Hayden, M. A., & Peters, R. W. (2018, June), Curriculum and Instruction Basics for the New Engineering Educator  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30247

\bibitem{asee_peer_30247}
  Hayden, M. A., \& Peters, R. W. (2018, June), \emph{Curriculum and Instruction Basics for the New Engineering Educator}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30247

Michael Allen Hayden Ph.D. and Randell W. Peters.  "Curriculum and Instruction Basics for the New Engineering Educator".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30247 Internet.  12 Jan, 2025

\bibitem{asee_peer_30247}
  Michael Allen Hayden Ph.D. and Randell W. Peters.
  "Curriculum and Instruction Basics for the New Engineering Educator".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30247 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_30247
author = "Michael Allen Hayden Ph.D. and Randell W. Peters"
title = "Curriculum and Instruction Basics for the New Engineering Educator"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30247}
number = {10.18260/1-2--30247}
}

TY  - CPAPER
AB  - New engineering faculty members can be overwhelmed with transitioning from practitioner to teacher. Often, how we were taught in the past is not how we should teach in the future. As important as the teaching function is, the role of a university professor is much more than teaching. In addition to pedagogy, the new faculty member must learn about accreditation, outcomes assessment, community engagement and many other professional and institutional concerns. The authors summarize those concerns and integrate them with the teaching function. The teacher and the learner each have key characteristics and different strategies for success. The teacher has to understand all those characteristics and the instructional elements and strategies that link teacher to learner. Program name and objectives need to be linked to course performance indicators, instructional strategies, and evaluation of student performance.  The authors summarize key teacher, learner, and instructional factors and relate them to other important elements such as faculty purview and expectations for promotion and tenure. While providing an overview of important theories and philosophy, the paper focuses on proven applications. By integrating and prioritizing the domains of teaching, scholarship, and service, and by practicing what is taught, e.g., project management, the new faculty member will not merely survive, but thrive. 
AU  - Michael Allen Hayden Ph.D.
AU  - Randell W. Peters
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Curriculum and Instruction Basics for the New Engineering Educator
UR  - https://peer.asee.org/30247
DO  - 10.18260/1-2--30247
ER  -