Work in Progress: Online Engineering Education Certificate Program
- Conference
- Location
-
Columbus, Ohio
- Publication Date
-
June 24, 2017
- Start Date
-
June 24, 2017
- End Date
-
June 28, 2017
- Conference Session
- Tagged Division
-
Continuing Professional Development
- Page Count
-
10
- DOI
-
10.18260/1-2--29174
- Permanent URL
-
https://peer.asee.org/29174
- Download Count
-
509
Paper Authors
Ryan Barlow Utah State University
Ryan Barlow obtained his Bachelor’s Degree in Mechanical Engineering from the University of Utah in 2012 and his Master’s Degree in Science Education from the University of Maryland in 2016. He is currently a PhD student in Engineering Education at Utah State University where his research focuses on continuing professional development of engineering educators.
Jacek Uziak University of Botswana
Jacek Uziak is a Professor in the Department of Mechanical Engineering of the University of Botswana. He received his MSc in Mechanical Engineering from the AGH-University of Technology in Krakow, Poland and his PhD in Technical Sciences from the University of Life Sciences in Lublin, Poland. For more than 35 years he has been working at universities mainly in Poland and Botswana. He specializes in engineering mechanics and teaches courses in this area. He has particular interest in engineering education. He is currently a visiting professor in the Department of Engineering Education at the Utah State University.
Idalis Villanueva
Utah State University
orcid.org/0000-0002-8767-2576
Dr. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Professor in the Bioengineering Department in Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research 'best practices' for student professional development and training. In addition, she is developing methodologies around affective management of curriculum and instruction in engineering students.
Oenardi Lawanto Utah State University
Dr. Oenardi Lawanto is an associate professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one large private university in Indonesia. He has developed and delivered numerous international workshops on student-centered learning and online learning-related topics during his service. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.
Kurt Henry Becker Utah State University - Engineering Education
Kurt Becker is the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering design thinking. His areas of research include engineering design thinking, adult learning cognition, engineering education professional development and technical training. He has extensive international experience working on technical training and engineering educaton projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Macedonia, Poland, Romania, and Thailand. In addition, he teaches undergraduate and graduate courses for the Department of Engineering Education at Utah State University.
Abstract
WIP: Graduate Online Engineering Education Certificate Program
This work in progress describes the development of an online, graduate Engineering Education Certificate program. An on-line environment makes the program accessible worldwide giving more engineering educators an opportunity to broadly apply evidence-based practices into their workplace or learning environments. The program targets current and future engineering educators and trainers, both in academia (community colleges and universities) and industry. Potential candidates should have an undergraduate degree in any engineering discipline. The goal is to improve the quality of the teaching and training in engineering by empowering students to become better and more knowledgeable engineering instructors with understanding of educational theories and their applications. The program intends to be fully online and will be made available worldwide.
The proposed certificate program includes plans for four online courses: Curriculum Design, Evaluation and Assessment, Principles of Teaching and Learning, and E-learning and Training Development. Each of these courses will have a guiding syllabus followed by customizable components that will involve participants from industry and academia to develop engineering competencies based on their needs and their intended outcomes.
A novel component of the program is a Teaching Internship course intended to be a capstone activity for students pursuing the certificate. Participants gain experience, improve understanding of teaching, reflect on their own teaching, and obtain feedback from faculty members and possibly from learners using a variety of qualitative and quantitative measures of student performance. The course will give students the opportunity to put their engineering education knowledge into practical teaching application and to develop a Teaching Portfolio.
The competency-based portfolio will consist of various documents and videos to show mastery of knowledge and skills learned in the aforementioned four courses and individual’s general teaching skills. Focusing on the mastery of knowledge and skills, rather than requiring specific documents, allows for more creativity on the part of the students in the program. Portfolio should also allow participants to reflect meaningfully about their experiences as they develop expertise in creating and teaching innovative training or teaching materials. The portfolio will specifically require a teaching philosophy, at least one video of actual teaching, and a teaching journal.
Potential students for this certificate program are individuals who will have a teaching or training responsibilities in engineering either at the university, community college, or in an industry setting. The students should strive to have such opportunity in order to experience authentic classroom situations.
Barlow, R., & Uziak, J., & Villanueva, I., & Lawanto, O., & Becker, K. H. (2017, June), Work in Progress: Online Engineering Education Certificate Program Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29174
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