MENU
  • ASEE Logo
  • Give
    Give
    ASEE Donations...
    Classified Volunteer
    Login
  • Join Login Volunteer Classified Give
    Give
    ASEE Donations...



About
  • Overview
    • Mission, Vision, Goals
    • Public Policy Statements
    • Constitution
    • Bylaws
    • Organizational Structure
    • Investment Policy
    • Financial Policy
  • Our History
  • Staff Contacts
  • Leadership
    • Board Of Directors
    • Academy Of Fellows
    • Past Board Members
    • Advisory Committees
    • Representatives to External Organizations
    • Executive Director's Message
    • Meeting Minutes
  • Volunteer
  • Careers at ASEE
  • Privacy Statement
I Am A...
  • Member
      Login Required
    • Your Member Page
    • Membership Directory
    • Financials
    • Volunteer for Task Force
      • COVID Recovery
      • Engineering Culture
    • No Login Required
    • Awards
    • Divisions, Fellows, and Campus Reps
    • Sections and Zones
    • Resources
  • Prospective Individual/Organizational Member
    • About ASEE
    • Individual Membership
    • Institutional Membership
    • Major Activities
  • Donor
  • Prospective Partner or Sponsor
  • Advertiser
  • Fellowship Seeker
    • About Fellowships
    • High School
    • Undergraduate
    • Graduate
    • Post-Doctoral
    • Other Programs
Events
  • Conferences and Meetings
    • 2022 Annual Conference & Exposition
    • 2021 Virtual Annual Conference & Exposition
    • 2020 Virtual Annual Conference & Exposition
    • Section & Zone Meetings
  • Council Events
    • Conference for Industry and
      Education Collaboration (CIEC)
    • CMC Workforce Summit
    • Engineering Deans Institute (EDI)
    • Research Leadership Institute (RLI) (Formerly ERC)
    • Engineering Technology Leaders Institute (ETLI)
    • EDC Public Policy Colloquium (PPC)
  • Featured Events
    • Frontiers in Education
    • NETI
    • CoNECD
    • First Year Engineering Experience
    • Workforce Summit
  • Future Conference Dates
Publications
  • News
    • Newsletters
    • eGFI
    • Division Publications
  • Journals and Conference Papers
    • Overview
    • Journal of Engineering Education
    • Advances in Engineering Education
    • Conference Proceedings
    • Section Proceedings
    • Zone Proceedings
    • PEER
    • Plagiarism
  • Monographs and Reports
  • Prism Magazine
  • Data
    • Profiles of E&ET Colleges
    • Case Study Series: Engineering-Enhanced Liberal Education
Impact
  • Public Policy Statements
  • Data Analysis
  • Annual Reports
  • Diversity
Education & Careers
  • Academic Job Opportunities
  • Course Catalog
  • Engineering Education Research and Innovation
    • Engineering Education Community Resource
  • PreK-12
    • eGFI Teachers
    • eGFI Students
  • Engineering Teacher PD Endorsement
Calendar
2020 Annual Conference
The ASEE 2020 Virtual Annual Conference content is available.
See More....
  • Overview
    • Conference Overview
    • 2019 Highlights
    • ASEE-TV
  • Travel
    • Hotel Accommodations
  • Program
    • Schedule-at-a-Glance
    • Conference Highlights
    • Social Media Contest
    • Online Session Locator
    • National Award Winners and Video Competition Winners
    • 2020 VC Program
  • Registration
  • Sponsors & Exhibitors
    • Marketing Kit
    • Sponsors
    • Exhibitors
    • Exhibit Space Contract
    • Information Guide
    • Sponsorship Contract
  • Paper Management
    • Important Deadlines
    • For Authors
    • For Chairs
    • For Workshop Organizers
    • For Reviewers
    • For Moderators
    • Call for Papers
  • Kid's Korner
    • Overview
  • Wellness
    • Overview
  • Overview
    • Conference Overview
    • 2019 Highlights
    • ASEE-TV
  • Travel
    • Hotel Accommodations
  • Program
    • Schedule-at-a-Glance
    • Conference Highlights
    • Social Media Contest
    • Online Session Locator
    • National Award Winners and Video Competition Winners
    • 2020 VC Program
  • Registration
  • Sponsors & Exhibitors
    • Marketing Kit
    • Sponsors
    • Exhibitors
    • Exhibit Space Contract
    • Information Guide
    • Sponsorship Contract
  • Paper Management
    • Important Deadlines
    • For Authors
    • For Chairs
    • For Workshop Organizers
    • For Reviewers
    • For Moderators
    • Call for Papers
  • Kid's Korner
    • Overview
  • Wellness
    • Overview

2020 ASEE Virtual Annual Conference Content Access

Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom

Presented at NSF Grantees: Faculty Development 2

A substantial body of prior research demonstrates the efficacy of active learning pedagogical practices. In particular, student-centered teaching strategies have been shown to promote greater levels of student engagement, achievement, and retention. Despite strong evidence in favor of student-centered teaching strategies, the majority of faculty continue to use the more traditional lecture format, or instructor-centered teaching practices, in their own classrooms. As such, there is a strong need for professional development to increase faculty awareness and use of active learning pedagogical practices. This complete research-based paper discusses a successful faculty development program designed to increase awareness and use of student-centered, or active learning, pedagogical practices amongst a multi-disciplinary group of engineering faculty.

The XXXX professional development program was a multi-disciplinary program at a large southwestern university in the United States and was funded through NSF’s Improving Undergraduate STEM Education (IUSE). Following a train-the-trainer model, the professional development program involved multiple cohorts across seven engineering disciplines. In their first year in the program, faculty (n=84) participated in a series of 8 biweekly workshops over the fall semester and 6 communities of practice (CoP) sessions in the spring semester. Topics discussed during the workshops and CoP sessions included active learning, cooperation, student motivation, Bloom’s taxonomy, and inclusive teaching practices. In the second year of the program, faculty participated in eight continuing communities of practice sessions.

A detailed discussion of program results will be presented in the final paper. Key highlights include a significant increase, 13%, in faculty use of active learning strategies after participating in the program. All participants reported that the program was a valuable use of their time and that they would recommend this program to a colleague. This paper describes the program structure, best practices for managing professional development programs, evaluation framework and strategy, major program results, and concludes with a discussion of key takeaways for moving forward.

Authors
  1. Dr. Lydia Ross Arizona State University [biography]

    Dr. Lydia Ross is a clinical assistant professor in the Mary Lou Fulton Teachers College. She also serves as the executive director of the Association for Education Finance andPolicy. She holds a PhD in Educational Policy and Evaluation from Arizona State University. Her research focuses on equity and access and in higher education, with a focus on STEM.

  2. Prof. Stephen J. Krause Arizona State University [biography]

    Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include faculty development and evaluating conceptual knowledge and strategies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for materials science and chemistry classes. He is currently conducting research in two areas. One is studying how strategies of engagement and feedback and internet tool use affect conceptual change and impact on students' attitude, achievement, and persistence. The other is on a large-scale NSF faculty development program and its effect on change in faculty teaching beliefs, engagement strategies, and classroom practice. Recent honors include coauthoring the ASEE Best Paper Award in the Journal of Engineering Education in 2013 and the ASEE Mike Ashby Outstanding Materials Educator Award in 2018.

  3. Prof. Keith D. Hjelmstad Arizona State University [biography]

    Keith D. Hjelmstad is President's Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.

  4. Dr. Eugene Judson Orcid 16x16http://orcid.org/https://0000-0002-0124-8476 Arizona State University [biography]

    Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

  5. Dr. Lindy Hamilton Mayled Arizona State University [biography]

    Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineering at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback.

  6. Prof. Robert J. Culbertson Arizona State University [biography]

    Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically designed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.

  7. Kara L. Hjelmstad Arizona State University [biography]

    Kara Hjelmstad has been a faculty associate and student teacher supervisor for Mary Lou Fulton Teachers College at Arizona State University since 2010. Previously, she earned an M.Ed. degree in curriculum and instruction, and spent twelve years teaching at the elementary level.

    From the fall of 2016 through the spring of 2019, Kara worked with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom observations in ASU engineering courses (civil, environmental, construction, chemical, aero/mechanical, materials, transportation, and biomedical engineering). The RTOP or Reformed Teaching Observation Protocol, is a rubric designed to assess student centered instruction in math and science. Kara also provided instructional coaching for 37 engineering faculty grant participants, after their teaching observations.

  8. Sarah Hoyt Arizona State University [biography]

    Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master's degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and performance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.

  9. Kristi Glassmeyer Orcid 16x16http://orcid.org/0000-0002-7665-7768 Arizona State University [biography]

    Kristi Glassmeyer is a Ph.D student in Educational Policy and Evaluation at Arizona State University.

Download paper (304 KB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session


  • Follow Us
  • twitter
  • facebook
  • youtube
  • instagram
  • linkedin
  • 1818 N Street N.W. Suite 600, Washington DC 20036

  • Telephone: 202.331.3500 | Fax: 202.265.8504

  • © 2025 Copyright: ASEE.org All rights reserved. Privacy Policy.