IN THIS ISSUE:
Engineering Education Research: The Growth of a Discipline
Tuesday, April 21, 2015 | Campus Center Theater | 4:30 - 7 p.m.
Register» | Organizers: Pratibha Varma-Nelson and Angela Briel | Presenter: Leah Jamieson
Engineering education research is emerging as an identifiable discipline, with engineering education departments, programs, and centers of excellence and a growing community of engineering education researchers around the globe. It is bringing together decades, and even centuries, of experience in teaching engineering with more recent learning from education and social-behavioral sciences research to delve into critical questions such as:
• Who studies engineering and why?
• What are engineering ways of thinking, knowing, and doing?
• How do students of all ages learn engineering?
• How do we assess engineering education practice and learning?
• How do engineering education systems evolve?
• How do we connect engineering education research with engineering education practice?
A reception will be held outside the theater from 4:30 - 5:30 p.m. The lecture will start immediately after.
This talk will explore the engineering education research agenda that grew out of the National Engineering Education Research Colloquies sponsored by the U.S. National Science Foundation in 2006. The talk will also look at the university and the professional infrastructure that go into the creation, growth, and recognition of a new field, and will summarize the opportunities and challenges for engineering education from a survey of engineering faculty committees, department chairs, and deans in the United States.
About the speaker:
Leah Jamieson is the John A. Edwardson Dean of Engineering at Purdue University, Ransburg Distinguished Professor of Electrical and Computer Engineering, and holds a courtesy appointment in Purdue’s School of Engineering Education. She served as the 2007 President and CEO of the IEEE, electrical and computer engineering’s 400,000-member global professional society. She is co-founder and past director of the EPICS – Engineering Projects in Community Service Program.
This event is sponsored by the Center for Teaching and Learning and the Purdue School of Engineering and Technology at IUPUI.
High-Impact Practices Workshop
Thursday, March 26, 2015 | UL 1125M | 12 - 1:30 p.m.
Register» | Organizer: Terri Tarr | Presenter: James Gregory
Undergraduate research, study abroad, service learning, and experiential learning are high-impact practices that have been demonstrated to improve student engagement, achievement, and retention. While the IUPUI RISE initiative encourages faculty to design courses centered on these pedagogical approaches, other, more easily implemented high-impact practices can also be powerful. This workshop will examine considerations for designing writing-intensive courses as well as collaborative assignments and projects. Participants will leave with an outline for incorporating one of these practices into their own courses.
Reflection in ePortfolios
Friday, March 27, 2015 | UL 2115E | 9 a.m. - 12 p.m.
Register» | Organizer: Amy Powell | Presenter: Susan Kahn
Research at IUPUI and elsewhere demonstrates convincingly that reflection can help students define themselves as learners and professionals, contribute to their development, enhance their engagement, and provide rich information for assessment and improvement. With effective guidance, reflection encourages students to make connections among learning experiences across courses and disciplines and between classroom and out-of-class experiences. The extensive body of scholarship on reflection can be daunting, however, and the term “reflection” itself is variously defined across disciplines. This workshop will provide an overview of the basic roles and purposes of reflection in ePortfolios and share practices used by IUPUI faculty in teaching students how to interpret, comprehend, and integrate their learning through reflection.
Teaching Metacognitive Skills
Thursday, April 2, 2015 | UL 1126 | 12 - 1:30 p.m.
Register» | Organizer: Terri Tarr | Presenters: Anusha S Rao, Terri Tarr
Metacognition refers to how learners think about and monitor their own knowledge, a process which has been shown to improve students’ learning and increase transfer of knowledge. Metacognitive skills involve assessing the demands of a task, evaluating one’s own knowledge and skills, planning an approach, monitoring one’s progress, and adjusting strategies as needed to complete the task. Participants will learn how to blend metacognitive skill instruction with content instruction by using strategies such as student self-reflection, instructor modeling of reflection, reciprocal teaching, visual organizers, formative assessments, and more.
First Look at Canvas Webinar - IT Training
Thursday, April 30, 2015 | Online - Adobe Connect | 3 - 3:50 p.m.
Register» | Organizer: Tom Janke | Presenter: Kimmaree Murday, M Leach
Friday, May 8, 2015 | Online - Adobe Connect | 12 - 12:50 p.m.
Register» | Organizer: Tom Janke | Presenter: Kimmaree Murday, Lauren Easterling
In this webinar, jointly offered by CTL and IT Training, we will explore and discuss the structure of Canvas, IU’s new learning management system. The presentation will give instructors an understanding of the interactivity of Canvas tools and how that influences how courses are set up. Participants will learn about the following Canvas tools: Home, Calendar, Syllabus, Assignments, and Settings.
Interested in VoiceThread? Find out more about the totally web-based application that allows you to place collections of media like images, videos, documents, and presentations at the center of an asynchronous conversation. A VoiceThread allows people to have conversations and to make comments using any mix of text, a microphone, a web cam, a telephone, or uploaded audio file.
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Center for Service and Learning Grants and Scholarships
CSL Dissemination Grants
Application Deadline: Through April 2015 or until funding is exhausted.
About: The Center for Service and Learning has designated funds for small dissemination grants between $500 and $750. These grants are available to support faculty and instructional staff in disseminating work associated with civic and community engagement in higher education, particularly work that builds the knowledge base related to service learning pedagogy, community-university partnerships and community-based participatory research/collaborative inquiry.
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L'Oreal USA for Women in Science Fellowship Program
The L'Oreal For Women in Science program recognizes and rewards the contributions women make in STEM fields and identifies exceptional women researchers committed to serving as role models for younger generations. More than 2,000 women scientists in over 100 countries have been recognized since the program began in 1998.
The L'Oreal USA For Women In Science fellowship program will award five post- doctoral women scientists in the United States this year with grants of up to $60,000 each . Applicants are welcome from a variety of fields, including the life and physical/material sciences, technology (including computer science), engineering, and mathematics. Completed applications are due no later than March 20, 2015.
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