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Facilitating the Transition of a Traditional Engineering Course to a Structured, Active, In-Class Learning Environment as a Teaching Assistant Sarah Ilkhanipour Rooney, University of Pennsylvania Sarah I. Rooney is a Ph.D. candidate in the Bioengineering department at the University of Pennsylvania. She received her B.S.E. (2009) and M.S.E. (2010) in Biomedical Engineering from the University of Michigan (Ann Arbor). Dr. Julie Schafer McGurk, University of Pennsylvania Julie McGurk is an Associate Director for the Center for Teaching and Learning at the University of Pennsylvania. She earned her B.S. in Neuroscience from the University of Pittsburgh and her Ph.D. in Neuroscience at Johns Hopkins University. As a postdoctoral fellow Julie participated in the Penn-PORT program, a teaching postdoctoral program, at the University of Pennsylvania. Dr. Emily R Elliott, University of Pennsylvania Emily R. Elliott is an Associate Director of the Center for Teaching and Learning at the University of Pennsylvania. She received her PhD in Biomedical Sciences from the University of California, San Francisco (2012), and was an HHMI postdoctoral science teaching fellow, conducting education research, at Iowa State University from 2012 to 2014. Ursula J Williams, University of Pennsylvania Ursula J. Williams received her Ph.D. in chemistry from the University of Pennsylvania (2014). She is an assistant professor of chemistry at Juniata College where she teaches introductory and analytical chemistry courses. Dr. LeAnn Dourte Segan, University of Pennsylvania Dr. LeAnn Dourte Segan is a lecturer at the University of Pennsylvania in Philadelphia, PA. Her primary teaching focus is in the field of solid biomechanics at the undergraduate and graduate levels.

Facilitating the Transition of a Traditional Engineering Course to a Structured, Active, In-class Learning Environment as a Teaching Assistant