A model program for promoting effective teaching in colleges of engineering (original) (raw)

Faculty teaching practices in an engineering education coalition

… , 1999. FIE'99. 29th …, 1999

This paper discusses the findings from a survey of engineering faculty at the eight colleges of engineering that make up SUCCEED, one of the National Science Foundation's engineering education coalitions. Faculty members were surveyed on their use of various teaching methods in their undergraduate classes. Findings show that faculty members who reported attending teaching seminars in their careers were more likely to use active learning methods regularly than those who had not attended any such seminars. Significant usage differences were also found based on the Carnegie classification of the respondents' schools, their primary job function (teaching, teaching/research, or administration), their involvement in SUCCEED-sponsored activities, their rank, and their sex.

Faculty teaching practices and perceptions of institutional attitudes toward teaching at eight engineering schools

1998

All engineering faculty members in the eight universities that comprise the SUCCEED Coalition were surveyed about their use of a variety of instructional methods and their perceptions about attitudes toward teaching on their campuses. The results provide a unique snapshot of engineering education at a transitional moment in its history. The same survey will be administered two years and four years from now. The results should provide an indication of the degree to which the SUCCEED faculty development program is meeting its objectives, which are to promote facility adoption of proven instructional methods and materials and to improve institutional support for effective teaching.

Case Study: Establishing a Sustainable Faculty Development Unit within a College of Engineering

2016 ASEE Annual Conference & Exposition Proceedings

A&M, and the ADVANCE Annual PI meetings promote STEM faculty development while providing diverse role models for students. She has mentored and empowered hundreds of faculty, students and postdocs. Ms. Barbara E Smith, North Carolina State University Barbara Smith joined NC State University as Assistant Director of Faculty Advancement in the College of Engineering in 2008. She has a background in business operations, investment portfolio and budget management as an assistant vice president at JP Morgan. Barbara also brings her training in education and experience in teaching and mentoring high school students to faculty advancement. She provides her knowledge and experience in the corporate sector as well as in education to the successful strategic planning and execution of the faculty development program.

Impact of Educational Interventions on an Engineering Faculty

Proceedings of the Canadian Engineering Education Association (CEEA)

This paper presents a comparison of five approaches to support program improvement, including disciplinary educational developers, a disciplinary pedagogical support unit, educational grants, an assessment and analytics position, and assessment projects. The approaches are compared by resource requirements, perceived long and shortterm impact, and faculty feedback. The approaches have different impact but are mutually supportive.

A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities

Journal of Engineering Education, 2002

As part of its program assessment activities, the Southeastern University and College Coalition for Engineering Education (SUCCEED) conducted a faculty survey of teaching practices, involvement in faculty development programs, and perceptions of the importance of teaching in the faculty reward system. The survey was first administered late in 1997 and a modified version was administered late in 1999. This paper summarizes results from the 1999 survey tha t address the following questions: To what extent do engineering faculty write instructional objectives and use active and team-based learning? (2) How effective are faculty development programs at changing professors' teaching practices? The results indicate that well over half of the 1999 respondents were using the stated teaching methods, with most attributing their use of the methods to their participation in teaching workshops and seminars.

On-Campus Faculty Discussions on Best Practices in Engineering Education

South Dakota State University has a multiple-year history of providing opportunities for faculty to engage in discussions on improving their abilities in teaching and learning. Due to interest for engineering-specific topics by members of the SDSU chapter of ASEE, an ongoing series of presentations and discussions was started in Spring 2011.

A model for engineering faculty development

International Journal of Engineering Education, 2003

... The SUCCEED faculty development model calls for offering workshops and seminars to graduate students and post-doctoral fellows on topics such as addressing different student learning styles, effective lecturing techniques ... Use of team-based learning: 73% gave ...