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Development of an Institutional Teaching Model

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Program Support Initiatives

Tagged Division

Civil Engineering

Page Count

18

Permanent URL

https://peer.asee.org/36967

Download Count

117

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Paper Authors

biography

Charles Riley P.E. Oregon Institute of Technology Orcid 16x16 orcid.org/0000-0002-7993-437X

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Dr. Riley has been teaching civil engineering structures and mechanics concepts for over 12 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award and the Beer and Johnston Outstanding New Mechanics Educator Award. While he teaches freshman to graduate-level courses across the civil engineering curriculum, his focus is on engineering mechanics. He values classroom demonstrations and illustrative laboratory and field experiences. He has served as an ASCE ExCEEd Teaching Workshop mentor for five years as well as the founding coordinator for the Oregon Tech Excellence in Teaching Workshop.

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biography

Jesse M. Kinder Oregon Institute of Technology

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I am a professor of physics at the Oregon Institute of Technology. I earned my bachelor's degree in Physics and Astronomy from DePauw University and my Master's and Ph.D. in Physics and Astronomy from the University of Pennsylvania. My research interests include carbon nanotubes, quantum chemistry, and biological physics. I love teaching physics and introducing undergraduate students to physics research.

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Ben S. Bunting Jr Oregon Institute of Technology

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Abstract

Many universities host centers for learning and teaching that disseminate pedagogical best practices, to benefit their faculty and, ultimately, their students. However, many smaller colleges and universities without such centers struggle to provide pedagogical development for their faculty due to a lack of knowledge about best practices or the centralized guidance and staff a center can provide. A small public polytechnic university took a grass roots approach to this problem. We first established a teaching workshop based on the American Society of Civil Engineers (ASCE) Excellence in Civil Engineering Education (ExCEEd) model to promote teaching best practices. Then, we developed an institutional teaching model to guide further faculty professional development activities and to define effective teaching so it can be assessed uniformly for all faculty at the university. The primary goals of this paper are to describe the process of developing the institutional teaching model, illustrate its use in promoting and assessing effective teaching across a variety of academic disciplines, and discuss its effectiveness for assessing both classroom and remotely delivered instruction.

Riley, C., & Kinder, J. M., & Bunting, B. S. (2021, July), Development of an Institutional Teaching Model Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/36967

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