CURRENT ACTIVITY

Upcoming CAEE Research Presentations:


CAEE Workshop at the 2008 WEPAN National Conference, June 8-10, 2008, St. Louis, MO. CAEE and WEPAN researchers will facilitate the workshop Bridging Research and Practice in Engineering Education: Student Voices from the Academic Pathways Study at the 2008 WEPAN National Conference. Participants will build visions of engineering instruction, programming and policy that stem from gender-related APS findings. For information about the WEPAN Conference, click here.
2008 ASEE Annual Conference, June 22-25, 2008, in Pittsburgh, PA. The CAEE Research Team will be presenting twelve papers in two special sessions (#1531 and #2531) at the ASEE 2008 Conference devoted to the latest CAEE research results. CAEE researchers will also be at Exhibition booth #434 if you would like to hear more about CAEE research activities and methods. Use the ASEE Online Session Locator to see the full list of papers in each session.
Research in Engineering Education Symposium, July 7-10, 2008, Davos, Switzerland. CAEE team members will be presenting two papers at the Research in Engineering Education Symposium (REES) to be held July 7-10, 2008 in Davos, Switzerland. One paper focuses on assessment of design-in-context and the other on learner-centered teaching and decision making. REES provides “an opportunity for emerging and established scholars and practitioners in the field to interact and collaborate substantively on their research.” REES is an invitation-only, highly interactive retreat-oriented meeting where attendees participate in discussions and activities throughout the symposium. For information about the REES symposium, click here.

Recent CAEE Activity:

APS Results Presented at Rice University Dean’s Invited Lecture Series, April 9, 2008
Sheri Sheppard, CAEE Co-PI, presented Academic Pathways Study (APS) results to Rice University Dean’s Invited Lecture Series, on April 9, 2008. Sheri’s talk, entitled Does Teaching Matter? (Making a Case for Better Teaching), explored the relationships between teaching and research using examples that illustrate the variety of ways that teaching can affect the engineering student experience. The talk was based on the soon to be published book Educating Engineers: Designing for the Future (sponsored by the Carnegie Foundation for the Advancement of Teaching), and emerging findings from the NSF-funded APS. Taken together, Educating Engineers and APS show the ways that engineering education is meeting students' and the nation's needs and the many ways it is failing to do so, and suggest ways to embark on redesigning engineering higher education.

CAEE Team Presentations at the AERA Annual Meeting, March 24-28, 2008
Seven members of the CAEE research team attended the American Educational Research Association Annual Meeting in New York. Reed Stevens, University of Washington, and Holly Matusovich, Purdue University, presented papers using results from the Academic Pathways Study of engineering undergraduates. The conference agenda can be viewed here.

APS Results Presented at Gendered Innovations in Science and Engineering II conference, hosted by the Clayman Institute for Gender Research at Stanford University, March 13-14, 2008
Deborah Kilgore, CAEE Research Scientist, participated in the Gendered Innovations in Science and Engineering II conference, hosted by the Clayman Institute for Gender Research at Stanford University, March 13-14, 2008. Deborah was a panelist for “Gendered Innovation in Engineering” with CAEE co-PI Sheri Sheppard as moderator. Deborah presented findings from the Academic Pathways Study (APS) that describe differences between women and men engineering undergraduates in their approaches to design. The conference agenda can be viewed here.

Research briefs based on CAEE publications are now available through a new "Research Briefs" link.
(also available through the navigation bar to the left)
Check back often to view this new source of CAEE results!


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This material is based upon work supported by the National Science Foundation under Grant No. ESI-0227558. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).