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Research, Publications, Presentations, and Resources

Research Projects

a. Identifying Curricular and Extracurricular Activities that Promote Ethical Development

Staff at CRLT have completed Year 3 of a four-year NSF funded project that is designed to address the question: What activities (in the formal and/or informal engineering curriculum) have the most positive impact on the ethical development of engineering undergraduates? The project involves conducting site visits at 18 institutions to interview students, faculty, and administrators, and then designing and administering a survey to assess the impact of various activities on students’ ethical development. In 2009-2010, the final site visits were conducted, the survey was designed, and 3,913 undergraduate engineering students at 19 institutions completed the survey. The project will conclude with a series of workshops to inform the national community about those experiences that have the most positive impact on ethical development and to aid educators in adapting those experiences for their own institutions.

b. Multicultural Colloquium on the Science of Learning

Supported by a grant from the Teagle Foundation, CRLT ran a year-long colloquium in which faculty engaged with research on learning. The eight participating faculty consisted of two groups: those who teach multicultural content and those who work on retaining students whose social backgrounds are underrepresented in STEM fields. At each of seven colloquium meetings, faculty experts from psychology, education, or business presented on a topic related to student learning and then led a discussion with colloquium participants. At two final meetings, participants identified specific strategies that could inform their teaching. They also described new ways of thinking about pedagogy. Their engagement with the material will help CRLT and the Teagle Foundation make findings from research on learning more accessible to University faculty and will also help shape future research on teaching and learning.

c. Impact of Meta-Cognitive Strategies on Disciplinary Writing and Thinking Student Feedback

Funded by a grant from the Teagle and Spencer Foundations, CRLT is collaborating with the Sweetland Writing Center to investigate ways of improving student writing and disciplinary thinking. This past year, the project was carried out in two classes that fulfill the upper-level writing requirement in LSA. Students in each course were asked to participate in reflective activities before, during, and after completion of a writing assignment. Findings indicate that both instructors and students find the process of reflection useful for exposing student thinking and creating a dialogue around the assignment. Initial results were presented at the 2009 International Society for the Scholarship of Teaching and Learning Annual Conference.

d. Using Screencasts Strategically to Help Student Learning

In collaboration with Professor Joanna Mirecki Millunchick, CRLT staff worked with faculty from several departments in the College of Engineering and the School of Education to investigate the efficacy of screencasts in a variety of engineering classroom contexts (e.g., laboratory courses, introductory computer programming courses, etc.). In an earlier study in a materials science course, data on student perceptions, demographics, usage, and performance were used to determine that students who enter the course with academic backgrounds (majors) that have prepared them the least for the course content tend to use screencasts the most and receive the most benefit (based on higher grades). Findings also indicated that when analyzed in the context of other demographic factors such as race, gender, class level, and citizenship, student usage neither consistently nor significantly impacts student performance.

e. Strengthening the Performance of Engineering and Technology Educators across the Disciplines (SPEED)

SPEED is a concept for a formal, nationally recognized, continuing education program for engineering and technology educators being developed with the support of the American Society for Engineering Education. The SPEED program is intended to provide a unique national framework for recognition of engineering and engineering technology educator competence and excellence. It will enable educators to voluntarily and continuously strengthen the quality of teaching and learning in their classrooms through three levels of achievement. CRLT North was involved with developing the concept and will partner in designing the program.

f. Investigating Faculty and EGSMs’ Perceptions of Millennial Student Teaching and Learning

After conducting focus groups, CRLT staff examined how EGSMs’ perceptions of millennial students map onto principles valued by the engineering education community. This research was presented at the 2010 American Society for Engineering Education Annual Conference.

g. Alternative Methods for Gathering Student Feedback

The Midterm Student Feedback (MSF) process typically involves a CRLT consultant visiting a course, dividing students into groups, and asking them to generate a list of strengths and suggestions for improvement that can then be discussed with the instructor. This project seeks to develop and evaluate modified MSF processes for large classes in LSA and the College of Engineering where early feedback is collected online. For example, a faculty member and the CRLT consultant might work together to design a survey based on data received from the online midterm ratings. The survey would then be administered in class to get richer student input that can lead to specific changes in the course. The process requires only a fraction of the in-class time necessary for a typical MSF. CRLT surveyed student participants and interviewed instructors to evaluate the efficacy and usefulness of these new MSF systems.

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Publications by CRLT Staff 2009-2010

  • Carpenter, D. D., Harding, T. S., & Finelli, C. J. (in press). Using research to identify academic dishonesty deterrents among engineering undergraduates. International Journal of Engineering Education, 26.
  • Cook, C. E., & Marincovich, M. (2010). Effective practices in the context of research universities. In K.H. Gillespie & D.R. Robertson (Eds.). A Guide to faculty development (pp. 277-292). San Francisco: Jossey-Bass (John Wiley).
  • Finelli, C. J., & Kendall Brown, M. (2009, June). Using an interactive theater sketch to improve students’ perceptions about and ability to function on diverse teams. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference and Exposition, Austin, TX.
  • Finelli, C. J., Wright, M. C., & Pinder-Grover, T. (in press). Consulting the Delphi: A new idea for collecting student feedback through the Two-Survey Method. Journal of Faculty Development, 24(2).
  • Groscurth, C., & Bierwert, C. (2010). Colloquium on the science of learning. Retrieved from http://www.crlt.umich.edu/learningcolloquium
  • Groscurth, C., Milkova, S., Bierwert, C., Cook, C., Dershimer, R., & Zhu, E. (2009). Recommendations for teaching during a flu outbreak. Retrieved from http://www.crlt.umich.edu/flu
  • Groscurth, C. R. (2009, October). Leveraging social technologies though communication practice. Communication Currents, 4(5). Retrieved from: http://www.communicationcurrents.com/index.asp?bid=15&issuepage=185
  • Groscurth, C. R. (in press). Disrupting whiteness at a fire house: Promoting organizational change through relational praxis. In L. Frey & K. Carragee (Eds.), Communication Activism: Vol. 3. Communication for social change. Cresskill, NJ: Hampton Press.
  • Groscurth, C. R. (in press). Positive communication: How to maximize employee performance. In I. Dorbian (Group Ed.), Employee Communications Guidebook: The blueprint for internal PR strategies and tactics. New York: PR News Press.
  • Harding, T. S., Sutkus, J. A., Finelli, C. J., & Carpenter, D. D. (2009, July). Engineering culture and the ethical development of undergraduate students. Proceedings of the International Research in Engineering Education (IREE) Symposium, Palm Cove, Queensland, Australia.
  • Holsapple, M. A., Finelli, C. J., Carpenter, D. D., Harding, T. S., & Sutkus, J. A. (2009, October). Work-in-progress: A mixed-methods approach to developing an instrument measuring engineering students’ positive ethical behavioral outcomes. Proceedings at IEEE/ASEE Frontiers in Education Conference, San Antonio, TX.
  • Meizlish, D. M., Pinder-Grover, T. A., & Wright, M. C. (in press). Effective use of graduate peer teaching consultants: Recruitment, training, supervision, and evaluation. In K. Brinko (Ed.), Practically speaking. Stillwater, OK: New Forums.
  • Mesa, V., Jaquette, O., & Finelli, C. J. (2009). Measuring the impact of an individual course on students’ success. Journal of Engineering Education, 98(4), 349-359.
  • Milkova, S. (2010, Spring). Preparing future faculty in a day: The University of Michigan’s PFF Conference [Essay]. POD Network News.
  • Orbe, M. P., Smith, D. C., Groscurth, C. R., Crawley, R. L. (2010). Exhaling so that we can catch our breath and sing: Reflections on issues inherent in publishing race-related communication research. Southern Communication Journal, 75(2), 184-194.
  • Pinder-Grover, T., & Groscurth, C. R. (2009). Teaching the millennial generation: Innovative practices of U-M faculty. Occasional Paper No. 26. Ann Arbor, MI: Center for Research on Learning and Teaching, University of Michigan.
  • Pinder-Grover, T., Milkova, S., & Hershock, C. (in press). Training TAs as consultants at the University of Michigan: Workshop series for peer mentors. In K. Brinko (Ed.), Practically speaking. Stillwater, OK: New Forums.
  • Sutkus, J. A., Carpenter, D. D., Finelli, C. J., & Harding, T. S. (2009, June). An examination of student experiences related to engineering ethics: Initial findings. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference and Exposition, Austin, TX.
  • Wright, M. C., Cook, C. E., & O’Neal, C. (2010). Developing and renewing department chair leadership: The role of a teaching center in administrative training. The Department Chair, 20(3), 11-13.
  • Wright, M. C., Cook, C. E., & O’Neal, C. (2010). Developing and renewing department chair leadership: The role of a teaching center in administrative training. In L. Nilson (Ed.), To Improve the Academy, 28, (pp. 278-291).
  • Zhu, E., Groscurth, C., & Bergom, I. (2010). Assessing and meeting TAs’ instructional technology training needs: Research and practices. Journal of Faculty Development.
  • Zhu, E., & Bergom, I. (in press). Lecture capture: A guide to effective use. Occasional Paper No. 27. Ann Arbor, MI: Center for Research on Learning and Teaching, University of Michigan.

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CRLT staff made external presentations at many conferences, meetings, and workshops.

Presentations by CRLT Staff 2009-2010

  • Bierwert, C. (2009, June). Transformations in higher education. Panel at Emory University, Atlanta, Georgia.
  • Bierwert, C., & Groscurth, C. R. (2010, April). Engaging faculty with the science of learning and questions of diversity. Poster presentation at the Teagle Foundation. New York, NY.
  • Bierwert, C., & Groscurth, C. R. (2009, October). “Generating” multidisciplinary and multicultural dialogue on the science of learning. Roundtable presented at the annual meeting of the Professional and Organizational Development (POD) Network in Higher Education, Houston, TX.
  • Bierwert, C., & Groscurth, C. R. (2010, April). How can a teaching center engage faculty on the science of learning? Report to Teagle Foundation Collegium, New York, NY.
  • Ching, P., & Wright, M. C. (2009, October). ‘Regenerating’ the SGID: New ideas for collecting early student feedback. Workshop presented at the Professional and Organizational Development (POD) Network in Higher Education, Houston, TX.
  • Finelli, C. J., & Kendall Brown, M. (2009, October). Using an interactive theater sketch to improve students’ ability to function on diverse teams. Poster presented at the U-M CRLT North Fourth Annual Research and Scholarship in Engineering Education Poster Session, Ann Arbor, MI.
  • Finelli, C. J., Holsapple, M. A., Sutkus, J. A., Carpenter, D. D., Harding, T. S., & Walczak, K. (2010, February). The survey of engineering ethical decision-making: Developing measures of engineering students’ positive ethical behavior. Poster presented at the National Science Foundation (NSF) Engineering Education Awardees Conference, Reston, VA.
  • Groscurth, C. R. (2009, November). Managing cultural change: A discursive framework for instructional practice. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
  • Groscurth, C. R. (2009, November). Seven principles for critical whiteness practice. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
  • Groscurth, C. R., Zhu, E., & Hershock, C. (2009, October). Assessing teaching assistant instructional technology training needs: Research and practice. Interactive session presented at the annual meeting of the Professional and Organizational Development (POD) Network in Higher Education, Houston, TX.
  • Hershock, C. (2009, October). Action research: Using data to improve instruction and student retention. Poster presented at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Annual Conference, Bloomington, IN.
  • Holsapple, M. A., Sutkus, J. A., Finelli, C. J., Carpenter, D. D., Harding, T. S., & Walczak, K. (2009, October). Development and testing of a survey to measure ethics education experiences and outcomes. Poster presented at the U-M CRLT North Fourth Annual Research and Scholarship in Engineering Education Poster Session, Ann Arbor, MI.
  • Litzinger, T. A., Finelli, C. J., Atman, C., Fortenberry, N. L., & Griffith, H. (2009, June). Engineering education centers and academic units. Workshop presented at 2009 ASEE Annual Conference & Exposition, Austin, TX.
  • Meizlish, D., Kaplan, K., & Silver, N. (2009, October). Crafting meta-cognitive interventions and analyzing their impact on disciplinary thinking. Presentation at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Annual Conference, Bloomington, IN.
  • Ohland, M. W., Loughry, M. L., Woehr, D. J., Finelli, C. J., Bullard, L. G., Felder, R. M., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2010, August). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Paper accepted for presentation at the 2010 Academy of Management Annual Meeting, Montreal, Canada.
  • Pawley, A. L., Riley, D., Harding, T. S., Lord, S., & Finelli, C. J. (2009, October). From active learning to liberative pedagogies: Alternative teaching philosophies in CSET education. Special session presented at 39th IEEE/ASEE Frontiers in Education Conference, San Antonio, TX.
  • Smith, D., Groscurth, C. R., Crawley, R., & Orbe, M. (2009, November). Exhaling so that we can catch our breath and sing: Reflections on issues inherent in publishing race-related communication research. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
  • Steiger, J. (2009, August). Experiences of women of color in the academy. Facilitated meeting for the generation of a theatre script. Rutgers University, Newark, NJ.
  • Steiger, J. (2009, August). Who is in the room and does it matter? Performed at the Association for Theatre in Higher Education. New York, NY.
  • Steiger, J. (2010, February) Acknowledging gender role dynamics in academic success. 20th Anniversary Students of Color of Rackham (S.C.O.R.) Conference, Ann Arbor, MI.
  • Steiger, J., & Alexander, J. (2009, August). Theatre of/for/with faculty. Performed at the Association for Theatre in Higher Education. New York, NY.
  • Walczak, K., Finelli, C. J., Holsapple, M. A., Harding, T. S., Carpenter, D. D., & Sutkus, J. A., (2009, October). Institutional barriers to integrating ethics education into the undergraduate engineering curriculum. Poster presented at the U-M CRLT North Fourth Annual Research and Scholarship in Engineering Education Poster Session, Ann Arbor, MI.
  • Wright, M. C. (2009, August). Socialization or survival? Navigating the academic job market. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.
  • Wright, M. C. (2009, October). Hevruta in the research university classroom: An evaluation of a dyadic learning method. Paper presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Bloomington, IN.
  • Wright, M. C., & Bergom, I. (2009, October). Overcoming barriers to SoTL: Program development and evaluation. Workshop presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Bloomington, IN.
  • Wright, M. C., & Milkova, S. (2009, October). Uncovering students’ conceptions of the academic job market: PFF implications. Workshop presented at the Professional and Organizational Development (POD) Network in Higher Education, Houston, TX.

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Resources on Educational Research

  • American Education Research Association
    http://www.aera.net/

    The American Educational Research Association is an international, interdisciplinary, professional organization with the primary goal of advancing educational research and its practical application. The AERA website includes links to publications and resources related to evaluation research.

  • Higher Education Performance
    http://www.pewtrusts.org/our_work.aspx?category=108

    The Pew Charitable Trusts support nonprofit activities in the areas of culture, education, the environment, health and human services, public policy and religion. This website includes publications on Pew-sponsored projects, public opinion polls, survey results, and other resources pertaining to higher education.

  • Integrated Postsecondary Education Data System (IPEDS)
    http://nces.ed.gov/ipeds/

    IPEDS, which is part of the National Center for Educational Statistics, is a “system designed to encompass all institutions and educational organizations whose primary purpose is to provide postsecondary education.” Using a series of interrelated surveys, IPEDS collects institution-level data on a variety of issues, including enrollments, graduations rates, and finances.

  • Research and Stats, U.S. Department of Education
    http://www.ed.gov/rschstat/landing.jhtml

    The Research and Stats section of the U.S. Department of Education website includes resources about educational research, evaluation, and assessment as well as statistics about education.

  • The National Survey of Student Engagement (NSSE)
    http://nsse.iub.edu/

    The National Survey of Student Engagement (NSSE) is designed to obtain information about student participation in programs and activities that colleges and universities provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. The survey items reflect principles of good practice for undergraduate education.

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