New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Most college teachers start teaching with no prior formal training on teaching and learning. They are considered content experts and are therefore expected to be excellent teachers. Unfortunately, these two do not necessarily correlate. The current widespread lack of professional pedagogical preparation of engineering faculty in the US has been voiced and various workshops or one-week orientation packets have been used to equip new faculty members to become “quick starters”.
Unfortunately, new faculty arriving on campus typically have very little time to prepare, with much of that time being occupied by administrative meetings and orientation sessions. Very little time is available for pedagogical training. In this study, we describe teaching seminar that focuses on research-based principles that can help better facilitate student learning. The training used a flipped format that required participants to engage in content online prior to a half-day in-person seminar. This allowed the seminar to dispense with delivering basic content and focus on engaging participants in higher-level learning, thus modeling good educational practice. The training was comprised of four distinct sections that required two half-day in-person seminars, and two half days of online work. Participants were expected to complete the pre-seminar online modules focused on learner-centered education, motivation, memory and best-practice principles, followed by the in-person seminar devoted to exploring and discussing best practices in higher education. Post-seminar online modules were provided as additional resources for cultivating participant practice. Finally, a half-day follow-up forum set towards the end of the first semester allowed participants to discuss progress and to develop further plans for support and improvement.
This paper describes the training format, content and activities and identifies challenges and successes associated with the flipped training framework. This paper will include preliminary Pre- and post-survey results indicate that the seminar was helpful, but did not improve teaching confidence. The significance of this study is that it describes a potentially efficient model for helping new engineering faculty employ research-based methods in their teaching practice.
Tingerthal, J., & Ozis, F. (2016, June), Blended Faculty Training: Modeling Learner-centered Pedagogy in a New Faculty Teaching Seminar Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26386
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