4. Active/Cooperative Learning in Capstone Design Courses  The workshop is intended for faculty members who use or might consider using active/cooperative learning in their capstone design courses. The workshop has three objectives:

• identify a set of professional skills and design skills for a capstone course,
• discuss strategies for teaching skills, particularly active/cooperative learning strategies, and
• develop active/cooperative learning activities for teaching professional and design skills.

Participants examine the professional skills that might be developed in a capstone design course, e.g., communication skills, teaming skills, problem-solving skills, and then develop active/cooperative learning activities to enhance these skills. Next, participants examine the steps in the design process. Finally, participants develop active/cooperative learning activities to teach design skills. Detailed description coming soon.
Available facilitator:
Russ Pimmel, University of Alabama

8. Developing an Assessment and Evaluation Plan  Workshop participants will

• gain knowledge about writing program and course objectives and outcomes,
• gain familiarity with various methods for assessment data collection and reporting,
• gain knowledge about appropriate selection and implementation of assessment tools, and
• learn about using assessment data for program and course evaluation and enhancement.

Participants should be familiar with preparation of course syllabi and lessons. Familiarity with ABET EC 2000 is desirable but unnecessary. Workshop participants will practice developing objectives and outcomes and explore the various types of assessment methods that can be used to gather data related to objectives and outcomes. Then they will examine criteria that can be used to guide selection of assessment tools. Finally, they will explore how data might be collected, analyzed, reported, and used to close the loop in improving programs and courses. Detailed description.
Available facilitators:
Ann Kenimer, Texas A&M University
Emily Fowler, University of Massachusetts Dartmouth
Rita Caso-Esposito, Texas A&M University
Susan Haag, Arizona State University

• use concept maps to graphically capture relationships among different concepts in an engineering course or curriculum,
• describe how our understanding of learning supports the need for curriculum integration, and
• develop underlying concepts for an integrated curriculum project.

In a longer version of the workshop, participants will also be able to explain how an integrated curriculum and draw on various implementations of integrated curricula to illustrate the advantages and disadvantages of integrated curricula. Detailed description.
Available facilitators:
Jeff Froyd, Texas A&M University
P. K. Imbrie, Purdue University

• define the concept of a change model,
• articulate their own change model,
• describe characteristics of individual change,
• describe the origin of resistance, types of resistance, and possible responses to resistance,
• describe processes that promote and hinder change in organizations,
• define organizational culture and its implication for change, and
• explore alternative models for change.

Available facilitator:
Jeff Froyd, Texas A&M University

15. Process of Curricular Change:  Case Studies across the Foundation Coalition  Description coming soon.
Available facilitators:
Jeff Froyd, Texas A&M University
Prudence Merton, Texas A&M University

Learning

16. How Do We Learn?  Description coming soon.
Available facilitator:
Jeff Froyd, Texas A&M University

Learning Communities

17. Inclusive Learning Communities:  Lessons from Foundation Coalition Experiences Inclusive learning communities should provide increased social support within an academic context for students as they confront challenging engineering curricula. Students, faculty, and industry work together to build the framework for supporting diverse student communities. The workshop is intended to explore the various approaches that have been attempted across the Foundation Coalition and the results that the institutions are seeing. An interactive-intensive format for the workshop allows extensive participation by attendees. Upon completion, participants will be able to

Available facilitators:
Jim Morgan, Texas A&M University
Jeff Froyd, Texas A&M University

18. Faculty Learning Communities Professional development for faculty in the area of teaching often focuses on issues of methodology and strategy—information and support for utilization of particular techniques with the goal of enhancing learning in the classroom. However, the workshop format is not generally designed to substantively address a critical element of the faculty role in the learning/teaching dynamic:  individual beliefs and experiences regarding learning.
Faculty Learning Communities (FLC)—a collaborative initiative at Texas A&M University—teams interdisciplinary groups of faculty participants to examine the issue of learning:  what it is (and is not), what we want it to be, how it happens, what it looks like, etc. Using a format that includes ninety-minute weekly meetings, recommending readings from literature on learning, reflection exercises, individual and collaborative tasks, etc., FLC provides faculty with an opportunity to explore the topic of learning from the perspective of multiple disciplines, validating what they know as learners themselves while helping them develop a common language and theory base for dialogue about learning. This solidifies a foundation that increases communication and encourages exploration of beliefs and knowledge, creating recognition and appreciation of similarities and differences across disciplines and allowing growth and change in personal conceptualizations of learning. The sustained nature of the interaction—occurring in the context of their weekly responsibilities—provides an increased sense of collaboration and community. Through participation in FLC, faculty members draw ideas, energy, and perspective from their exchange that they incorporate into their thinking about, and practice of, learning and teaching. Detailed description coming soon.
Available facilitator:
Jean Layne, Texas A&M University

19. Retention of Undergraduate Students in Engineering  Description coming soon.
Available facilitators:
Karan Watson, Texas A&M University
Jeff Froyd, Texas A&M University

First-year Engineering Curricula

20. First-year Curricula and Programs Across the Foundation Coalition Description coming soon. Detailed description.
Available facilitators:
Jim Morgan, Texas A&M University
Jeff Froyd, Texas A&M University

Sophomore Engineering Curricula

21. Conservation and Accounting Framework:  A Unified Approach to Engineering Science Description coming soon.
Available facilitator:
Don Richards, Rose-Hulman Institute of Technology

Course Modules

22. Teaching EC 2000: Integrating Student Outcomes "a–k" into Engineering Courses The Accreditation Board for Engineering and Technology (ABET) issue Engineering Criteria 2000 (EC 2000) for accrediting engineering programs. One of the unique features of EC 2000 is Criterion 3 on student outcomes. Criterion 3 specifies eleven student outcomes, known colloquially as "a–k," that each graduate should be able to demonstrate. The workshop is designed to help faculty use modules that have been developed for teaching skills associated with these student outcomes. After completing the workshop, participants will be able to discuss

• why engineering faculty should be interested in teaching "a–k" skills,
• what it means to teach "a–k" skills,
• where and when programs should teach "a–k" skills,
• who should teach "a–k" skills, and
• how engineering faculty might teach "a–k" skills.

Participants will examine a methodology for teaching "a–k" skills and sample some of the modules that have been developed. Participants should have some familiarity with ABET EC 2000 Criteria 2 and 3. Detailed description coming soon.
Available facilitator:
Russ Pimmel, University of Alabama