June 15, 2014
June 15, 2014
June 18, 2014
Two Year College Division
24.844.1 - 24.844.14
Leadership Development for Engineering Technology Faculty: Becoming an Educational Leader through Knowledge Generation, Application, and ContributionLeaders understand that knowledge is power. They also know knowledge creates resilience,flexibility, and adaptability, and therefor provides a competitive edge for those using andapplying that knowledge. This paper explores how engineering technology faculty andadministrators at two-year colleges can gain, use, and share critical knowledge of what works,and doesn’t work, in technician education (TE). Faculty members who generate, apply, andcontribute their knowledge of research-in-action and effective practices give their students, theirtechnical programs, and their colleges a strategic and competitive advantage. Knowledge sharedwith and by peers in the greater community of practitioners enables faculty to: 1) broaden theirown knowledge base and improve their professional practice; 2) strengthen student outcomesacross engineering technology courses and programs; and, 3) develop more competitive grantproposals built on an existing body of knowledge. Further, knowledge acquisition and effectivedissemination informs and supports the development of leadership skills, thereby enhancingindividual faculty status and visibility at home institutions and in the collective community.This paper introduces and showcases the Compendium of Research on Technician Education--anew way relevant research is being published and delivered to the doorstep of technicianeducators at www.TeachingTechnicians.org. This comprehensive database resource, developedin part with funding from the National Science Foundation (NSF), includes promising andproven practices to assist two-year college faculty in keeping their teaching practice andstudents’ learning rigorous, current, and relevant. The compendium offers targeted research on awide array of topics, such as TE technology programs, TE and workforce needs, and TE andstudent outcomes. Among the resources included are reports; peer-reviewed articles; NSF awards(mostly from the “ATE” or Advanced Technological Education program); presentations andposters; and technical briefing papers. Sample research entries range from “MaximizingRetention in Engineering/Engineering Technology” to “Using Problem-based Learning toModify Curriculum to Meet Industry Needs” to “Learning and the New Workplace: Impacts ofTechnology Change on Postsecondary and Technical Education.” Searches within TE can betailored to specific program and/or course needs for up-to-date and pertinent models, examples,and implementation practices. The ability to customize searches can also assist faculty indeveloping competitive grant concepts and strong, research-based proposals. Faculty accessingand searching the compendium can use the research findings in multiple ways to enhance theirwork and improve program success. In addition, faculty members can become active contributorsto the compendium, thereby expanding the body of knowledge generated and applied in the field,and gaining or expanding their own leadership skills.
Craft, E. L., & Ritchie, L. A., & Mikolaski, S. J. (2014, June), Leadership Development for Engineering Technology Faculty: Becoming an Educational Leader through Knowledge Generation, Application, and Contribution Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20735
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