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Seven Habits Of Highly Effective Engineering Educators

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Collection

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Tricks of the Trade Outside of Class

Page Count

6

Page Numbers

8.1011.1 - 8.1011.6

Permanent URL

https://peer.asee.org/12632

Download Count

29

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Paper Authors

author page

Autar Kaw

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

Session 1475

Seven Traits of a Highly Effective Engineering Educator

Autar K. Kaw

Mechanical Engineering Department University of South Florida ENB 118, 4202 E Fowler Avenue Tampa, FL 33620-5350

Abstract

This paper enumerates and illustrates the seven traits of a highly effective engineering educator. These traits include - being organized, understanding the importance of the first day of class, using teaching tools effectively, being compassionate, giving rapid feedback, asking questions, and having high expectations.

Introduction

To become a better basketball player, you may attend camps, practice and play competitive games. However, knowing the traits of players like Michael Jordan has its own unique place in learning to become a better basketball player. In the same spirit, this paper presents seven traits of a highly effective engineering educator.

In 1987, the Education Commission of the States and the American Association of Higher Education co-sponsored the work – “Seven Principles for Good Practice in Undergraduate Education”1. This work, supported by extensive research and experience, came up with guidelines for faculty, students and administrators for improving undergraduate teaching and learning.

In the 1990s – “Seven Habits of Highly Effective People”2 and “Emotional Intelligence”3 became best sellers in the personal growth segment. These books and other similar ones shifted the prevailing paradigm from efficiency to effectiveness and from prestige to self-contentment.

This paper is a synergy of the above three works, personal experiences, teaching enhancement seminars, and many discussions (some passionate) I have had with my engineering peers at the University of South Florida and at other universities around the nation.

To keep this article readable, I call the effective educator - Efed. I refer to Efed also as ‘he’ (the author does recognize that engineering has a deep-rooted challenge to bring gender

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

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