Michael Prince
Cited by
Cited by
Does active learning work? A review of the research
M Prince
Journal of engineering education 93 (3), 223-231, 2004
Inductive teaching and learning methods: Definitions, comparisons, and research bases
MJ Prince, RM Felder
Journal of engineering education 95 (2), 123-138, 2006
Bubble coalescence and break‐up in air‐sparged bubble columns
MJ Prince, HW Blanch
AIChE journal 36 (10), 1485-1499, 1990
The many faces of inductive teaching and learning
M Prince, R Felder
Journal of college science teaching 36 (5), 14, 2007
Engineering instructional development: Programs, best practices, and recommendations
RM Felder, R Brent, MJ Prince
Journal of Engineering Education 100 (1), 89-122, 2011
Self-regulation and autonomy in problem-and project-based learning environments
C Stefanou, JD Stolk, M Prince, JC Chen, SM Lord
Active Learning in Higher Education 14 (2), 109-122, 2013
Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies
MJ Prince, RM Felder, R Brent
Journal of engineering education 96 (4), 283-294, 2007
Strategies to mitigate student resistance to active learning
S Tharayil, M Borrego, M Prince, KA Nguyen, P Shekhar, CJ Finelli, ...
International Journal of STEM Education 5, 1-16, 2018
The curious construct of active learning
D Lombardi, TF Shipley, ...
Psychological Science in the Public Interest 22 (1), 8-43, 2021
Fidelity of implementation of research‐based instructional strategies (RBIS) in engineering science courses
M Borrego, S Cutler, M Prince, C Henderson, JE Froyd
Journal of engineering education 102 (3), 394-425, 2013
Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students' misconceptions
M Prince, M Vigeant, K Nottis
Journal of Engineering Education 101 (3), 412-438, 2012
Estimates of use of research-based instructional strategies in core electrical or computer engineering courses
JE Froyd, M Borrego, S Cutler, C Henderson, MJ Prince
IEEE Transactions on Education 56 (4), 393-399, 2013
Transition electrolyte concentrations for bubble coalescence
MJ Prince, HW Blanch
AIChE journal 36 (9), 1425-1429, 1990
Creating an instrument to measure student response to instructional practices
M DeMonbrun, CJ Finelli, M Prince, M Borrego, P Shekhar, C Henderson, ...
Journal of Engineering Education 106 (2), 273-298, 2017
Use of research-based instructional strategies in core chemical engineering courses
M Prince, M Borrego, C Henderson, S Cutler, J Froyd
Chemical Engineering Education 47 (1), 27-37, 2013
The effect of different active learning environments on student outcomes related to lifelong learning
C Stefanou, SM Lord, MJ Prince, J Stolk, J Chen
International Journal of Engineering Education 28 (3), 606-620, 2012
Reducing student resistance to active learning: Strategies for instructors.
CJ Finelli, K Nguyen, M DeMonbrun, M Borrego, M Prince, J Husman, ...
Journal of College Science Teaching 47 (5), 2018
Integrating quantitative and qualitative research methods to examine student resistance to active learning
P Shekhar, M Prince, C Finelli, M Demonbrun, C Waters
European Journal of Engineering Education 44 (1-2), 6-18, 2019
Development of an observation protocol to study undergraduate engineering student resistance to active learning
P Shekhar, M Demonbrun, M Borrego, C Finelli, M Prince, C Henderson, ...
International Journal of Engineering Education 31 (2), 597-609, 2015
Active student engagement in online STEM classes: Approaches and recommendations
M Prince, R Felder, R Brent
Advances in Engineering Education 8 (4), 1-25, 2020
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