iFoundry has been using Google video to store videos over ten minutes in length, but now all iFoundry long videos are on vimeo here.
Many of Jim Leake’s engineering graphics videos are there (here). So are videos from the Workshop on the First Year in Engineering (here) as well as Inquiries in Engineering Education vidoes (here).
Vimeo’s social media features will make it an easier place to browse iFoundry’s longer video collection.
The Department of Physics at the University of Illinois has a long tradition of innovation in undergraduate education, from PLATO to Tycho to i>clickers. The tradition continues with their most recent innovation: prelectures — short Flash(r) animations designed to introduce students to the fundamental concepts before they attend a lecture. Watch the seminar by Tim Stelzer in the embedded player bellow or here.
On Monday April 13th, Sheri D. Sheppard, Professor of Mechanical Engineering, Stanford University, and Consulting Scholar at Carnegie Foundation for the Advancement of Teaching presented “Educating Engineers: Designing for the Future of the Field”. The video from the talk can be found in the viewer below
Monday 13 April, 4:00 p.m., 1000 Micro and Nanotechnology Lab (MNTL)
Sheri D. Sheppard, Professor—Mechanical Engineering, Stanford University, and Consulting Scholar—Carnegie Foundation for the Advancement of Teaching
Abstract: A recently published Carnegie Foundation study of engineering education describes and analyzes both typical and exemplary approaches to teaching and learning engineering at the outset of the new century.It addresses the major questions of what engineering education looks like and how it prepares practitioners by exploring what lies inside the “black box” of preparation for the engineering profession.These questions are addressed in ways that will assist educators, students, university leaders, and practicing engineers to prepare future engineers more effectively.The study also provides an important point of linkage to foster an exchange of insights and best practices among and between disciplinary fields, and both graduate and undergraduate programs.
Educating Engineers: Designing for the Future of the Field is the final report from the Foundation’s study. As the Senior Scholar at the Foundation and lead author of the report, Professor Sheppard will describe the dominant model of engineering education, outline improvements to better align educational practices with the needs to today’s engineering professionals, and propose an alternate (and fairly radical) model suggested by new understanding of how people learn.Ample time will be allotted in the session for Q&A, and discussion.
Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting Senior Scholar principally responsible for the Preparations for the Professions Program (PPP) engineering study, the results of which are in the report Educating Engineers: Designing for the Future of the Field.In addition, she is professor of Mechanical Engineering at Stanford University.Besides teaching both undergraduate and graduate design-related classes at Stanford University, she conducts research on weld and solder-connect fatigue and impact failures, fracture mechanics, and applied finite element analysis.In 2003 Dr. Sheppard was named co-principal investigator on a National Science Foundation (NSF) grant to form the Center for the Advancement of Engineering Education (CAEE), along with faculty at the University of Washington, Colorado School of Mines, and Howard University.She was co-principal investigator with Professor Larry Leifer on a multi-university NSF grant that was critically looking at engineering undergraduate curriculum (Synthesis); one of her key contributions in Synthesis was the development of a pedagogy called mechanical dissection.
Sheri served as co-director of Stanford’s Learning Lab (1997-1999), was Chair of Stanford’s Faculty Senate in 2006-2007, and since September of 2008 has served as Associate Vice provost of Graduate Education.For the last ten years she has been the faculty advisor to the Stanford graduate student group MEWomen.
Sheri is a fellow of the American Society of Mechanical Engineering (ASME), the American Association for the Advancement of Science (AAAS), and the American Society of Engineering Education (ASEE). She was awarded the 2004 ASEE Chester F. Carlson Award in recognition of distinguished accomplishments in engineering education, and the 2005 ASEE Wickenden Best Journal of Engineering Education Paper Award. Before coming to Stanford University, she held several positions in the automotive industry, including senior research engineer at Ford Motor Company’s Scientific Research Lab.Dr. Sheppard’s graduate work was done at the University of Michigan.
Sheppard’s co-authors on Educating Engineers: Designing for the Future of the Field are Kelley Macatangay, Anne Colby and William Sullivan.
Wednesday 29 April, 4:00 p.m., 301 Coordinated Science Lab (CSL)
Professor Tim Stelzer, Department of Physics
Abstract: The Department of Physics at the University of Illinois has a long tradition of innovation in undergraduate education. From PLATO (the first computer based learning system) to Tycho (web-based homework employing the Socratic method), to Peer Instruction with i>clickers, we have continually led the development and implementation of the best instructional practices for large-enrollement introductory physics courses. The tradition continues with our most recent innovation— prelectures. These short (<20-min) narrated Flash(r) animations are designed to introduce students to the fundamental concepts before they attend lecture, so they are better prepared to participate and learn in lecture. In addition to screening a typical prelecture, results from our published clinical studies, eyetracking studies, and student outcome data from the use of prelectures in our introductory E&M course will be presented.
Timothy Stelzer received his bachelor’s degree in physics from St. John’s University in 1988, and his Ph.D. in physics from the University of Wisconsin-Madison in 1993. A high-energy particle theorist, Professor Stelzer has concentrated on standard model physics at hadron colliders. He has written extensively on top-quark physics and radiation in top events. In addition, he has developed computational methods that have dramatically reduced the difficulty of performing complex cross section calculations. He is the primary author of MadGraph®, a software program that automatically generates the Feynman diagrams and helicity amplitude code for tree-level standard model processes. Most recently, he has been working on a new program to predict how often rare new particles would be produced and also what signatures would distinguish these new particles from the large background of particles already known. He has developed a novel multi-channel approach that efficiently integrates any scattering amplitude to obtain the cross section of any desired process.
Professor Stelzer has also been heavily involved with the Physics Education Group at Illinois, where he has led the development and implementation of tools for assessing the effectiveness of educational innovations in introductory courses and expanding the use of web technology in physics pedagogy. He was instrumental in the development of the I-clicker™ and is a regular on the University’s “Incomplete List of Teachers Ranked as Excellent by Their Students.”
Thursday 19 March, 5:00 p.m., Alice Campbell Alumni Center
David Whyte is a poet, speaker, and author who takes his perspectives on creativity into the field of organizational development. For more information on David and his work, you may visit his web site, and/or listen to his February 2 interview on WILL AMís Focus 580.
Professor Russell Korte, Department of Human Resource Education
Abstract: After several years of demanding study, new graduates in engineering emerge from higher education as professionals eager to apply their expertise to societal problems. However, most engineers practice within the context of organizations, which impose constraints and demands largely grounded in the complex social systems in the workplace. This seminar presents the results of an ongoing study of the socialization process experienced by newly hired engineers in four different organizations (including one international site). It recounts their rich experiences as they adjust to the workplace and learn the social norms of organizational life.
Professor Russell Korte from the Department of Human Resource Education will share insights from his study about the challenges that new engineering graduates face as they adjust to their work environment.
Transitioning Into the Workplace: Learning the Social System of Organizations
Illinois Innovations: Projects on Instruction, Curriculum, & Student Learning in Engineering
This symposium highlights the GATE awards, one of the College of Engineering’s initiatives to promote excellence in curriculum and instruction. The GATE (Grants for Advancement of Teaching in Engineering) program supports projects that enhance the undergraduate classroom experience for engineering students. At this luncheon symposium, the 2008 faculty recipients of the GATE awards will discuss the goals and outcomes of their course and curricular innovations. There will be time for discussion and creative thinking about ideas for future projects.
4 November 2008, The Creativity Imperative & the Technology Professional of the Future is a lecture by Professor David Goldberg, co-sponsored by the Technology Entrepreneur Center (5:00 – 6:15 p.m., 1404 Siebel Center). Click here for details.
5:05 iFoundry, the Illinois Foundry for Innovation in Engineering Education, reflects on the journey of it's students throughout their first year at the Un...
