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Propagation is a goal that most developers of educational innovations strive for. However, it is also a goal that eludes many, in part because development teams fail to consider and plan for many factors that affect propagation. Developers of educational innovations should find this workshop especially pertinent for their work. The purpose of the workshop is to help participants design a propagation plan that addresses, in part, the broader impact criterion for NSF proposals and works in concert with their development and evaluation plans. Results of our work to date suggest that coordination among the three proposal elements will likely lead to more effective instructional strategies and materials, and more people actively considering adaptation of those strategies and materials.
The workshop will emphasize iterative evaluation and development of a propagation plan using what has been learned from study of the literature and evaluation of propagation plans from proposals submitted to the NSF Course Curriculum and Laboratory Improvement (CCLI) program in 2009. For more information on our project, see the Increase the Impact website (http://www.increasetheimpact.com/), where you can find three one-page summaries that provide an overview of an approach to developing a propagation plan (http://www.increasetheimpact.com/resources) as well as a rubric for evaluating current drafts of a propagation plan (http://goo.gl/NhbJ76).
Workshop attendees will be asked to complete the following pre-workshop assignment: a 3-page structured summary of an education development project that you would like to focus on at the workshop. (This could be a grant proposal that you have submitted recently or wish to submit in the next year or so).
Workshop activities will include an introduction to propagation planning tools, including a rubric for evaluating propagation plans, user guide for developing propagation plans, case studies, etc. The workshop also will be activity-based, with participants engaging with these resources to understand, evaluate, and improve their propagation plans.
After the workshop attendees will be asked to complete a post-workshop survey.
The workshop content was developed by the following individuals: Charles Henderson, Western Michigan University; Renee Cole, University of Iowa; Jeff Froyd, Texas A&M University; Debra Gilbuena, Oregon State University; Raina Khatri, Western Michigan University; Courtney Stanford, University of Iowa.
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Dr. Jeffrey E. Froyd
Ohio State UniversityJeffrey E. Froyd is a TEES Research Professor in the Office of Engineering Academic and Student Affairs at Texas A&M University, College Station. He received a B.S. degree in mathematics from Rose-Hulman Institute of Technology and M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an assistant professor, associate professor, and professor of electrical and computer engineering at Rose-Hulman. There, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as project director for the National Science Foundation Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 journal articles and conference papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education conferences and the general chair for the 2009 conference. He also serves on the IEEE Curricula and Pedagogy Committee, which is part of the Educational Activities Board's University Resources Committee. Froyd is a Fellow of the IEEE and the American Society for Engineering Education, an ABET program evaluator, the editor-in-chief for the IEEE Transactions on Education, a senior associate editor for the Journal of Engineering Education, and an associate editor for the International Journal of STEM Education.
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Dr. Debra May Friedrichsen
Debra Gilbuena received her Ph.D. from Oregon State University in chemical engineering with a dissertation focused on engineering education. She then completed a postdoctoral scholar position at Oregon State University. Debra has an M.B.A., an M.S., and four years of industrial experience, including a position in sensor development, an area in which she holds a patent. She now utilizes this varied experience as a consultant. She also serves as the webmaster for the Women in Engineering Division of ASEE, as a delegate to the Diversity Committee of ASEE, and is an active member of the Society of Women Engineers. Her engineering education research currently has two focus areas: investigation of student learning and engagement in project-based learning environments, and the propagation of effective educational innovations.