Active Learning & Retaining Female Engineering Students

March 7, 2013
12:00 pm


Engineering Inclusive Teaching Series

"People learn best by doing things and reflecting on what they have done, not by watching and listening to someone telling them what to do".

A good lecture has the power to instruct, even motivate students, and research shows that lectures paired with active methods of learning get better results. Further, cooperative interactions among students promote gains in almost every conceivable learning outcome and a learning environment particularly congenial to female students. Felder and Brent will describe and illustrate:

  • Proven techniques for instructors to fully engage all students, and keep control of large classes and the syllabus
  • Research on active learning effectiveness
  • Suggestions for countering resistance that might come from students and colleagues
Available to WEPAN members only. Log-in required.
Available to WEPAN members only. Log-in required.


Richard M. Felder
Professor Emeritus, Chemical & Biomolecular Engineering, NCSU

Felder and Brent are best known for co-directing and facilitating the annual National Effective Teaching Institute (NETI) under the auspices of the American Society for Engineering Education. They are experts in effective teaching, course design, mentoring and supporting new faculty members, and faculty development in science and technology.

Richard M. Felder, Hoechst Celanese Professor Emeritus, Chemical Engineering, N.C. State University.
Felder is coauthor of Elementary Principles of Chemical Processes, used internationally as the text for introductory chemical engineering courses for over three decades, and he has authored or coauthored over 300 articles on chemical process engineering and engineering and science education.

Rebecca Brent
President, Education Designs, Inc.

Rebecca Brent, President, Education Designs, Inc.
Brent has 30 years of experience in education and teacher training and holds a Certificate in Evaluation Practice from George Washington University. Her specialties include staff development in engineering and the sciences, teacher preparation, evaluation of educational programs at both precollege and college levels, and classroom uses of instructional technology, topics on which she has published some 100 articles.

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