{"id":799,"date":"2019-07-24T12:00:52","date_gmt":"2019-07-24T12:00:52","guid":{"rendered":"https:\/\/engr.ncsu.edu\/stem-resources\/?page_id=799"},"modified":"2026-05-12T15:46:58","modified_gmt":"2026-05-12T15:46:58","slug":"bio-rebecca-brent","status":"publish","type":"page","link":"https:\/\/engr.ncsu.edu\/stem-resources\/legacy-site\/bio-rebecca-brent\/","title":{"rendered":"Biographical Information on Rebecca Brent"},"content":{"rendered":"\n\n\n\n\n
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Dr. Brent<\/figcaption><\/figure>\n\n\n\n

Dr. Rebecca Brent is President of Education Designs, Inc., a consulting firm in Cary, North Carolina. Her areas of expertise are faculty development in engineering and the sciences, evaluation of educational programs at both precollege and college levels, and classroom uses of instructional technology.<\/p>\n\n\n\n

Dr. Brent received her B.A. in Music Education from Millsaps College in 1978, her M.Ed. from Mississippi State University in 1981, and her Ed.D. from Auburn University in 1988, and she holds a Certificate in Evaluation Practice from the Evaluators\u2019 Institute at George Washington University. She taught for seven years in the Mobile, Alabama and Jackson, Mississippi public school systems prior to undertaking her doctoral program, and after receiving the doctorate, taught undergraduate and graduate courses in classroom organization and management, instructional planning, and language arts methods at Florida Southern College and East Carolina University, winning an Outstanding Teacher Award at the latter institution. She left ECU in 1996 as a tenured associate professor to go into private consulting. From 1997 to 2003, she directed the NSF-sponsored SUCCEED Coalition faculty development program, and from 1994 though 2015 she co-directed the National Effective Teaching Institute, a teaching workshop presented annually under the auspices of the American Society for Engineering Education. She was designated a Fellow of the ASEE in 2014.<\/p>\n\n\n\n

Dr. Brent has published a book, book chapters and articles<\/a> on effective teaching and faculty development in higher education, mentoring and supporting new faculty members, classroom applications of technology in K-12 and college, peer review of teaching, and a variety of topics in teacher education, and she has been a program evaluator for numerous large-scale education-related projects.<\/p>\n\n\n\n

Together with her husband, Dr. Richard Felder<\/a>, she coauthored Teaching and Learning STEM: A Practical Guide<\/i><\/a> (Jossey-Bass, 2016), presented over 400 teaching and faculty development workshops<\/a> on campuses and at conferences throughout the United States and abroad, and regularly contributes to their blog<\/a>. She has seven spectacular grandchildren and an equally spectacular great niece.<\/p>\n\n\n\n

Email Dr. Brent at rbrent@mindspring.com<\/i><\/a><\/p>\n\n\n\n

Dr. Brent’s Publications<\/h2>\n\n\n
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Book and Book Chapters<\/h2>\n <\/summary>\n

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  1. Felder, R.M., & Brent, R.\u00a0<\/span>(2016).\u00a0Teaching and learning STEM: A practical guide<\/i>.<\/a> San Francisco: Jossey-Bass.<\/li>\n\n\n\n
  2. Brent, R.\u00a0<\/span>(2016). Refresh your course without (too much) pain and suffering. In Maryellen Weimer (ed.),\u00a0Essential teaching principles: A resource collection for adjunct faculty<\/i>\u00a0(pp. 80-83). Madison, WI: Magna Publications. Reprinted in\u00a0Faculty Focus<\/i>.<\/a><\/li>\n\n\n\n
  3. Brent, R.\u00a0<\/span>& Brawner, C.E. (2009). A case study of contrasting approaches to integrating technology into the K-5 classroom. In R. Subramaniam (ed.),\u00a0Handbook of research on new media literacy at the K-12 Level: Issues and challenges<\/i>\u00a0(pp. 551-574). Hershey, PA: IGI Global.<\/li>\n\n\n\n
  4. Felder, R.M., & Brent, R.\u00a0<\/span>(2007).\u00a0Cooperative learning.<\/a> In P. A. Mabrouk (ed.),\u00a0Active learning: Models from the analytical sciences<\/i>\u00a0(pp. 34-53). Washington, DC: American Chemical Society.<\/li>\n\n\n\n
  5. Brent, R.\u00a0<\/span>(1998).\u00a0Simulated opening of school.<\/i>\u00a0Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).<\/li>\n<\/ol>\n\n\n <\/p>\n <\/details>\n\n\n
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    Refereed Publications<\/h2>\n <\/summary>\n

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    1. Felder, R.M., Brent, R., & Prince, M.J.\u00a0<\/span>(2011).\u00a0Engineering instructional development: Programs, best practices, and recommendations.<\/a>\u00a0Journal of Engineering Education, 100<\/i>(1), 89-122.<\/li>\n\n\n\n
    2. Felder, R.M. & Brent, R.\u00a0<\/span>(2010).\u00a0The National Effective Teaching Institute: Assessment of impact and implications for faculty development.<\/a>\u00a0Journal of Engineering Education, 99<\/i>(2), 121-134.<\/li>\n\n\n\n
    3. Felder, R.M. & Brent, R.\u00a0<\/span>(2009).\u00a0Active learning: An introduction.<\/a>\u00a0American Society for Quality Higher Education Brief, 2<\/i>(4), August.<\/li>\n\n\n\n
    4. Ollis, D.F., Kennedy, A., Granger, M., & Brent, R.\u00a0<\/span>(2008). Addressing “engineering solutions in global and societal context” through an integrated foreign language immersion experience.\u00a0International Journal of Engineering Education, 24<\/i>(2), 304-313.<\/li>\n\n\n\n
    5. Prince, M.J.,\u00a0<\/span>Felder, R.M., & Brent, R. (2007).\u00a0Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies.<\/a>\u00a0Journal of Engineering Education, 96<\/i>(4), 283-294.<\/li>\n\n\n\n
    6. MacKay, G.,\u00a0<\/span>Millis, B. & Brent, R. (2006).\u00a0IDEA learning objective #9: Learning how to find and use resources for answering questions or solving problems.<\/a> POD\u00c3\u00b3IDEA Center Learning Notes.<\/li>\n\n\n\n
    7. Felder, R.M. & Brent, R.\u00a0<\/span>(2005).\u00a0Understanding student differences.<\/a>\u00a0Journal of Engineering Education, 94<\/i>(1), 57-72.<\/li>\n\n\n\n
    8. Felder, R.M. & Brent, R.\u00a0<\/span>(2004).\u00a0The intellectual development of science and engineering students. 1. Models and challenges.<\/a>\u00a0Journal of Engineering Education, 93<\/i>(4), 269-277.<\/li>\n\n\n\n
    9. Felder, R.M. & Brent, R.\u00a0<\/span>(2004).\u00a0The intellectual development of science and engineering students. 2. Teaching to promote growth.<\/a>\u00a0Journal of Engineering Education, 93<\/i>(4), 279-291.<\/li>\n\n\n\n
    10. Oakley, B., Felder, R.M., Brent, R.,\u00a0<\/span>& Elhajj, I. (2004).\u00a0Turning student groups into effective teams.<\/a>\u00a0Journal of Student Centered Learning, 2<\/i>(1), 9-34.<\/li>\n\n\n\n
    11. Brent, R.,\u00a0<\/span>& Felder, R.M. (2003).\u00a0A model for engineering faculty development.<\/a>\u00a0International Journal of Engineering Education, 19<\/i>(2), 234-240.<\/li>\n\n\n\n
    12. Felder, R.M., & Brent, R.\u00a0<\/span>(2003).\u00a0Designing and teaching courses to satisfy Engineering Criteria 2000.<\/a>\u00a0Journal of Engineering Education, 92<\/i>(1), 7-25.<\/li>\n\n\n\n
    13. Brent, R.,\u00a0<\/span>Brawner, C.E., & Van Dyk, P. (2002). Factors influencing student teachers’ use of technology.\u00a0Journal of Computing in Teacher Education, 19<\/i>(2), 61-68.<\/li>\n\n\n\n
    14. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R.\u00a0<\/span>(2002).\u00a0A survey of faculty teaching practices and perceptions of the importance of teaching.<\/a>\u00a0Journal of Engineering Education, 91<\/i>(4), 393-396.<\/li>\n\n\n\n
    15. Brent, R.,\u00a0<\/span>& Felder, R.M. (2001).\u00a0Engineering faculty development: Getting the sermon beyond the choir.<\/a>\u00a0Journal of Faculty Development, 18<\/i>(3), 73-81.<\/li>\n\n\n\n
    16. Felder, R.M., & Brent, R.\u00a0<\/span>(2001).\u00a0Effective strategies for cooperative learning.<\/a>\u00a0J. Cooperation & Collaboration in College Teaching, 10<\/i>(2), 69\u00c3\u00b175.<\/li>\n\n\n\n
    17. Brent, R.,\u00a0<\/span>& Felder, R.M. (1999).\u00a0It’s a start.<\/a>\u00a0College Teaching, 47<\/i>(1), 14-17.<\/li>\n\n\n\n
    18. Felder, R.M., & Brent, R.\u00a0<\/span>(1999).\u00a0How to improve teaching quality.<\/a>\u00a0Quality Management Journal, 6<\/i>(2), 9-21.<\/li>\n\n\n\n
    19. Hawk, P., Burke, M., Brent, R.,\u00a0<\/span>Warren, L., & McCarley, L. (1999). Project ACT: An accelerated alternative licensure program to recruit minorities.\u00a0Action in Teacher Education, 20<\/i>(1), 47-55.<\/li>\n\n\n\n
    20. Peel, B.B., Wheatley, E.A., & Brent, R.\u00a0<\/span>(1997). The story of a successful higher education\/public school partnership.\u00a0SRATE Journal, 6<\/i>(1), 3-6.<\/li>\n\n\n\n
    21. Wheatley, E.A., Brent, R.,\u00a0<\/span>& Peel, B.B. (1997). Focus groups: Gathering perspectives on school reform.\u00a0Planning and Changing, 28<\/i>, 219-229.<\/li>\n\n\n\n
    22. Felder, R.M., & Brent, R.\u00a0<\/span>(1996).\u00a0Navigating the bumpy road to student-centered instruction.<\/a>\u00a0College Teaching, 44<\/i>(2), 43-47.<\/li>\n\n\n\n
    23. Brent, R.,\u00a0<\/span>Wheatley, E., & Thomson, W.S. (1996). Videotaped microteaching: Bridging the gap from the university to the classroom.\u00a0The Teacher Educator, 31<\/i>(3), 238-247.<\/li>\n\n\n\n
    24. Wheatley, E.A., & Brent, R.\u00a0<\/span>(1995). Videotaped microteaching in reading\/language arts courses.\u00a0Journal of Reading Education, 21<\/i>, 6-14.<\/li>\n\n\n\n
    25. Brent, R.\u00a0<\/span>(1994). Student journaling in methods classes.\u00a0Kappa Delta Pi Record, 30<\/i>, 58-61.<\/li>\n\n\n\n
    26. Brent, R.,\u00a0<\/span>& Anderson, P. (1994). Teaching kids how to listen.\u00a0The Education Digest, 59<\/i>(5), 67-70. (Summary reprint from 1993 article in The Reading Teacher)<\/li>\n\n\n\n
    27. Brent, R.,\u00a0<\/span>& Anderson, P. (1993). Developing children’s classroom listening strategies.\u00a0The Reading Teacher, 47<\/i>(2), 122-126.<\/li>\n\n\n\n
    28. Brent, R.\u00a0<\/span>(1993). Simulated opening of school.\u00a0SRATE Journal, 2<\/i>(1), 15-19.<\/li>\n\n\n\n
    29. Brent, R.\u00a0<\/span>& Felder, R.M. (1992).\u00a0Writing assignments: Pathways to connections, clarity, creativity.<\/a>\u00a0College Teaching, 40<\/i>(2), 43-47.<\/li>\n\n\n\n
    30. Brent, R.,\u00a0<\/span>& Noland, R.G. (1991). A comparison of directed reading activity and mapping and their effects on recall of text.\u00a0Journal of Reading Education, 16<\/i>(3), 30-42. Also summarized in S. Weintraub (Ed.).\u00a0Annual Summary of Investigations Related to Reading<\/i>\u00a0(p. 170). Newark, DE: International Reading Association.<\/li>\n\n\n\n
    31. Willis, J., Willis, D.A., Brent, R.,\u00a0<\/span>& Beacham, B. (1991). A conceptual framework for integrating and evaluating concrete-modeled experiences (simulations) in teacher education. In H.E. Klein (Ed.),\u00a0Managing change with cases, simulations, games and other interactive methods<\/i>\u00a0(pp. 245-254). Needham (Boston), MA: World Association for Case Method Research & Application.<\/li>\n<\/ol>\n\n\n <\/p>\n <\/details>\n\n\n
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      Refereed Conference Proceedings<\/h2>\n <\/summary>\n

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      1. Brent, R.\u00a0<\/span>(2012). Department climate: A key to recruiting and retaining a diverse and successful faculty.\u00a02012 FIE Proceedings<\/i>. Frontiers in Education Conference, Seattle, WA, October.<\/li>\n\n\n\n
      2. Brent, R.\u00a0<\/span>(2012). Process evaluation: The vital (and usually) missing piece in educational research.\u00a02012 ASEE Annual Conference Proceedings<\/i>, American Society for Engineering Education, San Antonio, TX, June.<\/li>\n\n\n\n
      3. Brent, R.,\u00a0<\/span>& Felder, R.M. (2009).\u00a0Analysis of fifteen years of the National Effective Teaching Institute.<\/a>\u00a02009 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      4. Brent, R.,\u00a0<\/span>& Felder, R.M. (2008).\u00a0A professional development program for graduate students at North Carolina State University.<\/a>\u00a02008 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      5. Raubenheimer, D., Brent, R.,\u00a0<\/span>Joines, J., & Craig, A. (2008). Integration of computer-based problem solving into engineering curricula.\u00a02008 ASEE Annual Conference Proceedings<\/i>, Washington, DC: ASEE.<\/li>\n\n\n\n
      6. Raubenheimer, C.D., Craig, A., & Brent, R.\u00a0<\/span>(2008). Computer-based modeling to enhance problem solving.\u00a0UNC Teaching and Learning with Technology Conference Proceedings<\/i>, Chapel Hill, NC: Univ. of North Carolina.<\/li>\n\n\n\n
      7. Brent, R.,\u00a0<\/span>Maners, J., Raubenheimer, C.D., & Craig, A. (2007). Preparing undergraduates to teach computer applications to engineering freshmen.\u00a02007 Frontiers in Education Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      8. Brent, R.,\u00a0<\/span>Felder, R.M., & Rajala, S.A. (2006).\u00a0Preparing new faculty members to be successful: A no-brainer and yet a radical concept.<\/a>\u00a02006 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      9. Kennedy, A., Ollis, D., & Brent, R.\u00a0<\/span>(2005). Cross-college collaboration to enhance Spanish instruction and learning.\u00a02005 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      10. Brent, R.,\u00a0<\/span>& Brawner, C.E. (2005). Contrasting implementations of the IMPACT Model for technology and media integration.\u00a02005 SITE Conference Proceedings<\/i>\u00a0Charlottesville, VA: AACE.<\/li>\n\n\n\n
      11. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R.\u00a0<\/span>(2004). How do engineering faculty use instructional technology?\u00a02004 Frontiers in Education Conference Proceedings<\/i>, Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      12. Brent, R.,\u00a0<\/span>& Felder, R.M. (2004).\u00a0A protocol for peer review of teaching.<\/a>\u00a02004 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      13. Felder, R.M., & Brent, R.\u00a0<\/span>(2004).\u00a0The ABC’\u00ads of engineering education: ABET, Bloom’s Taxonomy, cooperative learning, and so on.<\/a>\u00a02004 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      14. Brawner, C.E.,\u00a0<\/span>& Brent, R, & Van Dyk, P. (2004). The impact of a PT3 program on middle grades teacher preparation.\u00a02004 SITE Conference Proceedings<\/i>, AACE, Atlanta, GA: AACE.<\/li>\n\n\n\n
      15. Ollis, D.F., Felder, R.M., & Brent, R.\u00a0<\/span>(2002).\u00a0Introducing new faculty to multidisciplinary research collaboration.<\/a>\u00a02002 ASEE Annual Conference Proceedings<\/i>, Washington, DC: ASEE.<\/li>\n\n\n\n
      16. Brawner, C.E., Felder, R.M., Allen, R, H., & Brent, R.\u00a0<\/span>(2002). How important is effective teaching to engineering faculty and administrators.\u00a02002 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      17. Anderson, T., Hoit, M., Felder, R.M., Brent, R.,\u00a0<\/span>Zorowski, C., Ollis, D.F., Ohland, M. & Phillips, H. (2001). SUCCEED: A multiple university collaborative approach to systemic curriculum change (pp. 6E2-15 \u00c3\u00b1 6E2-19).\u00a0Proceedings of the International Conference on Engineering Education<\/i>. Oslo, Norway, August 6-10.<\/li>\n\n\n\n
      18. Brent, R.,\u00a0<\/span>Felder, R.M., Rajala, S.A., Gilligan, J.G., & Lee, G. (2001).\u00a0New faculty 101: An orientation to the profession.<\/a>\u00a02001 Frontiers in Education Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      19. Carter, M., Brent, R.,\u00a0<\/span>& Rajala, S.A. (2001). EC 2000 Criterion 2: A procedure for creating, assessing, and documenting program educational objectives.\u00a02001 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      20. Brawner, C.E., Felder, R.M., Allen, R.H., Brent, R.\u00a0<\/span>& Miller, T.K. (2001).\u00a0A comparison of electronic surveying by E-mail and Web.<\/a>\u00a02001 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      21. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R.\u00a0<\/span>(2001). The impact of faculty development activities on engineering faculty teaching practices.\u00a02001 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      22. Brent, R.,\u00a0<\/span>& Felder, R.M. (2000). Helping new faculty get off to a good start.\u00a02000 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      23. Brent, R.,\u00a0<\/span>Felder, R.M., Regan, T., Walser, A., Carlson-Dakes, C., Evans, D., Maleve, C., Sanders, K., & McGourty, J. (2000).\u00a0Engineering faculty development: A multicoalition perspective.<\/a>\u00a02000 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      24. Brawner, C.E., Felder, R.M., Brent, R.,\u00a0<\/span>Miller, T.K., & Allen, R.H. (1999). Faculty teaching practices in an engineering education coalition.\u00a01999 Frontiers in Education Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      25. Felder, R.M., Brent, R.,\u00a0<\/span>Hirt, D., Switzer, D., & Holzer, S. (1999). A model program for promoting effective teaching in colleges of engineering.\u00a01999 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      26. Felder, R.M., Brent, R.,\u00a0<\/span>Miller, T.K., Brawner, C.E., & Allen, R.H. (1998). Faculty teaching practices and perceptions of institutional attitudes toward teaching at eight engineering schools.\u00a01998 Frontiers in Education Conference Proceedings<\/i>. Washington, DC: ASEE\/IEEE.<\/li>\n\n\n\n
      27. Felder, R.M., & Brent, R.\u00a0<\/span>(1998). Faculty development: Getting the sermon beyond the choir.\u00a01998 ASEE Annual Conference Proceedings<\/i>. Washington, DC: ASEE.<\/li>\n\n\n\n
      28. Brent, R.\u00a0<\/span>(1997). Simulated opening of school. In J. Willis, J.D. Price, S. McNeil, B. Robin, & D.A. Willis (Eds.),\u00a01997 Technology and Teacher Education Annual<\/i>\u00a0(pp. 981-983). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      29. Hunt, N., & Brent, R.\u00a0<\/span>(1996). Developing simulations for teacher education. In B. Robin, J.D. Price, J. Willis, & D.A. Willis (Eds.),\u00a0Technology and Teacher Education Annual<\/i>\u00a0(pp. 613-615). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      30. Brent, R.,\u00a0<\/span>Wheatley, B., & Thomson, S. (1994). Preparation for field experiences with videotaped microteaching. In J. Willis, B. Robin, & D.A. Willis (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 221-224). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      31. Willis, D.A., & Brent, R.\u00a0<\/span>(1994). Differentiated use of a lesson planning simulation. In J. Willis, B. Robin, & D.A. Willis (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 317-319). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      32. Brent, R.\u00a0<\/span>(1993). Writing assignments in educational computing and instructional technology courses. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 143-146). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      33. Brent, R.\u00a0<\/span>(1992). Integrating technology into methods classes (section editor’s introduction). In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 73-74). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      34. Brent, R.,\u00a0<\/span>Willis, D.A., & Beacham, B. (1992) PLUS\u00c3\u00b3Planning lessons using simulation: A development project. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 625-628). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      35. Willis, D.A., & Brent, R.\u00a0<\/span>(1992). Computer simulations in teacher education methods classes.\u00a0Proceedings of the International Conference on Technology and Education<\/i>\u00a0(pp. 663-665). Paris, France, March 16-20.<\/li>\n\n\n\n
      36. Brent, R.,\u00a0<\/span>Willis, D.A., Beacham, B., Bragaw, D., Willis, J., Thomson, S., & Misulis, K. (1991). Integrating concrete-modeled experiences into the elementary teacher education curriculum. In D. Carey, R. Carey, D.A. Willis, & J. Willis, (Eds.),\u00a0Technology in Teacher Education Annual<\/i>\u00a0(pp. 232-235). Charlottesville, VA: AACE.<\/li>\n\n\n\n
      37. Brent, R.\u00a0<\/span>(1990). Student journals as tools for reflection.\u00a0Proceedings of the Association of Teacher Educators Summer Workshop: The Professionalization of Teachers<\/i>. Towson, MD: ATE.<\/li>\n<\/ol>\n\n\n <\/p>\n <\/details>\n\n\n
        \n \n \n <\/span>\n <\/span>\n

        Non-Refereed Publications<\/h2>\n <\/summary>\n

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        1. Felder, R.M., and Brent, R.\u00a0<\/span>(2016).\u00a0Why students fail tests: 1. Ineffective studying.<\/a>\u00a0Chemical Engineering Education, 50<\/i>(2), 151\u00c2\u00ad-152.<\/li>\n\n\n\n
        2. Felder, R.M., & Brent, R.\u00a0<\/span>(2015).\u00a0Handouts with gaps.<\/a>\u00a0Chemical Engineering Education, 49<\/i>(4), 239-240.<\/li>\n\n\n\n
        3. Felder, R.M., & Brent, R.\u00a0<\/span>(2015).\u00a0To flip or not to flip.<\/a>\u00a0Chemical Engineering Education, 49<\/i>(3), 191-192.<\/li>\n\n\n\n
        4. Brent, R., & Felder, R.M.\u00a0<\/span>(2015).\u00a0Try this on for size.<\/a>\u00a0Chemical Engineering Education, 49<\/i>(2), 127-128.<\/li>\n\n\n\n
        5. Brent, R.\u00a0<\/span>(2014).\u00a0Retaining diverse department faculties: A guide for department heads\u00a0[Brochure].<\/a> Raleigh, NC: North Carolina State University Office for Institutional Equity and Diversity.<\/li>\n\n\n\n
        6. Brent, R.\u00a0<\/span>(2014).\u00a0Developing diverse faculties: A guide for department heads\u00a0[Brochure].<\/a> Raleigh, NC: North Carolina State University Office for Institutional Equity and Diversity.<\/li>\n\n\n\n
        7. Brent, R., & Felder, R.M.\u00a0<\/span>(2014).\u00a0Want your students to think creatively and critically? How about teaching them?<\/a>\u00a0Chemical Engineering Education, 48<\/i>(2), 113-114.<\/li>\n\n\n\n
        8. Felder, R. M., & Brent, R.\u00a0<\/span>(2013).\u00a0You got questions. we got answers. 1. Miscellaneous issues.<\/a>\u00a0Chemical Engineering Education, 47<\/i>(1), 25-26.<\/li>\n\n\n\n
        9. Felder, R.M., & Brent, R.\u00a0<\/span>(2012).\u00a0Why Johnny and Janie can’t (or won’t) read.<\/a>\u00a0Chemical Engineering Education, 46<\/i>(4), 237-238.<\/li>\n\n\n\n
        10. Brent, R, & Felder, R.M.\u00a0<\/span>(2012).\u00a0Just-in-time vs. just-in-case: Orientation for new faculty in STEM disciplines.<\/a>\u00a0Chemical Engineering Education, 46<\/i>(2), 87-88.<\/li>\n\n\n\n
        11. Brent, R, & Felder, R.M.\u00a0<\/span>(2012).\u00a0Learning by solving solved problems.<\/a>\u00a0Chemical Engineering Education, 46<\/i>(1), 29-30.<\/li>\n\n\n\n
        12. Brent, R, & Felder, R.M.\u00a0<\/span>(2011).\u00a0How learning works.<\/a>\u00a0Chemical Engineering Education, 45<\/i>(4), 257-258.<\/li>\n\n\n\n
        13. Felder, R.M., & Brent, R.\u00a0<\/span>(2010).\u00a0Hard assessment of soft skills.<\/a>\u00a0Chemical Engineering Education, 44<\/i>(1), 63-64.<\/li>\n\n\n\n
        14. Felder, R.M., & Brent, R.\u00a0<\/span>(2009).\u00a0The 10 worst teaching mistakes. II. Mistakes 1-4.<\/a>\u00a0Chem. Engr. Education, 43<\/i>(1), 15-16.<\/li>\n\n\n\n
        15. Felder, R.M., & Brent, R.\u00a0<\/span>(2008).\u00a0The 10 worst teaching mistakes. I. Mistakes 5-10.<\/a>\u00a0Chem. Engr. Education, 42<\/i>(4), 201-202.<\/li>\n\n\n\n
        16. Felder, R.M., & Brent, R.\u00a0<\/span>(2008).\u00a0How to write anything.<\/a>\u00a0Chem. Engr. Education, 42<\/i>(3), 139-140.<\/li>\n\n\n\n
        17. Felder, R.M., & Brent, R.\u00a0<\/span>(2008).\u00a0Student ratings of teaching: Myths, facts, and good practices.<\/a>\u00a0Chem. Engr. Education, 42<\/i>(1), 33-34.<\/li>\n\n\n\n
        18. Felder, R.M., & Brent, R.\u00a0<\/span>(2007).\u00a0How to prepare new courses without losing your sanity.<\/a>\u00a0Chem. Engr. Education, 41<\/i>(2), 121-122.<\/li>\n\n\n\n
        19. Felder, R.M., & Brent, R.\u00a0<\/span>(2007).\u00a0Turning new faculty members into quick starters.<\/a>\u00a0Chem. Engr. Education, 41<\/i>(1), 51-52.<\/li>\n\n\n\n
        20. Felder, R.M., & Brent, R.\u00a0<\/span>(2006).\u00a0How to teach (almost) anybody (almost) anything.<\/a>\u00a0Chem. Engr. Education, 40<\/i>(3), 173-174.<\/li>\n\n\n\n
        21. Felder, R.M., & Brent, R.\u00a0<\/span>(2005).\u00a0Screens down, everyone: Effective uses of portable computers in lecture classes.<\/a>\u00a0Chem. Engr. Education, 39<\/i>(3), 200-201.<\/li>\n\n\n\n
        22. Felder, R.M., & Brent, R.\u00a0<\/span>(2005).\u00a0Death by PowerPoint.<\/a>\u00a0Chem. Engr. Education, 39<\/i>(1), 28-29.<\/li>\n\n\n\n
        23. Felder, R.M., & Brent, R.\u00a0<\/span>(2004).\u00a0How to evaluate teaching.<\/a>\u00a0Chem. Engr. Education, 38<\/i>(3), 200-202.<\/li>\n\n\n\n
        24. Felder, R.M., & Brent, R.\u00a0<\/span>(2003).\u00a0Learning by doing.<\/a>\u00a0Chem. Engr. Education, 37<\/i>(4), 282-283.<\/li>\n\n\n\n
        25. Felder, R.M., & Brent, R.\u00a0<\/span>(2003).\u00a0FAQS. VI: Evaluating teaching and converting the masses.<\/a>\u00a0Chem. Engr. Education, 37<\/i>(2), 106-107.<\/li>\n\n\n\n
        26. Felder, R.M., & Brent, R.\u00a0<\/span>(2002).\u00a0FAQS. V: Designing fair tests.<\/a>\u00a0Chem. Engr. Education, 36<\/i>(3), 204-205.<\/li>\n\n\n\n
        27. Felder, R.M., & Brent, R.\u00a0<\/span>(2002). Designing and teaching courses to satisfy Engineering Criteria 2000. ERIC Document Reproduction Service Report, ED 461-515, 2002. Available online at\u00a0.<\/li>\n\n\n\n
        28. Brawner, C.E.\u00a0<\/span>Felder, R.M., Allen, R., and Brent, R. (2002).\u00a01999-2000 SUCCEED faculty survey of teaching practices and perceptions of institutional attitudes toward teaching.<\/i>\u00a0ERIC Document Reproduction Service Report #ED 461510 (2002). View\u00a0full report<\/a>\u00a0(95 pages) or\u00a0executive summary<\/a>\u00a0(9 pages).<\/li>\n\n\n\n
        29. Felder, R.M., & Brent, R.\u00a0<\/span>(2001).\u00a0FAQS. IV: Dealing with student background deficiencies and low student motivation.<\/a>\u00a0Chem. Engr. Education, 35<\/i>(4), 266-267.<\/li>\n\n\n\n
        30. Felder, R.M., & Brent, R.\u00a0<\/span>(2001). Issues relating to group composition. In N. Falchikov (Ed.),\u00a0Learning together: Peer tutoring in higher education<\/i>\u00a0(pp. 201-204). London: Routledge Falmer.<\/li>\n\n\n\n
        31. Felder, R.M., & Brent, R.\u00a0<\/span>(2001).\u00a0FAQS. III: Groupwork in distance learning.<\/a>\u00a0Chem. Engr. Education, 35<\/i>(2), 101-102.<\/li>\n\n\n\n
        32. Felder, R.M., & Brent, R.\u00a0<\/span>(2000).\u00a0Is technology a friend or foe of learning?<\/a>\u00a0Chem. Engr. Education, 34<\/i>(4), 326-327.<\/li>\n\n\n\n
        33. Felder, R.M., & Brent, R.\u00a0<\/span>(2000).\u00a0All in a day’s work.<\/a>\u00a0Chem. Engr. Education, 34<\/i>(1), 66-67.<\/li>\n\n\n\n
        34. Felder, R.M., & Brent, R.\u00a0<\/span>(1999).\u00a0FAQS. II: Active learning vs. covering the syllabus and dealing with large classes.<\/a>\u00a0Chem. Engr. Education, 33<\/i>(4), 276-277.<\/li>\n\n\n\n
        35. Felder, R.M., & Brent, R.\u00a0<\/span>(1999).\u00a0FAQs.<\/a>\u00a0Chem. Engr. Education, 33<\/i>(1), 32-33.<\/li>\n\n\n\n
        36. Brawner, C.E., Felder, R.M., Brent, R.,\u00a0<\/span>Allen, R.H., & Miller, T.K. (1999). Faculty survey of teaching practices and perceptions of institutional attitudes toward teaching: 1997-1998. Report to the National Science Foundation, North Carolina State University, Raleigh, North Carolina. (ERIC Document Reproduction Service ED 428607)<\/li>\n\n\n\n
        37. Brent, R.,\u00a0<\/span>& Felder, R.M. (1998).\u00a0The new faculty member.<\/a>\u00a0Chem. Engr. Education, 32<\/i>(3), 206-207.<\/li>\n\n\n\n
        38. Felder, R.M., & Brent, R.\u00a0<\/span>(1997).\u00a0Objectively speaking.<\/a>\u00a0Chem. Engr. Education, 31<\/i>(3), 178-179.<\/li>\n\n\n\n
        39. Ledford, C., & Brent, R.\u00a0<\/span>(1997). Lynne Cherry’s\u00a0A river ran wild<\/i>.\u00a0Booklinks, 6<\/i>(4), 15-17.<\/li>\n\n\n\n
        40. Brent, R.,\u00a0<\/span>& Felder, R.M. (1997).\u00a0It takes one to know one.<\/a>\u00a0Chem. Engr. Education, 31<\/i>(1), 32-33.<\/li>\n\n\n\n
        41. Felder, R.M., & Brent, R.\u00a0<\/span>(1996).\u00a0If you’ve got it, flaunt it: Uses and abuses of teaching portfolios.<\/a>\u00a0Chem. Engr. Education, 30<\/i>(3), 188-189.<\/li>\n\n\n\n
        42. Felder, R.M., & Brent, R.\u00a0<\/span>(1995).\u00a0Getting started.<\/a>\u00a0Chem. Engr. Education, 29<\/i>(3), 166-167.<\/li>\n\n\n\n
        43. Brent, R.\u00a0<\/span>(1995). Writing for publication: One author’s perspective.\u00a0North Carolina Journal of Teacher Education, 7<\/i>, 102-105. (invited submission)<\/li>\n\n\n\n
        44. Brent, R.\u00a0<\/span>(1995). Module for\u00a0Teaching Worlds: A simulation<\/i>. In J. Willis (ed.).\u00a0Teach it modules: Teaching teachers about instructional technology<\/i>\u00a0(pp. 1-12). Charlottesville, VA: Society for Information Technology and Teacher Education and Association for the Advancement of Computers in Education.<\/li>\n\n\n\n
        45. Felder, R.M., & Brent, R.\u00a0<\/span>(March 1995). What to do after the workshop.\u00a0Cathedrion<\/i>\u00a0(Journal of the Technion, Haifa, Israel), 7-9. (invited submission)<\/li>\n\n\n\n
        46. Felder, R.M., & Brent, R.\u00a0<\/span>(1994).\u00a0Cooperative learning in technical courses: Procedures, pitfalls, and payoffs.<\/a><\/i>\u00a0Report to the National Science Foundation, North Carolina State University, Raleigh, North Carolina. (ERIC Document Reproduction Service ED 377-038)<\/li>\n\n\n\n
        47. Brent, R.,\u00a0<\/span>Willis, D. A., & Misulis, K. (1994). Planning lessons using simulation: Direct lesson. [Computer software].<\/li>\n\n\n\n
        48. Brent, R. (1989). Journals for student teachers. In\u00a0Writing in trust: A tapestry of teachers’ Voices.<\/i>\u00a0Southeastern Educational Improvement Laboratory.<\/li>\n<\/ol>\n\n\n <\/p>\n <\/details>\n\n\n <\/div>\n <\/div>\n\n\n\n

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          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.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

          Dr. Rebecca Brent is President of Education Designs, Inc., a consulting firm in Cary, North Carolina. Her areas of expertise are faculty development in engineering and the sciences, evaluation of educational programs at both precollege and college levels, and classroom uses of instructional technology. Dr. Brent received her B.A. in Music Education from Millsaps College in…<\/p>\n","protected":false},"author":50062,"featured_media":0,"parent":656,"menu_order":9,"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":"{}","ncst_content_audit_freq":"","ncst_content_audit_date":"","ncst_content_audit_display":false,"ncst_backToTopFlag":"","footnotes":""},"class_list":["post-799","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/799","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=799"}],"version-history":[{"count":10,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/799\/revisions"}],"predecessor-version":[{"id":1974,"href":"https:\/\/engr.ncsu.edu\/stem-resources\/wp-json\/wp\/v2\/pages\/799\/revisions\/1974"}],"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=799"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}