Morales, J. C., & Prince, M. J. (2014, June), Second-Year Enhancements to a Summer Faculty Immersion Program  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23007

\bibitem{asee_peer_23007}
  Morales, J. C., \& Prince, M. J. (2014, June), \emph{Second-Year Enhancements to a Summer Faculty Immersion Program}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23007

Juan C. Morales and Michael J. Prince.  "Second-Year Enhancements to a Summer Faculty Immersion Program".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/23007 Internet.  23 May, 2024

\bibitem{asee_peer_23007}
  Juan C. Morales and Michael J. Prince.
  "Second-Year Enhancements to a Summer Faculty Immersion Program".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/23007 Internet.  23 May, 2024

@INPROCEEDINGS{asee_peer_23007
author = "Juan C. Morales and Michael J. Prince"
title = "Second-Year Enhancements to a Summer Faculty Immersion Program"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23007}
number = {10.18260/1-2--23007}
}

TY  - CPAPER
AB  -     Second-Year Enhancements to a Summer Faculty Immersion ProgramAbstractThis paper describes the enhancements that were implemented in the 2013 edition of a SummerFaculty Immersion Program (SFIP). The SFIP is a five-year, externally funded, facultydevelopment program that started in 2012 and runs until 2016. The intention of the program is toignite the use of innovative and effective teaching practices in a manner that will promote lastingchange in engineering and physics faculty. The SFIP takes place during the month of June. It isdivided into an intensive one-week training workshop that is followed by a three-weekimmersion where each faculty member transforms two courses. An expected transformation isthe selection and adaptation of real-world examples that are presented at the beginning of class toestablish the need for learning the course material (inductive approach). The problems aresubsequently solved using the principles and theory taught in class. When possible, real-worldexamples that can be brought into class – a bicycle, for example – are preferred since theyintensify student engagement and interactions. The enhancements implemented during the one-week workshop included the following: training on writing learning outcomes at a granular level;a discussion of Bloom’s taxonomy and their relationship to learning outcomes; a presentation ofgamification techniques that can be transferred to the classroom; an overview of Massive OpenOnline Course (MOOCs) and their potential use as complementary material. The enhancementsfor the three-week immersion included the following additional requirements for theparticipating faculty: the prerequisite of completing a panoramic outline for each of the twocourses (divide into 30 class sessions) before starting the SFIP in June; write granular learningoutcomes for each and every class session; and prepare a review sheet per exam that is based onthe granular learning outcomes (to be handed out to students). The paper also summarizes theentire program and the first year results to provide the context for understanding theenhancements.
AU  - Juan C. Morales
AU  - Michael J. Prince
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Second-Year Enhancements to a Summer Faculty Immersion Program
UR  - https://strategy.asee.org/23007
DO  - 10.18260/1-2--23007
ER  -