Abstract
The authors outline important opportunities
and challenges relating to formal education-related
faculty development on a large scale. Questions explored
are: What major opportunities exist regarding moving
towards educational professional qualification for US
Higher Education institutions, their faculty and students,
industry, and society as a whole? How can resources be
synergistically integrated to support such an effort?
What are the major challenges or barriers present that
must be overcome in order to create such a system? In
response to these questions, a concept map is presented
to explore how faculty educational development could
support and greatly enhance an entire system revolving
around faculty development in teaching and learning.
Utilizing and reflecting upon the literature, major issues
considered that relate to the questions above include
various roles in the higher education engineering
community; relationships between educational research,
student learning outcomes, and engineering faculty;
resources supporting engineering education, and the
implication of different faculty reward structures.
Analysis indicates that pieces already in place offer great
potential to create the Engineering Education of 2020 for
“The Engineer of 2020” if key barriers are addressed.
and challenges relating to formal education-related
faculty development on a large scale. Questions explored
are: What major opportunities exist regarding moving
towards educational professional qualification for US
Higher Education institutions, their faculty and students,
industry, and society as a whole? How can resources be
synergistically integrated to support such an effort?
What are the major challenges or barriers present that
must be overcome in order to create such a system? In
response to these questions, a concept map is presented
to explore how faculty educational development could
support and greatly enhance an entire system revolving
around faculty development in teaching and learning.
Utilizing and reflecting upon the literature, major issues
considered that relate to the questions above include
various roles in the higher education engineering
community; relationships between educational research,
student learning outcomes, and engineering faculty;
resources supporting engineering education, and the
implication of different faculty reward structures.
Analysis indicates that pieces already in place offer great
potential to create the Engineering Education of 2020 for
“The Engineer of 2020” if key barriers are addressed.
| Original language | English |
|---|---|
| Publication status | Published - 2008 |
| Event | 2008 IEEE - Frontiers in Education Conference - Saratoga Springs, New York, USA United States Duration: 22 Oct 2008 → 25 Oct 2008 |
Conference
| Conference | 2008 IEEE - Frontiers in Education Conference |
|---|---|
| Country/Territory | USA United States |
| City | Saratoga Springs, New York |
| Period | 22/10/08 → 25/10/08 |
Keywords
- Faculty development
- Engineering Education