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Discussions of Engineering Education Learning Advances among Working Engineering Faculty

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

New Engineering Educators Division Technical Session 1

Tagged Division

New Engineering Educators

Page Count

13

Page Numbers

26.551.1 - 26.551.13

DOI

10.18260/p.23889

Permanent URL

https://peer.asee.org/23889

Download Count

160

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Paper Authors

biography

Byron G. Garry South Dakota State University

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BYRON GARRY is an Associate Professor and Undergraduate Program Coordinator in the Department of
Construction & Operations Management in the College of Engineering at South Dakota State University. He has been a member of ASEE since 1998. As SDSU ASEE Campus Rep., his goal is to help fellow College of Engineering faculty to be reflective teachers.

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biography

Suzette R Burckhard South Dakota State University

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Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil Engineering, (both from South Dakota State University) an MS in Physics. an MS in Chemical Engineering, and a PhD in Civil Engineering with emphasis in Environmental Engineering, from Kansas State University. She has been on staff at South Dakota State University since 1997 in the Civil and Environmental Engineering department where she is a professor and program coordinator for the BSCE, MSCE and PhDCE. Dr. Burckhard is a member of ASCE, ASEE, ASMR, and several other professional societies. She is a certified distance education specialist and also practices and studies active learning techniques in engineering classrooms as well as the impact of climate on hydrology, water resources and related infrastructure.

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Abstract

Discussions of Engineering Education Learning Advances among Working Engineering FacultyOur University has a multiple-year history of providing opportunities for faculty to engage indiscussions on improving their abilities in teaching learning. Due to interest for engineering-specific topics by members of the University chapter of ASEE, an on-going series ofpresentations and discussions was begun in 2011 that continues through the present. Jamieson &Lohmann’s1 call to “Raise awareness of the proven principles and effective practices of teaching,learning, and educational innovation, and raise awareness of the scholarship of engineeringeducation” has also prompted the series. The approach to the discussion series has beeninfluenced by the changes in engineering education research that have been occurring over thepast ten years. One such influence is the work of Streveler, Miller and Smith2 with the RigorousResearch in Engineering Education project.Besterfield-Sacre3, et al. surveyed engineering faculty & deans across the country about possiblepathways for transforming engineering education. They fit the data they received into a FourCategories of Change Strategies model4. We see our efforts as falling into the area of emergentintended outcome and individual aspects changed, that is, developing reflective teachers.Over the last seven semesters there have been eighteen discussion sessions, on topics such asteaching on-line, engaging students in the classroom, rubrics, assessment, active learning, andacademic quality and rigor. This paper will discuss the goals of the series, what has beenpresented over the last three and a half years, and results of faculty surveys on the subjects.1. Jamieson, L.H. & Lohmann, J.R. (2012). Innovation with Impact - Creating a Culture for Scholarly andSystematic Innovation in Engineering Education. Washington, DC: ASEE2. Borrego, M., Streveler, R., Miller, R.L. & Smith, K.A. (2008). A New Paradigm for a New Field: CommunicatingRepresentations of Engineering Education Research. Journal of Engineering Education 97(4): 147-1623. Besterfield-Sacre, M., Cox, M.F., Borrego, M., Beddoes, K. & Zhu, J. (2014). Changing Engineering Education:Views of U.S. Faculty, Chairs, and Deans. Journal of Engineering Education 103(2): 193-2194. Henderson, C., Finkelstein, N., & Beach, A. (2010). Beyond dissemination in college science teaching: Anintroduction to four core change strategies. Journal of College Science Teaching, 39(5), 18–25.

Garry, B. G., & Burckhard, S. R. (2015, June), Discussions of Engineering Education Learning Advances among Working Engineering Faculty Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23889

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015