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Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Research in Faculty Development

Tagged Division

Faculty Development Division

Page Count

5

DOI

10.18260/1-2--34225

Permanent URL

https://peer.asee.org/34225

Download Count

97

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Paper Authors

biography

Tareq Daher University of Nebraska, Lincoln Orcid 16x16 orcid.org/0000-0001-8901-0608

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Tareq Daher earned his Bachelors in Computer Science from Mutah University in Jordan. He pursued a Master’s of Instructional Technology at the University of Nebraska –Lincoln while working as the coordinator for the Student Technology Program on the UNL campus. Currently, Dr. Daher works as the director for the Engineering and Computing Education Core (ECEC) at the University of Nebraska – Lincoln. Dr. Daher collaborates with engineering faculty to document and research the integration of innovative instructional strategies and technologies in their classrooms and designs and delivers teaching-focused professional development programs for faculty in the college.

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biography

Markeya S. Peteranetz University of Nebraska-Lincoln

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Dr. Peteranetz is the Learning Assessment Coordinator for the University of Nebraska-Lincoln College of Engineering. Her research interests include the impact of instructional practices on student learning and motivation, and sources of within-person variation in motivation and self-regulated learning.

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Abstract

The purpose of this Lessons Learned paper to learn why participants in the Graduate Student Teaching Fellows program at the College of Engineering at [Redacted institution name] have decided to participate and what the impacts of the program are, as perceived by the participants and faculty advisors of participating students. Recognizing that doctoral students' seeking faculty jobs will likely have teaching assignments, the [Engineering Education Center Name Redacted] at the College developed a 1-year teaching-focused program. The purpose of the program is provide doctoral engineering students with formal training on excellence in teaching to help bridge the gap for our students desiring to become faculty. This is a unique opportunity that allows graduate students to engage with evidence-based teaching methods applicable to Science, Technology, Engineering, and Mathematics (STEM). In the program, students complete a 3-credit STEM Teaching course that focuses on evidence-based course design and instructional practices, observe faculty teaching in the College, participate in guided discussions with engineering education experts, write teaching and reflection on teaching statements, and attend four teaching-focused workshops. Upon completion of the program, participants are awarded a non-degree certificate of completion and named a UNL College of Engineering Graduate Student Teaching Fellow. Students will simultaneously earn associate-level certification through the CIRTL@[State name redacted] program to be named a CIRTL Associate. In this Lessons Learned summary, we discuss development of the program and the results of our formative assessment of the program’s second year.

Daher, T., & Peteranetz, M. S. (2020, June), Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34225

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