Speed faculty are advancing educational excellence through research in the scholarship of teaching and learning and by providing professional development.
Center for Teaching and Learning Engineering
Created as part of Speed School’s 2020 Strategic Plan to advance educational excellence, the CTLE’s mission is to foster outstanding teaching and learning at the Speed School.
The Center for Teaching and Learning Engineering seeks to accomplish its mission through research in the scholarship of teaching and learning, promoting evidence-based teaching strategies, as well as fostering the development of technology enhanced approaches for content development and delivery.
The CTLE advances these goals through the following activities:
- Programs and Services
- Through faculty learning communities, resource sharing, and conversation, cultivate sustained interest in and dialogue about engineering education (best practices, key trends) across the Speed School
- Develop, support, and sustain faculty-driven communities of practice related to engineering education excellence
- Partnerships and Collaborations
- Cultivate and support interdisciplinary collaborations that advance engineering education research
- Support the Speed School’s Engineering Education Research group in seeking and executing funded projects
- Leverage and raise awareness of professional development offerings available through the university’s teaching and learning center
Publications to date
Intermural and intramural collaborations
“Our faculty continuously improve their teaching strategies and delivery methods using current evidence-based research, and we utilize the latest technology where appropriate.”- Dr. Patricia A.S. Ralston, Director, CTLE
We assessed retention of precalculus knowledge at the end of the precalculus course (within-semester) and the beginning of a calculus course 4 weeks later. Within-semester retention benefited significantly from practicing more and from spacing out practice. Across-semester retention benefited exclusively from increasing spacing. These findings support increasing spacing in real-world mathematics education.
Although implicit beliefs about intelligence and effort beliefs generally remained fairly stable across the first semester, students in both cohorts exhibited similar shifts in perceptions of how important effort is for academic success and demonstrated a positive relationship between effort beliefs and achievement. By being mindful of these shifting perceptions, engineering educators can provide support for students’ motivational beliefs regarding effort during this critical transition period.
Capability Our Teaching Laboratories
CTLE is located in the Department of Engineering Fundamentals, at JS 123 (Design and Production Studio) and JS 124 (Development and Evaluation – Model Classroom). All Speed School faculty can develop and test new teaching approaches here.
Established in 2012, the Guild for Engineering Education, Achievement, Retention & Success (GEARS) is a cross-functional group of faculty and researchers dedicated to improving student learning, particularly engineering students.