Engineering Fundamentals department researchers are studying how structured experiences in a makerspace build teamwork skills.
Engineering Education is a collaborative effort. Interdisciplinary research among UofL’s engineering faculty, learning science faculty, and teacher educators seeks to improve the learning and academic success of engineering students and advance engineering education for K-20.
In recent awards for engineering education research
Faculty with a dedicated focus on engineering education
The RET project will foster a synergistic partnership between higher education, the public school system, and energy-related industry in Louisville. Teachers will utilize this experience to modify and augment existing science curriculum for the following academic school year and beyond.Dr. Brian Robinson, Engineering Fundamentals
UofL is strengthening its ties to the community and furthering science education with a $600,000 National Science Foundation (NSF) award. Speed School teams up with the College of Education and Human Development to establish a new site for the NSF’s Research Experiences for Teachers (RET) in Engineering programs.
Larry Tyler has spent a large portion of his life dedicated to teaching calculus to future engineers. But did you know he is a musician and television producer?
From solar batteries to building designs to a specialized Alexa product for Papa John’s franchisees, the projects and prototypes demonstrated at the first J.B. Speed School of Engineering Engineering and Design Innovation showcase showed the depth and breadth of UofL engineering students’ ingenuity and enthusiasm.
Center Center for Teaching and Learning Engineering
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.
The first semester in undergraduate engineering is often challenging for students, making this a potentially fruitful time period for exploring motivational changes and relations between motivational beliefs and achievement.
Traditional lecture style courses use class time to deliver new material to students and homework to provide practice. Flipped classrooms, on the other hand, provide new material outside of class and students are then given opportunities to work actively on problems during class time.