Publications:
Andrews, M. E., Graham, M., Prince, M., Borrego, M., Finelli, C., & Husman, J. (revise and resubmit). Student Resistance to Active Learning: Do Instructors (Mostly) Get It Wrong? Australasian Journal of Engineering Education.
Borrego, M., Froyd, J., Henderson, C., Cutler, S., & Prince, M. (2013). Influence of Engineering Instructors’ Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses. International Journal of Engineering Education, 29(6), 1456-1471.
DeMonbrun, M., Finelli, C. J., Prince, M., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2), 273-298. https://doi.org/10.1002/jee.20162
Finelli, C. J., & Borrego, M. (2020). Evidence-Based Strategies to Reduce Student Resistance to Active Learning. In J. J. Mintzes & E. M. Walter (Eds.), Active Learning in College Science: The Case for Evidence-Based Practice. Springer, Cham.
Finelli, C. J., Nguyen, K., DeMonbrun, M., Borrego, M., Prince, M., Husman, J., Henderson, C., Shekhar, P., & Waters, C. K. (2018). Reducing student resistance to active learning: Strategies for instructors. Journal of College Science Teaching, 47(5), 80-91.
Froyd, J. E., Borrego, M., Cutler, S., Henderson, C., & Prince, M. J. (2013). Estimates of use of research-based instructional strategies in core electrical or computer engineering courses. IEEE Transactions on Education, 56(4), 393-399. 10.1109/TE.2013.2244602
Nguyen, K., Husman, J., Borrego, M., Shekhar, P., Prince, M., Demonbrun, M., & Waters, C. (2017). Students’ expectations, types of instruction, and instructor strategies predicting student response to active learning. International Journal of Engineering Education, 33(1), 2-18.
Prince, M., Borrego, M., Henderson, C., Cutler, S., & Froyd, J. (2013). Use of research-based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 47(1), 27-37.
Shekhar, P., Prince, M., Finelli, C., Demonbrun, M., & Waters, C. (2018). Integrating quantitative and qualitative research methods to examine student resistance to active learning. European Journal of Engineering Education, 44, 1-2, 6-18. https://doi.org/10.1080/03043797.2018.1438988
Shekhar, P., & Borrego, M. (2017). Examining Instructional Change: An Observational Study of Engineering Instructors’ Use of Active Learning. International Journal of Engineering Education, 33(6(A)), 1712-1725.
Shekhar, P., Demonbrun, M., Borrego, M., Finelli, C., Prince, M., Henderson, C., & Waters, C. (2015). Development of an observation protocol to study undergraduate engineering student resistance to active learning. International Journal of Engineering Education, 31(2), 597-609.
Tharayil, S., Borrego, M., Prince, M., Nguyen, K., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International journal of STEM education, 5(1), 7. 10.1186/s40594-018-0102-y
Conference Papers:
Finelli, C. J., Carroll, L., Prince, M., & Husman, J. (2019, May). Promoting adoption of active learning and use of strategies to reduce student resistance to active learning. Paper presented at Research in Engineering Education Symposium: Making Connections, Cape Town, South Africa.
Husman, J.; Graham, M.C.; Borrego, M. J.; Finelli, C. J.; Prince, M. J.; Bermudez, B. (2020, April). Reducing Student Resistance to Active Learning: Development and Validation of a Measure. Paper accepted for the American Educational Research Association Annual Meeting, San Francisco, CA. (Conference Canceled).
Marlor, L. K., Finelli, C., Andrews, M. E., Bermudez, B., Borrego, M., Carroll, L., DeRosia, N. M., Graham, M., Husman, J., & Prince, M. (2020). Reducing Student Resistance to Active Learning: Applying Research Results to Faculty Development American Society for Engineering Education, Virtual On line. https://peer.asee.org/35130
Nguyen, K., DeMonbrun, R. M., Borrego, M. J., Prince, M. J., Husman, J., Finelli, C. J., Shekhar, P., Henderson, C., & Waters, C. (2017). The variation of nontraditional teaching methods across 17 undergraduate engineering classrooms. 2017 ASEE Annual Conference & Exposition.