. Here\u2019s what you\u2019re probably doing wrong and what to do instead.<\/li>
      35. R.M. Felder and R. Brent, \u201cThe Top Ten Worst Teaching Mistakes. I. Mistakes 5-10.<\/a>\u201d Chem. Engr. Education<\/em>, 42(4), 201-202 (Fall 2008). Your teachers made them and your colleagues make them. What about you?<\/li>
      36. R.M. Felder and R. Brent, \u201cThe Top Ten Worst Teaching Mistakes. II. Mistakes 1-4.<\/a>\u201d Chem. Engr. Education<\/em>, 43(1), 15-16 (Winter 2009). Your teachers made them and your colleagues make them. What about you?<\/li>
      37. R.M. Felder, \u201cDoes Your Department Culture Suit You?<\/a>\u201d Chem. Engr. Education<\/em>, 43(2), 113-114 (Spring 2009). A questionnaire to rate academic departments on a Competitive vs. Collegial scale.<\/li>
      38. R.M. Felder, \u201cPriorities in Hard Times.<\/a>\u201d Chem. Engr. Education<\/em>, 43(3), 241-242 (Summer 2009). A satirical (but not entirely unrealistic) look at how university administrations function in budget crises.<\/li>
      39. R.M. Felder, \u201cA Teacher\u2019s Teacher.<\/a>\u201d Chem. Engr. Education<\/em>, 43(4), 313-314 (Fall 2009). A celebration of Professor Jim Stice, a legend in engineering education.<\/li><\/ol>\n\n<\/div><\/div><\/div>\n\n\n\n
        <\/span><\/span>

        2010 \u2013 17<\/h2><\/a>
        \n\n
        1. R.M. Felder and R. Brent, \u201cHard Assessment of Soft Skills.<\/a>\u201d Chem. Engr. Education<\/em>, 44(1), 63-64 (Winter 2010). Using checklists and rubrics both to assess soft (professional) skills and to help students develop those skills.<\/li>
        2. R.M. Felder, \u201cThe Link between Teaching and Research. 1. Does It Exist?<\/a>\u201d Chem. Engr. Education<\/em>, 44(2), 109-110 (Spring 2010). Summary of a recent survey of the literature on the relationship between faculty research activity and teaching effectiveness.<\/li>
        3. R.M. Felder, \u201cThe Link between Teaching and Research. 2. How to Strengthen Each without Weakening the Other.<\/a>\u201d Chem. Engr. Education<\/em>, 44(3), 213-214 (Summer 2010). Second part of a summary of a recent survey of the literature on the relationship between faculty research activity and teaching effectiveness.<\/li>
        4. R.M. Felder, \u201cHow to Stop Cheating (or at Least Slow It Down).<\/a>\u201d Chem. Engr. Education<\/em>, 45(1), 37-38 (Winter 2011). Statistics on the incidence of cheating in college and proven ideas for preventing it and catching it when it occurs.<\/li>
        5. R.M. Felder, \u201cHang in There: Dealing with Student Resistance to Learner-Centered Teaching.<\/a>\u201d Chem. Engr. Education<\/em>, 45(2), 131-132 (Spring 2011). 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>
        6. R.M. Felder, \u201cSpeaking of Education-IV.<\/a>\u201d Chem. Engr. Education<\/em>, 45(3), 191 (Summer 2011). Collection of quotes about education.<\/li>
        7. R. Brent and R.M. Felder, \u201cHow Learning Works.<\/a>\u201d Chem. Engr. Education<\/em>, 45(4), 257-258 (Fall 2011). Highlights from Ambrose et al. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching, an excellent survey of pedagogical implications of modern cognitive science.<\/li>
        8. R. Brent and R.M. Felder, \u201cLearning by Solving Solved Problems.<\/a>\u201d Chem. Engr. Education<\/em>, 46(1), 29-30 (Winter 2012). The technique of having students work through solved problems, explaining each step as they go, and the research that supports its effectiveness.<\/li>
        9. R. Brent and R.M. Felder, \u201cJust-in-Time vs. Just-in-Case: Orientation for New Faculty in STEM Disciplines.<\/a>\u201d Chem. Engr. Education, 46(2), 87-88 (Spring 2012). A workshop to help new faculty members in engineering and the sciences get their research and teaching careers off to a good start.<\/li>
        10. R.M. Felder, \u201cProblems with Faces.<\/a>\u201d Chem. Engr. Education<\/em>, 46(3), 171-172 (Summer 2012). A whimsical look at headaches typically faced by department heads and a tribute to the men and women who manage to deal with them day after day.<\/li>
        11. R.M. Felder and R. Brent, \u201cWhy Johnny and Janie Can\u2019t (or Won\u2019t) Read.<\/a>\u201d Chem. Engr. Education<\/em>, 46(4), 237-238 (Fall 2012). Why pre-class reading assignments are usually ineffective and how to improve them.<\/li>
        12. R.M. Felder and R. Brent, \u201cYou Got Questions, We Got Answers. 1. Miscellaneous Issues.<\/a>\u201d Chem. Engr. Education<\/em>, 47(1), 25-26 (Winter 2013). Keeping course preparation time reasonable (especially for new preps), what and what not to do with PowerPoint, making course content relevant.<\/li>
        13. R.M. Felder, \u201cYou Got Questions, We Got Answers. 2. Active Learning.<\/a>\u201d Chem. Engr. Education<\/em>, 47(2), 97-98 (Spring 2013). 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>
        14. R.M. Felder, \u201cSpeaking of Everything \u2014 III.<\/a>\u201d Chem. Engr. Education<\/em>, 47(3), 178 (Summer 2013). Collection of miscellaneous quotes.<\/li>
        15. R.M. Felder, \u201cThe Curmudgeon\u2019s Corner.<\/a>\u201d Chem. Engr. Education<\/em>, 47(4), 207-208 (Fall 2013). Collection of miscellaneous gripes.<\/li>
        16. R.M. Felder and J. Stice, \u201cTips on Test Taking.<\/a>\u201d Chem. Engr. Education<\/em>, 48(1), 57-58 (Winter 2014). Things students should and should not do when preparing for tests and taking them.<\/li>
        17. R. Brent and R.M. Felder, \u201cWant Your Students to Think Creatively and Critically? How about Teaching Them?<\/a>\u201d Chem. Engr. Education<\/em>, 48(2), 113-114 (Spring 2014). Suggestions for how to do it.<\/li>
        18. R.M. Felder, \u201cWhy Are You Teaching That?<\/a>\u201c Chem. Engr. Education<\/em>, 48(3), 131-132 (Summer 2014). Ideas for course content that could be dropped and no one (except maybe the professor who loves it) would miss it.<\/li>
        19. R.M. Felder, \u201cThe Murky Crystal Ball.<\/a>\u201d Chem. Engr. Education<\/em>, 48(4), 207-208 (Fall 2014). Predictions about engineering education in 10 years. (Spoiler alert: MOOCs will still be here.)<\/li>
        20. R. Brent and R.M. Felder, \u201cTry This on for Size.<\/a>\u201d Chem. Engr. Education<\/em>, 49(2), 127-128 (Spring 2015). Several easy but effective teaching strategies.<\/li>
        21. R. Brent and R.M. Felder, \u201cTo Flip or Not to Flip.<\/a>\u201d Chem. Engr. Education<\/em>, 49(3), 191-192 (Summer 2015). Good and not-so-good ways to flip a classroom, introducing new material online and then processing it actively in class.<\/li>
        22. R.M. Felder and R. Brent, \u201cHandouts with Gaps.<\/a>\u201d Chem. Engr. Education<\/em>, 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>
        23. R.M. Felder and R. Brent, \u201cHappy Anniversary, CEE.<\/a>\u201d Chem. Engr. Education<\/em>, 50(1), 38\u00ad-39 (Winter 2016). A highly selective review of the 50-year history of Chemical Engineering Education.<\/li>
        24. R.M. Felder and R. Brent, \u201cWhy Students Fail Tests: 1. Ineffective Studying.<\/a>\u201d Chem. Engr. Education<\/em>, 50(2), 151\u00ad-152 (Spring 2016). A cognitive science-based take on ineffective and effective study strategies.<\/li>
        25. R.M. Felder and R. Brent, \u201cWhy Students Fail Tests: 2. Ineffective Teaching.<\/a>\u201d Chem. Engr. Education<\/em>, 50(3), 211\u00ad-212 (Summer 2016). A cognitive science-based take on teaching practices that have negative effects on students\u2019 learning, and suggestions of better alternatives to those practices.<\/li>
        26. R. Brent and R.M. Felder, \u201cNew Faculty Members May Not Know How to Teach, but At Least They Know How to Do Research\u2026Right?<\/a>\u201d Chem. Engr. Education<\/em>, 50(4), 251\u00ad-252 (Fall 2016). The answer is, don\u2019t count on it.<\/li>
        27. R.M. Felder, \u201cAs the Walrus Said.<\/a>\u201d Chem. Engr. Education<\/em>, 51(1), 19-20 (Winter 2017). Richard Felder\u2019s farewell in his final Random Thoughts column.<\/li><\/ol>\n\n<\/div><\/div><\/div>\n\n\n\n <\/div>\n <\/div>\n","protected":false},"excerpt":{"rendered":"

          The papers listed in the accordion sections below are from Dr. Richard Felder’s columns in the quarterly journal, Chemical Engineering Education. Some of them were co-authored by Dr. Rebecca Brent. The papers can be downloaded as PDF files.<\/p>\n","protected":false},"author":50062,"featured_media":0,"parent":656,"menu_order":2,"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.

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