What research says to the science and engineering educator

Teresa L. Larkin, Larry G. Richards, Karl A. Smith

Research output: Contribution to journalConference articlepeer-review

2 Scopus citations


In recent decades, SMET educators have been inundated with pedagogical buzrwords such as constructivism, authentic assessment, active learning, etc. These terms are the outgrowth of various educational theories that suggest that learning can be enhanced if these approaches are adopted for use in the classroom. However, there often seems to be a divide between the theory and its practical application and implementation. How can SMET educators best begin to bridge this gap? To respond to this question, we will provide a brief overview of recent educational research literature in science and engineering. We will share some successful pedagogical approaches to teaching and learning that have been developed at our own institutions and that demonstrate how to bridge the gap between theory and practice. Successful practices include the use of case studies, active and cooperative learning, and writing/reflection activities. In addition, we will highlight successful assessment practices as they relate to the enhancement of student learning.

Original languageEnglish (US)
JournalProceedings - Frontiers in Education Conference
StatePublished - Dec 1 2002
Event32nd Annual Frontiers in Education; Leading a Revolution in Engineering and Computer Science Education - Boston, MA, United States
Duration: Nov 6 2002Nov 9 2002


  • Assessment
  • Case studies
  • Collaborative learning
  • Student learning
  • Writing

Fingerprint Dive into the research topics of 'What research says to the science and engineering educator'. Together they form a unique fingerprint.

Cite this