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Session Number 2215

ExCEEd Teaching Workshop: Taking it on the Road

Norman D. Dennis, Jr., University of Arkansas

Abstract In response to its membership’s call for faculty training, the American Society of Civil Engineers has developed the ExCEEd (Excellence in Civil Engineering Education) Teaching Workshop. A successor to T4E (Teaching Teachers to Teach Engineering), developed under the auspices of NSF at the United States Military Academy at West Point. This paper discusses the evolution of the ExCEEd Teaching Workshop (ETW) since its inception and describes the measures taken by the ASCE Committee on Faculty Development to transport the program to other institutions. The ETW, held at the University of Arkansas in the summer of 2000, was intended to be a companion to the workshop presented at the Military Academy. The Arkansas version represented the first occurrence of this workshop, in any of its variations, at a location other than West Point. This venue was a calculated experiment taken by ASCE with the intent of increasing the availability of the workshop to more participants. In the process of planning and executing the Arkansas workshop a number of lessons were learned and are presented here. The focus is on variations in content and structure between the two workshops and the logistics required to conduct a weeklong workshop that is faculty and facility intensive. The efforts involved in selecting program mentors, developing program content and orchestrating the content of the workshop are described. In addition, pre and post participant assessment of the workshop is presented. Recommendations are made regarding the future of ETW.

Introduction Students perceive engineering faculty as the archetypical example of the profession. As a result, it is engineering faculty who overwhelmingly represent the student’s first contact with the profession. Hence, faculty are the front line in displaying a professional, knowledgeable and ethical image of the profession. Unfortunately, research has shown that one of the primary reasons students leave engineering programs is due to the quality of teaching1. It is clear that a program is needed that can facilitate the development of faculty who are:

• effective teachers, who can articulate complex technical concepts and ideas to diverse groups • effective teachers who can motivate students to think critically and creatively about engineering problems • role models of the civil engineering profession demonstrating leadership, teamwork, and communication skills.

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

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Dennis, N. (2001, June), Ex Ce Ed Teaching Workshop: Taking It On The Road Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9250