Biographical Information on Rebecca Brent

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Dr. Brent

Dr. Rebecca Brent is President of Education Designs, Inc., a consulting firm in Cary, North Carolina. Her areas of expertise are faculty development in engineering and the sciences, evaluation of educational programs at both precollege and college levels, and classroom uses of instructional technology.

Dr. Brent received her B.A. in Music Education from Millsaps College in 1978, her M.Ed. from Mississippi State University in 1981, and her Ed.D. from Auburn University in 1988, and she holds a Certificate in Evaluation Practice from the Evaluators’ Institute at George Washington University. She taught for seven years in the Mobile, Alabama and Jackson, Mississippi public school systems prior to undertaking her doctoral program, and after receiving the doctorate, taught undergraduate and graduate courses in classroom organization and management, instructional planning, and language arts methods at Florida Southern College and East Carolina University, winning an Outstanding Teacher Award at the latter institution. She left ECU in 1996 as a tenured associate professor to go into private consulting. From 1997 to 2003, she directed the NSF-sponsored SUCCEED Coalition faculty development program, and from 1994 though 2015 she co-directed the National Effective Teaching Institute, a teaching workshop presented annually under the auspices of the American Society for Engineering Education. She was designated a Fellow of the ASEE in 2014.

Dr. Brent has published a book, book chapters and articles on effective teaching and faculty development in higher education, mentoring and supporting new faculty members, classroom applications of technology in K-12 and college, peer review of teaching, and a variety of topics in teacher education, and she has been a program evaluator for numerous large-scale education-related projects.

Together with her husband, Dr. Richard Felder, she coauthored Teaching and Learning STEM: A Practical Guide (Jossey-Bass, 2016), presented over 400 teaching and faculty development workshops on campuses and at conferences throughout the United States and abroad, and regularly contributes to their blog. She has seven spectacular grandchildren and an equally spectacular great niece.

Email Dr. Brent at rbrent@mindspring.com

Dr. Brent's Publications

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  1. Felder, R.M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. San Francisco: Jossey-Bass.
  2. Brent, R. (2016). Refresh your course without (too much) pain and suffering. In Maryellen Weimer (ed.), Essential teaching principles: A resource collection for adjunct faculty (pp. 80-83). Madison, WI: Magna Publications. Reprinted in Faculty Focus.
  3. Brent, R. & Brawner, C.E. (2009). A case study of contrasting approaches to integrating technology into the K-5 classroom. In R. Subramaniam (ed.), Handbook of research on new media literacy at the K-12 Level: Issues and challenges (pp. 551-574). Hershey, PA: IGI Global.
  4. Felder, R.M., & Brent, R. (2007). Cooperative learning. In P. A. Mabrouk (ed.), Active learning: Models from the analytical sciences (pp. 34-53). Washington, DC: American Chemical Society.
  5. Brent, R. (1998). Simulated opening of school. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

  1. Felder, R.M., Brent, R., & Prince, M.J. (2011). Engineering instructional development: Programs, best practices, and recommendations. Journal of Engineering Education, 100(1), 89-122.
  2. Felder, R.M. & Brent, R. (2010). The National Effective Teaching Institute: Assessment of impact and implications for faculty development. Journal of Engineering Education, 99(2), 121-134.
  3. Felder, R.M. & Brent, R. (2009). Active learning: An introduction. American Society for Quality Higher Education Brief, 2(4), August.
  4. Ollis, D.F., Kennedy, A., Granger, M., & Brent, R. (2008). Addressing “engineering solutions in global and societal context” through an integrated foreign language immersion experience. International Journal of Engineering Education, 24(2), 304-313.
  5. Prince, M.J., Felder, R.M., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96(4), 283-294.
  6. MacKay, G., Millis, B. & Brent, R. (2006). IDEA learning objective #9: Learning how to find and use resources for answering questions or solving problems. PODóIDEA Center Learning Notes.
  7. Felder, R.M. & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72.
  8. Felder, R.M. & Brent, R. (2004). The intellectual development of science and engineering students. 1. Models and challenges. Journal of Engineering Education, 93(4), 269-277.
  9. Felder, R.M. & Brent, R. (2004). The intellectual development of science and engineering students. 2. Teaching to promote growth. Journal of Engineering Education, 93(4), 279-291.
  10. Oakley, B., Felder, R.M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
  11. Brent, R., & Felder, R.M. (2003). A model for engineering faculty development. International Journal of Engineering Education, 19(2), 234-240.
  12. Felder, R.M., & Brent, R. (2003). Designing and teaching courses to satisfy Engineering Criteria 2000. Journal of Engineering Education, 92(1), 7-25.
  13. Brent, R., Brawner, C.E., & Van Dyk, P. (2002). Factors influencing student teachers’ use of technology. Journal of Computing in Teacher Education, 19(2), 61-68.
  14. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R. (2002). A survey of faculty teaching practices and perceptions of the importance of teaching. Journal of Engineering Education, 91(4), 393-396.
  15. Brent, R., & Felder, R.M. (2001). Engineering faculty development: Getting the sermon beyond the choir. Journal of Faculty Development, 18(3), 73-81.
  16. Felder, R.M., & Brent, R. (2001). Effective strategies for cooperative learning. J. Cooperation & Collaboration in College Teaching, 10(2), 69ñ75.
  17. Brent, R., & Felder, R.M. (1999). It’s a start. College Teaching, 47(1), 14-17.
  18. Felder, R.M., & Brent, R. (1999). How to improve teaching quality. Quality Management Journal, 6(2), 9-21.
  19. Hawk, P., Burke, M., Brent, R., Warren, L., & McCarley, L. (1999). Project ACT: An accelerated alternative licensure program to recruit minorities. Action in Teacher Education, 20(1), 47-55.
  20. Peel, B.B., Wheatley, E.A., & Brent, R. (1997). The story of a successful higher education/public school partnership. SRATE Journal, 6(1), 3-6.
  21. Wheatley, E.A., Brent, R., & Peel, B.B. (1997). Focus groups: Gathering perspectives on school reform. Planning and Changing, 28, 219-229.
  22. Felder, R.M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43-47.
  23. Brent, R., Wheatley, E., & Thomson, W.S. (1996). Videotaped microteaching: Bridging the gap from the university to the classroom. The Teacher Educator, 31(3), 238-247.
  24. Wheatley, E.A., & Brent, R. (1995). Videotaped microteaching in reading/language arts courses. Journal of Reading Education, 21, 6-14.
  25. Brent, R. (1994). Student journaling in methods classes. Kappa Delta Pi Record, 30, 58-61.
  26. Brent, R., & Anderson, P. (1994). Teaching kids how to listen. The Education Digest, 59(5), 67-70. (Summary reprint from 1993 article in The Reading Teacher)
  27. Brent, R., & Anderson, P. (1993). Developing children’s classroom listening strategies. The Reading Teacher, 47(2), 122-126.
  28. Brent, R. (1993). Simulated opening of school. SRATE Journal, 2(1), 15-19.
  29. Brent, R. & Felder, R.M. (1992). Writing assignments: Pathways to connections, clarity, creativity. College Teaching, 40(2), 43-47.
  30. Brent, R., & Noland, R.G. (1991). A comparison of directed reading activity and mapping and their effects on recall of text. Journal of Reading Education, 16(3), 30-42. Also summarized in S. Weintraub (Ed.). Annual Summary of Investigations Related to Reading (p. 170). Newark, DE: International Reading Association.
  31. Willis, J., Willis, D.A., Brent, R., & Beacham, B. (1991). A conceptual framework for integrating and evaluating concrete-modeled experiences (simulations) in teacher education. In H.E. Klein (Ed.), Managing change with cases, simulations, games and other interactive methods (pp. 245-254). Needham (Boston), MA: World Association for Case Method Research & Application.

  1. Brent, R. (2012). Department climate: A key to recruiting and retaining a diverse and successful faculty. 2012 FIE Proceedings. Frontiers in Education Conference, Seattle, WA, October.
  2. Brent, R. (2012). Process evaluation: The vital (and usually) missing piece in educational research. 2012 ASEE Annual Conference Proceedings, American Society for Engineering Education, San Antonio, TX, June.
  3. Brent, R., & Felder, R.M. (2009). Analysis of fifteen years of the National Effective Teaching Institute. 2009 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  4. Brent, R., & Felder, R.M. (2008). A professional development program for graduate students at North Carolina State University. 2008 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  5. Raubenheimer, D., Brent, R., Joines, J., & Craig, A. (2008). Integration of computer-based problem solving into engineering curricula. 2008 ASEE Annual Conference Proceedings, Washington, DC: ASEE.
  6. Raubenheimer, C.D., Craig, A., & Brent, R. (2008). Computer-based modeling to enhance problem solving. UNC Teaching and Learning with Technology Conference Proceedings, Chapel Hill, NC: Univ. of North Carolina.
  7. Brent, R., Maners, J., Raubenheimer, C.D., & Craig, A. (2007). Preparing undergraduates to teach computer applications to engineering freshmen. 2007 Frontiers in Education Conference Proceedings. Washington, DC: ASEE/IEEE.
  8. Brent, R., Felder, R.M., & Rajala, S.A. (2006). Preparing new faculty members to be successful: A no-brainer and yet a radical concept. 2006 ASEE Annual Conference Proceedings. Washington, DC: ASEE/IEEE.
  9. Kennedy, A., Ollis, D., & Brent, R. (2005). Cross-college collaboration to enhance Spanish instruction and learning. 2005 ASEE Annual Conference Proceedings. Washington, DC: ASEE/IEEE.
  10. Brent, R., & Brawner, C.E. (2005). Contrasting implementations of the IMPACT Model for technology and media integration. 2005 SITE Conference Proceedings Charlottesville, VA: AACE.
  11. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R. (2004). How do engineering faculty use instructional technology? 2004 Frontiers in Education Conference Proceedings, Washington, DC: ASEE/IEEE.
  12. Brent, R., & Felder, R.M. (2004). A protocol for peer review of teaching. 2004 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  13. Felder, R.M., & Brent, R. (2004). The ABC’­s of engineering education: ABET, Bloom’s Taxonomy, cooperative learning, and so on. 2004 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  14. Brawner, C.E., & Brent, R, & Van Dyk, P. (2004). The impact of a PT3 program on middle grades teacher preparation. 2004 SITE Conference Proceedings, AACE, Atlanta, GA: AACE.
  15. Ollis, D.F., Felder, R.M., & Brent, R. (2002). Introducing new faculty to multidisciplinary research collaboration. 2002 ASEE Annual Conference Proceedings, Washington, DC: ASEE.
  16. Brawner, C.E., Felder, R.M., Allen, R, H., & Brent, R. (2002). How important is effective teaching to engineering faculty and administrators. 2002 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  17. Anderson, T., Hoit, M., Felder, R.M., Brent, R., Zorowski, C., Ollis, D.F., Ohland, M. & Phillips, H. (2001). SUCCEED: A multiple university collaborative approach to systemic curriculum change (pp. 6E2-15 ñ 6E2-19). Proceedings of the International Conference on Engineering Education. Oslo, Norway, August 6-10.
  18. Brent, R., Felder, R.M., Rajala, S.A., Gilligan, J.G., & Lee, G. (2001). New faculty 101: An orientation to the profession. 2001 Frontiers in Education Conference Proceedings. Washington, DC: ASEE/IEEE.
  19. Carter, M., Brent, R., & Rajala, S.A. (2001). EC 2000 Criterion 2: A procedure for creating, assessing, and documenting program educational objectives. 2001 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  20. Brawner, C.E., Felder, R.M., Allen, R.H., Brent, R. & Miller, T.K. (2001). A comparison of electronic surveying by E-mail and Web. 2001 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  21. Brawner, C.E., Felder, R.M., Allen, R.H., & Brent, R. (2001). The impact of faculty development activities on engineering faculty teaching practices. 2001 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  22. Brent, R., & Felder, R.M. (2000). Helping new faculty get off to a good start. 2000 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  23. Brent, R., Felder, R.M., Regan, T., Walser, A., Carlson-Dakes, C., Evans, D., Maleve, C., Sanders, K., & McGourty, J. (2000). Engineering faculty development: A multicoalition perspective. 2000 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  24. Brawner, C.E., Felder, R.M., Brent, R., Miller, T.K., & Allen, R.H. (1999). Faculty teaching practices in an engineering education coalition. 1999 Frontiers in Education Conference Proceedings. Washington, DC: ASEE/IEEE.
  25. Felder, R.M., Brent, R., Hirt, D., Switzer, D., & Holzer, S. (1999). A model program for promoting effective teaching in colleges of engineering. 1999 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  26. Felder, R.M., Brent, R., Miller, T.K., Brawner, C.E., & Allen, R.H. (1998). Faculty teaching practices and perceptions of institutional attitudes toward teaching at eight engineering schools. 1998 Frontiers in Education Conference Proceedings. Washington, DC: ASEE/IEEE.
  27. Felder, R.M., & Brent, R. (1998). Faculty development: Getting the sermon beyond the choir. 1998 ASEE Annual Conference Proceedings. Washington, DC: ASEE.
  28. Brent, R. (1997). Simulated opening of school. In J. Willis, J.D. Price, S. McNeil, B. Robin, & D.A. Willis (Eds.), 1997 Technology and Teacher Education Annual (pp. 981-983). Charlottesville, VA: AACE.
  29. Hunt, N., & Brent, R. (1996). Developing simulations for teacher education. In B. Robin, J.D. Price, J. Willis, & D.A. Willis (Eds.), Technology and Teacher Education Annual (pp. 613-615). Charlottesville, VA: AACE.
  30. Brent, R., Wheatley, B., & Thomson, S. (1994). Preparation for field experiences with videotaped microteaching. In J. Willis, B. Robin, & D.A. Willis (Eds.), Technology in Teacher Education Annual (pp. 221-224). Charlottesville, VA: AACE.
  31. Willis, D.A., & Brent, R. (1994). Differentiated use of a lesson planning simulation. In J. Willis, B. Robin, & D.A. Willis (Eds.), Technology in Teacher Education Annual (pp. 317-319). Charlottesville, VA: AACE.
  32. Brent, R. (1993). Writing assignments in educational computing and instructional technology courses. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology in Teacher Education Annual (pp. 143-146). Charlottesville, VA: AACE.
  33. Brent, R. (1992). Integrating technology into methods classes (section editor’s introduction). In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology in Teacher Education Annual (pp. 73-74). Charlottesville, VA: AACE.
  34. Brent, R., Willis, D.A., & Beacham, B. (1992) PLUSóPlanning lessons using simulation: A development project. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology in Teacher Education Annual (pp. 625-628). Charlottesville, VA: AACE.
  35. Willis, D.A., & Brent, R. (1992). Computer simulations in teacher education methods classes. Proceedings of the International Conference on Technology and Education (pp. 663-665). Paris, France, March 16-20.
  36. Brent, R., Willis, D.A., Beacham, B., Bragaw, D., Willis, J., Thomson, S., & Misulis, K. (1991). Integrating concrete-modeled experiences into the elementary teacher education curriculum. In D. Carey, R. Carey, D.A. Willis, & J. Willis, (Eds.), Technology in Teacher Education Annual (pp. 232-235). Charlottesville, VA: AACE.
  37. Brent, R. (1990). Student journals as tools for reflection. Proceedings of the Association of Teacher Educators Summer Workshop: The Professionalization of Teachers. Towson, MD: ATE.

  1. Felder, R.M., and Brent, R. (2016). Why students fail tests: 1. Ineffective studying. Chemical Engineering Education, 50(2), 151­-152.
  2. Felder, R.M., & Brent, R. (2015). Handouts with gaps. Chemical Engineering Education, 49(4), 239-240.
  3. Felder, R.M., & Brent, R. (2015). To flip or not to flip. Chemical Engineering Education, 49(3), 191-192.
  4. Brent, R., & Felder, R.M. (2015). Try this on for size. Chemical Engineering Education, 49(2), 127-128.
  5. Brent, R. (2014). Retaining diverse department faculties: A guide for department heads [Brochure]. Raleigh, NC: North Carolina State University Office for Institutional Equity and Diversity.
  6. Brent, R. (2014). Developing diverse faculties: A guide for department heads [Brochure]. Raleigh, NC: North Carolina State University Office for Institutional Equity and Diversity.
  7. Brent, R., & Felder, R.M. (2014). Want your students to think creatively and critically? How about teaching them? Chemical Engineering Education, 48(2), 113-114.
  8. Felder, R. M., & Brent, R. (2013). You got questions. we got answers. 1. Miscellaneous issues. Chemical Engineering Education, 47(1), 25-26.
  9. Felder, R.M., & Brent, R. (2012). Why Johnny and Janie can’t (or won’t) read. Chemical Engineering Education, 46(4), 237-238.
  10. Brent, R, & Felder, R.M. (2012). Just-in-time vs. just-in-case: Orientation for new faculty in STEM disciplines. Chemical Engineering Education, 46(2), 87-88.
  11. Brent, R, & Felder, R.M. (2012). Learning by solving solved problems. Chemical Engineering Education, 46(1), 29-30.
  12. Brent, R, & Felder, R.M. (2011). How learning works. Chemical Engineering Education, 45(4), 257-258.
  13. Felder, R.M., & Brent, R. (2010). Hard assessment of soft skills. Chemical Engineering Education, 44(1), 63-64.
  14. Felder, R.M., & Brent, R. (2009). The 10 worst teaching mistakes. II. Mistakes 1-4. Chem. Engr. Education, 43(1), 15-16.
  15. Felder, R.M., & Brent, R. (2008). The 10 worst teaching mistakes. I. Mistakes 5-10. Chem. Engr. Education, 42(4), 201-202.
  16. Felder, R.M., & Brent, R. (2008). How to write anything. Chem. Engr. Education, 42(3), 139-140.
  17. Felder, R.M., & Brent, R. (2008). Student ratings of teaching: Myths, facts, and good practices. Chem. Engr. Education, 42(1), 33-34.
  18. Felder, R.M., & Brent, R. (2007). How to prepare new courses without losing your sanity. Chem. Engr. Education, 41(2), 121-122.
  19. Felder, R.M., & Brent, R. (2007). Turning new faculty members into quick starters. Chem. Engr. Education, 41(1), 51-52.
  20. Felder, R.M., & Brent, R. (2006). How to teach (almost) anybody (almost) anything. Chem. Engr. Education, 40(3), 173-174.
  21. Felder, R.M., & Brent, R. (2005). Screens down, everyone: Effective uses of portable computers in lecture classes. Chem. Engr. Education, 39(3), 200-201.
  22. Felder, R.M., & Brent, R. (2005). Death by PowerPoint. Chem. Engr. Education, 39(1), 28-29.
  23. Felder, R.M., & Brent, R. (2004). How to evaluate teaching. Chem. Engr. Education, 38(3), 200-202.
  24. Felder, R.M., & Brent, R. (2003). Learning by doing. Chem. Engr. Education, 37(4), 282-283.
  25. Felder, R.M., & Brent, R. (2003). FAQS. VI: Evaluating teaching and converting the masses. Chem. Engr. Education, 37(2), 106-107.
  26. Felder, R.M., & Brent, R. (2002). FAQS. V: Designing fair tests. Chem. Engr. Education, 36(3), 204-205.
  27. Felder, R.M., & Brent, R. (2002). Designing and teaching courses to satisfy Engineering Criteria 2000. ERIC Document Reproduction Service Report, ED 461-515, 2002. Available online at .
  28. Brawner, C.E. Felder, R.M., Allen, R., and Brent, R. (2002). 1999-2000 SUCCEED faculty survey of teaching practices and perceptions of institutional attitudes toward teaching. ERIC Document Reproduction Service Report #ED 461510 (2002). View full report (95 pages) or executive summary (9 pages).
  29. Felder, R.M., & Brent, R. (2001). FAQS. IV: Dealing with student background deficiencies and low student motivation. Chem. Engr. Education, 35(4), 266-267.
  30. Felder, R.M., & Brent, R. (2001). Issues relating to group composition. In N. Falchikov (Ed.), Learning together: Peer tutoring in higher education (pp. 201-204). London: Routledge Falmer.
  31. Felder, R.M., & Brent, R. (2001). FAQS. III: Groupwork in distance learning. Chem. Engr. Education, 35(2), 101-102.
  32. Felder, R.M., & Brent, R. (2000). Is technology a friend or foe of learning? Chem. Engr. Education, 34(4), 326-327.
  33. Felder, R.M., & Brent, R. (2000). All in a day’s work. Chem. Engr. Education, 34(1), 66-67.
  34. Felder, R.M., & Brent, R. (1999). FAQS. II: Active learning vs. covering the syllabus and dealing with large classes. Chem. Engr. Education, 33(4), 276-277.
  35. Felder, R.M., & Brent, R. (1999). FAQs. Chem. Engr. Education, 33(1), 32-33.
  36. Brawner, C.E., Felder, R.M., Brent, R., Allen, R.H., & Miller, T.K. (1999). Faculty survey of teaching practices and perceptions of institutional attitudes toward teaching: 1997-1998. Report to the National Science Foundation, North Carolina State University, Raleigh, North Carolina. (ERIC Document Reproduction Service ED 428607)
  37. Brent, R., & Felder, R.M. (1998). The new faculty member. Chem. Engr. Education, 32(3), 206-207.
  38. Felder, R.M., & Brent, R. (1997). Objectively speaking. Chem. Engr. Education, 31(3), 178-179.
  39. Ledford, C., & Brent, R. (1997). Lynne Cherry’s A river ran wildBooklinks, 6(4), 15-17.
  40. Brent, R., & Felder, R.M. (1997). It takes one to know one. Chem. Engr. Education, 31(1), 32-33.
  41. Felder, R.M., & Brent, R. (1996). If you’ve got it, flaunt it: Uses and abuses of teaching portfolios. Chem. Engr. Education, 30(3), 188-189.
  42. Felder, R.M., & Brent, R. (1995). Getting started. Chem. Engr. Education, 29(3), 166-167.
  43. Brent, R. (1995). Writing for publication: One author’s perspective. North Carolina Journal of Teacher Education, 7, 102-105. (invited submission)
  44. Brent, R. (1995). Module for Teaching Worlds: A simulation. In J. Willis (ed.). Teach it modules: Teaching teachers about instructional technology (pp. 1-12). Charlottesville, VA: Society for Information Technology and Teacher Education and Association for the Advancement of Computers in Education.
  45. Felder, R.M., & Brent, R. (March 1995). What to do after the workshop. Cathedrion (Journal of the Technion, Haifa, Israel), 7-9. (invited submission)
  46. Felder, R.M., & Brent, R. (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs. Report to the National Science Foundation, North Carolina State University, Raleigh, North Carolina. (ERIC Document Reproduction Service ED 377-038)
  47. Brent, R., Willis, D. A., & Misulis, K. (1994). Planning lessons using simulation: Direct lesson. [Computer software].
  48. Brent, R. (1989). Journals for student teachers. In Writing in trust: A tapestry of teachers’ Voices. Southeastern Educational Improvement Laboratory.