June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.1366.1 - 24.1366.14
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. https://peer.asee.org/23299
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