We are very pleased to announce that our 2019 Colloquium will be Friday April 19th from 9am to 2pm in the Old Union Clubhouse Ballroom. We will all learn…
“The Fundamentals of Teaching: What are they, and how do I use them?”
This event will comprise a sequence of interactive workshops, facilitated by a number of teaching experts.
We will conclude with a panel focused on identifying teaching fundamentals and their use in the classroom.
Lunch will be served — please RSVP today!
Program Available : Colloquium Program
The annual ASEE Colloquium will be on April 19th, so please mark your calendars! The precise schedule is pending, but it will run from the morning through a catered lunch until the early afternoon. We have a lot of exciting details to share, but that will have to wait until the full announcement.
Stanford’s ASEE (American Society for Engineering Education) chapter is holding our annual spring colloquium on the morning of April 20th. Our theme this year is ‘Education at Scale’, and we will be having invited speakers sharing their experience on how to effectively educate larger audiences on technical topics, as well as a panel further discussing this topic. This colloquium will address the challenges of both effectively teaching to larger STEM classes, as well as to a broader audience through MOOCs or other methods for education outside of the classroom.
For more information, check out the events page here.
We will be kicking off the new academic year with a fabulous talk and discussion led by Sheri Sheppard! Please join us on October 6th, 9:30-10:30am in the d.school (Building 550), Studio 2.* If you plan to attend, please make sure to respond to the RSVP survey. Sheri will be presenting work conducted during one of her recent classes. In her words:
In this talk I will describe on-going research done in live classrooms. More specifically I will focus on a pilot study run by Dr. Mark Schar in my classroom in the fall of 2016 to explore the concept of classroom belonging. The premise of Mark’s research was that grade performance is, in part, determined by a student’s sense of belonging in a classroom. Further, “classroom belonging” is a function of several factors including social belonging, engineering self efficacy, engineering identity and closeness to others in the classroom. This study revealed that a student’s sense of classroom belonging has a significant, positive impact on grade performance. The most important components of classroom belonging are the student’s sense of social belonging in the classroom and their engineering identity. The survey-based quantitative data were complemented with qualitative interviews with underrepresented minority engineering students. These allowed us to explore their classroom belonging experiences and showed that classroom belonging is a familiar concept and a function of two separate sources of belonging: academic belonging and social belonging. Implications of Mark’s findings for course design are discussed. Comments are also included on research conducted in “live classrooms.””
*Note: Studio 2 is on the upper floor of the d.school. Take the staircase near the van, which terminates near Studio 2’s door.
ASEE will be at the New Graduate Student Orientation Fair. Come drop by to learn what we do and how to get involved.
When: September 22 2017 12-2pm.
Where: Canfield Courtyard (in front of the Law School).