Overview of FIE Workshops


On Wednesday afternoon and evening, FIE will feature three-hour workshops - highly interactive sessions selected for their timeliness and value. Workshops provide concentrated professional development and the range of topics offers opportunities for everyone from new faculty members to the most experienced educators to expand their skills and knowledge. A list of the scheduled workshops is given below.

There are also two Workshop Activities that are in conjunction with FIE. One is the Workshop in the Philosophies of Engineering and Engineering Education, and the other is the Global Online Laboratory Consortium (GOLC). Click here for more information.

Registration for individual afternoon and evening workshops is required, and each carries a nominal fee with a discount for multiple registrations. Cost of one workshop is $50.00. For two workshops, you receive a $10 discount off of the cost of two workshops (total cost for 2 workshops is $90); for three, a $30 discount (so the cost of three workshops is $120).

To download a copy of each workshop description see the Program schedule.


Workshop Information

Session 1
11:00 a.m. - 2:00 p.m.

Workshop 1-A 
Developing Cross-Disciplinary Collaborations For Engineering Education Research
Room: Holiday Inn Salon A

Robin Adams, Purdue University
Wendy Newstetter, Georgia Institute of Technology

More and more engineering faculty are moving beyond developing effective classrooms practices to conducting educational research, but this move is not without significant challenges. One set of challenges has to do with forming cross-disciplinary research collaborations. This involves attending to disciplinary differences, building trust, learning how to translate across disciplinary cultures, and committing to an exploration of synthesis across different perspectives. It also requires knowing where to find collaborators to build networks of expertise. This workshop is designed for engineering education researchers who wish to forge cross-disciplinary partnerships. At the end of the workshop, participants will be able to:

  1. Identify expertise needs and communities for finding potential collaborators
  2. Translate research ideas and interests into everyday language that can engage and excite potential collaborators
  3. Describe strategies for making the most of first “cultural” exchanges in developing cross-disciplinary research collaborations

As part of a series of workshops associated with the National Science Foundation (NSF) grant “Expanding and sustaining research capacity in engineering and technology education: Building on successful programs for faculty and graduate students” (also known as RREE II), this workshop is designed for those seeking to formulate significant and researchable engineering education questions, enhance their understanding of engineering education research articles and proposals, and discuss implications of their engineering education research with engineering faculty. Some participants may be specifically interested in applying for NSF grants that require cross-disciplinary partnerships (e.g., RIGEE and FIRE). Participants are encouraged to bring their research ideas and questions to the workshop and be prepared to engage in non-traditional hands-on activities.

Workshop 1-B 
Introducing and Teaching Smartphone Application Development
Room: Holiday Inn Salon B

Qusay H. Mahmoud, University of Guelph, Canada

The diversity of mobile hardware and software platforms is one of the major challenges in developing applications for mobile devices such as smartphones. Such applications are developed on one platform like MS Windows or Linux and deployed on a totally different platform such as a mobile phone or a BlackBerry device. Integrating mobile devices into computing education can raise the level of excitement and satisfaction among students; see http://cmer.cis.uoguelph.ca. This workshop will help participants understand the opportunities, challenges, and the different technologies that can be used to develop applications for smartphones, with a particular focus on using the Java and the BlackBerry smartphone. This workshop will be of particular interest to faculty interested in integrating smartphones and mobile application development into their CS/IT/Engineering Curricula.

The workshop will provide:

  • an introduction to smartphone application development,
  • examples of integrating smartphone application development into the Computing curricula,
  • best practices in teaching mobile application development, demonstrations of some of the applications that have been developed by students, and
  • access to instructor resources.

Workshop 1-C  
Room: Holiday Inn Salon C

Workshop Cancelled

Workshop 1-D  
Developing Active Learning Classroom Exercises for use with Tablet PCs
Room: Holiday Inn Salon F

Joseph G. Tront
Virginia Polytechnic Institute and State University

Using Tablet PCs, instructors are able to increase their effectiveness by making more dynamic presentations and by including active exercises into their classroom environments. Tablet PCs also facilitate better and more natural note-taking by students and easier after-class review of course material and notes.

In this hands-on tutorial faculty will receive an introduction to the use of Classroom Presenter, OneNote, Interactive Classroom, and PDF Annotator. Attendees will be tasked with developing short active learning exercises starting from the development of goals for the exercise, through the desired student interaction, and ending with the exercise assessment and improvement strategy.

Tutorial participants:

  1. Will better understand Tablet PC technology so that they can begin to convert their PowerPoint presentations into notes capable of being used in a real-time electronic ink environment and make more engaging presentations.
  2. Will be able to use Tablet PCs to significantly enhance the teacher-student and student-student interaction in the engineering learning environment.
  3. Will have an understanding of how Tablet PCs can be used to transform their classrooms into a much more active learning environment.
  4. Will be able to evaluate the effectiveness of the course transformations produced by the introduction of the Tablet PC and new pedagogical techniques as related to the overall course learning objectives.

Session 2
2:30 p.m. - 5:30 p.m.

Workshop 2-A  
Quantifying Qualitative Data in Mixed Methods Research in Engineering Education
Room: Holiday Inn Salon A

Elizabeth G. Creamer
Virginia Polytechnic Institute and State University

The integration of qualitative and quantitative data is a key feature of most contemporary definitions of mixed methods research. This workshop explores a number of different strategies to mix qualitative and quantitative data during data analysis. These range from simple displays of qualitative data sorted by some quantitative index to more complex ways of integrating the different types of data. Various strategies to accomplish data transformation grounded in scaling of qualitative data will also be explored. Geared to researchers who use mixed methods, participants will leave the workshop in a better position to conceptualize ways to design projects to maximize the value added of examining research questions from multiple perspectives.

Workshop 2-B  

Workshop Cancelled

Workshop 2-C  
Using IDEALS to Demonstrate Development of Professional Skills in Project Courses
Room: Holiday Inn Salon C

Steven Beyerlein, University of Idaho
Denny Davis, Washington State University
Michael Trevisan, Washington State University

Professional skills are vital to preparing engineers for their careers, but how well do we teach and assess them in our professional programs? Many design faculty are unclear about the required skills, how to develop them, and how to assess them. In response to this need, the Integrated Design Engineering Assessment and Learning System (IDEALS) promotes professional skills in a semi-authentic community of practice found in team-based design project classes. This workshop outlines practical learning outcomes for professional skills, team-based active learning materials, and aligned assessment instruments for measuring growth in professional development. The IDEALS learning model is derived from learning and motivation theories and seeks to elevate student learning through reflective practice. This session will alternate between short presentations, opportunities to score student work, and group discussion. Participants will also examine how to report classwide results for ABET within IDEALS.

The goals of this workshop are:

  • Orient participants about the organization of the IDEALS system for professional skill enhancement (faculty guides, supplemental resources, assessment instruments, scoring rubrics).
  • Engage participants in scoring samples of student work using IDEALS rubrics for professional development at two different stages in a design project.
  • Facilitate consensus on scoring of student work as well as general discussion of IDEALS modules that accompany two different assessment instruments.
  • Inventory opportunities for productively using IDEALS modules in different engineering programs.

This workshop is intended for faculty who teach project courses across all disciplines and for ABET coordinators from a broad spectrum of engineering programs.

Workshop 2-D  
Assessing and Developing Critical Thinking Skills
Room: Holiday Inn Salon F

Jennifer N. Karlin, South Dakota School of Mines and Technology
Susan K. Wolcott, Wolcott Lynch Associates

The purpose of this workshop is to introduce practical resources and techniques that engineering faculty can use to promote students' intellectual development, which underlies critical thinking. Although conceptually simple to understand, intellectual development requires a systematic and purposeful approach to achieve the greatest developmental gains. The workshop will introduce Steps for Better Thinking, a model that can be used for classroom design grounded in King and Kitchener's reflective judgment model of cognitive development and Fischer's dynamic skill theory. During the workshop, participants will:

  • Clarify desired critical thinking outcomes
  • Discover how cognitive development affects critical thinking performance
  • Use cognitive patterns to assess critical thinking skills demonstrated in student essays on engineering topics
  • Use assessment results to identify student learning opportunities
  • Take home tools for their own implementation

Session 3
6:00 p.m. - 9:00 p.m.

Workshop 3-A  
Evaluation of Education Development Projects
Room: Holiday Inn Salon A

Louis Everett, National Science Foundation
Susan Finger, National Science Foundation
Don Millard, National Science Foundation
Russell Pimmel, National Science Foundation
Janis Terpenny, National Science Foundation
John Yu,National Science Foundation

Evaluation is an old concept and, at least implicitly, all faculty do it. So why should you attend a workshop on the subject? Here are a few reasons:

  • More NSF reviewers expect to see an evaluation plan in a proposal.
  • To ensure educational research progresses, we must know what works and how well it works.
  • Properly done, formative evaluation can direct you to more effective teaching and can be used to guide project implmentation.
  • Summative evaluation is an effective way of assessing the results from a project.
  • Defendable data can help administrators make fair and quantifiable performance appraisals.

This workshop will not make you an evaluation expert but it will enable you to collaborate more effectively with evaluation experts. You will be able to apply evaluation methods in your classroom and you will be able to read and comprehend evaluation plans for projects.

After the session, you will be able to recognize basic terminology, list the importance of goals, outcomes and questions and describe how they comprise an evaluation plan. You will learn about several evaluation tools and be able to discuss some of their advantages, limitations and appropriateness. You will be able to list confounding factors in data interpretation and explain multiple interpretations.

The workshop is intended for faculty members who are either seeking external support for educational research and development projects or are engaged in efforts to improve the educational experience of their students.

Workshop 3-B 
Room: Holiday Inn Salon B

Workshop cancelled

Workshop 3-C 
Room: Holiday Inn Salon C

Workshop cancelled

Workshop 3-D 
Service-Learning in Engineering, Technology and Computing
Room: Holiday Inn Salon F

William Oakes, Purdue University

Goal of the workshop is to guide participants through the process of how to integrate service-learning into their own courses. Service learning is a rapidly growing pedagogy in higher education and within engineering, technology and computing. Service-learning provides a learning environment that is very well-matched with ABET. Students can learn strong technical skills while developing teamwork, communication and leaderships skills. The community and human context of service-learning provides rich learning experiences for contemporary social, global and ethical issues. Service-learning also provides the kind of curricular efficiency necessary to meet the attributes called for in the National Academy’s Engineer of 2020. Evidence suggests that service-learning also has the potential to increase participation among underrepresented populations within engineering, technology and computing. This interactive workshop will provide an introduction to service-learning and allow participants to explore how it could be integrated into their own courses and curricula. Resources, partnerships and potential barriers will be discussed to provide strategies for successful implementation at the participants’ own institutions.