Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Minhee Shin, Seoul National University of Technology

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Track 3 - Faculty Development

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Khairiyah Mohd Yusof, Universiti Teknologi Malaysia; MOHD SALLEH ABU, Universiti Teknologi Malaysia

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Track 3 - Faculty Development

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Prasad Edamana, Indian Institute of Technology Madras (IIT M), India; Ajit Kumar Kolar, Indian Institute of Technology Madras; Pramod S. Mehta, Indian Institute of Technology Madras; Sujatha Srinivasan, Indian Institute of Technology Madras; Jefferey E. Froyd, Texas A&M University

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Track 3 - Faculty Development

participants designed an assessment plan for their course and reflections about its use?One fifth of the faculty responded to the questionnaire. The following paragraphs illustrate howvarious ideas that were emphases of the FDP were being applied by participants:(1) Learning outcomes(2) Active and cooperative learning(3) Assessment(4) Minute papers.(1) Learning Outcomes: All faculty members who responded have attempted to writelearning outcomes (LOs) for their courses and shared them with the students at the start ofcourse. This suggested that respondents thought the discipline of learning outcomes wasappropriate and valuable for their courses. It also suggests that survey respondents were notrepresentative of the 90 FDP participants; instead

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

R. Murugesan, Anna University of Technology Madurai

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Track 3 - Faculty Development

17.31.2 1 In order to cope with the changing composition of student population on the onehand and a spectacular development in knowledge field on the other, exposure tofaculty development training programs was found inevitable. Indian Society forTechnical Education (ISTE) has been in the field of imparting faculty developmentprogram particularly for the engineering faculty in the country since 1968. Unity ofengineering concepts, increasing international cooperation in engineering activities,frequent activities of an engineer outside his national or cultural domain and often asmembers of an international engineering team are compelling us to venture

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Mohan Khedkar, Sant Gadge Baba Amravati University, Amravati

Tagged Topics

Track 3 - Faculty Development

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Kang SoYeon, Yonsei University

Tagged Topics

Track 3 - Faculty Development

class at least.4. The Perception of Engineering Faculty to the teaching evaluation Recently the department chairs and deans begin to think the necessity of the qualitative evaluation like portfolio evaluation and peer’s reviews. Especially they considered the course portfolio as an appropriate method of faculty assessment. When we looked at the data from Korean engineering faculty (Cho, et al, 2009), only 28.5% out of 221 respondents were satisfied with current faculty evaluation system (table 1). 69.1% out of 223 respondents agreed that it was necessary for the faculty evaluation system should change (table 2). 76.5% of 217 agreed to increase the ratio of teaching in evaluating faculty performance. 92.7% of 218 respondents agreed to use