The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Pedagogies of Engagement: Classroom-Based Practices
Abstract
Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning.
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Citations
Cites
Does Active Learning Work? A Review of the Research
Prince, M. (2004) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2004.tb00809.x · Cited by 7,334 · cited 1×
“Recent synthesis publications include Bowen’s [50] summary of research on cooperative learning effects on chemistry and Prince’s [51] summary of research on active and cooperative learning in engineering.”
BackgroundHake, R. R. (1998) · American Journal of Physics · doi:10.1119/1.18809 · Cited by 6,072
Restructuring the Classroom: Conditions for Productive Small Groups
Cohen, E. G. (1994) · Review of Educational Research · doi:10.3102/00346543064001001 · Cited by 2,120
Problem-based learning in medicine and beyond: A brief overview
Barrows, H. S. (1996) · New Directions for Teaching and Learning · doi:10.1002/tl.37219966804 · Cited by 2,007
Springer, L., Stanne, M. E., & Donovan, S. S. (1999) · Review of Educational Research · doi:10.3102/00346543069001021 · Cited by 1,943
Cooperative Learning Returns To College What Evidence Is There That It Works?
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998) · Change: The Magazine of Higher Learning · doi:10.1080/00091389809602629 · Cited by 1,011
Self-citationDesigning and teaching courses to satisfy the ABET engineering criteria
Felder, R. M., & Brent, R. (2003) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2003.tb00734.x · Cited by 866
Novak, G. M., Patterson, E. T., Gavrin, A. D., Christian, W., & Forinash, K. (1999) · American Journal of Physics · doi:10.1119/1.19159 · Cited by 384
Cited by
(2013) · Research & Practice in Assessment · Cited by 920
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Self-citationEspinosa, L. (2011) · Harvard Educational Review · doi:10.17763/haer.81.2.92315ww157656k3u · Cited by 585
Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.5477 · Cited by 270
Pass–fail grading: laying the foundation for self-regulated learning
White, C. B., & Fantone, J. C. (2010) · Advances in Health Sciences Education · doi:10.1007/s10459-009-9211-1 · Cited by 112
Metadata
- Authors
- Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T.
- Venue
- Journal of Engineering Education
- Publisher
- Wiley
- Published
- 2005-01
- Volume
- 94
- Issue
- 1
- Pages
- 87-101
- ISSN
- 1069-4730 (ISSN-L)
- OpenAlex
- W2091227467
- Cited by
- 1,548
- References
- 8
- FWCI
- 190.79
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
