This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.

/pdf/does-active-learning-work-a-review-of-the-research-2erhef7d09.pdf

Does Active Learning Work? A Review of the Research

The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.

/pdf/formative-assessment-and-self-regulated-learning-a-model-and-4r6rtwuun9.pdf

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

The National Academy of Sciences founded The National Academies Press (NAP) with the goal of publishing reports of all four national academies. Annually, NAP publishes more than 200 books from the fields of science, engineering and medicine and offers more than 4000 titles in PDF on its website (http://www.nap.edu/) free of charge.

/pdf/the-national-academies-press-3oqc1apmt7.pdf

The National Academies Press

(2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education: Vol. 79, No. 5, pp. 540-563.

/pdf/unmasking-the-effects-of-student-engagement-on-first-year-3scux77r31.pdf

Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence

The long anticipated retirement of significant numbers of senior faculty members is occurring at a time when societal expectations of academic institutions are expanding. Parents, employers, and legislators are interested in the quality of teaching provided by colleges and universities. Learning outcomes are emphasized, including traditional subject matter expertise and skills as well as abilities to use technology effectively, integrate and apply knowledge, and solve open-ended problems. Legislators and community leaders call for greater attention by faculty members to apply knowledge to solve societal problems. These same constituencies expect university research to aid local and regional economic development. All of these expectations take place for the most part within tight financial constraints. Without doubt, the individuals replacing retiring faculty members must demonstrate a wider array of talents than their predecessors, as well as higher levels of productivity (Fairweather, 1996; Massy & Wilger, 1995). In this context, the experiences of new faculty (Boice, 1992; Sorcinelli & Austin, 1992; Rice, Sorcinelli, & Austin, 2000) are characterized by stress, pressure, and uncertainty. Institutional leaders who hire new PhD graduates for faculty positions, analysts of higher education, and potential faculty members, including graduate students, raise questions about the appropriateness of graduate program preparation for the changing workplace contexts that the next generation of faculty will face. My thesis is that the socialization process in graduate school must change substantially for new faculty members to work effectively in the ever changing world of higher education. Assessing the quality of the PhD experience as preparation for the professoriate is complex. Many PhDs will work outside of academe instead of becoming professors. Moreover, much of the structure of graduate programs serves as much to make the institutions work effectively as to prepare graduate students for future professional roles. Graduate students serving as teaching assistants provide much of the undergraduate instruction at the typical large university. The research mission of the American university depends in part upon the work of graduate students who serve as research assistants for professors. Although teaching and research responsibilities surely can provide training opportunities for the future faculty, these assistantship roles sometimes are structured more to serve institutional or faculty needs than to ensure a high quality learning experience for graduate students. A graduate student teaching Freshman English, for example, might already have taught the class several times and could benefit from a different teaching experience. This article examines doctoral education as socialization for the professoriate. It addresses the question of whether or not the graduate school preparation process is adequate and appropriate given the academic workplace these scholars will enter. In the first section I discuss key points from the literature on preparation for the faculty career, arguing that the doctoral experience is the first stage of the academic career. In the second section, I examine the workplace context into which PhD graduates will move for employment. The argument here is that the academic workplace is significantly different from that which has characterized higher education in the past. In the third section I analyze graduate education as experienced by graduate students. I use data from a four-year qualitative, longitudinal study that examined the graduate school experience of a group of individuals preparing to be faculty members. In the fourth section I compare key findings from this qualitative study with findings from othe r recent quantitative studies of PhD students to identify discrepancies between the academic workplace context into which new faculty will be hired and the graduate school socialization process. …

http://www.csub.edu/~isumaya/GST%20305/Austin2002.pdf

Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career

(2007) From Mentor to Mentoring Networks: Mentoring in the New Academy Change: The Magazine of Higher Learning: Vol 39, No 6, pp 58-61

From Mentor to Mentoring Networks: Mentoring in the New Academy

/pdf/heeding-new-voices-academic-careers-for-a-new-generation-129sigc7ar.pdf

Heeding New Voices: Academic Careers for a New Generation. Inquiry #7. Working Paper Series. New Pathways: Faculty Careers and Employment for the 21st Century.

The author provides research-based and practical advice on how to foster the career development of new and junior faculty. She first reviews who the new and junior faculty are and highlights research findings on the work and career experiences of these faculty members. She then describes model programs and successful strategies to support the newest members of the professoriat, including exemplary programs for orientation, mentoring, research, and teaching development.

Effective Approaches to New Faculty Development

New and junior faculty stress: Research and responses

The pretenure years: A longitudinal perspective

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