Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.121.1 - 4.121.14
Change Agents: Immediately Implementable Teaching and Educational Hints from the Engineering Education Scholars Program
Jodi Reeves, Sandra Courter University of Wisconsin-Madison
Kevin Nickels, David Noyce Trinity University/University of Massachusetts at Amherst
Annie Pearce, Lisa Schaefer Georgia Tech Research Institute/Arizona State University
Ranil Wickramasinghe, Ruthie Lyle Colorado State University/Polytechnic University
In July 1998, more than 40 graduate students, recent Ph.D.s, and new faculty from around the nation converged at the University of Wisconsin-Madison College of Engineering to participate in the Engineering Education Scholars Program (EESP). EESP consisted of presentations by nationally and locally recognized speakers, workshops to help attendees bridge the gap between pedagogical theory and teaching practice, and activities to develop course objectives, outcomes, activities, and assessments. This paper highlights how some Scholars have already started to implement new teaching strategies gained from EESP in the areas of group problem-solving and adjusting teaching styles to fit a diverse student audience. Additionally, the paper will relate evaluation results and document how 1998 participants are already finding themselves being "change agents" in engineering education.
What is EESP?
This section will enumerate the goals of the Engineering Education Scholars Program (EESP), benefits to participants, and topics included in the hands-on workshops. The goals of EESP are to provide academic-track Ph.D. students and new faculty an opportunity to do the following: • strengthen preparation as teachers of undergraduate students and, thereby, strengthen skills for the competitive job market in higher education, • understand undergraduate students and especially appreciate diversity in terms of cultural background, age, gender, interests, and learning styles, • improve teaching methods and examine the learning process, • embrace future responsibilities for leadership in engineering education, and
Courter, S., & Lyle, R., & Wickramasinghe, R., & Schaefer, L., & Nickels, K., & Reeves, J., & Noyce, D., & Pearce, A. (1999, June), Change Agents: Immediately Implementable Teaching And Educational Hints From The Engineering Education Scholars Program Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/8062
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