| General |
| Introduction to the Foundation Coalition |
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| Foundation Coalition Partners |
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| Active/Cooperative Learning |
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| Student Teams in Engineering |
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| Assessment and Evaluation |
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| Technology-enabled Learning |
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| EC 2000 a–k Instructional Modules |
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| Curriculum Integration |
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| Learning Communities across the Foundation Coalition |
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| Curricular and Organizational Change in Engineering Education |
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| Curricular and Organizational
Change in Engineering Education |
| Faculty Development Program: Ways of Knowing, Ways of Practice
- Principles |
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| Faculty Development Program: Ways of Knowing, Ways of Practice
- Example |
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| Active/Cooperative Learning |
| Active/Cooperative Learning |
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| Positive Interdependence, Individual Accountability, Promotive
Interaction: Three Pillars of Cooperative Learning |
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| Cooperative Learning in a Digital Logic Course |
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| Assessment Tools |
| Assessment and Evaluation |
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| Concept Inventory Assessment Tools |
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| Assessment Tools for Attitudes and Skills |
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| Teams |
| Student Teams in Engineering |
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| Forming Teams |
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| Getting Student Engineering Teams Off to a Good Start |
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| Peer Assessment and Peer Evaluation |
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| Effective Interpersonal/Intrateam Communication |
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| Understanding Conflict and Conflict Management |
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| Facilitating Dysfunctional Teams |
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| Monitoring the Progress and Effectiveness of Student Teams |
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| Effective Decision Making in Teams |
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| Team Process Check |
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| Technology-enabled Learning |
| Technology-enabled Learning |
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| Electronic Response Systems |
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| First-year Curricula |
| First-year Engineering at the University of Alabama |
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| First-year Engineering at the University of Massachusetts–Dartmouth |
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| First-year Engineering at Arizona State University |
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| First-year Engineering at Texas A&M University |
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| Sophomore Engineering Science
Curricula |
| Conservation and Accounting Framework |
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| Sophomore Engineering Science Curriculum at Rose-Hulman |
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| ABET Engineering Criteria Program
Educational Outcomes |
| Outcome a "apply knowledge
of mathematics, science, and engineering" |
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| Outcome b "design and conduct
experiments, as well as to analyze and interpret data" |
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| Outcome c "design a system,
component, or process to meet desired needs |
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| Outcome d "function on multi-disciplinary
teams" |
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| Outcome e "identify, formulate,
and solve engineering problems" |
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| Outcome f "understanding of
professional and ethical responsibility" |
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| Outcome g "communicate effectively" |
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Outcome h "understand the impact
of engineering solutions in a global
and societal context" |
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| Outcome i "recognition of the
need for, and an ability to engage in life-long learning" |
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| Outcome j "knowledge of contemporary
issues" |
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| Outcome k "use the techniques,
skills, and modern engineering tools necessary for engineering
practice" |
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