Nelson, J. K., & Hjalmarson, M. (2015, June), Faculty Development Groups for Interactive Teaching  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24102

\bibitem{asee_peer_24102}
  Nelson, J. K., \& Hjalmarson, M. (2015, June), \emph{Faculty Development Groups for Interactive Teaching}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24102

Jill K Nelson and Margret Hjalmarson.  "Faculty Development Groups for Interactive Teaching".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24102 Internet.  26 Apr, 2024

\bibitem{asee_peer_24102}
  Jill K Nelson and Margret Hjalmarson.
  "Faculty Development Groups for Interactive Teaching".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24102 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_24102
author = "Jill K Nelson and Margret Hjalmarson"
title = "Faculty Development Groups for Interactive Teaching"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24102}
number = {10.18260/p.24102}
}

TY  - CPAPER
AB  -               Teaching Development Groups for Interactive TeachingBackgroundOne ongoing challenge for engineering education is supporting the use of research-basedpractices for teaching and learning in the classroom. Drawing on results from K-12teaching development that indicate the need for ongoing teaching development and theneed to support faculty as they are changing, we implemented a small group teachingdevelopment model. In a three-year project, we included two phases of teachingdevelopment groups. The teaching development model focused on increasing knowledgeabout research-based practices particularly focused on student engagement combinedwith instructors’ design and testing of interactive teaching strategies in their ownclassrooms.MethodologyIn year one, group leaders met monthly as a teaching development group across fiveinstitutions. In year two, group leaders recruited instructors in engineering and otherSTEM disciplinary departments into local small groups. Each group included the use ofadditional resources about research-based teaching and learning. (e.g., Ambrose, Bridges,DiPietro, Lovett, & Norman, 2010). Each instructor chose an interactive teachingstrategy to use in their course. Groups met regularly throughout the school year to discussand plan their teaching. The group leaders continued meeting throughout the year.Conference call meeting notes, longer narrative descriptions written by group leaders,and survey data were collected to study the design of the groups.ResultsThe survey results indicated that the groups were useful for supporting their teaching.The groups provided sustained support and accountability. In addition, they supportedconnecting with other faculty interested in interactive teaching. At the same time thatcollaboration and community was important, instructors also had autonomy in selectingtheir own strategies and designing them for their own courses and contexts. In anextension of this project, we have expanded the teaching development groups toadditional STEM departments at our own institution and are examining new structuresand characteristics.Ambrose, S., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).          How learning works: Seven research-based principles for smart teaching. San          Francisco, CA: Jossey-Bass.
AU  - Jill K Nelson
AU  - Margret Hjalmarson
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Faculty Development Groups for Interactive Teaching
UR  - https://peer.asee.org/24102
DO  - 10.18260/p.24102
ER  -