BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 14.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20251102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20250301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:Speaker: \;Dr. Cindy Finelli\nThere is ample evidence about the positive benefits of active learning and other student-centered instr uction on student success\, yet lecture continues to be the prevailing ped agogy in most undergraduate engineering classrooms. Dr. Cindy Finelli is e ngaged in research at the University of Michigan \;to answer questions such as: What factors motivate and inhibit faculty adoption of student-ce ntered instruction in undergraduate engineering classes? What types of ins truction do engineering undergraduates expect\, and how do they respond to active learning and other student-centered instruction? How pervasive is student resistance to active learning? What strategies can \;faculty u se to reduce resistance? Dr. Finelli will present research findings to ans wer some of these questions\, \;and highlight implications for faculty wishing to overcome student resistance to active learning.\n\nDr. Cindy F inelli is Associate Professor of Electrical Engineering &\; Computer Sc ience\, Associate Professor of Education\, and Director of Engineering Edu cation Research at University of Michigan. Her research interests include increasing faculty adoption of evidence-based instruction\, studying the i mpact of the classroom space on teaching and learning\, and using classroo m technology to improve student learning and engagement. She recently led an international initiative to develop a taxonomy for the field of enginee ring education research. Dr. Finelli is a Fellow of the American Society o f Engineering Education\, Deputy Editor for the Journal of Engineering Edu cation\, Associate Editor for the IEEE Transactions on Education\, and pas t chair of the Educational Research and Methods Division of ASEE. She foun ded the Center for Research on Learning and Teaching in Engineering at Uni versity of Michigan in 2003 and served as its Director for 12 years. Dr. F inelli earned the B.S.E.\, M.S.E.\, and Ph.D. degrees in Electrical Engine ering from University of Michigan.\nSponsor: College of Engineering DTEND:20180309T180000Z DTSTAMP:20260308T141932Z DTSTART:20180309T170000Z LOCATION:IL\,USA\,Champaign\,Micro and Nano Technology Lab\, Room 1000 SEQUENCE:0 SUMMARY:Overcoming Barriers to Using Student-centered Instruction: From Res earch to Practice UID:RFCALITEM639085583721351160 X-ALT-DESC;FMTTYPE=text/html:

Speaker: \;Dr. Cindy Finelli

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There is ampl e evidence about the positive benefits of active learning and other studen t-centered instruction on student success\, yet lecture continues to be th e prevailing pedagogy in most undergraduate engineering classrooms. Dr. Ci ndy Finelli is engaged in research at the University of Michigan \;to answer questions such as: What factors motivate and inhibit faculty adopti on of student-centered instruction in undergraduate engineering classes? W hat types of instruction do engineering undergraduates expect\, and how do they respond to active learning and other student-centered instruction? H ow pervasive is student resistance to active learning? What strategies can  \;faculty use to reduce resistance? Dr. Finelli will present research findings to answer some of these questions\, \;and highlight implicat ions for faculty wishing to overcome student resistance to active learning .

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\nDr. Cindy Finelli is Associate Professor of Electrical Engineering &\; Computer Science\, Associate Professor of Education\, and Director of Engineering Education Research at University of Michigan. Her research interests include increasing faculty adoption of evidence-based instruction\, studying the impact of the classroom space o n teaching and learning\, and using classroom technology to improve studen t learning and engagement. She recently led an international initiative to develop a taxonomy for the field of engineering education research. Dr. F inelli is a Fellow of the American Society of Engineering Education\, Depu ty Editor for the Journal of Engineering Education\, Associate Editor for the IEEE Transactions on Education\, and past chair of the Educational Res earch and Methods Division of ASEE. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 an d served as its Director for 12 years. Dr. Finelli earned the B.S.E.\, M.S .E.\, and Ph.D. degrees in Electrical Engineering from University of Michi gan.

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