Richard M. Felder

Navigating the Bumpy Road to Student-Centered Instruction

In the traditional approach to higher education, the burden of communicating course material resides primarily with the instructor. In student-centered instruction (SCI), some of this burden is shifted to the students. SCI is a broad approach that includes such techniques as substituting active learning experiences for lectures, holding students responsible for material that has not been explicitly discussed in class, assigning open-ended problems and problems requiring critical or creative thinking that cannot be solved by following text examples, involving students in simulations and role-plays, assigning a variety of unconventional writing exercises, and using self-paced and/or cooperative (team-based) learning. In traditional instruction, the teachers primary functions are lecturing, designing assignments and tests, and grading; in SCI, the teacher still has these functions but also provides students with opportunities to learn independently and from one another and coaches them in the skills they need to do so effectively. In recent decades, the education literature has described a wide variety of studentcentered instructional methods and offered countless demonstrations that properly implemented SCI leads to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes toward the subject being taught (Bonwell and Eisen 1991; Johnson Johnson and Smith 1991a,b; McKeachie 1986; Meyers and Jones 1993).

The future of engineering education

Thirteen engineering educators and researchers were each asked to choose a particular aspect of engineerings future to address. Each of the authors has contributed a short piece that has been edited into a discussion of the future as we collectively see it. Topics include the stimulating change, the changing university, teaching, learning, research, outcome assessment and technology as well as a look back at predictions for 2000.

A Longitudinal Study of Engineering Student Performance and Retention

A cohort of chemical engineering students has been taught in an experimental sequence of five chemical engineering courses, beginning with the introductory course in the Fall 1990 semester. Differences in academic performance have been observed between students from rural and small town backgrounds (“rural students,” N=55) and students from urban and suburban backgrounds (“urban students,” N=65), with the urban students doing better on almost every measure investigated. In the introductory course, 80% of the urban students and 55% of the rural students passed with a grade of C or better, with average grades of 2.63 for the urban students and 1.80 for the rural students (A=4.0). The urban group continued to earn higher grades in subsequent chemical engineering courses. After four years, 79% of the urban students and 64% of the rural students had graduated or were still enrolled in chemical engineering; the others had either transferred out of engineering or were no longer attending the university. This paper presents data on the students’ home and school backgrounds and speculates on possible causes of observed performance differences between the two populations.

Case study of the physics component of an integrated curriculum

Over a four-year time span, several departments at North Carolina State University offered experimental sections of courses taken by freshman engineering students. The acronym IMPEC (Integrated Math, Physics, Engineering, and Chemistry curriculum) describes which classes were involved. This paper discusses the physics component of the curriculum and describes the impact of the highly collaborative, technology-rich, activity-based learning environment on a variety of conceptual and problem-solving assessments and attitude measures. Qualitative and quantitative research results indicate that students in the experimental courses outperformed their cohorts in demographically matched traditional classes, often by a wide margin. Student satisfaction and confidence rates were remarkably high. We also noted substantial increases in retention and success rates for groups underrepresented in science, math, and engineering. Placing students in the same teams across multiple courses appears to have been the most beneficial aspect of the learning environment.

Best Practices Involving Teamwork in the Classroom: Results From a Survey of 6435 Engineering Student Respondents

A teamwork survey was conducted at Oakland University, Rochester, MI, in 533 engineering and computer science courses over a two-year period. Of the 6435 student respondents, 4349 (68%) reported working in teams. Relative to the students who only worked individually, the students who worked in teams were significantly more likely to agree that the course had achieved its stated learning objectives (p < 0.001). Regression analysis showed that roughly one-quarter of the variance in belief about whether the objectives were met could be explained by four factors: 1) student satisfaction with the team experience; 2) the presence of instructor guidance related to teamwork; 3) the presence of slackers on teams; and 4) team size. Pearson product-moment correlations revealed statistically significant associations between agreement that the course objectives had been fulfilled and the use of student teams and between satisfaction with teams and the occurrences of instructor guidance on teamwork skills. These and other results suggest that assigning work to student teams can lead to learning benefits and student satisfaction, provided that the instructor pays attention to how the teams and the assignments are set up.

How to Improve Teaching Quality

The applicability of TQM (total quality management) to teaching is investigated, as opposed to investigating academic or research programs and administration. When higher education adopted TQM in the 1980s, changes were made primarily in business and s..

Estimation of gas transport coefficients from differential permeation, integral permeation, and sorption rate data

Abstract Experimental methods for studying the transport of gases in polymers may be divided into three categories: integral permeation rate measurement, in which the cumulative amount of a penetrant that has passed through a membrane is determined; differential permeation rate measurement, in which the rate of penetration through a membrane is measured directly; and sorption rate measurement, or determination of the cumulative amount of a penetrant absorbed in a polymer sample. This paper reviews commonly used techniques for estimating diffusion coefficients from transport data of all three types. Several new estimation formulas are presented, and the relative merits of different measurement and estimation methods are discussed. A general relationship between the traditional time lag method for integral rate data analysis and a recently developed moment method for differential rate data analysis is established, extending the applicability of the moment approach to the analysis of non-ideal transport in membranes of arbitrary geometry and composition.

Modeling the specific growth rate of Lactobacillus plantarum in cucumber extract

Extensive empirical research has been published on the fermentation of vegetables, but little predictive modeling of the process is available. The objectives of this study were to assess the effects of key variables involved in cucumber fermentation and to develop models for predicting the growth of Lactobacillus plantarum in pure and mixed culture fermentations. The growth medium for the studies was cucumber juice. The effects of various concentrations of lactic, acetic, and hydochloric acids and sodium chloride on growth at 30° C were determined in batch culture. Limiting conditions for growth were pH 3.37 (lower limit), 69 mm undissociated lactic acid, 150 mm undissociated acetic acid, or 11.8% NaCl. Acetic acid was stimulatory to growth at low concentrations (up to 40 mm) but inhibitory at higher concentrations. Lactic acid was more inhibitory than acetic acid, whether total or undissociated concentrations were used as the basis of comparison. A predictive equation for specific growth rate was developed, tested, and shown to predict growth of L. plantarum in batch processes reasonably well.

How students learn: adapting teaching styles to learning styles

Instructors should adapt pedagogical methods to accommodate the widest possible variety of learning styles. What is needed is not a global change in teaching strategy but the systematic adoption of a small number of instructional techniques to cover all poles of the learning style dimensions. Studies are cited that suggest that the preparation time and class time needed to introduce these changes are justified by the likely benefits to the students and to society.<<ETX>>

A technique for measurement of biogenic sulfur emission fluxes

Abstract Atmospheric sulfur compounds of biogenic origin are thought to constitute a significant fraction of the atmospheric sulfur burden. Determination of fluxes of these compounds into the atmosphere is desirable in order to permit accurate assessment of the relative roles of anthropogenic and biogenic sources in contributing to such phenomena as the atmospheric sulfate burden and acidity in precipitation. In the present paper an emission flux measurement technique for biogenic sulfur compounds is described, and initial resuits of the use of the technique in a Long Island salt marsh are presented. These first known measurements of biogenic fluxes are compared to estimates of biogenic fluxes derived from global sulfur budgets and from calculations based on a simple mass transfer model. Comparison is also made with anthropogenic emission rates expressed as fluxes. Further steps in the development of the technique are suggested.