June 23, 2013
June 23, 2013
June 26, 2013
23.1114.1 - 23.1114.27
Summer Faculty Immersion: A Strategy to Diffuse Engineering Education InnovationsThis paper presents the first-year results of an externally-funded faculty development programthat was carried out at a private engineering school in Puerto Rico during the summer of 2012.The program was designed to ignite innovative teaching in engineering and physics courses withthe overarching goal of increasing graduation rates of Hispanic engineering students. This modelis a possible solution to a problem identified in the recent research literature: althoughinnovations in teaching are available and well-researched, the faculty are not readily adoptingthem because the time required to develop them exceeds substantially the normal coursepreparation. The summer immersion begins with a two-day seminar on effective teachingpresented by a renowned engineering educator. It continues for a full month to allow time forfaculty members to adapt inductive and active learning techniques to two of their courses whilefree from other responsibilities of the typical semester. The paper includes the following: theresults of several surveys conducted to determine the opinion of the students and the facultyregarding the innovations and their implementation; the difference in passing rates and course-assessment results in all the courses that were impacted during the Fall 2012 semester, ascompared to previous semesters; examples of the innovations produced by the faculty during thesummer; recommendations to fine tune the future direction of the program, which is funded until2016.
Morales, J. C., & Prince, M. J. (2013, June), Summer Faculty Immersion as a Strategy to Diffuse Engineering Education Innovations: First Year Results Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22499
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