Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This evidence-based practice paper will address the distinct challenges of ensuring academic rigor and anchoring and assessing learning when conducting international professional development opportunities for educators. In 2019, the NSF-ATE CREATE Energy Center took a group of nine renewable energy educators to Germany to study innovations in renewable energy and energy storage and to learn how these emerging technologies are incorporated into educational programming and workforce preparation. Knowledge gathered by participants will be converted into curricula and instructional materials that will be shared nationally.
Learning components were crafted to ensure participant preparedness, academic rigor, constructive reflection and collaborative knowledge-building. Participant activities were conducted prior to travel, during travel, and post-travel; these were administered online and designed using learning science theory, and best practices. Prior to travel, participants reviewed learning materials, contributed to topical discussions, and participated in webinars to ensure fundamental knowledge of the German energy sector, energy transition (Energiewende), educational system, and political environment. This preparatory work encouraged knowledge sharing and initiated a collaborative team-learning dynamic prior to meeting and traveling together. Activities during travel captured participant learning and formative reflections, while post-travel work focused on summative reflection and applications of knowledge gained.
Data was collected throughout this effort. Discussion posts, site visit reports, and individual inquiry papers were submitted online and analyzed, both during and after travel. Additional data was collected utilizing pre- and post-surveys conducted immediately before and after the time abroad. Finally, through the completion of an individual inquiry essay and the administration of a six-month post-travel survey focused on implementations of the knowledge gained and and instructional innovations that resulted from the project.
This paper, and subsequent discussion panel, will present the the analysis from the summative post-travel survey along with recommended practices for enhancing faculty learning when providing international professional development opportunities.
Presentation type: Moderator (project learning coordinator) discusses paper with input by a panel of participants. Otherwise open to suggestions!
Slowinski, M., & Temple, G. P., & Walz, K. (2020, June), International Faculty Professional Development: Utilizing Hybrid Environments to Deepen Learning and Grow Community Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34867
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