) cycle. Similarly, the process of improving faculty teaching competences can be explainedby following a PDCA cycle. The outcome-based program accreditation ABET led to theconsolidation of this improvement process in the School of Engineering and at the departmentallevel. Two academic departments participated in this consolidation effort, the Information andTelecommunication Technologies Department (ICT) and the Industrial Engineering Department(IND), which consists of 13 and 12 full-time faculty members, respectively.The faculty member reflection is as important as the students’ reflection that extends over timeafter the courses have ended [2]. This reflection process is critical to course assessment andimprovement in the quality of engineering
. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics.Dr. Ken Yasuhara, University of Washington Ken Yasuhara is an instructional consultant and assistant director at the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the University of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer science and engineering at the University of Washington. When he finds the time, he plays with bicycle tools and knitting
], [3], [4].We need to motivate teachers to change their teaching and learning paradigm by creatingopportunities that allow them to reflect and rethink their practices. They will be willing to changewhen they entertain the possibility of increasing classroom interactions and decrease teachercontrol while achieving the course objectives and improving learning outcomes. In this scenario,the Continuous Faculty Development Program and the Workshop on Active Learning inEngineering at the School of Engineering are designed to provide tools that allow the teacher toincorporate active learning methodologies in their teaching under the following assumptions: i. Active learning strategies are central to professional development in engineering [1], [5
this paper.Keywords: Teaching Evaluation, Active Learning, Faculty experiences, COPUS, Studentlearning, Faculty Development The Use of Peer-Observation Protocols in STEM EducationClassroom observation instruments provide a structure for peer-observation of teaching. Similarto end-of-term student course evaluations, peer observation data can play a critical role inproviding faculty with feedback on their teaching methods, communication, active learningtechniques, and student engagement. Furthermore, observation data can provide a basis forinformed critical self-reflection that may prompt positive changes not only at the instructor levelbut also at departmental, college and institutional levels (Smith, Jones, Gilbert, & Wieman(2013
where participants Theatrical performance by the CRLT teaching define inclusive teaching, reflect on the Players with a series of short plays 75 min - IAs impact of social identities on teaching, addressing topics including student 90 min - GSIs examine scenarios related to classroom diversity, teaching persona, and climate, and brainstorm strategies to microaggressions. Structured table make the learning environment more discussions were led by trained facilitators inclusive. at key moments during the performance. Two concur- In the first session, participants choose one of the following topics: leading
]. MBTI is the most widely used personality assessment tooland has been validated by many researchers [22] [23]. Even so, some psychologists havecriticized the instrument for the lack of convincing validity [24] [25]. The framework proposes using these instruments along with a reflective instrument basedon self-assessment and peer validation. As a part of the reflective instrument, faculty memberswrite around 15 activities they are good at, and around 15 activities they really enjoy. Then, theyselect colleagues who know them the best and seek their suggestions. The frameworkrecommends selecting at least a few colleagues, whose views are incompatible with their views.The faculty members then update the lists based on colleagues’ feedbacks
which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based
teams, we adopted a participatory action research approach. This approach recognizesthe capabilities and valuable input of research subjects, undermining the traditional hierarchybetween researcher and subject; it incorporates collaboration into research design andmethodology [7]. As in a fruitful partnership, participatory action research works to create clearcommunication about goals and outcomes, and proceeds reflectively. Besides being a specificethical approach to social science research, participatory action research is especially suited tothe study context: the RED teams are comprised of individuals who are disciplinary experts inengineering and computer science fields, in social science, and in education research, allconducting their
participation in a TDG, instructors were asked to select at least one research-basedstrategy for interactive teaching that they would adopt in one or more of their courses. They wereasked to share the planning and implementation process with the group, as well as to shareresults of trying the new strategy. Participants were also asked to write a design memo as amechanism to reflect on the change they made and to share their teaching efforts more broadly soothers could learn about the strategy. The memo described the strategy the instructorimplemented, their motivation for selecting it, how they implemented it in their course, andpotential challenges others might face in implementation.Groups were very flexible in terms of structure but were designed to
-defined metrics,five of the six felt that their projects had been at least a partial success as measured by quantifiedstudent learning outcomes and/or student attitudes and comments. The sixth instructor felt thatthe evidence gathered was inconclusive. All six indicated that they planned to further revise andre-implement their course improvements in the next course offering.As part of the deliverables for completion of the Working Group, faculty were also asked tosubmit reflections of their experience in summer program. These reflections were a valuablemeans of helping faculty express their thoughts and provided feedback to the organizers aboutpositive aspects of the group and possible improvements for the next offering. Three mainthemes were
engineering educationA multitude of factors can influence student engagement and retention in engineering programs,such as students’ background and preparation, attitudes, behaviors, self-efficacy, motivation, andlearning strategies [2, 9]. As such, universities across the world are implementing initiatives thatseek to transform engineering education in order to increase student engagement and reducedropout rates from courses and programs [10-12]. These initiatives demonstrate that studentengagement is a multidimensional construct that needs to be approached through a holisticperspective that transcends the presentation of content in the classroom [13]. Instructors canappeal to students’ personal interests, offer opportunities for self-reflection, or
ObjectivesThe overall learning goal for the DLCs is to increase adoption of research-based teachingpractices. The team felt it was important to encourage DLCs to explore different types ofteaching practices. The team used three core ideas defined by the CIRTL community to guidethe development of the learning objectives, which will encourage facilitators to work with theirparticipants to identify different types of teaching practices. The core ideas that drive CIRTLprogramming are the following. Learning-through-diversity Learning communities Teaching-as-researchThe six learning objectives reflect not only a commitment to teaching research-based practices,but modeling them. The development team wanted participants to gain experience
will allow participants to integrate into theirdepartments and receive teaching assignments. Additional revisions are expected each yearbased on feedback and best practices to create the most effective orientation for the new facultyat AFIT.DisclaimerThe views expressed in this paper are those of the authors and do not reflect the official policy orposition of the United States Air Force, the Department of Defense, or the U.S. Government.References[1] R. M. Felder, “New STEM faculty support: Why aren’t we providing it?” Journal of STEMEducation, vol. 13, no. 5, pp 5-6, October-December, 2012.[2] J. Barlow and M. Antoniou, “Room for improvement: the experiences of new lecturers inhigher education,” Innovations in Education and Teaching
forteaching and learning, CTL) to collaborate with departments and colleges in these studentretention efforts. This process of developing and sustaining collaborations between the CTL,department chairs, faculty members, administration, and other units in efforts to improve studentretention in STEM courses is grounded in educational change strategies and motivation theory.Using as starting points the four types of change strategies (disseminating curriculum andpedagogy, enacting policy, developing reflective teachers, and developing a shared vision) [6-7]and expectancy-value theory of motivation [8], the Center for Excellence in Teaching andLearning (CETL) at USI is leveraging its networks and programs to intentionally initiate andfacilitate
meaningful data for faculty to reflect on, they are generallyused by administrators to inform personnel decisions. It is therefore critical that researchersunderstand how to make faculty interaction with evaluation data more useful—especiallyconsidering their susceptibility to bias along lines of privilege and oppression. Moreover, mostresearch in this space has investigated the use and perceptions of existing evaluation measureswith relatively less focus on suggestions for new data. That is, fewer studies have askedengineering faculty to imagine new data, information, or stakeholders that might help themimprove. Such a process would be able to leverage human-centered design principles to developa more valid, meaningful approach to faculty
Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. c American
allof the individuals using the modules, it was mentioned as one reason for the effectiveness of themodules. This affordance is reflected in the following quote: Yes. I mean, so first off, the ability to kind of sweeten the pot a little bit by providing some income for faculty, that’s a help, right. Because, okay, we paid you, now you got to produce, right. So as opposed to the past [initiatives], we haven’t had that….Characteristics relating to the people and dynamics working on the project included autonomy andcommunity. The theme of autonomy is related to the theme of flexibility. Many respondents likedthat the modules were there if they wanted them and that the department did not force them on theinstructors. The following
specific evidence-based strategies, topics, and materials providedin the workshops. During the “Introduction to Active Learning and Disciplinary Communities ofPractice” workshop, participants learn about Eric Mazur’s work in this space [8] as well as workwith Chickering’s “7 Principles for Good Practice” [9]. In an activity, participants are asked toselect one or two principles and discuss how they would implement them in the classroom aswell as discuss challenges associated with the seven principles: 1) encourage interaction betweenstudents and faculty, 2) develop engagement and cooperation among students, 3) encouragestudent reflection during active learning, 4) give prompt feedback, 5) effectively managestudent’s time on task, 6) communicate
in terms of the themes and overarching goals. Faculty have varying levelsof input into and interaction with the execution of the strategic plan with the majority of theirfocus concentrating on the day-to-day operations of their research and academic programs.Faculty well-being surveys can reflect the status of the faculty views on their collectiveexperiences in an institution; some issues raised in these surveys can be addressed in targetedcollege of engineering faculty development initiatives.The purpose of this paper is to describe the process of how an established college of engineeringfaculty development office at North Carolina State University integrated the findings of aqualitative faculty well-being survey and programmatic faculty
thedata collection and analysis process, with coding in cycles and frequent reflection as described inthe following sections. Cycle 1: Initial read-through with attribute coding. Silverman (1993) assertedsuperior qualitative research must draw interpretations and remain consistent with the dataIMPACT MENTORING PROGRAM 12collected. Therefore, an initial read-through of the transcripts was independently conducted usingthe basic deductive concepts of thematic content analysis to develop attribute codes. This processallowed for detection and identification of factors that potentially influenced any issuesgenerated by the participants that aligned to the conceptual