Sheri Sheppard

TL;DR: In this article, the authors focus on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning, and present a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement.

TL;DR: This study Preparing the New-Century Engineer and Bringing Professional Practice Forward, a Historical Curriculum in a New Era, aims to provide a foundation for professional practice in the 21st Century.

TL;DR: In this article, the authors relate key findings from studies of the development of expertise to engineering education, summarize instructional practices that are consistent with these findings, and provide examples of learning experiences that are associated with these instructional practices, and identify challenges to implementing such learning experiences in engineering programs.

TL;DR: The authors found that engineering students are typical of students in other majors with respect to: persistence in major; persistence by gender and ethnicity; racial/ethnic distribution; and grade distribution, concluding that engagement is a precursor to persistence.

TL;DR: The New-Century Engineer: A Foundation for Professional Practice as discussed by the authors is a model for engineering education in the 21st century, which is based on the idea of "Project-Centered Learning".