All posts in September, 2014

Flipped classrooms invert the order of the traditional teaching cycle, in which first exposure to the content occurs in the classroom and assimilation of content occurs outside the classroom (homework). Instead, the flipped classroom has students consuming content at home, often through video lectures and digital content, and assimilating in the classroom through problem-solving, practice, microlectures, peer-to-peer interaction, etc. For this special issue of Advances in Engineering Education, we seek papers exploring the effectiveness of the flipped classroom in STEM courses using parameters such as student performance, course experience, institutionalizing of findings, and long-term retention. Papers should be based on sound pedagogy and accepted statistical analysis. We also welcome state-of-the art review papers on use of technology in flipped classrooms and meta-study analysis papers.
As a first step, we invite you to submit an Extended Abstract of a proposed paper to be considered for publication in AEE. As an online, peer-reviewed journal, AEE encourages the creative use of multimedia in presenting results; these might  include videos, audio, links to examples of student work, etc.

Read more about requirements, deadlines, and contact information.

From the Editor

Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh

This issue of Advances features eight articles that touch a number of important areas currently facing engineering education. These include student innovation space, entrepreneurship education, “big data” analysis, multidisciplinary capstone design instruction and projects, problem solving and gender, and an innovative way of teaching pre-calculus to high school students. Papers also discuss using a low-cost haptic paddle to teach systems dynamics and an interactive simulator-based pedagogical approach for teaching microcontrollers.
Of note is the lead paper by Craig Forest and a team of colleagues from Georgia Tech that describes Tech’s very creative Innovation Studio – a student run maker space that has developed its own culture. This 3,000-square-foot space was initially founded specifically for capstone design courses, but as the paper describes, the Invention Studio has taken on a life and culture of its own, far beyond just a capstone design prototyping lab. The paper describes the implementation process for the space, including its organization, funding, and challenges. The value of hands-on, design-build education to stimulate innovation, creativity, and entrepreneurship in engineering undergraduates is discussed in detail.

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Table of Contents

  1. The Invention Studio: A University Maker Space and Culture
    Craig R. Forest, Roxanne A. Moore, Amit S. Jariwala, Barbara Burks Fasse, Julie Linsey, Wendy Newstetter, Peter Ngo, Christopher Quintero
  2. Tools for the Large-Scale Data Analytic Examination of Relational and Epistemic Networks in Engineering Education
    Krishna Madhavan, Aditya Johri, Hanjun Xian, G. Alan Wang, Xiaomo Lu
  3. A Case Study of a Co-Instructed Multidisciplinary Senior Capstone Project in Sustainability
    Jinny Rhee, Clifton Oyamot, David Parent, Leslie Speer, Anuradha Basu, Larry Gerston
  4. Assessing an Entrepreneurship Education Project in Engineering Studies by Means of Participatory Techniques
    Leovigilda Ortiz-Medina, Elvira Fernandez-Ahumada, Pablo Lara-Velez, Ana Garrido-Varo, Dolores Perez-Marin, Jose Emilio Guerrero-Ginel
  5. Efficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering
    Jennifer M. Bekki, Bianca L. Bernstein, Natalie Fabert, Natalie Gildar, Amy Way
  6. Shaking Up Pre-Calculus: Incorporating Engineering into K-12 Curricula
    Chelsea Sabo, Andrea Burrows, Lois Childers
  7. Haptic Paddle Enhancements and a Formal Assessment of Student Learning in System Dynamics
    Jenna L. Gorlewicz, Louis B. Kratchman, Robert J. Webster III
  8. An Interactive Simulator-Based Pedagogical (ISP) Approach for Teaching Microcontrollers in Engineering Programs
    Shensheng Tang