June 22, 2003
June 22, 2003
June 25, 2003
8.1011.1 - 8.1011.6
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
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.
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
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: © 2003 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