Apr 7 2015
Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu
This issue consists of eight papers on topics ranging from flipping the classroom to augmented reality. In between are papers on designing devices for the less developed world and a freshman-senior linked capstone design course structure. Papers address biomedical applications, device design, safety, measuring group/team development, problem based learning, and real-world applications. These eight “advances” deal with freshmen through graduate students, and cover a number of the engineering disciplines. The papers come primarily from the U.S. with one from Europe. Together, they should provide a number of ideas that can be used to improve classroom learning.
Stephanie Butler Velegol, Sarah E. Zappe, and Emily Mahoney from Penn State were involved with some of the early experiments in flipping the classroom. Their paper “The Evolution of a Flipped Classroom: Evidence-Based Recommendations” describes experiences in flipping or inverting the course; i.e., lecture material online and viewed outside of class; class time used for problem solving. It also contains a comprehensive review of the literature. They did find that students come to class better prepared to apply the knowledge gained from the short lectures to solve problems or do other activities. In their own experiments in flipping they found that students liked having the flexibility to learn the new concepts on their own time and in their own way, preferring this new pedagogy over the traditional classroom. Students appreciated interacting with the faculty and their classmates during class time. The authors believe that flipping a course allows students the opportunity to become active learners through such activities as problem solving, guest speakers, idea generation, and field trips. They proposed that the flip model can be adapted to fit a variety of course settings….
View Full Text (PDF, 67 KB)
Categories: Winter 2015
Sep 16 2014
Flipped classrooms invert the order of the traditional teaching cycle, in which first exposure to the content occurs in the classroom and assimilation of content occurs outside the classroom (homework). Instead, the flipped classroom has students consuming content at home, often through video lectures and digital content, and assimilating in the classroom through problem-solving, practice, microlectures, peer-to-peer interaction, etc. For this special issue of Advances in Engineering Education, we seek papers exploring the effectiveness of the flipped classroom in STEM courses using parameters such as student performance, course experience, institutionalizing of findings, and long-term retention. Papers should be based on sound pedagogy and accepted statistical analysis. We also welcome state-of-the art review papers on use of technology in flipped classrooms and meta-study analysis papers.
As a first step, we invite you to submit an Extended Abstract of a proposed paper to be considered for publication in AEE. As an online, peer-reviewed journal, AEE encourages the creative use of multimedia in presenting results; these might include videos, audio, links to examples of student work, etc.
Read more about requirements, deadlines, and contact information.
Categories: Fall 2014
Tags: Call for papers
Sep 16 2014
Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu
View Full Text (PDF, 66 KB)
Categories: Fall 2014
Mar 28 2014
Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu
This is our thirteenth issue – 115 papers published and over 500 submissions. In addition, Prism is now featuring AEE Advances – one-page overviews of important articles in the October and February issues. The vast majority of these papers document a proven “advance” in engineering education, with a few others providing reviews of “advances.” In this way we have stayed true to our goal of publishing a wide range of articles that inform the broader engineering education community concerning methodology, pedagogy, and technology that can be implemented either within or outside of the classroom. In contrast, we have neither sought out nor published articles that primarily describe research studies, leaving those to other journals, especially our much older sister publication, the Journal of Engineering Education. Please see our JEE guest editorial on “boundaries” for a more thorough discussion on this subject…
View Full Text (PDF, 86 KB)
Categories: Winter 2014
Sep 23 2013
Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu
This special issue focuses on Product Dissection. Guest editor Ann McKenna, together with Gül E. Okudan Kremer and Deborah Moore-Russo, have assembled a series of papers that provide a comprehensive view of this important area, especially as an increasing number of engineering programs are addressing how best to teach innovation and product realization. The issue contains seven papers addressing issues from introductory first-year projects to senior capstone design. Examples are presented of both short and longer term activities. Of particular note is the use of product archaeology to address ABET Outcome h – “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.”
View Full Text (PDF, 96 KB)
Categories: Summer 2013
Feb 8 2013
Larry J. Shuman
Editor, AEE
Senior Associate Dean
University of Pittsburgh
We are delighted to publish our eleventh issue, and, coincidentally, with its eleven papers. The topics cover the wide spectrum of engineering education, from freshmen through graduate students, with an increasing number of papers that focus on the use of technology to improve learning. The authors also represent a wide range of institutions from across the U.S. and internationally, demonstrating that AEE is becoming more widely known and, hopefully, more widely read.
View Full Text (PDF, 70 KB)