Richard Felder's Education Publications

Most of Dr. Felder's articles have been reprinted on this website, including all of his "Random Thoughts" columns and the papers for which links are given in the list that follows.

  1. M.W. Ohland, M.L. Loughry, D.J. Woehr, L.G. Bullard, R.M. Felder, C.J. Finelli, R.A. Layton, H.R. Pomeranz, and D.G. Schmucker, "The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation." Academy of Management Learning and Education, 11(4), 609–630 (2013). Origins, validity, and application of an online peer rating system for cooperative learning teams.

  2. R.M. Felder and R.G. Hadgraft, "Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?" J. Engr. Education, 102(3), 339-345 (2013). A proposition that the movement toward increasing "rigor" in engineering education research has been driving a wedge between the engineering education research community and the broader community of engineering education practitioners, and that the movement may rest on unvalidated assumptions.

  3. R.M. Felder, "New STEM Faculty Support: Why Aren't We Providing It?" J. STEM Education, 13(5), 5-6 (2012). Challenging the traditional university assumption that all new faculty hires already know how to teach effectively, start and build a successful research program, and meet the time demands imposed by teaching, research, and trying to have a life.

  4. R.M. Felder, "Engineering Education: A Tale of Two Paradigms." In B. McCabe, M. Pantazidou, and D. Phillips, eds., Shaking the Foundations of Geo-Engineering Education, Leiden: CRC Press, 2012, pp. 9-14. Conflicts between the traditional teacher-centered paradigm for engineering education and the emerging learner-centered paradigm, and predictions about their eventual resolution.

  5. R.M. Felder, R. Brent, and M.J. Prince, "Engineering Instructional Development: Programs, Best Practices, and Recommendations." J. Engr. Education, 100(1), 89-122 (2011). A review of instructional development programs around the world, a framework for designing them, and recommendations for making them effective.

  6. R.M. Felder and R. Brent, "The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development." J. Engr. Education, 99(2), 121-134 (2010). Influence of the NETI on its participants' teaching practices, attitudes toward teaching and learning, student ratings, and engagement in educational scholarship and instructional development, with implications for design and assessment of faculty development programs in engineering and the sciences.

  7. R.M. Felder and R. Brent, "Active Learning: An Introduction." ASQ Higher Education Brief, 2(4), August 2009. A short paper that defines active learning, gives examples of activities and formats, and answers frequently-asked questions about the method.

  8. R. Brent and R.M. Felder, "Analysis of Fifteen Years of the National Effective Teaching Institute." 2009 ASEE Annual Conference Proceedings, ASEE, June 2009. Influence of the NETI on its participants' teaching practices, attitudes toward teaching and learning, student ratings, and engagement in educational scholarship and instructional development, with implications for design and assessment of faculty development programs in engineering and the sciences.

  9. R. Brent and R.M. Felder, "A Professional Development Program for Graduate Students at North Carolina State University." 2008 ASEE Annual Conference Proceedings, ASEE, June 2008. Description of a program that includes workshops for new teaching assistants and graduate students contemplating academic careers, as well as a campus-wide course on teaching and a "Preparing the Professoriate" mentorship program.

  10. L. Bullard, R.M. Felder, and D. Raubenheimer, "Effects of Active Learning on Student Performance and Retention." 2008 ASEE Annual Conference Proceedings, ASEE, June 2008. Exam grades and curricular retention of students taught actively in the introductory chemical engineering course were compared with grades and retention of students taught with traditional lecturing.

  11. R.M. Felder and M.J. Prince, "The Case for Inductive Teaching." ASEE Prism, 17(2), 55 (2007). A brief synopsis of the arguments for inductive teaching and learning made in greater detail in "The Many Faces of Inductive Teaching and Learning." and "Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases." .

  12. M.J. Prince, R.M. Felder, and R. Brent, "Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies." J. Engr. Education, 96(4), 283-294 (2007). A review of the literature on the research-teaching nexus and recommendations to strengthen the nexus.

  13. B. Oakley, D.M. Hanna, Z. Kuzmyn, and R.M. Felder, "Best Practices Involving Teamwork in the Classroom: Results from a Survey of 6435 Engineering Student Respondents." IEEE Transactions on Education, 50(3), 266–272 (2007). How instructors form and guide teams and implement cooperative learning can have a dramatic effect on students' satisfaction with the team experience and their sense of the extent to which the course learning objectives were met.

  14. T.A. Litzinger, S.H. Lee, J.C. Wise, and R.M. Felder, "A Psychometric Study of the Index of Learning Styles." J. Engr. Education, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.

  15. R.M. Felder, "Research on Teaching and Learning in Engineering." A transcript of the Academy of Chemical Engineers Award Lecture on the history, categories, and techniques of research on engineering education, presented to the Department of Chemical and Biological Engineering of the University of Missouri-Rolla, April 18, 2007.

  16. R.M. Felder and R. Brent, "Cooperative Learning." Chapter 4 of P.A. Mabrouk, ed., Active Learning: Models from the Analytical Sciences, ACS Symposium Series 970. Washington, DC: American Chemical Society, 2007, pp. 34-53. A general overview of definitions and methods of cooperative learning and a review of CL applications in chemistry.

  17. L.G. Bullard and R.M. Felder, "A Student-Centered Approach to Teaching Material and Energy Balances." A two-part series in Chemical Engineering Education on an implementation of the stoichiometry course that made extensive use of active and cooperative methods. Part 1. Course Design Chem. Engr. Education, 41, 93-100 (2007) describes the course structure and policies, assignments, and teaching assistant preparation, and Part 2. Course Delivery and Assessment Chem. Engr. Education, 41, 93-100 (2007) outlines the first week of the course, how active, cooperative, and inquiry-based learning and instructional technology were used, and how the course was assessed and evaluated.

  18. M. Prince and R.M. Felder, "The Many Faces of Inductive Teaching and Learning." J. Coll. Sci. Teaching, 36(5), 14-20 (2007). Pros, cons, and comparisons of several different inductive teaching methods (inquiry-based learning, discovery learning, problem- and project-based learning, case-based teaching, and just-in-time teaching). The paper describes illustrative applications of these methods in the sciences and offers guidance on their implementation.

  19. R. Brent, R.M. Felder, and S.A. Rajala, "Preparing New Faculty Members to be Successful: A No-Brainer and yet a Radical Concept." 2006 ASEE Annual Conference Proceedings, ASEE, June 2006. Description of a multifaceted program at North Carolina State University to help prepare new and future faculty members for successful academic careers.

  20. M.J. Prince and R.M. Felder, "Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases." J. Engr. Education, 95(2), 123-138 (2006). Inductive teaching methods begin instruction with observations to be interpreted, problems to be solved, or case studies to be analyzed, and introduce facts, rules, procedures, principles, and theories in the context of those activities. This paper reviews and compares several common inductive methods, including inquiry learning, problem-based and project-based learning, discovery learning, case-based teaching, and just-in-time teaching.

  21. R.M. Felder, "Teaching Engineering in the 21st Century with a 12th Century Teaching Model: How Bright is That?" Chem. Engr. Education, 40(2), 110-113 (2006). A comparison of traditional teaching methods, which in many ways go back nearly a millennium, with methods more appropriate for helping modern engineering students develop the professional skills that will be required of them.

  22. R.M. Felder and R. Brent, "Understanding Student Differences." J. Engr. Education, 94(1), 57-72 (2005). An exploration of differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.

  23. R.M. Felder and J.E. Spurlin, "Applications, Reliability, and Validity of the Index of Learning Styles." Intl. J. Engr. Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles, a self-scoring on-line instrument to assess preferences on the dimensions of the Felder-Silverman model of learning styles.

  24. R.M. Felder and R. Brent, "The Intellectual Development of Science and Engineering Students. I. Models and Challenges." J. Engr. Education, 93(4), 269-277 (2004). The first of a two-part series of articles on the progression of students from a belief in the certainty of all knowledge and the omniscience of authorities to a recognition that knowledge is contextual and a tendency to apply critical thinking in its acquisition. This paper surveys models describing the progression and outlines challenges to instructors who wish to promote the development of their students.

  25. R.M. Felder and R. Brent, "The Intellectual Development of Science and Engineering Students. II. Teaching to Promote Growth." J. Engr. Education, 93(4), 279-291 (2004). Formulation of an instructional model designed to promote intellectual development.

  26. L. Cardellini and R.M. Felder, "Cooperative Learning" (Apprendimento Cooperativo). IS Informatica e Scuola, 12, 36-39 (2004). A brief review of the principles and benefits of cooperative learning. (In Italian)

  27. B. Oakley, R.M. Felder, R. Brent, and I. Elhajj, "Turning Student Groups into Effective Teams." J. Student Centered Learning, 2(1), 9–34 (2004). Techniques for avoiding dysfunctional teams, dealing with them when they arise, and helping students acquire the skills they will need to form high-performance teams.

  28. R. Brent and R.M. Felder, "A Protocol for Peer Review of Teaching." 2004 Annual ASEE Conference Proceedings, ASEE, June 2004. Outline of a system for obtaining a comprehensive and reliable peer rating of the quality of course instruction.

  29. R.M. Felder and R. Brent, "The ABCs of Engineering Education: ABET, Bloom's Taxonomy, Cooperative Learning, and So On." 2004 Annual ASEE Conference Proceedings, ASEE, June 2004. An ASEE Conference Proceedings paper that defines and gives sources for detailed information on common concepts in engineering education.

  30. R.M. Felder, "Teaching Engineering at a Research University: Problems and Possibilities." Educación Química, 15(1), 40-42 (2004). Proven strategies for effective teaching, why most faculty members don't know about them, and ways to change the system to make their use more widespread.

  31. L.G. Bullard and R.M. Felder, “Mentoring: A Personal Perspective.” College Teaching, 51(2), 66-69 (2003). A one-semester mentoring relationship between an experienced faculty member and a relatively new one viewed from both perspectives.

  32. R. Brent and R.M. Felder, "A Model for Engineering Faculty Development." Intl. Journal of Engr. Education, 19(2), 234-240 (2003). Description and assessment of the SUCCEED Coalition faculty development program.

  33. R.M. Felder and R. Brent, "Designing and Teaching Courses to Satisfy the ABET Engineering Criteria." J. Engr. Education, 92(1), 7–25 (2003). Review of program assessment terminology (program educational objectives, program outcomes, course learning objectives, etc.), followed by suggestions for formulating learning objectives, designing instruction, and selecting assessment methods that address Outcomes a-k of the system used to accredit all American engineering programs.

  34. C.E. Brawner, R.M. Felder, R.H. Allen, and R. Brent, “A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities.” J. Engr. Education, 91(4), 393–396 (2002). The extent to which faculty at eight engineering schools participated in faculty development activities, wrote formal learning objectives for their courses, and used various instructional methods including active and team-based learning,writing assignments, and different applications of instructional technology. The next reference contains a complete summary of the data.

  35. C.E. Brawner, R.M. Felder, R. Allen, and R. Brent, 1999-2000 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching. ERIC Document Reproduction Service Report #ED 461510 (2002). View full report (95 pages) or executive summary (9 pages). Reported frequencies of use of active and cooperative learning, learning objectives, writing assignments, and faculty development services, and perceptions of the value ascribed to teaching quality by faculty members, administrators, and the faculty reward system. The survey respondents were 586 engineering faculty members at eight institutions.

  36. R.M. Felder, "Designing Tests to Maximize Learning." J. Professional Issues in Engineering Education and Practice, 128(1), 1-3 (2002). Suggestions for writing and grading tests to provide an appropriate balance of challenge and fairness.

  37. R.M. Felder, G.N. Felder, and E.J. Dietz, "The Effects of Personality Type on Engineering Student Performance and Attitudes." J. Engr. Education, 91(1), 3-17 (2002). The Myers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory. Active and cooperative learning improves the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. (William Elgin Wickenden Award Paper, ASEE, June 2003)

  38. D.F. Ollis, R.M. Felder, and R. Brent, "Introducing New Engineering Faculty to Multidisciplinary Research Collaboration." Proceedings, ASEE Annual Conference, June 2002. A new faculty orientation exercise in which faculty members are paired across disciplines and assigned to outline a research project that spans their areas of expertise. Most start out by floundering and eventually create outstanding propositions.

  39. A.M. Roskowski, R.M. Felder, and L.G. Bullard, "Student Use (and Non-Use) of Instructional Software." J. SMET Education, 2, 41-45 (2002). No matter how good instructional software may be, it has no educational benefits if students don't use it. In this study, instructor proactivity increased student use of a courseware package by an order of magnitude.

  40. L.J. Shuman, C.J. Atman, E.A. Eschenbach, D. Evans, R.M. Felder, J. McGourty, R.L Miller, L.G. Richards, K.A. Smith, E.P. Soulsby, A.A. Waller, and C.F. Yokomoto, “The Future of Engineering Education.” Proceedings, Frontiers in Education Conference, ASEE/IEEE, November 2002. Prominent engineering educators speculate on what will be the most important developments in the field in the coming decade.

  41. R. Brent and R.M. Felder, "New Faculty 101: An Orientation to the Profession." Proceedings of the ASEE/IEEE Frontiers in Education Conference, October 2001. Description of a workshop at North Carolina State University that provides guidance to new faculty members on starting and managing a research program, planning and teaching courses, balancing competing time demands, and becoming an effective participant in the campus community.

  42. R.M. Felder, "Technology-Based Instruction and Cooperative Learning." The Interface (IEEE Education Society), August 2001, pp. 2-3. Don't knock them until you've tried them--or at least until you've checked out the research attesting to their effectiveness.

  43. C.E. Brawner, R.M. Felder, R.H. Allen, R. Brent, and T.K. Miller, "A Comparison of Electronic Surveying by E-mail and Web." Proceedings of the 2001 Annual ASEE Conference, June 2001. The Web offers a greater response processing capability, but e-mail yields a higher response rate.

  44. R.M. Felder and R. Brent, "Effective Strategies for Cooperative Learning." J. Cooperation & Collaboration in College Teaching, 10(2), 69-75 (2001). Tips on forming teams, dealing with dysfunctional teams, grading team assignments, and using cooperative learning in a distance learning environment.

  45. A. Rugarcia, R.M. Felder, D.R. Woods, and J.E. Stice, "The Future of Engineering Education. I. A Vision for a New Century." Chem. Engr. Education, 34(1), 16-25(2000). The first of a series of six papers surveying recent changes and predicting future directions in engineering education. This paper reviews the global issues that will require reforms in the way engineers are educated and engineering professors are prepared to provide the education.

  46. R.M. Felder, D.R. Woods, J.E. Stice, and A. Rugarcia, "The Future of Engineering Education. II. Teaching Methods that Work." Chem. Engr. Education, 34(1), 26-39(2000). A survey of instructional methods that have been proven effective in many classroom research studies and can be implemented within the context of the ordinary engineering classroom. Topics covered include formulation of clearly defined instructional objectives and using active, cooperative, and problem-based learning.

  47. D.R. Woods, R.M. Felder, A. Rugarcia, and J.E. Stice, "The Future of Engineering Education. III. Developing Critical Skills." Chem. Engr. Education, 34(2),108-117(2000). Techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills.

  48. J.E. Stice, R.M. Felder, D.R. Woods, and A. Rugarcia, "The Future of Engineering Education. IV. Learning How to Teach." Chem. Engr. Education, 34(2),118-127(2000). A survey of approaches to equipping current and future faculty members with teaching skills. Examples are given of successful courses and workshops on teaching and mentorship programs.

  49. R.M. Felder, A. Rugarcia, and J.E. Stice, "The Future of Engineering Education. V. Assessing Teaching Effectiveness and Educational Scholarship." Chem. Engr. Education, 34(3),198-207(2000). Methods for determining the effectiveness of instruction in individual courses and curricula (learning outcomes assessments, ratings from students, peers, and alumni, teaching portfolios) and determining the quality of educational scholarship.

  50. R.M. Felder, J.E. Stice, and A. Rugarcia, "The Future of Engineering Education. VI. Making Reform Happen." Chem. Engr. Education, 34(3),208-215(2000). Suggestions for addressing faculty concerns about alternative teaching methods and possible incentives and rewards for faculty to redesign courses and curricula and improve teaching quality.

  51. R. Brent and R.M. Felder, "Helping New Faculty Get Off to a Good Start." Proceedings, 2000 Annual Meeting of the American Society for Engineering Education, ASEE, June 2000. Things administrators and senior faculty can do to help new faculty members become productive in research and effective in teaching early in their careers.

  52. R. Brent, R. Felder, T. Regan, A. Walser, C. Carlson-Dakes, D. Evans, C. Malave, K. Sanders, J. McGourty, "Engineering Faculty Development: A Multicoalition Perspective." Proceedings, 2000 Annual Meeting of the American Society for Engineering Education, ASEE, June 2000. A model for the design of an engineering faculty development program, with implementation examples drawn from several of the NSF Engineering Education Coalitions.

  53. C.R. Haller, V.J. Gallagher, T.L. Weldon, and R.M. Felder, "Dynamics of Peer Education in Cooperative Learning Workgroups." J. Engr. Education, 89(3), 285-293 (2000). Conversation analysis of work sessions of student groups is used to identify patterns of teaching-learning interactions and interactional problems.

  54. D.B. Kaufman, R.M. Felder, and H. Fuller, "Accounting for Individual Effort in Cooperative Learning Teams." J. Engr. Education, 89(2), 133-140 (2000). Design and analysis of a peer rating system to assess individual performance in cooperative learning teams and to use the results to assign individual grades to team members.

  55. "Schooling vs. Education and Other Balancing Acts." Educational Research and Methods Division Plenary Lecture, 1999 ASEE Annual Meeting, Charlotte, NC, June 23, 1999.

  56. R. Beichner, L. Bernold, E. Burniston, P. Dail, R. Felder, J. Gastineau, M. Gjertsen, and J. Risley, "Case Study of the Physics Component of an Integrated Curriculum." Phys. Ed. Research, Am. J. Phys. Suppl. 67(7), S16-S24 (1999).

  57. N. Al-Holou, N.M. Bilgutay, C. Corleto, J.T. Demel, R.M. Felder, K. Frair, J.E. Froyd, M. Hoit, J. Morgan, and D.L. Wells, "First-Year Integrated Curricula: Design Alternatives and Examples" J. Engr. Education, 88(4),435-448(1999).

  58. R. Brent, R.M. Felder, D. Hirt, D. Switzer, S. Holzer, "A Model Program for Promoting Effective Teaching in Colleges of Engineering." 1999 ASEE Annual Conference Proceedings, ASEE, June 1999.

  59. R.M. Felder and R. Brent, "How to Improve Teaching Quality." Quality Management Journal, 6(2), 9-21 (1999).

  60. R. Brent and R.M. Felder, It's a Start." College Teaching, 47(1), 14-17 (1999).

  61. L. Cardellini and R.M. Felder, "L’Apprendimento Cooperativo: Un Metodo per Migliorare la Preparazione e l’Acquisizione di Abilità Cognitive negli Studenti," La Chimica nella Scuola, 21(1), 18-25 (1999). Methods and benefits of cooperative learning. (In Italian, with an English abstract.)

  62. R.M. Felder, R. Brent, T.K. Miller, C. Brawner, and R. Allen, "Faculty Teaching Practices and Perceptions Of Institutional Support For Teaching At Eight Engineering Schools." 1998 Frontiers in Education Conference Proceedings, ASEE/IEEE, November 1998.

  63. R.M. Felder and R. Brent, "Getting Faculty Buy-In to Innovative Teaching." 1998 ASEE Annual Conference Proceedings, ASEE, June 1998.

  64. R.M. Felder and S.W. Peretti, "A Learning Theory-Based Approach to the Undergraduate Engineering Laboratory." 1998 ASEE Annual Conference Proceedings, ASEE, June 1998.

  65. R.M. Felder, G.N. Felder, and E.J. Dietz, "A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students." J. Engr. Education, 87(4), 469-480 (1998).

  66. S.P. Beaudoin and R.M. Felder, “Preparing the Professoriate: A Study in Mentorship.” J. Grad. Tchng. Asst. Development, 4(3), 87–91 (1997). Description of a faculty-graduate student mentorship program focusing on effective teaching and/or educational research, with a case study of an educational research project.

  67. R.M. Felder, "Who Needs These Headaches? Reflections on Teaching First-Year Engineering Students." Success 101, Fall 1997, pp. 2-4.

  68. R.M. Felder, "Beating the Numbers Game: Effective Teaching in Large Classes." 1997 Annual ASEE Conference Proceedings, ASEE, June 1997.

  69. R.M. Felder, "Comment on 'Effect of In-Class Student-Student Interaction on the Learning of Physics in a College Physics Course,' by M. Samiullah." Am. J. Phys., 64(9), 1206 (1996).

  70. R.M. Felder, L.E. Bernold, E.E. Burniston, P.R. Dail, and J.E. Gastineau, "Team-Teaching in an Integrated Freshman Engineering Curriculum." 1996 Annual ASEE Conference Proceedings, ASEE, June 1996.

  71. R.M. Felder, L.E. Bernold, E.E. Burniston, P.R. Dail, and J.E. Gastineau, "An Integrated First-Year Engineering Curriculum." 1996 Annual ASEE Conference Proceedings, ASEE, June 1996.

  72. R.M. Felder, "Active, Inductive, Cooperative Learning: An Instructional Model for Chemistry?" J. Chem. Ed., 73(9), 832-836 (1996).

  73. R.M. Felder and R. Brent, "Navigating The Bumpy Road to Student-Centered Instruction." College Teaching, 44(2), 43-47 (1996). The nature and causes of student resistance to student-centered instructional methods, and techniques for avoiding or minimizing the resistance.

  74. R.M. Felder, L.E. Bernold, E.E. Burniston, J.E. Gastineau, and J.B. O'Neal, "An Integrated First-Year Engineering Curriculum at North Carolina State University." Proceedings of the Frontiers in Education Conference, ASEE/IEEE, November 1995, pp. 4d4.8-4d4.11.

  75. R.M. Felder, "A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them." J. Engr. Education, 84(4), 361-367 (1995). Description of an instructional approach based on active and cooperative learning used in a sequence of engineering courses, and summary of student responses to the approach.

  76. R.M. Felder, "Cooperative Learning in a Sequence of Engineering Courses: A Success Story." Cooperative Learning and College Teaching Newsletter, 5(2), 10-13 (1995). A synopsis of a longitudinal study of cooperative learning in a sequence of engineering courses.

  77. R.M. Felder and E.R. Henriques, "Learning and Teaching Styles in Foreign and Second Language Education." Foreign Language Annals, 28(1), 21-31 (1995).

  78. R.M. Felder, G.N. Felder, M. Mauney, C.E. Hamrin, Jr., and E.J. Dietz, "A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes." J. Engr. Education, 84(2), 151-163 (1995). An article in the Journal of Engineering Education reporting on performance, confidence levels, and attitude differences between men and women taught with an active/cooperative learning model.

  79. R.M. Felder, P.H. Mohr, E.J. Dietz, and L. Baker-Ward, "A Longitudinal Study of Engineering Student Performance and Retention. II. Differences between Students from Rural and Urban Backgrounds." J. Engr. Education, 83(3), 209-217 (1994).

  80. R.M. Felder and R. Brent, Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED 377038 (1994). A monograph presenting suggestions for effective implementation of cooperative learning in engineering and science courses.

  81. R.M. Felder, "The Myth of the Superhuman Professor." J. Engr. Education, 82(2), 105-110 (1994). Translated into Spanish and published as "El Mito del Profesor Superhumano." Educación Química, 5(2), 82-88 (1994). Myths and facts about the linkage between research productivity and teaching effectiveness, and discussion of the role of both in the faculty incentive and reward system.

  82. R.M. Felder, "American Engineering Education: Current Issues and Future Directions." Intl. Journal of Engr. Education, 9(4), 286-289 (1993).

  83. R.M. Felder, "An Engineering Student Survival Guide." CHapter One, 7(3), 42-44 (1993).

  84. R.M. Felder, "Knowledge Structure of the Stoichiometry Course." Chem. Engr. Education, 27(2), 92-95 (1993). (1993 Corcoran Award paper, ASEE)

  85. R.M. Felder, and G.S. Huvard, "Make Your Technical Training Effective." Chem. Engr., 100(6), 133-136 (1993).

  86. R.M. Felder, "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." J. College Science Teaching, 23(5), 286-290 (1993).

  87. R.M. Felder, K.D. Forrest, L. Baker-Ward, E.J. Dietz, and P.H. Mohr, "A Longitudinal Study of Engineering Student Performance and Retention. I. Success and Failure in the Introductory Course." J. Engr. Education, 82(1), 15-21 (1993). The first of a series of papers describing a study in which a cohort of students was taught five chemical engineering courses in successive semesters using extensive active and cooperative learning.

  88. D.A. Crowl, D.W. Hubbard, and R.M. Felder, Problem Set: Stoichiometry. AIChE/CCPS, New York (1993). A set of problems for the stoichiometry course related to process and plant safety.

  89. R.M. Felder, "Impostors Everywhere." Chapter One, Fall 1992, pp. 44-45. Reprinted in Success 101, Fall 1996, p. 2. Los Angeles, Discovery Press.

  90. R.M. Felder and R. Brent, "Writing Assignments: Pathways to Connections, Clarity, Creativity." College Teaching, 40(1), 43-47 (1992). Examples of short writing assignments that address a wide variety of learning objectives.

  91. R.M. Felder and G.N. Felder, "Is the Quality of American Students Really Declining?" Chem. Engr. Progr., June 1992, pp. 79-89. Translated into Spanish and reprinted as "Realmente Está Disminuyendo la Calidad de los Estudiantes Norteamericanos?" Educación Química, 5(1), 32-42 (1994).

  92. R.M. Felder, "Stoichiometry without Tears." Chem. Engr. Education, 24(4), 188 (1990). Tips on teaching the introductory chemical engineering course (material and energy balances), with an extended illustrative active learning exercise.

  93. R.M. Felder, "How Engineering Students Learn, How Engineering Professors Teach, and What Goes Wrong in the Process." 1990 Frontiers in Education Conference Proceedings, ASEE/IEEE, Vienna, Austria, July 1990, pp. 82-84.

  94. R.M. Felder, R. Leonard, and R.L. Porter, "Oh God, Not Another Teaching Workshop." Engineering Education, 79(6), 622 (1989). Reprinted in J. Coll. Sci. Teaching, 21(4), 207-209 (1992).

  95. R.M. Felder, "Learning Styles of Engineering Students and Engineering Professors." Tecnología, Ciencia, Educación (IMIQ), 4(1), 56-62 (1989). Translated into Spanish and reprinted as "Estilos de Aprendizaje de los Estudiantes y los Profesores de Ingeniería." Educación Química, 1(3), 110-115 (1990).

  96. R.M. Felder, "How Students Learn: Adapting Teaching Styles to Learning Styles." 1988 Frontiers in Education Conference Proceedings, ASEE/IEEE, Santa Barbara, CA, October 1988, pp. 489-494.

  97. R.M. Felder, "Creativity in Engineering Education." Chem. Eng.Education, 22(3), 120 (1988). Techniques to help engineering students develop creative thinking skills.

  98. R.M. Felder and B.A. Soloman, "Systems Thinking: An Experimental Course for College Freshmen." Innovative Higher Education, 12(2), 57 (1988).

  99. R.M. Felder and L.K. Silverman, "Learning and Teaching Styles in Engineering Education." Engr. Education, 78(7), 674-681 (1988). The article that originally defined the Felder-Silverman learning styles model and identified teaching practices that should meet the needs of students with the full spectrum of styles. The paper on the Web site is preceded by a 2002 preface that states and explains changes in the model that have been made since 1988. (William Elgin Wickenden Award Paper, ASEE, June 1989)

  100. R.M. Felder, "A Course on Presenting Technical Talks." Chem. Eng. Education, 22(2), 84 (1988).

  101. R.M. Felder, "On Creating Creative Engineers." Engineering Education, 77(4), 222-227 (1987). (William Elgin Wickenden Award Paper, ASEE, June 1988; 1987 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE, April 1987.) Classroom exercises and assignments to help students develop and improve their creative thinking skills.

  102. R.M. Felder, "The Future ChE Curriculum: Must One Size Fit All?" Chem. Eng. Education, 21(2), 74 (1987).

  103. R.M. Felder, "Identifying and Dealing with Exceptionally Gifted Children: The Half-Blind Leading the Sighted." Roeper Review, 8, 174 (1986).

  104. R.M. Felder, "The Generic Quiz: A Device to Stimulate Creativity and Higher-Level Thinking Skills." Chem. Eng. Education, 19(4), 176 (1985). (1985 Corcoran Award Paper, Chemical Engineering Division, ASEE; 1986 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE.) A "make-up-an-exam" exercise that helps students develop higher-level thinking skills (analytical, critical, and creative thinking).

  105. R.M. Felder, "Cheating--An Ounce of Prevention." Chem. Eng. Education, 19(1), 12 (1985).

  106. R.M. Felder, "Does Engineering Education Have Anything to Do with Either?" Engineering Education, 75(2), 95 (1984). A condensation of the reference that follows. (1985 Outstanding Paper on Engineering Education, Southeastern Section of the ASEE)

  107. R.M. Felder, "Does Engineering Education Have Anything to Do with Either One: Toward a Systems Approach to Training Engineers." R.J. Reynolds Industries Award Distinguished Lecture Series, North Carolina State University, October 1982. A monograph that relates prevalent practices in engineering education to many technology-based problems facing society. Many of the educational reforms suggested in the monograph were developed further in Dr. Felder's papers in subsequent decades and anticipated many of the features of the current engineering program accreditation system.

  108. R.M. Felder and D.B. Marsland, "Chemical Process Systems: A Second Course in Chemical Engineering." Chem. Eng. Education, 13, 116 (1979).

  109. R.M. Felder, "Chemical Engineering at North Carolina State University." Chem. Eng. Education, 13, 2 (1979).

  110. R.M. Felder, "Today We Will Hear from the CHE Department." Chem. Eng. Education, 6, 118 (1972).


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