Past events

Summer Series 2020: Teaching to Engage the Multi-Perspective Classroom

June 10, 2020: ASEE Summer Series by Colleen Lewis, Ph.D (Assistant Professor, University of Illinois Urbana-Champaign)

Title: “Keynote Workshop: Creating an Inclusive Campus”

Abstract: We’ll start by having everyone share an effective and/or inclusive pedagogical strategy that they wish every teacher would use! (Don’t worry – you can pass and can just listen in too!) We’ll discuss how we might prioritize these and then zoom out to identify other needs and opportunities for inclusivity within our campus and community. It seems like you are a group of people with interest and experience in constructing effective and inclusive classrooms. I’m excited to come together and learn from each other! We’ll save time for some Q&A – I’m happy to give you my take on some academic hacks: from networking and applying for jobs – to managing rejection and procrastination.

July 27, 2020: ASEE Summer Series by Diane Friedlaender, Ph.D. (Associate Director of Learning, Pedagogy, and Research, Health and Human Performance, Stanford University)

Title: “What must be undone and what might be built?”

Abstract: Come engage in an interactive discussion on the ways the American educational system is designed to produce the outcomes it produces. We will pay particular attention to how our educational system is structured in ways that all but guarantees racial inequity and mental health challenges for students. Diane Friedlaender will share stories from her 25 years of work as an educational researcher, educator and advocate to launch our discussion of exploring how we can together address systemic inequities and support the development of students’ holistically; including nurturing students’ social-emotional, physical, creative and spiritual development. Let’s grapple with these issues together and think about how we can use the opportunity of this unique moment in history to make transformational change.

August 7, 2020: ASEE Summer Series by Anthony Muro Villa (Assistant Professor of STEM Teaching and Learning, UC Riverside)

Title: “It’s Called Helping the Community: Norms, Tasks, and Groupwork as Tools for Equitable Classrooms”

Abstract: This talk will discuss how classroom conditions inhibit or promote students’ opportunities to demonstrate their competencies. We will specifically consider how groupwork can be implemented to encourage a productive learning environment. Groupwork can promote learning opportunities by allowing students time and space to grapple and make sense of new ideas and concepts while also collaborating with peers. In groupwork, teachers delegate some of their responsibilities to allow students to monitor each other’s learning and get a chance to become the expert, defying what Freire refers to as the banking model of teaching. Students can also use delegated authority to either replicate schooling practices that marginalize or empower their peers in mathematical learning. One goal is to learn, reflect, and interrogate the structures and norms that (re)produce power structures amongst students. This talk will center conversations around student voices and video clips of student interactions from one mathematics classroom. We will use these classroom artifacts to discuss the conditions educators need to set in order to develop successful groupwork.

August 21, 2020: ASEE Summer Series by Sendy Caffarra, Ph.D. (Staff Scientist, Basque Center on Cognition, Brain and Language (Spain); Visiting Scholar, Brain Development and Education Lab (Graduate School of Education, Stanford))

Title: “Linking Neuroscience and education: Plastic brain changes related to reading acquisition”

Abstract: Literacy is a fundamental human right and the foundation for lifelong learning. Acquiring a new writing system has huge consequences for our everyday life, but also for our brain. Understanding how the brain learns to quickly map visual configurations to sounds and concepts represents a scientific challenge with educational and clinical implications. This talk will walk you through some neuroscientist findings that show how the brain changes as children learn to read. Different writing systems (English and Basque) and different educational methods (reading intervention and formal reading instruction) will be considered in order to highlight the great degree of flexibility of the literate brain.

Academic Year 2019-2020

October 4, 2019: ASEE Breakfast Chat by Sheri Sheppard, Ph.D (Professor of Mechanical Engineering and Leader of the Designing Education Laboratory at Stanford University)

Title: “Meeting new people and setting goals: an important part of the education game”

Abstract: Who are Bloom, Fink, Schar and Pink (BFSP)?  What do they have in common?  In this interactive talk attendees use a BFSP framework to establish their Teaching & Learning-related goals for the school year and identify next steps in reaching those goals.

October 17, 2019: ASEE Journal Club

Discussing “Machine Learning-Based App for Self-Evaluation of Teacher-Specific Instructional Style and Tools” by Fedor Duzin and Anders Gustafsson

Paper Abstract: “Course instructors need to assess the efficacy of their teaching methods, but experiments in education are seldom politically, administratively, or ethically feasible. … We developed a machine learning algorithm that accounts for students’ prior knowledge. Our algorithm is based on symbolic regression that uses non-experimental data on previous scores collected by the university as input. It can predict 60–70 percent of variation in students’ exam scores. Applying our algorithm to evaluate the impact of teaching methods in an ordinary differential equations class, we found that clickers were a more effective teaching strategy as compared to traditional handwritten homework; however, online homework with immediate feedback was found to be even more effective than clickers. The novelty of our findings is in the method (machine learning-based analysis of non-experimental data) and in the fact that we compare the effectiveness of clickers and handwritten homework in teaching undergraduate mathematics. Evaluating the methods used in a calculus class, we found that active team work seemed to be more beneficial for students than individual work. Our algorithm has been integrated into an app that we are sharing with the educational community, so it can be used by practitioners without advanced methodological training.”

November 1, 2019: ASEE Breakfast Chat by Christina Wodtke, Ph.D.  (Lecturer, Computer Science, Stanford University) and Kritika Yegnashankaran, Ph.D.  (Associate Director, Faculty and Lecturer Programs, Center for Teaching and Learning, Stanford University)

Title: “Is Studio Teaching just…Effective and Inclusive Teaching?”

Abstract: Studio teaching is a practice that dates back to the apprentice days of art studios. Deliberate practice of core skills, peer critique, and student-driven project work are all fundamental components. In more recent years, the scholarship of teaching and learning suggests that these same components promote effective and inclusive learning across all disciplines. Christina and Kritika bring these perspectives together in co-teaching CS377T this quarter: Christina represents studio teaching, and Kritika represents the literature on teaching and learning. Will the two perspectives converge, or are there collisions ahead?

November 12, 2019: ASEE Journal Club by Charlie Cox, Ph.D. (Lecturer, Department of Chemistry, Stanford University)

Discussing “Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course” by Anna J. Lou and Susanne M. Jaeggi

Paper Abstract: “There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all.”

January 10, 2020: ASEE Breakfast Chat by Helen L. Chen, Ph.D.  (Designing Education Lab in Mechanical Engineering at Stanford University)

Title: “Crafting your Engineering Education Story”

Abstract: Why are you interested in engineering education? How will you share your engineering education story with prospective employers, faculty search committees, family, friends, and other stakeholders?

This interactive workshop will introduce some strategies for communicating your knowledge, skills, and interests related to engineering education. You’ll have an opportunity to prototype, practice, and get feedback on some initial talking points for your story. We will also address how you can share your story both online and in person as part of your professional identity.

January 31, 2020: ASEE Journal Club by Zach del Rosario (Ph.D. Candidate, Department of Aeronautics and Astronautics, Stanford University)

Discussing “Measuring actual Learning versus feeling of learning in response to being actively engaged in the classroom” by Louis Deslauriers et al.

Abstract: “We compared students’ self-reported perception of learning with their actual learning under controlled conditions in large- enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.”

February 20, 2020: ASEE Journal Club by Chuan-Zheng Lee (Ph.D. Student, Department of Electrical Engineering, Stanford University)

Discussing “Flipping Advice for Beginners: What I Learning Flipping Undergraduate Mathematics and Statistics Classes” by Craig McBride

Abstract: This paper contains a description of my experiences flipping undergraduate mathematics and statistics courses for the first time with some advice for any fellow novice flippers. This paper discusses ways to start small and build up to a completely flipped class over the span of a few terms with advice on what technology to use including software and hardware.

March 6, 2020: ASEE Breakfast Chat by Amanda Modell, Ph.D. (Associate Director, Graduate Teaching Programs, Center for Teaching and Learning, Stanford University)

Title: “Design+1: Universal Design for Learning”

Abstract: Students have diverse needs, and require accessible education to excel. Universal Design for Learning offers a flexible approach that maximizes learning potential, and implementing it can be as simple as adding a “+1” to course components. In this session, participants will be introduced to the core concepts of Universal Design for Learning and leave with actionable steps to implement them in their learning contexts – to improve equitable outcomes for all students.

April 3, 2020: ASEE Breakfast Chat by Shannon Gilmartin, Ph.D. (Senior Research Scholar at the Stanford VMware Women’s Leadership Innovation Lab & Adjunct Professor in Mechanical Engineering at Stanford University)

Title: “Conversations on Engineering Education for Equity”

May 1, 2020: ASEE Breakfast Chat by Trisha Stan, Ph.D. (Assistant Professor, Minerva Schools)

Title: “Engaging Online Learning in the STEM Classroom”

Abstract: Transitioning a classroom to an online learning environment presents many challenges, but it is also an opportunity to thoughtfully design the classroom experience. Learn how to create an engaging online classroom for STEM subjects using evidence-based learning principles and activities developed by Minerva Schools Faculty. This will be an interactive workshop in which students can experiment first-hand with active learning online. Topics for discussion will be selected by participants, but may include how to design activities to keep students engaged in a distracting environment, how to best utilize an online whiteboard, how to use collaborative documents for effective group work, and how to set up your own work-from-home classroom.

May 8, 2020: ASEE Breakfast Chat x Journal Club by Khalid Kadir, Ph.D. (Lecturer in the Global Poverty & Practice (GPP) Program, Political Economy, and the College of Engineering, UC Berkeley

Discussing “Culture of Disengagement in Engineering Education?” by Erin A. Cech

May 20, 2020: ASEE Journal Club by Andrew J. Saltarelli, PH.D. (Senior Director, Evaluation and Research, Vice Provost for Technology and Learning, Stanford University)

Discussing “Psychologically Inclusive Design” by Rene F. Kizilcec & Andrew J. Saltarelli

Abstract: “Visual and verbal cues can reinforce barriers to access for women in science, technology, engineering, and math (STEM) disciplines. Psychologically inclusive design is an evidence-based approach to reduce psychological barriers by strategically placing content and design cues in the environment. Two large field experiments provide estimates of the behavioral impact of psychologically inclusive cues on women’s and men’s enrollment behaviors in an online learning environment. First, a gender-inclusive photo and statement in an online advertisement for a STEM course increased the click-through rate among women but not men by 26% (N=209,000). Second, an inclusivity statement with a gender-inclusive course image to the enrollment page raised the proportion of women enrolling in a STEM course by up to 18% (N=63,000). These findings contribute evidence of the behavioral impact of psychologically inclusive design to the literature and yield practical implications for the presentation of STEM opportunities.”

June 5, 2020: ASEE Breakfast Chat by Justin Tran, Ph.D. (Assistant Professor, California State University, Fullerton)

Title: “The sudden shift to virtual teaching: challenges and opportunities”

Abstract: Instructors all over the world had to quickly adapt their teaching to a virtual platform with the COVID-19 lockdown. Because of how sudden the change was, most instructors were not prepared for this new medium and scrambled to adapt their classrooms to a virtual environment. From modifying day-to-day lecture content, finding the best mode for delivery, configuring assessment, accommodating students’ personal situations with the virus, as well as making adjustments to their own personal life due to the virus, instructors were often forced to pick methods that seem to be “best available” at the time without much of a chance for exploration or discussion.

Now that the school year is wrapping up for many institutions, this gives us a chance to reflect and discuss on the best ways to deliver virtual instruction. Many institutions are preparing for their Fall semester or quarter to be virtual, so this summer is the perfect chance to prepare. It is even reasonable to think that the virtual teaching techniques developed during this crisis will represent a kind of “new normal”, and the classroom of the future might look very different from before.

I wish for this ABC to be an open discussion for everyone who has experienced the sudden change to virtual instruction: students, instructors, and staff. What works? What does not work? How should labs and other hands-on activities look like? What can be improved? What does active learning look like in a virtual setting? What technology is out there that helps with this, and what technology can be developed to fill a need?

Academic Year 2018-2019

October 5, 2018: ASEE Breakfast Chat by Diane Lam, Ph.D (Associate Director for Faculty and Lecturer Programs, Office for the Vice Provost for Teaching and Learning)

Title: “Meeting new people and setting goals: an important part of the education game”

Abstract: Have you ever found your students copying down your notes from the board without processing what any of it means? Have you ever found yourself at the end of reading a paragraph without a clue as to what you just read? This auto-pilot state is one that many learners can fall into and is detrimental to any kind of deep learning that one would hope to achieve. In this workshop, we will discuss strategies instructors can use to help students avoid this state, and strategies students can use to self-regulate their learning.

Presenter: Diane began her academic career in biology but shifted to education after earning her Master’s degree and working in biotech. She earned her PhD at UC Berkeley in STEM education and was a postdoctoral fellow at Harvard Medical School where she supported curriculum development and taught classes for the Masters in immunology program. She now supports faculty, lecturers, post docs, and graduate students at Stanford in all aspects of their teaching.

October 18, 2018: ASEE Journal Club by Justin Tran (Ph.D. Candidate, Mechanical Engineering, Stanford University)

Discussing “SimVascular  as an Instructional Tool in the Classroom” by Craig J. Goergen, Shawn C. Shadden, and Alison L. Marsden

Paper Abstract: “SimVascular is an open source software platform for cardiovascular simulation, providing a complete pipeline from medical image data to volumetric model construction, meshing, and blood flow simulation. Previous workshops and educational programs have utilized SimVascular, but learning assessments have not been used to rigorously quantify gains in conceptual understanding. Goal: The purpose of this study is to assess the learning of students enrolled in graduate engineering courses at two different institutions (Purdue University and Stanford University) who used SimVascular to perform image- based blood flow modeling projects as part of a course. Methods: Twenty-two engineering and medical students were given both pre- and post- assessments to quantify their initial familiarity and eventual progress learning computational techniques for biomedical blood flow simulations. The students rated their agreement with eleven different statements. Results: Initial responses were relatively low, suggesting that there was substantial room for student learning. Students then utilized the SimVascular platform to run multiple hemodynamic blood flow simulations. The post-assessment showed a significant increase in agreement with all 11 statements (p<0.05). Conclusion: These initial efforts demonstrate the effectiveness of SimVascular as a teaching tool in a classroom setting.”

November 2, 2018: ASEE Breakfast Chat by Sheri Sheppard, Ph.D. (Professor of Mechanical Engineering and Leader of the Designing Education Laboratory at Stanford University)

Title: “Shifting Engineering Limits: The Critical People Factor”

Abstract: Engineers and the technologies they create change the world; this change is nothing new, having been the pattern since the dawn of humanity.  These changes have improved the quality of life and extended our reach beyond our planet.  At the same time there can be negative consequences resulting from these technologies.  People can be helped, but they can be hurt too. Inequalities between people can be deepened just as much as common ground between people can be forged. Yet people – the social and cultural, and political and economic dimensions of engineering – play little role in the education of engineers, neither from the perspective of who is (or is not) drawn to engineering or how diverse people and communities are factored into engineering decisions, innovations and solutions.  Recent studies by the National Academy of Engineering and revised engineering standards by ABET are beginning to emphasize these “untended” aspects of engineering, and modern high profile ethical breaches by engineers underscore their importance in the education of engineers.  This talk considers classroom, program and workplace strategies suggested by my experiences and research that any of us can use to shift engineering’s limits, by considering the question “How might engineers look at the problems/tasks they are asked to address if they reframed them in terms of the needs of and impact on people?”

November 16, 2018: ASEE Journal Club by Chuan-Zheng Lee (Ph.D. Student, Department of Electrical Engineering, Stanford University)

Discussing “Rethinking Non-major Circuits Pedagogy for Improved Motivation” by Steven Bell and Mark Horowitz

Condensed Abstract: “Student motivation is critical to learning and program retention in engineering, yet most introductory circuits classes present the material in an abstract manner that does little to inspire students. In Stanford’s introductory circuits course, … it conveys a very narrow view of EE for those scouting out the major.
Four years ago, we completely redesigned our introductory circuits class to address these shortcomings. The new course is focused around a sequence of fun and practical lab projects … we explicitly teach students techniques for building physical circuits and devices, and labs are graded for quality of design and construction in addition to electrical functionality. …
There were several positive results after introducing the new course. We experienced a large demographic shift in the course, with students taking the class earlier in their career and before declaring a major. Student evaluations of the labs have been consistently positive, and a handful of students specifically cited the course as their reason for choosing to major in electrical engineering.”

December 7, 2018: ASEE Breakfast Chat by Marlette Jackson, Ph.D. (Assistant Director of Diversity and Inclusion, School of Engineering, Stanford University)

Title: “Beyond the Business Case Against Bias”

Abstract: Unconscious bias – our brain’s automatic tendency to take mental shortcuts – undercuts innovation, reduces profits, undermines decision-making, and stifles our colleagues’ attempts to be their full authentic selves. This workshop, Beyond the Business Case Against Bias, takes participants on an interactive journey through defining and designing “in the moment” strategies to combat unconscious bias. We walk through a data-driven, human-centered, and forward-facing approach to understanding and addressing bias in academic settings. 

January 16, 2019: ASEE Journal Club by Zach del Rosario (Ph.D. Candidate, Aeronautics and Astronautics, Stanford University)

Discussing “BlueBook: A Computerized Replacement for Paper Tests in Computer Science” by Chris Piech and Chris Gregg

Paper Abstract: “This paper presents BlueBook, a lightweight, cross-platform, computer- based, open source examination environment that overcomes traditional hurdles with computerized testing for computer science courses. As opposed to paper exam testing, BlueBook allows students to type coding problems on their laptops in an environment similar to their normal programming routine (e.g., with syntax highlighting), but purposefully does not provide them the ability to compile and/or run their code. We seamlessly transitioned from paper exams to BlueBook and found that students appreciated the ability to type their responses. Additionally, we are just beginning to harness the benefits to grading by having student answers in digital form. In the paper, we discuss the pedagogical benefits and trade-offs to using a computerized exam format, and we argue that both the students and the graders benefit from it.”

February 12, 2019: ASEE Journal Club by Kritika Yegnashankaran, Ph.D. (Vice Provost for Teaching and Learning (VPTL), Stanford University)

Discussing “Expectations of brilliance underlie gender distributions across academic  disciplines” by J.J. Leslie et al.

Paper Abstract: “The gender imbalance in STEM subjects dominates current debates about women’s underrepresentation in academia. However, women are well represented at the Ph.D. level in some sciences and poorly represented in some humanities (e.g., in 2011, 54% of U.S. Ph.D.’s in molecular biology were women versus only 31% in philosophy). We hypothesize that, across the academic spectrum, women are underrepresented in fields whose practitioners believe that raw, innate talent is the main requirement for success, because women are stereotyped as not possessing such talent. This hypothesis extends to African Americans’ underrepresentation as well, as this group is subject to similar stereotypes. Results from a nationwide survey of academics support our hypothesis (termed the field-specific ability beliefs hypothesis) over three competing hypotheses.”

March 1, 2019: ASEE Breakfast Chat by Diane Lam, Ph.D (Associate Director for Faculty and Lecturer Programs, Office for the Vice Provost for Teaching and Learning)

Title: “Designing Groupwork”

Abstract: Research shows that groupwork — collections of students collaborating on tasks — is helpful for learning. But what are the best practices for designing groupwork? Does adding groupwork to a class need to be onerous, or are there simple versions that are easy to implement? And what variables should one consider in the classroom?

In this workshop, you’ll find answers to all these questions by participating in groupwork!

Presenter: Diane began her academic career in biology but shifted to education after earning her Master’s degree and working in biotech. She earned her PhD at UC Berkeley in STEM education and was a postdoctoral fellow at Harvard Medical School where she supported curriculum development and taught classes for the Masters in immunology program. She now supports faculty, lecturers, post docs, and graduate students at Stanford in all aspects of their teaching.

March 15, 2019: ASEE Journal Club by Joe Towles, Ph.D. (Lecturer, Departments of Mechanical Engineering and Bioengineering, Stanford University)

Discussing “Learner Satisfaction and Quality of Student-Faculty Interactions in Traditional vs. Blended Classrooms” by B.P. Helmke and W.H. Guilford

Compressed abstract: “Summative testing not only holds students accountable for their learning progress but also intrinsically improves learning, a phenomenon termed “the testing effect”. … Recently we demonstrated in a physiology course for sophomore-level biomedical engineering students that a blended learning environment with well-designed formative assessments can perform as well as a traditional classroom with summative assessments in eliciting a testing effect. … We compared end-of-course survey results from two sections of a physiology course for sophomore-level biomedical engineering students. … Overall, students in the traditional section appeared to be more satisfied with their learning experience in the course. Students in the blended learning section responded more positively to not only in-class learning activities but also the summative assessments, suggesting that these students became more cognizant of the role of testing in the learning and feedback cycle. These differences in students’ perceptions may reflect aspects of student background and preparation, goal- or task-oriented motivation, or maturity of thinking. Whether the blended learning environment really led to a shift in thinking associated with lifelong learning remains to be examined.”

May 3, 2019: ASEE Breakfast Chat by Alegra Eroy-Reveles, Ph.D (Assistant Teaching Professor of Chemistry and Biochemistry, University of California, Santa Cruz)

Title: “Developing a Caring Pedagogy to Promote Belonging and Improve Learning in the STEM Classroom”

Abstract: Numerous studies have pointed to the “chilly classroom climate” experienced by some groups of students in higher education, particularly in the science and engineering classroom. While there has been recent effort to help instructors and institutions examine biases and decrease threats present in these environments, much less attention has been given on how to affirm and validate students. Education is largely a relational process and applying a caring pedagogy in the classroom can go far to help students feel that they belong. In this chat, Prof. Alegra Eroy-Reveles, Assistant Teaching Professor of Chemistry and Biochemistry at University of California, Santa Cruz, will develop the foundations for a caring pedagogy and highlight practices that instructors can use to show students that they care.

June 12, 2019: ASEE Breakfast Chat by Justin Tran, Ph.D (Assistant Professor of Mechanical Engineering, California State University, Fullerton)

Title: “My ‘First Year Experience’ as a New Faculty”

Abstract: Teaching as a university faculty is a goal of many graduate students, but once they reach that point there are many challenges that are not often talked about. In this talk, I will discuss my experience as a first year Mechanical Engineering faculty at a teaching-focused institution from the perspective of someone fresh out of graduate school. I will talk about the many teaching decisions I had to make, as well as the challenges I faced in managing my time and stress, dealing with cheating, setting up my research, and integrating myself into a new environment. My hope is to provide insight to graduate students and post-docs who plan on becoming faculty soon so that they be better prepared to tackle these challenges.

Academic Year 2016-2017

ASEE Breakfast Chats (ABC’s)

Friday, Mar 3, 2017, 9:30-10:30am, Location: 550-126. Discussion led by Prof. Edward Berger titled “Understanding Student Use of Worked Examples to Support Problem Solving via Real-Time Measurements of Problem-Solving Events”

Friday, Feb 3, 2017, 9:30-10:30am, Location: 550-126. Discussion led by Prof. Carl Wieman titled “Teaching engineering and science students how to think”

Friday, Dec 2, 2016, 9:00-10:00am, Location: 550-126. Discussion led by Prof. Joyce Main titled “Diversity across Engineering Disciplines: Factors that Influence Student Major Choice”

Friday, Nov. 6, 2016, 9:30-10:30am, Location: 550-126. Discussion led by Michael Flynn titled “Student-Centered Learning Goals and Authentic Assessment”

Friday, Oct. 2, 2016, 9:30-10:30am, Location: 550-126. Discussion led by Prof. Sheri Sheppard titled “How to Create a Welcome Mat.”

ASEE Events

WISE and ASEE co-sponsored event (Wednesday, October 26rd, 4:30-5:45pm):
“Why are some STEM fields less gender balanced than others?” by Sapna Cheryan, Ph.D., Associate Professor of Psychology, University of Washington.

Academic Year 2015-2016

ASEE Breakfast Chats (ABC’s)

Friday, May 6, 2016, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Join us for a discussion about service learning!

Friday, April 1, 2016, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Join us for a discussion about ABET led by Professor Sheri Sheppard.

Friday, March 4, 2016, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Discussion led by Vera Michalchik and Nicholas Wilson titled “Structuring authentic open-ended inquiry in an undergraduate science lab course”

Friday, Feb. 5, 2016, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Discussion led by Dr. Tonya Nilsson from the Civil Engineering department at Santa Clara University titled “Putting the Pieces Together: How to Create Significant Learning Opportunities

Friday, Dec. 4, 2015, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Discussion led by Beth Rieken and Helen L. Chen from the Designing Education Lab in the Center for Design Research within the Department of Mechanical Engineering at Stanford University titled “Promoting Reflection and Reflection Activities in Engineering Education.

Friday, Nov. 6, 2015, 9-10am, Location: Physics and Astrophysics Building (PAB) room 102/103. Discussion led by Allison Fink, Manager, Content Strategy at Coursera titled “Understanding Learner Preferences: MOOC Content and Platform.”

Friday, Oct. 2, 2015, 9-10am, Location: Y2E2 382. Discussion led by Barbara A. Karanian titled “Conversational Storytelling: Engage in the Classroom and in the Boardroom.”

ASEE Events

5th Annual ASEE Engineering Education Colloquium, April 7th, 4-7pm, Tressider Oak Lounge. Flyer here: https://goo.gl/A0pXpT

This event will feature a Keynote address by Dr. Cynthia J. Atman. The colloquium will also feature invited speakers: Dr. Natasha Holmes and Dr.Shoba Krishnan. An Industry-Academic panel focused on “Designing the Engineer” with Dean Farouk Dey (Stanford University), Connie Henshall (Lockheed Martin), Dr. Pamela Hinds (Stanford University)  moderated by Dean Persis Drell.

Fall Kick-off Meeting Do you have suggestions for topics, speakers, or events you would like to see at our ASEE events? We will hosting a social hour on Wednesday October 7th at 4:30 pm to get your input as we plan our many events for this academic year. Come share your thoughts and meet our community! Location: 3rd floor patio of Y2E2.

WISE and ASEE co-sponsored event (Wednesday, September 23rd, 1:30-2:30pm):
“Disrupting the Pipeline: Critical Analyses of Student Pathways Through Postsecondary STEM Education” by Heather Metcalf, Ph.D., Director of Research for the Association of Women in Science

Academic Year 2014-2015

4th Annual ASEE Engineering Education Colloquium, April 21st, 4-7pm. Theme: “Learning by Doing.” This event will feature a Keynote address by Professor Carl Wieman. The colloquium will also feature invited speakers: Paulo Blikstein and Stacy Gleixner as well as panelists: Sarah Parikh, Nikos Moutros, and Tonya Nilsson, moderated by Sheri Sheppard. Program here: http://goo.gl/J6jjn8

Resources

ASEE Journal Club Meetings

ASEE Breakfsat Chats (ABC’s

  • Friday, April 3rd, 2015, 9-10am, Location: Huang 305: “A high enrollment introductory biology lab course improves how students “think as a scientist” in the context of an authentic research project. ” Discussion led by Professor Tim Stearns
  • Friday, March 6th, 2015, 9-10am: “Online Learning: The Udacious approach” Location: Huang 305 with a discussion led by Adarsh Nair of Udacity.
  • Friday, February 6th, 2015, 9-10am: “Getting past the hot air in a hot field: Disambiguating ‘Data Science’” Location: Y2E2 105 with a discussion led by Ryan George of Coursera, Inc.
  • Friday, January 9th, 2015, 9-10am, Huang Rm.305  Presentation led by Tim Randazzo of Stanford’s Center for Teaching and Learning on “How Prior Knowledge Affects Student Learning”
  • Friday, December 5th, 2014, 9-10am, Huang Rm.305 Presentation by Prof. Sheri Sheppard, Stanford Designing Education Lab in the Department of Mechanical Engineering
  • Friday, November 7th from 9-10am, Y2E2 105 with a discussion led by Yoichi Shiga titled “Gender roles and student teams.”
  • Friday, October 3rd, 2014, 9-10am, Huang 305, Presentation by Dennis Sun, “The Evidence for Peer Assessment”  Peer assessment is the practice of having students grade one another. How accurate are peer grades? How can it be implemented in practice? Do students learn from reading one another’s responses?

Academic Year 2013-2014

ASEE HAPPY HOUR (Tuesday, May 20th, 5:45-7pm)- Please join us for a time of hanging out, with drinks and food to enjoy. Even if you haven’t done anything with us before, this will be a great time to meet people with a common interest in STEM education. Lots of fun and totally chill. Location: Courtyard of Green Earth Sciences Building.

(Spring 2014, April 17th) 3rd Annual Engineering Colloquium: ”The science of learning: evidence based teaching in STEM education.” This event featured a Keynote address by Paul Doherty, co-director of the Exploratorium Teacher Institute. The colloquium featured the following invited speakers and panelists: Tim Stearns, Bertrand Schneider, Candace Thille, Dan Schwartz, Eric Eslinger, and Jennifer Wang.

(Spring 2014, Feb. 18th) ASEE Info Session. Location: Huang Room 305.

ABCs: ASEE Breakfast Chats

Academic Year 2012-2013

(Spring 2013) ENGR313 Seminar: “Topics in Science and Engineering Education: Dynamic Course Design.” Co-led by Midori Greenwood-Goodwin and Michael Barako

(May 2nd, 2013) Guest Lecture: “Motivation Matters! A Mixed Methods Study on Teaching Teamwork and Communication Skills in Core Engineering Courses.” Led by Dr. Holly Matusovich (Assistant Professor of Engineering Education, Virginia Tech)

(October 12th, 2012) Annual Engineering Colloquium: “Creating Effective Learning Spaces.” Keynote speaker: Matt Ohland (Professor, School of Engineering Education, Purdue University)

Academic Year 2011-2012

(Spring 2012) ENGR313 Seminar: “Topics in Engineering Education: Assessment in Engineering Education.” Co-led by Katherine Steele and Samantha Brunhaver.

(March 1st, 2012) Guest Lecture: “Extending our Reach: What Engineers Can Do to Influence National Education Policy.” Linda P.B. Katehi (Chancellor, UC Davis)

(November 30th, 2011) Panel Discussion: “The Role of Industry in Engineering Education.” Moderator: Brad Osgood (Stanford), with panelists Mahantesh Hiremath (Space Systems/Loral, Santa Clara University), Bruce Jurcevich (Lockheed Martin), and Stephen Eglash (Stanford)

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