Free ticketed event
Students entering an engineering program will have to learn a tremendous amount of new knowledge and skills to succeed. However, students’ ideas about how to learn effectively typically differ considerably from the growing research on effective learning. For example, research has shown that it is far more effective for students to read through a section of text and then work to recall what they learn from the text rather than to highlight the text while reading, take notes on the text while reading, or reread the text. The workshop invites participants to explore the research on learning and consider how they can apply the findings to courses they teach and to help students use strategies that will help their learning. The workshop facilitators will organize the research on learning around eight principles: 1) Retrieval practice, 2) Spaced practice, 3) Interleaved practice, 4) Generative practice, 5) Calibrated practice, 6) Reflective practice, 7) Elaborative interrogation, and 8) Metacognitive practice or self-regulated learning.
Sarah Zappe is Associate Research Professor and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. In her role, she is responsible for the suite of faculty development workshops and opportunities for the College of Engineering. She holds a PhD in educational psychology and has conducted research in engineering education, entrepreneurship education, and instructional strategies such as classroom flip. She can be contacted at firstname.lastname@example.org or 814-865-4016.
Jeffrey E. Froyd is a Professor in the Department of Engineering Education in the College of Engineering at The Ohio State University. He has authored or co-authored over 80 papers on engineering education in areas including change in STEM education, propagation of educational innovations, faculty development, and curricular innovation. He is currently the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal on Engineering Education, an associate editor for the International Journal on STEM Education, an ABET EAC Commissioner, an IEEE Fellow, and an ASEE Fellow. He can be contacted at email@example.com or 614-247-8953.
Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Programs, Senior Instructor in the Department of Mechanical Engineering and a founding Fellow of the Center for STEM Learning at the university. Kotys-Schwartz has focused her research in engineering student learning, retention, and student identity development within the context of engineering design. As a Director and senior teaching faculty, she is responsible for professional development workshops centered around evidence-based teaching methods. She can be contacted at firstname.lastname@example.org or 303-492-3174.