June 14, 2009
June 14, 2009
June 17, 2009
Educational Research and Methods
14.177.1 - 14.177.35
ANALYSIS OF FIFTEEN YEARS OF THE NATIONAL EFFECTIVE TEACHING INSTITUTE
Key Words: National Effective Teaching Institute, NETI, Faculty Development
The National Effective Teaching Institute (NETI) is a three-day teaching workshop that has been given annually since 1991 in conjunction with the Annual ASEE Conference. In the early spring of 2008, a web-based survey sent to 607 workshop alumni asked about the effects of the NETI on their teaching practices, their students’ and their own ratings of their teaching, their involvement in educational research and instructional development, and their attitudes regarding various aspects of teaching and learning. Valid responses were received from 319 of the survey recipients. This paper briefly reviews the history of the NETI, summarizes and analyzes the survey responses, and discusses their implications for engineering faculty development.
The National Effective Teaching Institute is given annually on the Thursday, Friday, and Saturday preceding the Annual Conference of the American Society for Engineering Education. It is sponsored by the Engineering Research and Methods and Chemical Engineering Divisions of the ASEE, and the ASEE program staff manages the finances, registration, and logistical arrangements. Every January, all deans of engineering and engineering technology in the U.S. are invited to nominate up to two of their faculty members for the NETI, and applications are accepted on a first-come-first-served basis up to a maximum of 55. In the years 1991–2008, the workshop has been attended by 935 professors from 209 different schools (Appendix A). Information about the NETI can be found at .
Topics covered in the NETI include designing instruction to address the full spectrum of student learning styles; planning courses (including writing learning objectives covering all cognitive levels of Bloom’s Taxonomy); assessing and evaluating learning; effective lecturing; active learning; teaching problem-solving skills; time management; and dealing with a variety of problems that commonly arise in the careers of engineering educators. Cooperative learning and inductive teaching methods such as inquiry-based learning and problem-based learning are introduced but minimal instruction in them is given. During the afternoon of the second day, two parallel 90-minute sessions are held: one for relatively new faculty members on getting academic careers off to a good start, and one for more experienced faculty members on techniques for promoting effective teaching on individual campuses. For each topic addressed in the workshop, practical suggestions are offered and the research attesting to their effectiveness is cited and discussed.
Participant evaluations collected at the conclusion of each workshop offering have been consistently positive. In the eighteen years that the workshop has been given, 820 overall ratings
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