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The post-workshop community

The post-workshop community. Other Initiatives – AREE, etc. Journal of Engineering Education Expertise NSF. Building Engineering Education Research Capabilities:. NSF Initiated Science and Engineering Education Scholars Program (SEESP) NSF – Centers for Learning and Teaching (CLT)

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The post-workshop community

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  1. The post-workshop community Other Initiatives – AREE, etc. Journal of Engineering Education Expertise NSF

  2. Building Engineering Education Research Capabilities: • NSF Initiated Science and Engineering Education Scholars Program (SEESP) • NSF – Centers for Learning and Teaching (CLT) • Center for the Advancement of Engineering Education (CAEE) • Center for the Integration of Research, Teaching, and Learning (CIRTL) • National Center for Engineering and Technology Education (NCETE) • NAE: Center for the Advancement of Scholarship on Engineering Education (CASEE) • AREE: Annals of Research on Engineering Education • NSF-CCLI-ND: Rigorous Research in Engineering Education (RREE) • ASEE Idealog – http://rree.asee.org/

  3. Annals of Research on Engineering Education (AREE) • Link journals related to engineering education • Increase progress toward shared consensus on quality research • Increase awareness and use of engineering education research • Increase discussion of research and its implications • Resources – community recommended • Annotated bibliography • Acronyms explained • Conferences, Professional Societies, etc. • Articles – education research • Structured summaries • Reflective essays • Reader comments www.areeonline.org

  4. www.areeonline.org

  5. JEE Research Emphasis • The State of the Art and Practice of Engineering Education Research January 2005 New form and format • Guest Editors Richard M. Felder, NCSU Sheri D. Sheppard, Stanford Karl A. Smith, U of Minnesota Source: Jack Lohmann

  6. Journals vary considerably Source: Jack Lohmann * JEE initiated a research focus January, 2003

  7. What JEE expects • Mission refined January, 2003 • …to serve as an archival record of scholarly research in engineering education • Ten review criteria • Five focused on content and contribution • Five focused on composition and presentation Source: Jack Lohmann

  8. Content and contribution • Appeal to a broad readership interested in engineering education • Address important questions or propositions of lasting value • Build upon relevant references and bodies of knowledge • Employ appropriate educational or scientific principles and methodologies • Present original ideas or results supported by compelling evidence Source: Jack Lohmann

  9. Expertise Implies: • a set of cognitive and metacognitive skills • an organized body of knowledge that is deep and contextualized • an ability to notice patterns of information in a new situation • flexibility in retrieving and applying that knowledge to a new problem Bransford, Brown & Cocking. 1999. How people learn. National Academy Press.

  10. Acquisition of ExpertiseFitts P, & Posner MI. Human Performance. Belmont, CA: Brooks/Cole, 1967. • Cognition: Learn from instruction or observation what knowledge and actions are appropriate • Associative: Practice (with feedback) allowing smooth and accurate performance • Automaticity: “Compilation” or performance and associative sequences so that they can be done without large amounts of cognitive resources “The secret of expertise is that there is no secret. It takes at least 10 years of concentrated effort to develop expertise.” Herbert Simon

  11. John Seely Brown. Growing up digital: The web and a new learning ecology. Change, March/April 2000.

  12. Paradox of Expertise • The very knowledge we wish to teach others (as well as the knowledge we wish to represent in computer programs) often turns out to be the knowledge we are least able to talk about.

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