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Work in Progress: Online Engineering Education Certificate Program

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Studies in Faculty Development

Tagged Division

Continuing Professional Development

Page Count

10

Permanent URL

https://peer.asee.org/29174

Download Count

62

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Paper Authors

biography

Ryan Barlow Utah State University

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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.

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Jacek Uziak University of Botswana

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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.

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Idalis Villanueva Utah State University

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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.

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Oenardi Lawanto Utah State University

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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.

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Kurt Henry Becker Utah State University - Engineering Education

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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.

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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. https://peer.asee.org/29174

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