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Implementing an Effective Support Model for Innovation in Engineering Education and Technology-Enhanced Learning

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Professional Development from a Distance

Tagged Division

Continuing Professional Development

Page Count

20

Page Numbers

22.817.1 - 22.817.20

Permanent URL

https://peer.asee.org/18098

Download Count

32

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Paper Authors

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Deborah L. Helman University of Wisconsin, Madison

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Deborah Helman is the Director of Wendt Commons, which provides teaching, learning, information and media services in the College of Engineering at the University of Wisconsin-Madison. Prior to assuming responsibility for this new organization, she led the staff of the CoE's Wendt Library in providing engineering library services.

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Ryan J. Kershner University of Wisconsin, Madison

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Diana Wheeler, MA-LIS University of Wisconsin, Madison

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Amy L. Kindschi University of Wisconsin, Madison

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Amy Kindschi, MLS, Head of Faculty and Student Services at UW-Madison Wendt Engineering Library since 1998, is responsible for reference and other library services. She is library liaison to four Departments and is an advocate for the information needs of students and faculty. She has served on campus-wide library committees in instruction, reference, web resources and distance services.

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Steven M. Cramer University of Wisconsin, Madison

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Dr. Steven M. Cramer is the Associate Dean of Academic Affairs in the College of Engineering at the University of Wisconsin-Madison. There he leads undergraduate and graduate programs in the College of Engineering and related support services and activities. He has been part of the faculty at the University of Wisconsin-Madison for 25 years where he is a member of the Teaching Academy and was awarded the Chancellor’s Distinguished Teaching Award. His teaching and research programs are directed at civil engineering materials and structural engineering. He is a registered professional engineering in the State of Wisconsin and a fellow in the American Society of Civil Engineers.

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Sandra Shaw Courter University of Wisconsin, Madison

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Sandra Shaw Courter is Professor Emeritus in the Department of Engineering Professional Development and Wendt Commons: Teaching and Learning Services. Her area of research is engineering education, including assessment of student learning. She taught technical communication courses to undergraduate engineering students and currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW, Madison. She is PI for the “Aligning Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. As a member of the management team for the Center for the Integration of Research, Teaching, and Learning (CIRTL), she is collaboratively responsible for a course about teaching science and engineering.

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Moira Lafayette University of Wisconsin, Madison

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Abstract

Developing a New Support Model for Innovation in Engineering Education and Technology-Enhanced LearningAbstractThrough a long-term initiative at a large college of engineering in the Midwest, faculty and staffare beginning to transform their undergraduate program. This College of Engineering (CoE)initiative addresses important shifts in engineering education, including the need to “go beyondtraditional engineering boundaries” of the classroom and conventional thinking. New technologyand multi-media strategies allow faculty to expand their educational approaches; new ways ofthinking about engineering education challenge faculty to reconsider their curricula andapproaches for a rapidly changing world. This CoE initiative promotes innovative educationalapproaches to engage students through technology-supported learning strategies and to helpfaculty redefine their roles as collaborators in designing engineering curricula. Theseeducational approaches require innovative service strategies to support faculty and staff foreffective development, implementation, and assessment.Incentive programs have been developed to support these changes, yet faculty input throughoutthis process has clearly indicated that more assistance is needed to redesign courses especiallywhen new learning technologies are incorporated into courses. To help all instructors acceleratethe change process, the CoE developed a new support model for innovation in engineeringeducation and technology-enhanced learning that was implemented in August of 2010. Toexpand the impact and improve efficiency of services already available in the College, this newmodel brings together a team of educational professionals, including an instructional designer,learning technologists, media specialists, IT professionals, librarians and an assessment specialistto provide a “one-stop shopping” approach to teaching and learning services. Building onresearch related to faculty professional development and learning science, this paper will focuson the process for development and implementation of this service model, guiding principles,desired outcomes, challenges, and plans for development and assessment of the service model.Administrators and faculty facing similar challenges of providing support for teaching andlearning will benefit from this roadmap for the evolution of an innovative service model thatintegrates resources often already available in engineering colleges.

Helman, D. L., & Kershner, R. J., & MA-LIS, D. W., & Kindschi, A. L., & Cramer, S. M., & Courter, S. S., & Lafayette, M. (2011, June), Implementing an Effective Support Model for Innovation in Engineering Education and Technology-Enhanced Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18098

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: © 2011 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