Master Educator Program in Engineering Technology Education

Jikai Du

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: ET Curriculum and Programs I
Tagged Division: Engineering Technology
Page Count: 13
DOI: 10.18260/1-2--34953
Permanent URL: https://peer.asee.org/34953
Download Count: 339

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Jikai Du SUNY College at Buffalo

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Dr. Jikai Du is an associate professor at the Engineering Technology Department at the State University of New York College at Buffalo. His professional expertise includes undergraduate research experience, theoretical simulation and analysis of acoustic waves, ultrasound phased array technique simulations and applications, and various microscopy techniques. Dr. Du earned his Ph.D. in Engineering Science and Mechanics at the Pennsylvania State University.

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Abstract

High impact and innovative teaching practices have been extensively studied in engineering undergraduate education to increase student motivation and involvement. However, challenges still exist and emerge for the education of Millennials and Generation Z, such as how to increase student engagement, how to close the gap between workplace demands and engineering education, how to enhance students’ commitment to lifelong learning, and how to better infuse 21st century skills into the classroom. At the State University of New York College at Buffalo, a two-year Master Educator Program was initiated for 2018-2020. A collaboration between School of the Professions and School of Education is established. The goals of the program are to help faculty to have deeper understanding of “our” students in order to develop more confidence and competence in working with today’s students, to transform courses and adopt high impact practices, educational technology, and innovative teaching practices into the classroom, and to deepen faculty’s passion for teaching and the process of learning. Through the program, faculty in a department or from different departments will be able to share best practices and collaborate with each other. In the first year (2018-2019) of the program, a series of workshops were given by faculty from School of Education to address various aspects in current undergraduate education. Faculty from the two schools were paired up and worked together to develop and introduce innovative teaching practices that have been tailored for different majors. For engineering technology education, hands-on real-world problems and approved applied learning techniques were emphasized and integrated into student learning experiences. Industrial standard software, industrial instrumentation, and new industrial measuring techniques were introduced in lab projects. Structured reflection techniques were used to monitor and manage student project activities both inside and outside classrooms. The student evaluation data in first year show that such techniques not only can greatly increase student involvement in class activities, but also can better prepare students to join the 21st century workforce after graduation. At the time being, the Master Education Program is in its second year (2019-2020). Faculty are learning and developing additional cooperative learning teaching strategies. Engineering faculty is serving as the agent for change in his department by assisting colleagues through instructional coaching method and by developing a plan sensitive to his department’s needs.

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Format

Du, J. (2020, June), Master Educator Program in Engineering Technology Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34953

TY - CPAPER
AB - High impact and innovative teaching practices have been extensively studied in engineering undergraduate education to increase student motivation and involvement. However, challenges still exist and emerge for the education of Millennials and Generation Z, such as how to increase student engagement, how to close the gap between workplace demands and engineering education, how to enhance students’ commitment to lifelong learning, and how to better infuse 21st century skills into the classroom. At the State University of New York College at Buffalo, a two-year Master Educator Program was initiated for 2018-2020. A collaboration between School of the Professions and School of Education is established. The goals of the program are to help faculty to have deeper understanding of “our” students in order to develop more confidence and competence in working with today’s students, to transform courses and adopt high impact practices, educational technology, and innovative teaching practices into the classroom, and to deepen faculty’s passion for teaching and the process of learning. Through the program, faculty in a department or from different departments will be able to share best practices and collaborate with each other. In the first year (2018-2019) of the program, a series of workshops were given by faculty from School of Education to address various aspects in current undergraduate education. Faculty from the two schools were paired up and worked together to develop and introduce innovative teaching practices that have been tailored for different majors. For engineering technology education, hands-on real-world problems and approved applied learning techniques were emphasized and integrated into student learning experiences. Industrial standard software, industrial instrumentation, and new industrial measuring techniques were introduced in lab projects. Structured reflection techniques were used to monitor and manage student project activities both inside and outside classrooms. The student evaluation data in first year show that such techniques not only can greatly increase student involvement in class activities, but also can better prepare students to join the 21st century workforce after graduation. At the time being, the Master Education Program is in its second year (2019-2020). Faculty are learning and developing additional cooperative learning teaching strategies. Engineering faculty is serving as the agent for change in his department by assisting colleagues through instructional coaching method and by developing a plan sensitive to his department’s needs.
AU - Jikai Du
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Master Educator Program in Engineering Technology Education
UR - https://peer.asee.org/34953
DO - 10.18260/1-2--34953
ER -