July 26, 2021
July 26, 2021
July 19, 2022
Faculty Development Division
In this lessons learned paper, we present findings from four co-design sessions with six engineering educators looking to create exam wrappers designed with specific learning outcomes in mind. While acknowledging the time it takes to create new teaching practices and embracing the history of design-based research in the learning sciences, we document the process of researchers and educators co-designing teaching and learning experiences. The collaboration process involved educators working together to ideate, provide feedback, and find inspiration from each other's exam wrapper activities, while learning from the research team’s experience with designing reflection activities. Here we explore the following question: In what ways does co-designing of specific reflective practices for teaching function as a faculty development opportunity? The data for this work comes from participant responses to post-session reflection questions. Participants thematically clustered the responses thematically and then produced the findings from analyzing the responses organized by themes. Here, we report on hidden efficiencies found in co-designing of teaching practices, as a way of providing not only faculty development, but also community building opportunities with other educators with shared interests, and intentional development of course materials. By focusing on the themes of diverse perspectives and usage of time in these co-design sessions, we add to the conversation about what it means to collaborate on and exchange novel teaching practices across engineering to support teaching. We will present this as a lightning talk.
Mejia, K. Z., & Turns, J. A., & Flores, Y., & Ritz, H., & Liao, J., & Chen, J., & Yraguen, B. F. (2021, July), Benefits of Codesigning with Educators as Faculty Development Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36740
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