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Timothy Foutz



  • Higher Ed: Mathematics, Higher Ed: Science, Higher Ed: Engineering 


Dr. Foutz is a Josiah Meigs Distinguished Teaching Professor in the School of Mechanical, Agricultural, Civil and Environmental Engineering, College of Engineering, the University of Georgia. He currently teaches engineering statics and engineering design courses and has received federal funding to investigating interventions that improve student learning. Dr. Foutz has teamed with faculty from the University of Georgia College of Education to incorporate STEM topics into regular classroom teaching. Since 1995, he has taught engineering design and has teamed with education faculty to develop course material that infuses humanities and social science topics into engineering design learning materials 


Engineering Education-two major tracks
Development of pedagogical models to help engineering faculty bridge the gap between the humanities and engineering
Designing learning practices to insert computer coding int mathematics and science standards for the elementary school curriculum.

Biomechanics-working with veterinarians to develop biomedical device 


1. Foutz, Timothy L. 2018. Using argumentation as a learning strategy to improve student performance in engineering Statics. European Journal of Engineering Education 43(1):1-18.
2. Foutz, T. L. 2018. Collaborative Argumentation As A Learning Strategy To Improve Student Performance In Engineering Statics: A Pilot Study. American Journal of Engineering Education, 9(1), 11.
3. Howie, R*, T. Foutz, J. Burmeister, S. Budsberg. 2016. Biomechanical analysis of the affects of a total knee replacement on a canine stifle. In press Veterinary Comp. Orthop Traumatol 29.
4. Navarro, M, T.L. Foutz, Patrick-Singer, K.^, S. Thompson. 2016. A proposed pedagogical model to help faculty bridge the gap between the humanities and engineering. International Journal of Teaching & Learning in Higher Education. 28(3)
5. Patrick-Singer, K^, T.L. Foutz, M. Navarro. 2015. Instructional module to affect freshmen perception of "what is an engineer". American Journal of Engineering Education 6(2): 99-112