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Second-Year Enhancements to a Summer Faculty Immersion Program

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Classroom Management

Tagged Division

New Engineering Educators

Page Count

19

Page Numbers

24.1074.1 - 24.1074.19

Permanent URL

https://peer.asee.org/23007

Download Count

58

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Paper Authors

biography

Juan C. Morales Universidad del Turabo

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Dr. Juan C. Morales, P.E., joined the Mechanical Engineering Department at Universidad del Turabo, Gurabo, Puerto Rico, in 1995. He has been Department Head since 2003. Dr. Morales also served as the ABET Coordinator of the School of Engineering between 2003 and 2010. As ABET Coordinator, Dr. Morales had the privilege of working closely with the entire engineering faculty in the process of establishing a systemic and sustainable Outcomes Assessment Program. Dr. Morales led the effort to obtain the initial ABET accreditation (EAC) for all four engineering programs. His current research explores innovations in the classroom and their diffusion.

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Michael J. Prince Bucknell University

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Abstract

Second-Year Enhancements to a Summer Faculty Immersion ProgramAbstractThis paper describes the enhancements that were implemented in the 2013 edition of a SummerFaculty Immersion Program (SFIP). The SFIP is a five-year, externally funded, facultydevelopment program that started in 2012 and runs until 2016. The intention of the program is toignite the use of innovative and effective teaching practices in a manner that will promote lastingchange in engineering and physics faculty. The SFIP takes place during the month of June. It isdivided into an intensive one-week training workshop that is followed by a three-weekimmersion where each faculty member transforms two courses. An expected transformation isthe selection and adaptation of real-world examples that are presented at the beginning of class toestablish the need for learning the course material (inductive approach). The problems aresubsequently solved using the principles and theory taught in class. When possible, real-worldexamples that can be brought into class – a bicycle, for example – are preferred since theyintensify student engagement and interactions. The enhancements implemented during the one-week workshop included the following: training on writing learning outcomes at a granular level;a discussion of Bloom’s taxonomy and their relationship to learning outcomes; a presentation ofgamification techniques that can be transferred to the classroom; an overview of Massive OpenOnline Course (MOOCs) and their potential use as complementary material. The enhancementsfor the three-week immersion included the following additional requirements for theparticipating faculty: the prerequisite of completing a panoramic outline for each of the twocourses (divide into 30 class sessions) before starting the SFIP in June; write granular learningoutcomes for each and every class session; and prepare a review sheet per exam that is based onthe granular learning outcomes (to be handed out to students). The paper also summarizes theentire program and the first year results to provide the context for understanding theenhancements.

Morales, J. C., & Prince, M. J. (2014, June), Second-Year Enhancements to a Summer Faculty Immersion Program Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23007

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