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What Can Reflections from an "Innovation in Engineering Education" Workshop Teach New Faculty?

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session


Tagged Division

New Engineering Educators

Page Count


Page Numbers

24.1366.1 - 24.1366.14



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Paper Authors


Emily Dringenberg Purdue University, West Lafayette Orcid 16x16

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Emily Dringenberg is an NSF-funded PhD student in Engineering Education at Purdue University with a background in Mechanical and Industrial Engineering. Her interests include qualitatively exploring the experience of engineering students, impacts of personal epistemology, and curriculum and pedagogical design. She also enjoys engaging with engineering outreach.

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Mel Chua Purdue University

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Mel Chua is a contagiously enthusiastic hacker, writer, and educator with over a decade of teaching and curriculum development experience and a track record of leadership in Free, Libre, and Open Source Software (FLOSS) communities, including the One Laptop Per Child project and most recently as Red Hat Inc’s. educational liason. Now part of Purdue University’s School of Engineering Education, Mel’s work bridges academic research on successful learning and making communities with deep personal experience in building them.

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What Can Reflections From an "Innovation in Engineering Education" Workshop Teach New Faculty?Designers of faculty workshops often hope to transform the way workshop attendeesunderstand their roles as educators. How do changes in attendee perceptions andmotivations unfold over time, and how might they inform the teaching and reflectionpractices of new engineering faculty? This paper presents data from the writtenreflections of faculty at a week-long workshop on innovation in engineering education.While the workshop was hosted at a small teaching college, participant demographicsdisplayed diversity across multiple categories: gender, age, nationality, institution sizeand type, and position within their institution. Participants reflected on their goals,concerns, and identities multiple times during the workshop.We tracked the themes that emerged across faculty reflections to see whether and howthese themes changed throughout the week as participants oscillated between theperspectives of "student" (at the workshop) and "professor" (at their institution). Forinstance, concerns on time scarcity remained constant, whereas themes of agency wereexpressed in markedly different ways between the start of the workshop and a reflectionperiod just 48 hours later.These themes align with findings from other faculty development studies and have directimplications for the design of faculty workshops and how new professors can preparethemselves for professional development activities (i.e. expectation-setting, developingthe skills of reflection-in-action, specific strategies for engaging with other attendees andfacilitators, etc). A six-month follow-up is underway as the next step in this longitudinalstudy.

Dringenberg, E., & Chua, M. (2014, June), What Can Reflections from an "Innovation in Engineering Education" Workshop Teach New Faculty? Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23299

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