Relevant bibliographies by topics / Classroom discipline

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom discipline'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Classroom discipline"

1

Lewis, Ramon. "Classroom Discipline: Teachers' Preferences." Set: Research Information for Teachers, no. 1 (June 1, 1996): 1–4. http://dx.doi.org/10.18296/set.0899.

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Knoff, Howard M. "Preventing Classroom Discipline Problems." Special Services in the Schools 5, no. 3-4 (March 22, 1990): 215–39. http://dx.doi.org/10.1300/j008v05n03_12.

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Taylor, Nathan H. "Strategies for classroom discipline." Research in Developmental Disabilities 8, no. 3 (January 1987): 500–501. http://dx.doi.org/10.1016/0891-4222(87)90029-1.

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Bourassa, Nicole. "The Classroom as Studio—The Studio as Classroom." LEARNing Landscapes 2, no. 1 (February 1, 2008): 115–25. http://dx.doi.org/10.36510/learnland.v2i1.278.

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In this article a studio approach to teaching is examined. Based on her own pedagogical experience, the author shows how the "classroom as studio" and "studio as classroom" become a home for rich learning both within and beyond the classroom walls. She observes that through the skills, work ethic, processes, and discipline inherent to the arts, students develop the competencies that transfer easily across disciplines. Further, she demonstrates that the creative and natural language of movement and dance, in conjunction with a supportive studio atmosphere, can serve as a strong pedagogical equalizer that enables each student to flourish in an uninhibited way.
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Shanks, Joyce. "Building Classroom Discipline (Fourth Edition)." Teaching Education 6, no. 1 (September 1994): 179–81. http://dx.doi.org/10.1080/1047621940060123.

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Lewis, Ramon. "Classroom discipline and student responsibility:." Teaching and Teacher Education 17, no. 3 (April 2001): 307–19. http://dx.doi.org/10.1016/s0742-051x(00)00059-7.

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Tulley, Michael, and Lian Hwang Chiu. "Student Teachers and Classroom Discipline." Journal of Educational Research 88, no. 3 (January 1995): 164–71. http://dx.doi.org/10.1080/00220671.1995.9941295.

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MATSUURA, Kanako. "The Establishment of Classroom Discipline:." Journal of Educational Sociology 96 (2015): 219–39. http://dx.doi.org/10.11151/eds.96.219.

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GRUS, CATHERINE L. "DISCIPLINE: EFFECTS IN THE CLASSROOM." Journal of Developmental & Behavioral Pediatrics 23, no. 6 (December 2002): 464–65. http://dx.doi.org/10.1097/00004703-200212000-00022.

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Morris, Robert C., and Joseph C. Elliott. "Understanding Alternatives for Classroom Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 408–12. http://dx.doi.org/10.1080/00098655.1985.11674159.

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Dissertations / Theses on the topic "Classroom discipline"

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Evanshen, Pamela. "Positive Discipline in the Classroom." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4400.

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Serakwane, Jane Mathukhwane. "Establishing discipline in the contemporary classroom." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-115350/.

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Pack, Elaine. "Proactive measures for elementary classroom discipline." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54739.pdf.

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Evanshen, Pamela. "Positive Discipline." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4423.

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Lai, Tak-wah John. "Effectiveness of classroom management procedures involving behavioural approach : perceptions of prevocational schools' teachers and students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602130.

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Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

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Suping, P. P. "The Management of Discipline by Educators In Secondary Schools." Thesis, (Welkom): Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/219.

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The purpose of this research is to assess the management of discipline by educators in selected secondary schools. There are three major objectives in this study. Firstly, the study sought to examine the major causes of lack of discipline in secondary schools. Secondly, the study sought to determine the extent to which educators are affected by lack of discipline in the classrooms. Thirdly, possible strategies and alternatives to be used by educators were investigated. Data was collected from educators in different schools situated in the Lejweleputswa district of the Free State province. The study employed both the qualitative and quantitative research approaches to gain primary data and a literature review for secondary data. Mostly qualitative data was supplemented by quantitative data and a literature review. The results have revealed that many educators struggle to manage discipline in secondary schools. Part of the problem is the lack of alternative disciplinary measures to corporal punishment as a discipline tool. Educators aim to put measures in place to manage discipline, without resorting to punitive measures (such as corporal punishment). There is a need to implement developmental workshops at schools to assist educators in managing discipline. It is therefore recommended by this study that educators should not only be introduced to alternative measures of keeping discipline, but a continuous mentoring and support programme to assist educators with these alternatives should be implemented at schools.
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Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

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Carneiro, Carolina Marques. "Coperative learning in the classroom: systematization for discipline of chemistry." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11014.

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Universidade Federal do CearÃ
O presente estudo teve o propÃsito de utilizar atravÃs da sistematizaÃÃo de aulas, a metodologia de ensino conhecida como Aprendizagem Cooperativa com estudantes do segundo semestre do Curso de Licenciatura em QuÃmica da Universidade Federal do CearÃ. Visou avaliar atravÃs das experiÃncias dos alunos, essa alternativa de ensino como metodologia possÃvel nas aulas, alÃm do interesse e a satisfaÃÃo desses alunos por esse mÃtodo de estudo em grupo. A utilizaÃÃo dessa metodologia teve Ãnfase na importÃncia da aprendizagem dos estudantes nÃo somente no Ãmbito cognitivo, mas, sobretudo no reconhecimento pelo estudo de grupo e melhoria das relaÃÃes sociais, como instrumento de aprendizagem. AtravÃs da elaboraÃÃo de planos de aula e com o auxÃlio das tÃcnicas conhecidas como Jigsaw, verificaÃÃo em pares e aprendendo juntos foi possÃvel adequar essa metodologia no ensino da disciplina, sem comprometer em momento algum o conteÃdo do programa. O reconhecimento positivo dos alunos em detrimento a essa sistemÃtica de ensino, proporcionou à essa pesquisa um atestado de que à possÃvel trabalhar conteÃdos de quÃmica utilizando essa metodologia. Por fim, elucidar como essa metodologia pode trazer contribuiÃÃes positivas nesse processo de aprendizagem.
The present study aimed to use through the systematization of lessons , teaching methodology known as Cooperative Learning with students from the second semester of the Bachelor of Chemistry , Federal University of Cearà . Aimed to evaluate through the experiences of the students , this alternative teaching methodology as possible in class , plus the interest and satisfaction of these students by this method of study group. The use of this methodology was emphasis on the importance of student learning not only in cognitive , but especially in recognition for group study and improvement of social relations , as a learning tool . Through the preparation of lesson plans and with the aid of techniques known as Jigsaw , check in pairs and learning together was possible to adapt this methodology in the teaching discipline , without compromising at any moment the program content . The positive recognition of students over to this system of education provided to this research a certificate that you can work using chemical contents of this methodology. Finally, to elucidate how this methodology can bring positive contributions in this learning process.
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Watkins, Megan. "Discipline and learn : theorising the pedagogic body /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
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Books on the topic "Classroom discipline"

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Jones, Fred. Positive classroom discipline. Santa Cruz, CA: Frederic H. Jones, 1994.

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W, Senter Gail, ed. Building classroom discipline. Boston: Pearson, 2011.

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W, Senter Gail, ed. Building classroom discipline. 9th ed. Boston, Mass: Pearson / Allyn & Bacon, 2008.

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Charles, C. M. Building classroom discipline. 4th ed. New York: Longman, 1992.

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W, Senter Gail, ed. Building classroom discipline. 8th ed. Boston: Pearson/A & B, 2005.

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Positive classroom discipline. New York: McGraw-Hill, 1987.

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Blaine, Barr Karen, ed. Building classroom discipline. 3rd ed. New York: Longman, 1989.

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Building classroom discipline. 7th ed. Boston: Allyn and Bacon, 2002.

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Charles, C. M. Building classroom discipline. 6th ed. New York: Longman, 1999.

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Charles, C. M. Building classroom discipline. Boston: Allyn & Bacon, 2010.

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Book chapters on the topic "Classroom discipline"

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Pine, Nancy. "Classroom Environment and Discipline." In Educating Young Giants, 79–89. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037565_7.

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Sit, Hing Wa. "Findings from Classroom Observation." In Inclusive Teaching Strategies for Discipline-based English Studies, 59–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4708-4_5.

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Yusuf, Aishatu R., Angela Irvine, and James Bell. "Reducing Racial Disparities in School Discipline: Structured Decision-Making in the Classroom." In Inequality in School Discipline, 99–114. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4_6.

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Steeves, Valerie, Priscilla Regan, and Leslie Regan Shade. "Digital Surveillance in the Networked Classroom." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 445–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_23.

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Zi, Wang. "From Discipline to Indoctrination: A Trend in Classroom Management." In Lecture Notes in Electrical Engineering, 155–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_26.

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Kayalar, Fethi, Mehmet Özbaş, Sinan Yalçın, and Turgut Uslu. "Veteran Principals’ Views over the Effect of Positive Discipline on Classroom Management for Novice Teachers." In Chaos, Complexity and Leadership 2017, 139–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_11.

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Saye, John W. "Disciplined Inquiry in Social Studies Classrooms." In The Wiley Handbook of Social Studies Research, 336–59. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch15.

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Brown, James. "Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 166–70. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-038.

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Watson, Karen. "‘Silences’ in the ‘Inclusive’ Early Childhood Classroom: Sustaining a ‘Taboo’." In Interrupting the Psy-Disciplines in Education, 13–31. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51305-2_2.

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Ashley, Kevin D., and Collin Lynch. "Instructional Explanations in a Legal Classroom: Are Students’ Argument Diagrams of Hypothetical Reasoning Diagnostic?" In Instructional Explanations in the Disciplines, 171–88. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0594-9_11.

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Conference papers on the topic "Classroom discipline"

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Kovacova, Zuzana. "PREVENTIVE PROGRAMS AS A WAY TO OPTIMIZING CLASSROOM DISCIPLINE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.051.

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Douskova, Alena. "TEACHING CHILDREN SELF-CONTROL THROUGH DISCIPLINE MANAGEMENT PROGRAMS IN CLASSROOM." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.096.

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Batur, Fatma, and Jan Strobl. "Discipline-Specific Language Learning in a Mainstream Computer Science Classroom." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3362115.

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Chistolini, Sandra. "Decoding the Disciplines in higher education institutions." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8137.

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Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
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Kiseleva, N. V., and V. Yu Baktieva. "COMPARATIVE CHARACTERISTIC OF PECULIARITIES OF FUNCTIONAL PREPAREDNESS OF MEDICAL COLLEGE STUDENTS." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/22.

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This article presents and describes the results of testing to determine the level of functional readiness of students with the subsequent organization of adequate physical activity in the classroom of the discipline "Physical culture".
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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.

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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Engels, Jennifer, Barbara Bruno, Noelle Dasalla, and Daniela Böttjer-Wilson. "Class observations from the University of Hawai‘i at Mānoa highlight the need for active learning strategies to support diverse students in large classes." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9547.

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Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.
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Slattery, Robyn Maree, Renea Anne Taylor, and Christian Daniel Doerig. "Duet Lectorials: An Engaging Approach to Interdisciplinary Teaching." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8125.

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Duet Lectorials were delivered to third-year students undertaking their final ‘cap-stone’ unit by two experts straddling two inter-related but distinct biomedical disciplines. This interdisciplinary teaching approach was introduced for two reasons: firstly, to address a gap in integrated learning at the interface between biomedical disciplines; and secondly, to support non- teaching focused, research experts, in the engaging delivery of lectures. Compared with traditional lecture delivery, students who had received Duet Lectorials reported an increase in their enjoyment of learning, a greater interest and engagement with the subject content, and, most importantly, improved in-depth understanding of the topic through an integrated perspective of the two disciplines. This positive outcome in student learning was further validated by improved performance in objective assessment tasks. Lecturers delivering Duet Lectorials reported a deepening of their own interdisciplinary knowledge that stimulated their enjoyment of teaching. Thus, interdisciplinary teaching using interactive Duet Lectorials emerges as a powerful approach to improve both student and teacher engagement and learning in the classroom, and brings a strong contribution to breaking the discipline-specific “silo” mentality in the teaching of complex aspects of biomedical sciences.
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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.

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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.
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Santos, Hugo. "THE FLIPPED CLASSROOM IMPROVES PHYSIOTHERAPY STUDENTS PERFORMANCE AND SATISFACTION IN THE DISCIPLINE OF PHYSIOLOGY: A QUASI-EXPERIMENTAL STUDY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0572.

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Reports on the topic "Classroom discipline"

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Ulasewiicz, Constance B. "Triple Bottom Line Practices" in the Classroom and Across the Curriculum for Agents of Change in Apparel Disciplines. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1321.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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