Greg Kremer's page on Education   

v  I believe that the best educational experiences are relational, experiential, integral and reflective.

v  I agree that “modern man listens more willingly to witnesses than to teachers,
and if he does listen to teachers, it is because they are witnesses” [
Pope Paul VI]

v I believe that a University education should support the ideal stated in the inscription
on Ohio University's Alumni Gate:
”So enter that daily thou mayest grow in knowledge, wisdom and love. 
So depart that daily thou mayest better serve thy fellowmen, thy country and thy God."

 

v I believe that “teaching” encompasses not only what goes on inside the classroom
but all things that add to the students’ learning experience, so I spend more time trying to develop
meaningful learning activities and providing formative feedback
than on traditional teacher-centered activities like lectures and discussions.

 

v  I also believe that the following quote from Albert Einstein applies to education:
          “Everything should be made as simple as possible, but not simpler”.

 

For more details, click below and/or scroll down

Rounded Rectangle: My Teaching Philosophy (2003) old but still relevant

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Engineering Education Research

I am interested in service learning, integrative education, educational outcomes and assessment,
and the development and assessment of professional skills in undergraduate engineering programs.

Rounded Rectangle: Carnegie Scholar Project 
In 2005-2006 I was given the opportunity to work with a great group of scholars on integrative learning. 
My individual project (which is ongoing) was to integrate aspects of
"How-to-Be" an engineer with the traditional focus on "How-to-do" engineering. 
The project title was
"Integrating Professional Skills with Engineering Identity: Using Performance Reviews in
Capstone Design Courses to Help Students Value, Understand and Develop Professional Skills
".

List of Recent Engineering Education Publications

·        Kremer, G. and Burnette, D., "Using Performance Reviews In Capstone Design Courses For Development And Assessment Of Professional Skills", Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, Paper 1041, Session 3525, June 2008. 

·        Kremer, G. "Risk Assessment of a Mechanical Engineering Department", Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, Paper 1040, Session 3266, June 2008. 

·        Kremer, G., "Lessons Learned from Developing, Implementing and Evaluating an Integrated Departmental Assessment and Continuous Improvement Process" (a 3-hour ABET Assessment Workshop), ABET Best Assessment Processes IX Symposium, April 2007.

·        Kremer, G., “An Academic Integrity Case Study: Let's Talk About It”. The 26th Annual Lilly Conference on College Teaching. #157, November 16-19, 2006.

·        Fisher, M. and Kremer, G., “Value-ing the Professions: Integrating Values in the Education of Science and Engineering Professionals”. The 26th Annual Lilly Conference on College Teaching, #162. November 16-19, 2006.

·        Kremer, G.G., “Lessons Learned from Ohio University's Fall 2004 ABET Review”, ABET Best Assessment Processes VII Symposium, April 2005.

·        Kremer, G. "Standardizing Outcomes Assessment Allows Faculty to Focus on Student Learning", Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, Educational Research and Methods Session 3230, June 2003. 

·        Kremer, G., "The Review Cycle: A Procedure for Efficiently Reviewing Your Overall Assessment and Continuous Improvement Process", Best Assessment Processes V Symposium Session 54, Rose-Hulman Institute of Technology, April 2003.

·        Kremer, G., "Using Course Design and Assessment Forms to Drive the Outcomes Assessment and Continuous Improvement Process", Best Assessment Processes V Symposium Session 7, Rose-Hulman Institute of Technology, April 2003.

·        Kremer, G., “The Engineering Students’ Curriculum: Stressing Professionalism & Professional Registration”, Presentation and panel discussion at the Ohio Society of Professional Engineers 124th Annual Meeting, 5/17/02.

·        Kremer, G., “Teaching a Rigorous Problem-Solving Framework in Entry-Level Mechanical Engineering Courses - Theory and Practice,” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Session 1566, Paper 1503, 2001.

·        Kremer, G., “Interactive Problem Solving for Mechanical Engineering on the World-Wide-Web,” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Session 1520, Paper 1508, 2001.

·        Halliday, K., Kremer, G., and Urieli, I., “Putting the Engine back into Engineering Education – A Capstone Design Project,” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Session 2525, 2001.

·        Murray, A., Kremer G. et al, “Early Lessons in Executing Distributed Collaborative Student Design Projects,” Proceedings of the Design Engineering Technical Conference, September 2001.

·        Kremer, G., Pasic, H., and Mehta, B., “A Web-based Interactive Problem Solver for Enhancing Learning in Engineering Mechanics,” Proceedings of the 2000 American Society for Engineering Education Annual Conference & Exposition, Session 1368, 2000.

·        Mehta, B.M., Kremer, G.G., Wang, M. and Zhang, L., “Web-based Mechanics: Statics and Dynamics,” EDA 2000 Conference, Orlando FL.

·        Mehta, B. and Kremer, G., “Dynamics of Design and Development of Web-based Entry Level Engineering Courses: Mechanics (Statics and Dynamics), WebNet 2000, 10/30/2000-11/4/2000, San Antonio, Texas.

·        Murray, A., Smari, W.W., and Kremer, G.G., “Using Experiential Learning to Prepare Students for Geographically Disperse Collaborative Engineering Environments”, Workshop on Collaborative Technologies for Creative Integrated Systems, November 10-11, 1999, Rochester MI. 

    Courses I have taught at Ohio University

Undergraduate Courses:

Graduate Courses:

ME 224      Dynamics

ME 576      Automotive Engineering

ME 350      Intro to CAD

ME 577     Vehicle Systems Design (planned)

ME 398      Junior Lab

 

ME 403      Machine Design I

 

ME 450      Finite Elements

 

ME 470/471/472 ME Design I/II/III

 

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Links Related To Engineering Education

·        Richard Felder Resources in Science and Engineering Education

Modified August 2010, Copyright 2000, Ohio University