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How A Successful Idea Traveled: Implementing The Engineering Teaching Portfolio Program At University Of Florida

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Mentoring Graduate Students

Page Count

7

Page Numbers

10.696.1 - 10.696.7

Permanent URL

https://peer.asee.org/14509

Download Count

42

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Paper Authors

author page

Diane Hickey

author page

Raluca Rosca

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session xxxx

How a Successful Idea Traveled: Implementing the Engineering Teaching Portfolio Program at University of Florida

Raluca I. Rosca, Diane P. Hickey Mechanical and Aerospace Engineering Department, University of Florida/ Material Science Engineering, University of Florida

Abstract The paper describes the successful implementation at the University of Florida of the Engineering Teaching Portfolio Program, first developed at University of Washington, Seattle. The local version of the program (ETP-UF) was realized as a graduate student program of the Society of Women Engineers, Gainesville Student branch and supported by the Dean of Graduate Studies in the College of Engineering. The first offering of ETP-UF took place during the last half of the Fall 2004 semester, and a second offering is advertised for Spring 2005.

Introduction

The general objectives of the Engineering Teaching Portfolio Program (ETP), as well as the outcomes of the first offering were presented at the 2004 ASEE Annual Conference 1 by its designers at the NSF-funded Center for Advancement of Engineering Education at University of Washington. In short the program strives to better prepare graduate students in engineering for the teaching component of an academic career, by offering an eight week, step-by-step approach to writing a teaching statement and researching for supporting evidence, as well as by creating a network of peers and facilitating reflection upon teaching styles and methods. The first author of this paper had seen the presentation and was interested in the seeing the program happen at her home institution, University of Florida (UF), if not in an organized manner than at least in a social get-together form.

University of Florida has an active Teaching Center that coordinates tutoring activities and provides professional development for all graduate students teaching assistants on its 48 000 students campus, as well as a University Center for Excellence in Teaching that supports professional development of post-doctoral associates and faculty. Those two centers were developed from similar centers serving the College of Liberal Arts and Sciences, and as such they are not very well known to the engineering graduate students and faculty. Moreover, with the focus of UF being research, and teaching assistantships being seen as second rate to research assistantships, there is no critical mass of graduate students in any given engineering department interested in teaching development. However, the author assumed that at the level of College of Engineering this critical mass can be created, and furthermore, engineering students will respond better to a program organized by engineers for engineers than to a university-wide initiative.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition Copyright  2005, American Society for Engineering Education”

Hickey, D., & Rosca, R. (2005, June), How A Successful Idea Traveled: Implementing The Engineering Teaching Portfolio Program At University Of Florida Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14509

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