Teaching Model as a Living Document
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Civil Engineering
- Page Count
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13
- DOI
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10.18260/1-2--28924
- Permanent URL
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https://peer.asee.org/28924
- Download Count
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502
Paper Authors
Brad Wambeke United States Military Academy
Colonel Brad Wambeke is the Civil Engineering Design Group Director at the U.S. Military Academy, West Point, NY. He received his B.S. from South Dakota State University; M.S. from the University of Minnesota; and Ph.D. from North Carolina State University. He is a member of ASEE and is a registered Professional Engineer in Missouri. His primary research interests include construction engineering, lean construction, and engineering education.
Brock E. Barry U.S. Military Academy
Dr. Brock E. Barry, P.E. is an Associate Professor and Mechanics Group Director in the Department of Civil & Mechanical Engineering at the United States Military Academy, West Point, New York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer in multiple states. Dr. Barry’s areas of research include assessment of professional ethics, teaching and learning in engineering education, nonverbal communication in the classroom, and learning through historical engineering accomplishments. He has authored and co-authored a significant number of journal articles and book chapters on these topics.
Jakob C Bruhl P.E.
U.S. Military Academy
orcid.org/0000-0002-1645-4520
Lieutenant Colonel Jakob Bruhl is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, NY. He received his B.S. from Rose-Hulman Institute of Technology, M.S. Degrees from the University of Missouri at Rolla and the University of Illinois at Urbana/Champaign, and Ph.D. from Purdue University. He is a registered Professional Engineer in Missouri. His research interests include resilient infrastructure, protective structures, and engineering education.
Abstract
Many new civil engineering faculty members have little to no formal training on teaching. New faculty are often welcomed to their respective institution, introduced to other faculty members, shown their office, and left to figure out how to teach on their own. Several institutions have recognized this deficiency, and have taken type of action to develop the teaching ability of their faculty members. Teaching models are one of the tools that have been used by some organizations to develop the teaching ability of their faculty members.
The Department of Civil and Mechanical (CME) at the United States Military Academy at West Point prepares their new faculty to teach by administering an in-depth six week training program. This paper will describe the CME teaching model as the foundation of a faculty training program that effectively prepares teachers to actively engage students in the learning and development process. The paper provides an overview of the key components of the faculty training program, assesses the program’s effectiveness, and describes initiatives to treat the teaching model as a living document to ensure it remains relevant.
Wambeke, B., & Barry, B. E., & Bruhl, J. C. (2017, June), Teaching Model as a Living Document Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28924
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