June 24, 2017
June 24, 2017
June 28, 2017
New Engineering Educators
Every discipline has three distinct but general roles: practitioner, researcher, and trainer. Researchers are those who design, build, test, and validate the theories, tools, and standards used by the practitioners. Trainers are the educators, whether at colleges and universities or through professional development opportunities, who instruct and/or mentor the current practitioners as well as those individuals who would like to enter the ranks of the practitioners. It is possible for a single individual to hold one, two, or all three of these roles, such as a university professor who teaches, conducts research, and consults in the same engineering discipline.
As Engineering Education has been specifically defined and labeled as a discipline, it is reasonable to apply the general conceptual model to this special case. Therefore, in the discipline of Engineering Education:
· Practitioners are classroom instructors, many of whom are also researchers in another engineering discipline. High level practitioners seek to effectively incorporate teaching and learning initiatives supported by the literature of the Engineering Education discipline.
· Researchers are scholars conducting rigorous, scientific studies in response to engineering education questions and submitting the questions, methods, and results to peer review.
· Trainers are the engineering education faculty, leaders and facilitators of professional development opportunities, and peer mentors who help practitioners improve teaching and learning.
Again, it is possible for a single individual to hold one, two, or all three of these roles. Often, a single individual holds one or multiple roles in the Engineering Education discipline while holding one or multiple roles in additional discipline. This paper further illustrates the overlapping professional roles held by engineering educators and uses Arreola and Theall’s “meta-professional” model to describe the skill sets needed both by discipline and by role to help guide faculty and those who mentor faculty in finding resources. Using the meta-professional model also allows us demonstrate skill subsets that are critical to success in faculty evaluation across teaching, research, and service.
Karlin, J., & Riley, D. M. (2017, June), Which "Me" am I Today? The Many Disciplines and Skill Sets of Engineering Educators Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29123
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: © 2017 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