April 9, 2021
April 9, 2021
April 10, 2021
___, an introductory course in engineering pedagogy for engineering PhD students, was restructured to increase student engagement and to create a mechanism for engineering faculty to improve their own teaching. This restructuring enables more active learning in class, makes course materials available online for current engineering faculty and enables faculty development workshops, and improves the students’ ability to improve their own teaching. These goals were accomplished through flipping the course and developing an assessment hierarchy: self/partner assessment prior to class-wide assessment. Collaboration with experts in diversity, equity and inclusion enabled additional materials in this area to promote the growth of underrepresented groups in engineering. Successes and lessons learned in the restructuring are outlined.
Wemhoff, A. P. (2021, April), Restructuring a Pedagogical Course to Benefit Engineering Ph.D. Students and Faculty Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . https://peer.asee.org/36317
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