New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
New Engineering Educators
Perspectives on Professional Development of Engineering Educators in the Arab Gulf Region: Current Trends, Challenges, and Future Outlook
The increased mobility of engineers worldwide poses new and difficult challenges to country and/or region–based systems of engineering education, whose advocates now face the possibility that their graduates may not possess the skills recognized as valuable in other countries or by international employers operating within their own country or region. One of the world’s regions where engineering education is rapidly evolving, and becoming increasingly international is: the Arab Gulf Region (Saudi Arabia, Bahrain, Kuwait, United Arab Emirates, Qatar, and Oman) which faces significant challenges as it seeks to meet the demands on the engineering profession in the years to come. Engineering faculty in the Region, and the young ones in particular, need to expand their technical knowledge and develop new competencies to further their technical and professional development, and keep up with modern approaches to teaching and learning.
This paper explores ways to effective professional development of Region’s engineering educators to enable them to assume the roles they are entrusted with. The purpose here is to offer a new way to think about the development of the professional engineering educator. In this respect the paper focuses on:(i) the cognitive processes that faculty need to follow as they grow and learn more about teaching and learning,(ii) the discipline-based industrial/practical experience they should acquire in their locale to add to their repertoire as “practitioners” of engineering, and (iii) the institutional initiatives, including: administrative support, encouragement and resources. What is needed is to create a change in culture within the institution, i.e., the department or college, to generate a comprehensive and integrated set of components: clearly articulated expectations, a reward system for good teaching aligned with expectations, and opportunities for professional development to occur. The ultimate goal is to identify what Region’s engineering educators and their institutions can do to generate more powerful and responsive forms of education that improves the quality of student learning.
The author draws on his own experience in the Region, as a faculty member and an administrator, and looks forward to a new paradigm in engineering education that will lead to widespread reform, to ensure the vitality and currency of engineering education in the Arab Gulf Region.
Akili, W. (2016, June), Perspectives on Professional Development of Engineering Educators in the Arab Gulf Region: Current Trends, Challenges, and Future Outlook Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25893
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: © 2016 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