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Higher education in science, technology, engineering, and mathematics (STEM) disciplines has been in a turbulent period for several decades. Pressures for reform include declining STEM student enrollments, high attrition rates from STEM curricula, and the rise of powerful alternative teaching strategies shown by cognitive science and educational research to promote learning and curricular retention better than traditional teaching methods do. In addition, research has shown that online and face-to-face courses on average produce comparable learning outcomes, and hybrid courses that combine the best features of both are more effective than either face-to-face or online courses by themselves. Motivated by these and other pressures, many faculty members have adopted the new teaching methods, and distance education had become widespread well before the 2020 coronavirus pandemic forced most educators at all levels to teach online. As might be expected, however, many faculty members and administrators have resisted change, arguing that the traditional approach has always worked well and needs no major revision. Before the pandemic, most STEM courses were still being taught using the traditional methods, and many course instructors are eager to return to them. These different responses to calls for education reform have led to heated debates among university instructors and administrators regarding how STEM curricula and courses should be designed, delivered, and assessed, and the role technology should play in all three functions. This essay outlines two competing paradigms on each of these issues--the traditional paradigm, which has long dominated STEM education, and the emerging paradigm, which has become increasingly common in the last 30 years but is still not predominant at most universities and colleges. The essay concludes with speculation about the eventual outcome of the competition.

A new chemical engineering faculty member can get a significant career head start by team-teaching the material and energy balance course with a mentor--an excellent instructor who has taught that course many times. The experience gives the mentee modeling and guided practice in research-validated teaching practices, and substantially reduces the burden in time and effort of his or her first new course preparation. This paper summarizes benefits and costs of this mentoring model and offers recommendations for making its implementation effective.

This two-part series describes the structure of the stoichiometry course at North Carolina State University. The course had a variety of learning objectives, and several nontraditional pedagogies were used in the course delivery. The first paper outlined the course structure and policies, the preparation given to the teaching assistants who played an integral part in the course delivery, and the course assignments. This paper summarizes the methods used in the course instruction and assessment. (For Part 1, see EJ829445.) (Contains 1 table.)

This two-part series describes the structure of the stoichiometry course at North Carolina State University. The course had a variety of learning objectives, and several nontraditional pedagogies were used in the course delivery. This first paper outlines the course structure and policies, the preparation given to the teaching assistants who played an integral part in the course delivery, and the course assignments. The next one describes the methods used for classroom instruction and assessment. (For Part 2, see EJ829453.)

An experienced faculty member and a relatively new one describe a semester spent in a mentoring partnership in which each taught a section of the same course. They reflect on the lessons the experience might hold for other mentor-mentee pairs. (SLD)

After 30 years of failing to live up to the promises of its proponents, instructional technology has finally started to play an effective role in science, mathematics, engineering, and technology education. Asserts that students in courses delivered entirely with technology have begun to outperform students in traditional lecture-based courses, a trend that will most likely accelerate with time. (Author/MM)

Discusses the quality of instruction for communication skills and creative thinking skills in engineering education and the difficulties caused by the single-subject approach in different engineering majors. Provides alternative solutions to the problem such as irrelevant teaching methods, difficulties in implementing technology in classrooms, and the use of theoretical-based literature in engineering education. (Contains 79 references.) (YDS)

Describes the changes in teaching methods in engineering classrooms over the last 60 years and implementations by the Accreditation Board for Engineering and Technology (ABET) in curriculum not only of mathematics, science, and engineering fundamentals, but also communication and lifelong learning skills. Lists ABET Engineering Criteria required skills. (Contains 52 references.) (YDS)

This article discusses college-level writing assignments designed to stimulate students to (1) explore initial student attitudes, (2) activate prior knowledge, (3) increase subject relevance, (4) clarify and organize course material, (5) connect new and previously known material, (6) improve critical thinking skills, and (7) develop and strengthen creativity. (MSE)

Describes the successful aspects of a three-day workshop on teaching effectiveness for engineering professors. Discusses participants' comments and suggestions about administrative support, communication of fresh insights and perspectives, establishment of a participatory structure, and teaching/learning mismatches. (JJK)

A teamwork survey was conducted at Oakland University, Rochester, MI, in 533 engineering and computer science courses over a two-year period. Of the 6435 student respondents, 4349 (68%) reported working in teams. Relative to the students who only worked individually, the students who worked in teams were significantly more likely to agree that the course had achieved its stated learning objectives (p < 0.001). Regression analysis showed that roughly one-quarter of the variance in belief about whether the objectives were met could be explained by four factors: 1) student satisfaction with the team experience; 2) the presence of instructor guidance related to teamwork; 3) the presence of slackers on teams; and 4) team size. Pearson product-moment correlations revealed statistically significant associations between agreement that the course objectives had been fulfilled and the use of student teams and between satisfaction with teams and the occurrence of instructor guidance on teamwork skills. These and other results suggest that assigning work to student teams can lead to learning benefits and student satisfaction, provided that the instructor pays attention to how the teams and the assignments are set up. Index Terms--Correlation, evaluation, instructor, satisfaction, student, team, teamwork.

A group of 123 chemistry students completed five courses in chemical engineering, which incorporated active, inductive and cooperative learning techniques, with marked success and increased student enthusiasm. Among the benefits noticed with this approach was a greater number of As and Bs, better retention, a community developing between students and higher number of students going to graduate school. Other chemistry courses could adopt modified versions of the provided course design while maintaining the basic elements to improve chemical education.

An unstructured mechanical model explains substrate utilization, bacterial growth and lactic acid generation by Lactobacillus plantarum in cucumber juice. Lactic acid formation depends on NaCl concentrations and an equation linking specific death rate of bacterial cells and NaCl levels is derived. Mathematical simulations estimate the effects of changes in proton concentration death rate and buffer capacity of cucumber juice on fermentation.

Science educators must adopt unconventional teaching methods to prevent college students who initially intended to major in science from shifting to nonscientific fields. In general, science teachers employ the traditional teaching technique which favors reflective learners. Thus, active learners often find it hard to catch up with the lessons. Teachers must make sure that their lectures are appropriate to both types of learners. They can do this by using visual aids in explaining abstract concepts, providing lessons that would enable students to visualize, pointing out the practical application of concepts and encouraging groupwork.

Higher education in science, technology, engineering, and mathematics (STEM) disciplines has been in a turbulent period for several decades. Pressures for reform include declining STEM student enrollments, high attrition rates from STEM curricula, and the rise of powerful alternative teaching strategies shown by cognitive science and educational research to promote learning and curricular retention better than traditional teaching methods do. In addition, research has shown that online and face‐to‐face courses on average produce comparable learning outcomes, and hybrid courses that combine the best features of both are more effective than either face‐to‐face or online courses by themselves. Motivated by these and other pressures, many faculty members have adopted the new teaching methods, and distance education had become widespread well before the 2020 coronavirus pandemic forced most educators at all levels to teach online. As might be expected, however, many faculty members and administrators have resisted change, arguing that the traditional approach has always worked well and needs no major revision. Before the pandemic, most STEM courses were still being taught using the traditional methods, and many course instructors are eager to return to them. These different responses to calls for education reform have led to heated debates among university instructors and administrators regarding how STEM curricula and courses should be designed, delivered, and assessed, and the role technology should play in all three functions. This essay outlines two competing paradigms on each of these issues—the traditional paradigm, which has long dominated STEM education, and the emerging paradigm, which has become increasingly common in the last 30 years but is still not predominant at most universities and colleges. The essay concludes with speculation about the eventual outcome of the competition. [ABSTRACT FROM AUTHOR]

The author argues that intelligence testing is an invaluable and irreplaceable tool for identifying gifted children and obtaining a measure of the urgency of their special educational needs. He also offers ideas for how parents of exceptionally gifted children can create an environment in which their children's gifts can flourish. (Author/CL)

Chemical engineering students were required to create an open-book final examination and to include questions reflecting analytical, synthetic (creative), and evaluative skills. Rationale for the assignment, sample student responses, and how the technique might be profitably adapted to any course on any subject are discussed. (JN)

An experimental interdisciplinary freshman course taught at North Carolina State University was intended to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields; and to introduce and provide practice in critical questioning and evaluation. (Author/MLW)

Suggests methods for achieving creativity, including divergent and convergent thinking, in engineering education. Discusses creativity exercises, creating an atmosphere hospitable to creativity, and identifying the creatively gifted. (YP)

Provides an introduction to the chemical engineering department at North Carolina State University. (BB)

Papers comparing technology-based and traditional course offerings are appearing with regularity and technology looks better all the time. Universities that specialize in distance education are using multimedia courseware and the Internet effectively, and the quality of their offerings is gaining increased recognition. Speculates on the future of technology in higher education and the continuing need for gifted professors. (PVD)

Describes the structure of a course for improving oral communication skills of engineering students. Lists suggestions to speakers on preparation, organization, and presentation of material. Additional comments regarding critiques are stated. (RT)

Describes an undergraduate chemical engineering course which was designed at North Carolina State University to introduce the experimental side of chemical process technology. The course lectures, experiments, objectives, evaluation and information sources are also discussed. (HM)

A way in which to shift the focus away from lecture and the professor during class time to student-centered discussion groups is presented. An exercise used in a course on chemical process analysis that uses the group discussion method is included. (KR)

The author reflects on the concerns over the rigorous research movement on engineering education. He argues that theoreticians haves used a hierarchical model to sort inquiry about teaching and learning into different level. He claims that claims that applied research will not lead to impactful educational reform, instead it will take more fundamental scholarship. He suggests having a firm foundation in research and experience.

BACKGROUND Economic globalization, rapid advances in technology and cognitive science, and a worldwide movement toward outcomes-based program accreditation increasingly require changes in the traditional model of engineering education design and delivery. As yet, no validated framework exists for designing instructional development programs that would equip engineering educators to make those changes. Existing programs consequently vary considerably in scope and effectiveness across countries and institutions. PURPOSE This article reviews the content and structures of instructional development programs around the world and to formulate a robust framework for designing and delivering effective programs for engineering educators. SCOPE/METHOD Literature on the design, implementation, and evaluation of instructional development programs is reviewed and summarized. Five criteria drawn from Raymond Wlodkowski's theory of adult learner motivation (expertise of instructors, relevance of content, choice in application, praxis [action plus reflection], and groupwork) are proposed as a framework for designing engineering instructional development programs, and the framework is applied to formulate recommendations for making programs effective. Research questions that should be explored to validate the framework are suggested. CONCLUSION Wlodkowski's five-factor theory of adult learner motivation provides a good framework for the design of engineering instructional development programs. The criteria are compatible with the cognitive science-based How People Learn instructional model and also with recommendations of faculty development authorities. Making engineering instructional development effective at an institution will require applying the criteria to program design and delivery and creating an institutional expectation of faculty participation in the programs. [ABSTRACT FROM AUTHOR]