SEEdS:
Design and Implementation of Interactive Learning

Seminar Description

Fostering engagement and collaboration in the classroom is more critical than ever. This seminar explored the Pedagogy of Engagement, focusing on the transformative impact of cooperative and interactive learning. Framed by major shifts in engineering education and principles of how learning works, the session delved into cooperative learning strategies—informal, formal, and base groups—and highlighted evidence-based practices that foster student collaboration and deeper learning.

From the discussion

During a small breakout discussion, Smith and Peña asked participants to reflect on their experiences with interactive learning during their undergraduate years. While the discussion portions of SEEdS are not included in the recordings, here are a few key takeaways:

Emotional Aspects of Interactive Learning

Interactive learning can be uncomfortable, with challenges like intimidation by professors and peers, lack of structured teamwork guidance, and confidence affecting participation. Creating a supportive environment is key to student success.

💡How can you design interactive learning experiences where students feel supported, rather than intimidated?

Cooperative Base Groups: High Impact, Low Cost

With minimal effort and cost to implement, cooperative base groups have a significant impact on student engagement, retention, and confidence by providing long-term academic and emotional support. While some expressed concerns that these groups are undervalued in traditional academic settings, others emphasized the organic formation of study groups through early interactive experiences.

💡How could you structure your class to include cooperative base groups?

Guest Speakers

Karl A. Smith is Emeritus Cooperative Learning Professor of Engineering Education, School of Engineering Education, at Purdue University. He is also Emeritus Professor of Civil, Environmental, and Geo- Engineering, Morse-Alumni Distinguished University Teaching Professor, and Faculty Member, Technological Leadership Institute at the University of Minnesota. He joined the University of Minnesota in 1972 and started his academic career as a materials processing engineering researcher. In 1991 he changed careers to focus on engineering education research and in 2006 he accepted a part time position as Cooperative Learning Professor, School of Engineering Education, Purdue University to help start the engineering education PhD program in the College of Engineering.

His research and development interests include building research and innovation capabilities in engineering education; faculty and graduate student professional development; and the role of cooperation in learning and design. Karl has over 40 years of experience working with faculty to redesign their courses and programs to improve student learning. He adapted the cooperative learning model to engineering education and has helped many faculty and graduate students with implementation. He wrote or co-wrote eight books including How to model it:  Problem solving for the computer age, Cooperative learning:  Increasing college faculty instructional productivity, New paradigms for college teaching, Strategies for energizing large classes: From small groups to learning communities, Active learning: Cooperation in the college classroom, and Teamwork and project management. His bachelor’s and master’s degrees are in metallurgical engineering from Michigan Technological University and his Ph.D. is in educational psychology from the University of Minnesota.

Kristen Peña serves as the Senior Program Manager, Learning Initiatives at the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH). In this role, she leads the planning, development, and delivery of faculty professional learning programs, including communities of practice, workshops, quick-reference guides, and other resources designed to support engineering instructional staff and faculty. Peña has held various positions in higher education, focusing on student development, faculty-directed initiatives, and entrepreneurial experiential learning. As a first-generation college graduate, she earned her Doctor of Education in Leadership and Innovation from Arizona State University (ASU). Her research interests center on faculty professional development, faculty-student interactions, first-generation college student experiences, and strategies for retaining students in STEM fields.

Missed a session?Access recordings of past SEEdS topics on our YouTube channel or those in the ASU community can explore our SEEdS resource folder.