Asee peer logo

The Impact Of Faculty Development Activities On Engineering Faculty Teaching Practices

Download Paper |


2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.1015.1 - 6.1015.11



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Rodney Allen

author page

Richard M. Felder

author page

Catherine E. Brawner

Download Paper |

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

Session 1630

The Impact of Faculty Development Activities on Engineering Faculty Teaching Practices

Catherine E. Brawner, Richard M. Felder, Rodney H. Allen, and Rebecca Brent Research Triangle Educational Consultants/ COMP-AID/North Carolina State University


The SUCCEED (Southeastern University and College Coalition for Engineering EDucation) faculty development team has spent several years helping engineering faculty members learn and implement instructional techniques that have been proven effective by research and experience. As part of the assessment effort, SUCCEED fielded e-mail surveys in 1997 and 1999 to which respondents reported their use of such instructional practices as writing formal instructional objectives for undergraduate classes, conducting in-class learning activities, and assigning team- based homework in traditional lecture courses (in contrast with laboratory and design courses, where teams have traditionally been used). About a third of surveyed faculty members returned the survey in each administration (32% in 1997 and 36% in 1999).

This paper compares the results of the two surveys with respect to the use of certain teaching practices among faculty and shows the relationship between attending faculty development activities focused on teaching and the use of non-traditional teaching methods. The results indicate that attending more teaching workshops is associated with greater use of active and cooperative learning in traditional lecture classes.

1. Introduction

SUCCEED (Southeastern University and College Coalition for Engineering EDucation) is a National Science Foundation-sponsored engineering education coalition. SUCCEED was first funded in 1992 and has spent the past four years scaling up and institutionalizing many of the educational reforms developed and pilot-tested in its first five years of funding. A major component of this effort is the design and implementation of a faculty development program. The program objectives are (1) to promote faculty adoption of non-traditional instructional methods and materials that have been proven effective by classroom research studies and (2) to improve institutional support for teaching at each of the eight SUCCEED campuses.1

To assess the impact of faculty development activities on the SUCCEED member campuses, all engineering faculty members were sent a baseline campus climate survey in the 1997-1998 academic year and a second survey in 1999-2000. (A third survey is planned for 2001-2002). The surveys asked respondents to answer questions about their teaching experiences and practices. Among other things, they were asked about their prior involvement with faculty Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering Education

Allen, R., & Felder, R. M., & Brawner, C. E. (2001, June), The Impact Of Faculty Development Activities On Engineering Faculty Teaching Practices Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9344

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: © 2001 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