The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches Academic Article

abstract

• AbstractOver 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 learnercentered, studentfocused 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.

authors

• Yalvac, Bugrahan

published proceedings

• JOURNAL OF ENGINEERING EDUCATION

author list (cited authors)

• Mckenna, A. F., Yalvac, B., & Light, G. J.

citation count

• 34

complete list of authors

• Mckenna, Ann F||Yalvac, Bugrahan||Light, Gregory J

publication date

• January 2009

publisher

• Wiley  Publisher

keywords

• Collaboration
• Faculty Teaching Approaches
• Reflection

Digital Object Identifier (DOI)

• 10.1002/j.2168-9830.2009.tb01002.x

start page

• 17

end page

• 26

volume

• 98

issue

• 1

URL

• http://dx.doi.org/10.1002/j.2168-9830.2009.tb01002.x

user-defined tag

• 4 Quality Education