Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
New Engineering Educators
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. https://peer.asee.org/30247
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