Special session - can philosophy of engineering education improve the practice of engineering education?

Heywood, John S.; Smith, Karl A.; McGrann, R.T.R.

doi:10.1109/fie.2007.4418223

Cited by 11 publications

(7 citation statements)

References 6 publications

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“…Noting the success of past workshops by Karl Smith and John Heywood [4,5] where participants actively engaged in exploring engineering education philosophy, participants interested in engaging in lively conversations on defining engineering may also enjoy and benefit from attending.…”

Section: Anticipated Audiencementioning

confidence: 95%

Special session - Constructive Academic Controversy: The art of arguing to enhance learning

Matusovich

Smith

2009

2009 39th IEEE Frontiers in Education Conference

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This special session provides an opportunity for participants to learn about a cooperative learning strategy through actively engaging in that strategy. Participants will experience Constructive Academic Controversy from the learner perspective and will have an opportunity to reflect on this experience. The combination of experience and reflection will help participants identify how Constructive Academic Controversy (and related pedagogies) could be used in their own classrooms to enhance students' learning, critical thinking, and learning experiences. Further, through the shared experience of practicing Constructive Academic Controversy in a special session, participants will identify a group of peers from whom they can seek guidance in the future.

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Section: Anticipated Audiencementioning

confidence: 95%

Special session - Constructive Academic Controversy: The art of arguing to enhance learning

Matusovich

Smith

2009

2009 39th IEEE Frontiers in Education Conference

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“…2 Over the past couple years, professional faculty development and recognition has been identified to be a critical dimension among the many complexities of transforming engineering education as a whole. For example, recent discussion within the engineering education community has included how to document progressive skills in scholarly teaching 3 , how to evaluate faculty instructional scholarship 4 , and whether a philosophy of engineering education can improve the practice of engineering education [5][6][7] . As these types of discussion move forward, it will be helpful to provide some context as to how these ideas might formally manifest themselves.…”

Section: Motivation and Backgroundmentioning

confidence: 99%

Invited Paper - Fostering a Culture of Professional Faculty Development and Recognition of Engineering & Engineering Technology Educators

Schaefer¹

2013 ASEE International Forum Proceedings

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, where he earned his Ph.D. in Computer Science. Over the past 15 years, Schaefer has conducted research on product modeling, variant design, product lifecycle management, design-with-manufacture integration, standardized product data exchange, as well as digital and virtual engineering. His current research focus concerns the highly topical area of Cloudbased Design and Manufacturing (CBDM). A passionate educator, Dr. Schaefer also conducts research on Design Education, Personalized Learning, Distance Learning, and Professional Faculty Development. He has published more than 120 technical papers on Computer-Aided Engineering & Design as well as Engineering Education, and has presented his work at numerous national and international conferences, symposia, and workshops around the world. Dr. Schaefer serves as editorial advisory board member and reviewer for several international journals in his field. In addition, he is a registered Professional Engineer in Europe (Eur Ing), a Chartered Engineering (CEng), a Chartered IT Professional (CITP), and a Fellow of the Higher Education Academy (FHEA) in the UK, as well as registered International Engineering Educator (Ing-Paed IGIP).

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“…Towards this end, the US engineering education community has recently presented and sought input about two important ideas which could have significant impact on the future of engineering education. These are (1) how to document progressive skills in scholarly teaching 2,3 and (2) whether a philosophy of engineering education can improve the practice of engineering education 4,5 .…”

Section: Introductionmentioning

confidence: 99%

A Review Of Professional Qualification, Development, And Recognition Of Faculty Teaching In Higher Education Around The World

Schaefer

Utschig

2008 Annual Conference &Amp; Exposition Proceedings

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Lewis-Clark State College in Idaho where he developed and directed the pre-engineering program at the college. Dr. Utschig's research in engineering education has focused on assessment at various levels from the classroom to program and institutional assessment. He has regularly published and presented work on a variety of topics including teaching diversity, using technology in the classroom, faculty development in instructional design, assessment instruments and methodologies, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin -Madison through the Fusion Technology Institute. His technical expertise involves analysis of thermal systems for fusion reactor designs.

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Special session - can philosophy of engineering education improve the practice of engineering education?

Cited by 11 publications

References 6 publications

Special session - Constructive Academic Controversy: The art of arguing to enhance learning

Special session - Constructive Academic Controversy: The art of arguing to enhance learning

Invited Paper - Fostering a Culture of Professional Faculty Development and Recognition of Engineering & Engineering Technology Educators

A Review Of Professional Qualification, Development, And Recognition Of Faculty Teaching In Higher Education Around The World

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