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Curriculum and Instruction Basics for the New Engineering Educator

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Scaling class size and technology – New Engineering Educators Division

Tagged Division

New Engineering Educators

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Paper Authors


Michael Allen Hayden Ph.D. Indiana State University

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Dr. Hayden is a Professor in the Department of Applied Engineering and Technology Management. He has a PhD in Industrial Education and Technology from Iowa State University. He has been teaching over 30 years and is a former department chair. He has certifications in manufacturing engineering and quality. He mainly teaching courses related to quality, R&D, and applied statistics.

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Randell W. Peters Indiana State University Orcid 16x16

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Dr. Peters is a professor of automotive engineering technology and chairperson of the Department of Applied Engineering and Technology Management in the College of Technology. His PhD from Indiana State University is in Curriculum Instruction and Media Technology specializing in Industrial Technology. He has been teaching for more than 12 years and has more than 25 years of automotive and motorsports industry experience. He maintains certifications and licensure in the National Hot Rod Association and holds 22 current certifications in Automotive Service Excellence. His teaching is focused in the area of automotive engines and motorsports management.

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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.

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

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