Facilitating adoption of alternative pedagogies and curricula recognizes that faculty members and institutions change their courses and curricula in stages. Although there are a wide variety of staged change models, the Foundation Coalition has tried to focus on the following six-stage model.

• Pre-awareness In pre-awareness, faculty members know little or nothing about a pedagogical or curricular project or innovation. At this stage they will invest only a small amount of time-say, at most, twenty minutes-to become more familiar with the nature of the project.
• Awareness At this stage, a faculty member associates the name of an innovation or project with a brief description of its nature. They may need repeated exposures to information before they reach this stage. Faculty members in the awareness stage may be willing to invest more time to learn about the project, perhaps up to an hour.
• Interest Now, faculty members may be willing to read articles about the project or innovation. They will invest more time and may initiate scans for additional information.
• Search In search, faculty members will actively seek more information about the project or innovation.
• Decision At this stage, faculty members are actively seeking information that will help them make a decision on whether to adopt the innovation or use the results of the project.
• Action Now, a faculty member has decided to adopt the innovation or use the results of a project in her/his own courses.

Using the above model, the Foundation Coalition has prepared resources that will assist faculty members in the transition at each stage of the change process.

• One-page introductions One-page introductions have been prepared to raise the level of awareness of FC core competencies and curricular innovations. Topics for the one-page introductions include active/cooperative learning, student teams in engineering, technology-enabled learning, FC first-year curricula, and assessment and evaluation. Copies of the one-page introductions are available at http://www.foundationcoalition.org/publications/brochures/.
  
• Targeted summaries Once faculty members become aware of a specific innovation, they have additional questions about the innovation. Based on experience in offering workshops on several different innovations, FC faculty members have identified questions that are asked repeatedly and prepared targeted summaries to address these questions and help catalyze the transition from awareness to interest. For teams, these targeted summaries address questions such as "How do I form teams?", "How do I assign individual grades for team assignments?", "How do I facilitate dysfunctional teams?" For active/cooperative learning, these targeted summaries address the five elements of cooperative learning: positive interdependence, individual accountability, group processing, social skills, and face-to-face interaction.
  
• Web site and papers As interested faculty members begin to search for materials, the FC has expanded its Web site to include the one-page introductions, the targeted summaries, success stories, copies of FC papers, and additional material to help faculty members find more information about the innovations in which they are interested.
  
• Workshops As faculty members decide whether to adopt the innovations and act to apply them in their courses or on their campuses, FC workshops provide an effective tool to help faculty members acquire in-depth knowledge and initial experience with using the innovation. The workshops range in length from two hours to two days, depending on the objectives of the campus that is hosting the workshop.
• Principles for Classroom and Curricular Innovation
• Active/Cooperative Learning: Introduction and Applications
• Active/Cooperative Learning: After the Basics
• Active/Cooperative Learning in Capstone Design Courses
• Student Teams in Engineering: Introduction and Applications
• Converting Group Projects into Team Projects
• Concept Inventory Assessment Instruments for Engineering Science
• Developing an Assessment and Evaluation Plan
• Developing Measurable Objectives and Outcomes for Programs and Courses
• Course Objectives and Classroom Assessment
• Technology-enabled Learning in Engineering: Taxonomy and Applications
• Designing Innovative Classrooms for Education in Science, Engineering, and Mathematics
• Curriculum Integration: Why and How
• Curricular Change, Resistance, and Leadership
• Process of Curricular Change: Case Studies Across the Foundation Coalition
• How Do We Learn?
• Inclusive Learning Communities: Lessons from Foundation Coalition Experiences
• Faculty Learning Communities.
• Retention of Undergraduate Students in Engineering
• First-year Curricula and Programs across the Foundation Coalition
• Conservation and Accounting Framework: A Unified Approach to Engineering Science
• Teaching EC 2000: Integrating Student Outcomes "a-k" into Engineering Courses

The list of available FC workshops can be found at/events/workshops/index.html. During the past year, FC faculty members have offered thirty-five workshops at thirteen different locations. Information about FC workshops that have been offered during the past year can be found at http://www.foundationcoalition.org/events/workshops/pastworkshops.html.


• EC 2000 Course Modules Another tool to encourage faculty members to consider integrating material on one or more of the non-technical EC 2000 "a-k" student outcomes into their classes is a set of fifteen course modules. Modules are designed to enhance students' skills in four general areas: technical skills, communication skills, professional skills, and ethical-societal skills. They are designed to fit into any upper-level engineering course that needs to deal explicitly with one or more of the EC 2000 student outcomes. Each module contains material for three fifty-minute lectures and makes use of active/cooperative learning methods. Each contains a justification for the material, learning objectives, an assessment process, multiple student assignments, activities to build the skill and bridge it into the discipline-specific course content, and an instructor's guide. More information about the modules can be found at http://www.foundationcoalition.org/home/keycomponents/ec2000.html.

Conference Proceedings Papers

1. Pimmel, R.L., Karr, C., and Todd, B.A., "Instructional Modules for Teaching Written, Oral, and Graphical Communication Skills to Engineering Students," Proceedings, 2002 ASEE Southeastern Section Conference, Gainesville, FL, April, 2002
2. Todd, B. A., Brown, M.A., Pimmel, R.L., and Richardson, J., "Short Instructional Modules for Lifelong Learning, Project Management, Teaming, and Time Management," Proceedings, 2002 ASEE Southeastern Section Conference, Gainesville, FL, April, 2002
3. Leland, R., Wiest, J., and Arnold, D., "Teaching Modules for the Technical Skills Component of ABET 2000," Proceedings, 2002 ASEE Southeastern Section Conference, Gainesville, FL, April, 2002
4. Stern, H. P. E, and Brown, M.A., "Short Instructional Modules for Teaching Ethical and Societal Issues Within an Engineering Curriculum," Proceedings, 2002 ASEE Southeastern Section Conference, Gainesville, FL, April, 2002
5. Pimmel, R.L., Leland, R., and Stern, H. P. E, "Student Evaluation of Instructional Modules on EC 2000 Criteria 3 (a) - (k) Skills," Proceedings, 2002 ASEE Annual Conference, Montreal, Canada, June, 2002
6. Pimmel, R., R. Leland, and H. Stern, "Changes in Student Confidence Resulting from Instruction with Modules on EC 2000 Skills Proceedings, 2002 ASEE Annual Conference, Montreal, Canada, June, 2002
7. Todd, B. A., "Short, Instructional Module to Address Lifelong Learning Skills," Proceedings, 2002 ASEE Annual Conference, Montreal, Canada, June, 2002
8. Stern, H. P. E. and R.L. Pimmel, "Instructional Module for Engineering Ethics," submitted to the 2002 Frontiers In Engineering Conference