Journal article
The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches
Journal of engineering education (Washington, D.C.), Vol.98(1), pp.17-26
01/01/2009
DOI: 10.1002/j.2168-9830.2009.tb01002.x
Abstract
Over the last several years, engineering faculty and learning scientists from four universities worked in collaboration to develop educational materials to improve the quality of faculty teaching and student learning. Guided by the How People Learn (HPL) framework, engineering faculty worked in collaboration with learning scientists to develop learner-centered, student-focused instructional methods. In consultation with learning scientists, engineering faculty carried out educational inquiry in their classrooms aimed at investigating student learning and enhancing instruction. In this paper we discuss the extent to which faculty engaged in these collaborative endeavors and how their teaching approaches differed as a result of their level of engagement. Study findings reveal the role that collaborative reflection plays in shaping teaching approaches. Results from this study provide insights for researchers and other practitioners in engineering and higher education interested in implementing engineering faculty development programs to optimize the impact on teaching.
Details
- Title: Subtitle
- The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches
- Creators
- Ann F. Mckenna - Northwestern UniversityBugrahan Yalvac - Texas A&M UniversityGregory J. Light - Northwestern University
- Resource Type
- Journal article
- Publication Details
- Journal of engineering education (Washington, D.C.), Vol.98(1), pp.17-26
- Publisher
- Amer Soc Engineering Education
- DOI
- 10.1002/j.2168-9830.2009.tb01002.x
- ISSN
- 1069-4730
- eISSN
- 2168-9830
- Number of pages
- 10
- Grant note
- EEC-9876363 / Engineering Research Centers of the National Science Foundation
- Language
- English
- Date published
- 01/01/2009
- Academic Unit
- Engineering Administration
- Record Identifier
- 9984460334102771
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