Location
Chicago, Illinois
Date
01 May 2013, 2:00 pm - 4:00 pm
Abstract
The paper explores ways to effective professional development of junior engineering educators, to enable them to assume the roles they are entrusted with. The purpose here is to offer a new way to think about the development of the professional engineering educator. The paper focuses on:(i) the cognitive processes that faculty would tend to follow as they learn more about teaching, (ii) the discipline-based industrial/practical experience they need to acquire to add to their repertoire as “practitioners”, and (iii) the institutional initiatives, including: administrative support, and resources. What is needed is a change in culture within the institution, i.e., the department or college, to generate a comprehensive integrated set of components: articulated expectations, a reward system aligned with expectations, and opportunities for professional development to occur. Ultimately, to identify what educators and their institutions can do to generate more powerful and responsive forms of education that improves the quality of student learning.
Department(s)
Civil, Architectural and Environmental Engineering
Meeting Name
7th Conference of the International Conference on Case Histories in Geotechnical Engineering
Publisher
Missouri University of Science and Technology
Document Version
Final Version
Rights
© 2013 Missouri University of Science and Technology, All rights reserved.
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Document Type
Article - Conference proceedings
File Type
text
Language
English
Recommended Citation
Akili, Waddah, "On Becoming a 21st Century Engineering Educator: Building Competencies and Acquiring Needed Skills" (2013). International Conference on Case Histories in Geotechnical Engineering. 33.
https://scholarsmine.mst.edu/icchge/7icchge/session01/33
On Becoming a 21st Century Engineering Educator: Building Competencies and Acquiring Needed Skills
Chicago, Illinois
The paper explores ways to effective professional development of junior engineering educators, to enable them to assume the roles they are entrusted with. The purpose here is to offer a new way to think about the development of the professional engineering educator. The paper focuses on:(i) the cognitive processes that faculty would tend to follow as they learn more about teaching, (ii) the discipline-based industrial/practical experience they need to acquire to add to their repertoire as “practitioners”, and (iii) the institutional initiatives, including: administrative support, and resources. What is needed is a change in culture within the institution, i.e., the department or college, to generate a comprehensive integrated set of components: articulated expectations, a reward system aligned with expectations, and opportunities for professional development to occur. Ultimately, to identify what educators and their institutions can do to generate more powerful and responsive forms of education that improves the quality of student learning.
