Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Ralph Dreher PhD P.E., International Society for Engineering Education (G

Tagged Topics

Invited - Faculty Development

- pedagogic training of academic teachersAbstractThe following report explains, why it is necessary, to train academic teachers by using a“competence-oriented” curriculum. That means, to give the teachers the chance, to workproject-oriented and to learn to reflect their own working and problem-solutions in teaching.To demonstrate the possibility of such curriculum, a prototype was developed by using themethods of vocational-science. That means to analyze the work-processes of academicteachers about their core work-tasks and to transfer this to project-based modules ofengineering education.Keywords: PBL, PBE, TVET, Bachelor, educationProblem in brief: About the duality of engineering BA Courses of studyConcept of

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dirk Schaefer P.E., Georgia Institute of Technology

Tagged Topics

Invited - Faculty Development

students, industry, and society as a whole? How Page 21.42.4can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around facultydevelopment in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Thomas Lachlan Goldfinch, University of Wollongong

Tagged Topics

Invited - Faculty Development

. Page 21.39.77. Ang, S. and L. Van Dyne, Handbook of Cultural Intelligence: Theory, measurement and applications. 2008, Sharpe, M.E.: Armonk, NY. p. 391.8. Deardorff, D.K., Assessing Intercultural Competence. New Directions for Institutional Research, 2011. 149.9. Spitzberg, B.H. and G. Changnon, Conceptualizing Intercultural Competence, in The SAGE Handbook of Intercultural Competence, D.K. Deardorff, Editor. 2010, SAGE: Thousand Oaks, CA.10. Hofstede, G., Culture's Consequences (2nd edn.). 2001: Thousand Oaks: Sage Publications.11. Matsumoto, D., Reflections on culture and competence, in Culture and competence: contexts of life success, R.J. Sterberg and E.L. Grigorenko, Editors. 2004, American Psychological

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida

Tagged Topics

Invited - Faculty Development

indicators shows that they are mostlyeconomic, social or health oriented and few such measures have science and/or engineeringcontent. Further, while they may reflect some degree of progress toward desired ends, theyreflect little or no cause. Therefore, this suggests that the indicators give little information aboutcause and effect of the intended development, but represent aggregated results in a way as to notbe readily identifiable with pertinent inputs. In the search for engineering excellence in pursuit ofeconomic growth and sustainable development it is believed that indicators should containfactors that are more cause and effect related.Few direct measures of the science and engineering exist throughout the continent. Therefore, notonly is an