Asee peer logo

Preparing Future Engineering Faculty: Initial Outcomes Of An Innovative Teaching Portfolio Program

Download Paper |

Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Graduate Student Experiences

Page Count

21

Page Numbers

9.1006.1 - 9.1006.21

Permanent URL

https://peer.asee.org/12978

Download Count

108

Request a correction

Paper Authors

author page

Angela Linse

author page

Tammy VanDeGrift

author page

Jessica Yellin

author page

Jennifer Turns

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3555

Preparing Future Engineering Faculty: Initial Outcomes of an Innovative Teaching Portfolio Program

Angela Linse, Jennifer Turns, Jessica M. H. Yellin, Tammy VanDeGrift

University of Washington

Abstract Engineering graduate students have few opportunities to explore and develop scholarly approaches to teaching compared to graduates in other fields. As part of an NSF funded teaching and learning center, we have developed the Engineering Teaching Portfolio Program (ETPP). Our initial step has been to design the program and conduct a formal study of how two independent groups experienced the program. We are currently using the data to gain insight on the impact of the program and learn how to improve it. We demonstrate the experiences of participants and the impacts of the program through case studies of participants.

Introduction Engineering graduate students have few opportunities explore and develop scholarly approaches to teaching compared to graduates in other fields. There are at least two reasons to support this population in getting more preparation on teaching. First, graduate students represent the future faculty in engineering education. Thus, helping these students become more effective educators provides one means of promoting effective teaching in engineering (a widely accepted national goal). Second, teaching is an important aspect of the faculty career. Providing engineering graduate students with opportunities to focus on teaching is one way to prepare future faculty for their faculty career (also a widely accepted national goal). In this paper, we focus on a program we have created that addresses these two observations.

This program, the Engineering Teaching Portfolio Program, is devoted to helping engineering graduate students advance their teaching ability. The Engineering Teaching Portfolio Program (ETPP) is only one of many efforts of the National Science Foundation (NSF) Center for the Advancement of Engineering Education (CAEE). The ETPP is the primary program through which the CAEE achieves one of the primary goals of the National Science Foundation Centers for Learning and Teaching program: to provide “professional development for graduate and postdoctoral students in STEM disciplines to develop their skills as educators”1. The most important outcome for the graduate students who participate in the ETPP is creation of a complete draft of a teaching portfolio, which includes a teaching philosophy, a diversity statement, and 2-3 annotated artifacts. The program also provides a forum for participants to discuss teaching issues and an opportunity to develop a teaching-focused peer network.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Linse, A., & VanDeGrift, T., & Yellin, J., & Turns, J. (2004, June), Preparing Future Engineering Faculty: Initial Outcomes Of An Innovative Teaching Portfolio Program Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12978

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: © 2004 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