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Aligning Foundation Coalition Core Competencies And Professional Development Opportunities: A University Of Wisconsin Madison Case Study In Preparing A New Generation Of Engineers

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

9

Page Numbers

6.147.1 - 6.147.9

Permanent URL

https://peer.asee.org/8897

Download Count

29

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Paper Authors

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Sandra Courter

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Narayanan Murugesan

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Jacob Eapen

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Donna Lewis

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Dan Sebald

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Jodi Reeves

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1385

Aligning Foundation Coalition Core Competencies and Professional Development Opportunities: A University of Wisconsin - Madison Case Study in Preparing a New Generation of Engineers

Sandra Courter, Donna Lewis, Jodi Reeves, Jacob Eapen, Narayanan Murugesan, Dan Sebald

University of Wisconsin - Madison

Abstract Faculty within the Foundation Coalition (FC) are working together to prepare a new generation of engineers by strengthening both undergraduate and graduate students’ educational foundations and helping them develop core competencies. The coalition links together six institutions: Arizona State University, Rose-Hulman Institute of Technology, Texas A & M University, University of Alabama, University of Wisconsin-Madison, and University of Massachusetts- Dartmouth. Partner institutions are diverse in terms of size, age, public/private, student body characteristics, and experience in educational reform, but all share a commitment to the improvement of engineering education. With the goal of student learning in mind, the Foundation Coalition defines core competencies to be the abilities that educators must develop, continuously improve, and use in order to “create a new culture of engineering education that is responsive to technological changes and societal needs” – the FC vision. The core competencies are curriculum integration; cooperative and active learning; utilization of technology-enabled learning; assessment-driven continuous improvement; recruitment, retention, and graduation of women and under-represented minorities; teamwork and collaboration; and management of change. The University of Wisconsin-Madison helps faculty, staff, and teaching assistants develop and use these core competencies in myriad ways.

This paper describes two professional development opportunities at the University of Wisconsin- Madison, College of Engineering: the New Educators’ Orientation (NEO) and the Teaching Improvement Program (TIP). While NEO introduces the core competencies, each TIP workshop incorporates one or more of the FC competencies. The program director and graduate student co- chairs use the competencies to guide workshop selection and design. This paper traces the development of both NEO and TIP; the incorporation of the FC core competencies, vision, mission, student outcomes, and objectives; the impact on curricula as reported on evaluations; lessons learned; and plans for future professional development opportunities. Four case studies illustrate how graduate students, the next generation of engineers, develop the core competencies through professional development opportunities including TIP and NEO.

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

Courter, S., & Murugesan, N., & Eapen, J., & Lewis, D., & Sebald, D., & Reeves, J. (2001, June), Aligning Foundation Coalition Core Competencies And Professional Development Opportunities: A University Of Wisconsin Madison Case Study In Preparing A New Generation Of Engineers Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/8897

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