AREE

• The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms
• Leaving Engineering; Lessons from Rowan University’s College of Engineering
• First Steps in Understanding Engineering Students’ Growth of Conceptual and Procedural Knowledge in an Interactive Learning Context
• Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
• The Analytic Assessment of Online Portfolios in Undergraduate Technical Communication: A Model

Teachers and Learners

• A Cognitive Study of a Specific Genre in Engineering Discourse
• A Method for Identifying Variables for Predicting STEM Enrollment
• Diversifying the U.S. Engineering Workforce: A New Model
• International Engineering Students- Avoiding Plagiarism through Understanding the Western Academic Context of Scholarship
• Women Catch up: Gender Differences in Learning Programming Concepts
• Student Perceptions of High Course Workloads are Not Associated with Poor Student Evaluations of Instructor Performance
• Changes in CS Students’ Attitudes Towards CS Over Time: An Examination of Gender Differences

Courses, Laboratories, Curricula, Instructional Materials, and Learning Technologies

• Report from the Trenches; Implementing Curriculum to Promote the Participation of Women in Computer Science
• Undergraduate Teaching of Ideal and Real Fluid Flows: The Value of Real-World Experimental Projects
• Simulation-based Learning in Engineering Education: Performance and Transfer in Learning Project Management

Political, Economic, and Social Influences on Engineering Education

• How can Engineering Education Contribute to a Sustainable Future?
• Women Engineering Graduates from the 1970s, 80s, and 90s: Constraints and Possibilities of a Non-Traditional Career Path
• AREE Fall 2008 Issue Volume 4, Number 1Teaching, Learning, and Assessment Processes
  • A Knowledge Modeling Approach to Evaluating Student Essays in Engineering Courses
  • A Paradigm for Assessing Conceptual and Procedural Knowledge in Engineering Students
  • Conceptual Maps: Measuring Learning Processes of Engineering Students Concerning Sustainable Development
  • Learning Styles Across the Curriculum
  • Middle-School Science Through Design-Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction

  Teachers and Learners

  • A Psychometric Study of the Index of Learning Styles
  • Achieving Parity of the Sexes at the Undergraduate Level: A Study of Success

  Courses, Laboratories, Curricula, Instructional Materials, and Learning Technologies

  • The Rainbow Wheel and Rainbow Matrix: Two Effective Tools for Learning Ionic Nomenclature

  Political, Economic, and Social Influences on Engineering Education

  • State of Qualitative Research in Engineering Education: Meta-Analysis of JEE Articles, 2005-2006
  • Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations DESCRIPTION: Charles Henderson and Melissa H. Dancy (2008). In the American Journal of Physics 76(1), pp. 79 – 91. Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of the typical physics faculty. To better understand this situation, interviews were conducted with five likely users of physics education research. All reported making changes in their instructional practices and all were influenced, to some extent, by educational research. Yet, none made full use of educational research and most had complaints about their interactions with educational researchers. In this paper we examine how these instructors used educational research in making instructional decisions and identify divergent expectations about how researchers and faculty can work together to improve student learning.FEATURED RESOURCESAREE Featured Resources The featured resources in this issue of AREE are the papers commissioned for a series of workshops sponsored by the National Academies’ National Research Council Board on Science Education with the theme “Evidence of Promising Practices in Undergraduate STEM Education” in June and October, 2008.
    

    AREE Winter 2009 Issue Volume 4, Number 2Teaching, Learning, and Assessment Processes Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning Comparing the Influence of Physical and Virtual Manipulatives in the Context of the Physics by Inquiry Curriculum: The Case of Undergraduate Students’ Conceptual Understanding of Heat and Temperature Pattern-Oriented Instruction and its Influence on Problem Decomposition and Solution Construction Teaching Students to Think Nondeterministically Using Reflection to Promote Teamwork Understanding in Engineering Design Education Teachers and Learners Conceptualizing Engagement:  Contributions of Faculty to Student Engagement in Engineering Persistence, Engagement, and Migration in Engineering Programs Reflections on Teaching and Learning in an Advanced Undergraduate Course in Embedded Systems “So My Program Doesn’t Run!” Definition, Origins, and Practical Expressions of Students’ (Mis)Conceptions of Correctness Teaching Communication in Capstone Design: The Role of the Instructor in Situated Learning Courses, Laboratories, Curricula, Instructional Materials, and Learning Technologies A Flexible Homework Method Finger Kits: An Interactive Demonstration of Biomaterials and Engineering for Elementary School Students Integrated Approaches in Physics Education: A Graduate Level Course in Physics, Pedagogy, and Education Research Using Writing Assignments to Improve Self-Assessment and Communication Skills in an Engineering Statics Course Political, Economic, and Social Influences on Engineering Education Development for the Other 80%:  Engineering Hope Embarking on and Persisting in Scientific Fields of Study:  Cultural Capital, Gender, and Curriculum Along the Science Pipeline I Still Wanna be an Engineer! Women, Education and the Engineering Profession Diffusion of Educational Innovations Physics Faculty and Educational Researchers:  Divergent Expectations as Barriers to the Diffusion of Innovations Integrating Policy and Decision Making into Undergraduate Science Education DESCRIPTION: Jay B. Labov and Nancy F. Huddleston, CBE-Life Sciences Education, Winter 2008, pp. 347-352. Important messages and frameworks regarding the role of science in society include: First, the need for and impact of science and solid scientific evidence can be found in virtually all aspects of life. Second, science can and should inform policy and decision making to a much greater extent than is currently the case. Third, the science that we teach and ask our students to learn can be infused with real-life examples of policy issues that can help many more students, whether they plan to go on to careers in science or not, to understand science in context. AREE Spring/Summer 2009 Issue Volume 4, Number 3Teaching, Learning, and Assessment Processes (An Almost) Pedagogical Pattern for Pattern-Based Problem-Solving Instruction Assessing Pedagogy in Bioengineering Classrooms: Quantifying Elements of the “How People Learn” Model Using the VaNTH Observation System (VOS) Blogging in the Physics Classroom: A Research-Based Approach to Shaping Students’ Attitudes Toward Physics Characterizing Design Learning: A Mixed-Methods Study of Engineering Designers’ Use of Language Collaboration and the Importance for Novices in Learning Java Computer Programming Comparing the Efficacy of Multimedia Modules with Traditional Textbooks for Learning Introductory Physics Content Designing an Adaptive Learning Module to Teach Software Testing Mental Models of Recursion Revisited Novices’ Knowledge Construction of Difficult Concepts in CS1 Optimizing Worked-Example Instruction of Electrical Engineering:  The Role of Fading and Feedback during Problem-Solving Practice Peer Assessment in the Algorithms Course Results from the Evaluation of the Effectiveness of an Online Tutor on Expression Evaluation Use and Assessment of a Rigorous Approach to CS1 Teachers and Learners A Multi-National Study of Reading and Tracing Skills in Novice Programmers Abstraction Ability as an Indicator of Success for Learning Object-Oriented Programming? An Investigation of the Presence and Development of Social Capital in an Electrical Engineering Laboratory Biases in Interpersonal Communication: How Engineering Students Perceive Gender Typical Speech Acts in Teamwork Can Graduating Students Design Software Systems? Community-Oriented Pedagogy for In-Service CS Teacher Training Diverse Pathways to the PhD: A Study of Women Faculty in the Sciences and Engineering at a Hispanic-Serving Institution Do Senior CS Students Capitalize on Recursion? Encouraging Minority Undergraduates to Choose Science Careers: Career Paths Survey Results Is Modeling of Freshmen Engineering Success Different from Modeling of Non-Engineering Success? Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry Predictors of Female and Male Computer Science Students’ Grades Science Majors and Degrees Among Asian-American Students: Influences of Race and Sex in “Model Minority” Experiences The Mystery of “b := (b = false)” The Relations of Ethnicity to Female Engineering Students’ Educational Experiences and College Career Plans in an Ethnically Diverse Learning Environment Courses, Laboratories, Curricula, Instructional Materials, and Learning Technologies Closed Laboratories with Embedded Instructional Research Design for CS1 Reversing:  An Essential Heuristic in Program and Proof Design Roles of Variables as Seen by CS Educators Teaching Roles of Variables in Elementary Programming Courses Technology Talks: Clickers and Grading Incentive in the Large Lecture Hall Political, Economic, and Social Influences on Engineering Education Advancing Engineering Education in P-12 Classrooms Integrating Policy and Decision Making into Undergraduate Science Education This is all that could be saved from a web site that has had a large impact on my life. I believe we need to keep more communication open for the masses to find the truth in all that is out here. I tried to preserve this all as much as possible and I want to have more to give you. Please feel free to leave a comment below and I will try to connect the dots for us to continue to seek out information that is so vital to finding the continuing education and discovery of something marvelous in the future. Thank you for finding this and giving your input.