Research on the evolution of college instructors' perspectives of teaching and learning
This paper describes five recitation leaders 'perspectives of teaching and learning and how they evolved over the course of a semester in which they taught an undergraduate, core curriculum, natural science course, particularly designed for non-engineering majors: ENGR 101, Energy: Resources, Utilization, and Importance to Society. Leaders ' perspectives were captured through a series of three one-on-one interviews conducted over the course of an academic semester as they were team-teaching. Our participants, who were not all engineers, worked closely with engineering faculty - the content experts - and learning scientists - experts in pedagogy - over the course of a semester. Weekly group meetings were held to review the recitation activities, reflect on our team's teaching practices, discuss students ' reactions, and consider strategies to enhance the effectiveness of our course deliverables. At these meetings, we cultivated a learning community in which we encouraged the recitation leaders to facilitate the learning process, instead of trying to be the main source of knowledge. Our recitation leaders have begun to employ strategies that are more student-centered. The interviews we conducted with them showed their evolving perspectives of teaching and learning. The interviews portray a collaboration that faculty with similar intentions to encourage instruction emphasizing student centered pedagogy may find helpful. American Society for Engineering Education, 2008.
ASEE Annual Conference and Exposition, Conference Proceedings
author list (cited authors)
Yalvac, B., Brooks, L., & Ehlig-Economides, C.
complete list of authors
Yalvac, B||Brooks, L||Ehlig-Economides, C