Pitt | Swanson Engineering
Renee Clark
Industrial Engineering
Clark, Renee M.
Faculty
Research Assistant Professor
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Renee M. Clark serves as research assistant professor focusing on assessment and evaluation within the University of Pittsburgh’s Swanson School of Engineering and its Engineering Education Research Center (EERC), where her interests center on active and experiential learning. She has 25 years of experience as an engineer and analyst, having worked most recently for Walgreens and General Motors/Delphi Automotive in the areas of data analysis, IT, and manufacturing. She received her PhD in Industrial Engineering from the University of Pittsburgh and her MS in Mechanical Engineering from Case Western while working for Delphi. She completed her postdoctoral studies in engineering education at the University of Pittsburgh.

Ph.D., Industrial Engineering
University of Pittsburgh, 2006

M.S., Mechanical Engineering
Case Western Reserve University, 1999

M.S., Industrial Engineering
University of Pittsburgh, 1995

B.S., Applied Math, Summa Cum Laude       
Minor: Computer Science
University of Pittsburgh, 1991

Renee’s interests center on active and experiential learning in and out of the classroom, including flipped and blended classrooms, the use of games to drive professional skills and engagement, scaffolding of open-ended problem solving, simple active learning during class, and the application of design thinking to sustainability design challenges. 

Journal Articles and Book Chapters – Published

Eichelman, K., Clark, R., Shooter, S., Bodnar, C.  (2017).  Development of a Game-Based Module to Teach Engineering Students about Customer Value Propositions.  Journal of Engineering Entrepreneurship, 7(3), 53-64.

Bodnar, C., & Clark, R.  (2017).  Can Game-Based Learning Enhance Engineering Communication Skills?  IEEE Transactions on Professional Communication, 60(1), 24-41.  

Clark, R., & Besterfield-Sacre, M.  (2017).  Assessing Flipped Classrooms.  In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The Flipped Classroom: Practice and Practices in Higher Education.  Sydney: Springer.

Clark, R., Clark, W., & Besterfield-Sacre, M.  (2017).  Experiences with “Flipping” an Introductory Mechanical Design Course.  In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The Flipped Classroom: Practice and Practices in Higher Education.  Sydney: Springer.

Clark, R., Kaw, A., & Besterfield-Sacre, M.  (2016).  Comparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course.  Advances in Engineering Education, 5(3).  

Clark, R., Besterfield-Sacre, M., Budny, D., Bursic, K., Clark, W., Norman, B., Parker, R., Patzer, J., & Slaughter, W.  Flipping Engineering Courses:  A School Wide Initiative.  (2016).  Advances in Engineering Education, 5(3).

Bodnar, C., Bongiorni, W., & Clark, R.  (2016).  Evaluating the Effectiveness of Game-Based Learning on Improvement of Student Learning Outcomes within a Sophomore Level Chemical Product Design Class.  International Journal of Engineering Education, 32(1B), 448-456.

Ozaltin, N., Besterfield-Sacre, M., & Clark, R.  (2015 December).  Midcourse Correction.  PRISM.

Ozaltin, N., Besterfield-Sacre, M., & Clark, R.  (2015).  An Engineering Educator’s Decision Support Tool for Improving Innovation in Student Design Projects.  Advances in Engineering Education, 4(4).

Ozaltin, N., Besterfield-Sacre, M., & Clark, R.  (2015).  A Mixed Methods Analysis of Engineering Design Team Processes that Contribute to Innovative Outcomes.  International Journal of Engineering Education, 31(6A), 1537-1553.

Bodnar, C., Clark, R., Besterfield-Sacre, M.  (2015).  Lessons Learned through Sequential Offerings of an Innovation and Entrepreneurship Boot Camp for Sophomore Engineering Students.  Journal of Engineering Entrepreneurship, 6(1), 52-67.  

Clark, R., Shuman, L., & Besterfield-Sacre, M. (2010). In-Depth Use of Modeling in Engineering Coursework to Enhance Problem Solving.  In R. Lesh, P. Galbraith, C. Haines & A. Hurford (Eds.), Modeling Students’ Mathematical Modeling Competencies (pp 173-188).  New York: Springer.

Clark, R., & Besterfield-Sacre, M.  (2009).  A New Approach to Hazardous Materials Transportation Risk Analysis: Decision Modeling to Identify Critical Variables. Risk Analysis, Vol. 29, No. 3, pp. 344-354.
Besterfield-Sacre, M., Shuman, L., Wolfe, H., Clark, R., & Yildirim, T.  (2007). Development of a Work Sampling Methodology for Behavioral Observations: Application to Teamwork. Journal of Engineering Education, Vol. 96, No. 4, pp. 347-357.


Journal Articles - Under Review or In Press

Markovetz, M., Clark, R., Swiecki, Z., Arastoopour, G., Chesler, N., Shaffer, D., & Bodnar, C.  Influence of End Customer Exposure on Product Design within an Epistemic Game Environment.  Accepted for publication by Advances in Engineering Education, January 2016.  

Markovetz, M., Sullivan, S., Clark, R. Swiecki, Z., Arastoopour Irgens, G., Chesler, N., Shaffer, D., & Bodnar, C.  A Grounded Qualitative Analysis of the Effect of a Focus Group on Design Process in a Virtual Internship.  Accepted for publication by International Journal of Engineering Education, June 2017.  

Clark, R., & Mahboobin, A.  Scaffolding to Support Problem-Solving Performance in a Bioengineering Lab - A Case Study.  Accepted by IEEE Transactions on Education pending minor revisions, August 2017.  

Clark, R., Kaw, A., Lou, Y., Scott, A., & Besterfield-Sacre, M.  Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools.  Submitted to International Journal for the Scholarship of Teaching and Learning, January 2017.  

Clark, R., & Dickerson, S.  Post-Workshop Use of Simple Active Learning in an Introductory Electrical and Computer Engineering Sequence.  Submitted to IEEE Transactions on Education, May 2017.

Dickerson, S., & Clark, R.  A Classroom-Based Simulation-Centric Approach to Microelectronics Education.  Submitted to Computer Applications in Engineering Education, August 2017.