scholarly journals COVID-19: A MOTIVATOR FOR CHANGE IN ENGINEERING EDUCATION?

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Faculty Development ◽  
Instructional Practices ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Centers ◽  
Post Secondary ◽  
Teaching And Learning Centers ◽  
Learner Centered ◽  
Key Factor ◽  
Stem Teaching

Despite recent research and initiatives, learner-centered instructional practices have not made their way into post-secondary Science, Technology,Engineering and Math (STEM) classrooms, even though there is clear evidence showing the benefits include increased grades, higher student engagement, and deeper learning. STEM educators rank the barriers associated with active learning higher than their colleagues in other disciplines, and identify the inability to cover all the content as a key factor in their decision to adhere to didactic practices. Insights and instructional strategies and methods garnered from teaching-related faculty development opportunities are often tried, but their use is not generally sustained unless a personal experiencedrives that change in practice.  Unquestionably, COVID-19 has had an immediate, global impact on higher education. Educators have been forced to alter their teaching practices to accommodate the switch to remote learning. Most Teaching and Learning Centers offered myriad workshops to facilitate this change. This quantitative study set out to determine if COVID-19 precautions created the personal experience necessary to initiate a change in STEM teaching practices. Using educator-related threshold concepts as a framework, it analyzed institutional registration records to determine the type of faculty development opportunitieschosen by engineering educators, and the extent to which they participated in those related to learner-centered instructional practices for remote delivery.Analysis shows that engineering educators participated proportionally less than their colleagues in other disciplines, and there is an indication that the pandemic may facilitate an ongoing change in the teaching practices of engineering educators.  Opportunities for enhancing faculty development practices for engineering educators are proposed.

Motivation-Based Teaching Practices

2013 ◽  
Vol 4 (1) ◽  
pp. 56-60
Author(s):  
Anissa Khaldi
Keyword(s):  
Instructional Practices ◽  
Present Article ◽  
Language Learners ◽  
Driving Force ◽  
Teaching Practices ◽  
Important Variable ◽  
Learning Goals ◽  
Final Part ◽  
Key Factor ◽  
Shed Light

One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.

The Scholarship of Teaching Engineering

2009 ◽  
pp. 439-453 ◽  
Author(s):  
A.K. Haghi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as an engineering educator for more than 20 years. Consideration is given to a number of educational developments to which the author has contributed during his career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricular, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

Adapting Engineering Education to the New Century

2010 ◽  
pp. 30-41 ◽  
Author(s):  
A. K. Haghi ◽  
B. Noroozi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as engineering educators for more than 20 years. Consideration is given to a number of educational developments to which the authors have contributed during their career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricula, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

scholarly journals Directors of University teaching and learning centers : an examination of leadership challenges based on administrative policies and institutional culture

2015 ◽  
Author(s):  
◽  
Bruce E. Richards
Keyword(s):  
Organizational Development ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Institutional Culture ◽  
University Teaching ◽  
Learning Centers ◽  
Academic Leaders ◽  
Leadership Challenges ◽  
Staff Members ◽  
Teaching And Learning Centers

This study focused on leaders of teaching and learning centers, typically faculty, who have developed a strong teaching and research portfolio, and are respected by their peers. The researcher conducted a mixed-methods study to understand how academic leaders of teaching and learning centers (the middle managers), could utilize Stewart's (1976) leadership theory of demands, constraints, and choices. Understanding the effect institutional culture and administrative policies can have on their leadership of a faculty TLC, will better inform them as to the challenges they face in performing and leading. Data acquisition was accomplished through a survey sent to the members of the Professional and Organizational Development (POD) Network comprising leaders of TLCs, supervisors of the leaders, and faculty/staff members of the TLCs. The survey was created and administered using the Qualtrics Survey platform. The findings from this research has strong implications for these leaders as it is important for them to be mentored, trained, and guided to be competent within their TLC and educational institution. A weakness found in the findings was the absence of documentation in training for leaders of TLCs, how to address administrative policies and politics, and understanding the effect of institutional culture on their leadership.

Untangling a complex relationship: teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions

2020 ◽  
Vol 21 (2) ◽  
pp. 513-527 ◽  
Author(s):  
Maia Popova ◽  
Lu Shi ◽  
Jordan Harshman ◽  
Annika Kraft ◽  
Marilyne Stains
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
The United States ◽  
Teaching Beliefs ◽  
Student Centered ◽  
Learner Centered ◽  
Beliefs About Teaching ◽  
And Mathematics ◽  
And Cluster Analysis

In this era of instructional transformation of Science, Technology, Engineering, and Mathematics (STEM) courses at the postsecondary level in the United States, the focus has been on educating science faculty about evidence-based instructional practices, i.e. practices that have been empirically proven to enhance student learning outcomes. The literature on professional development at the secondary level has demonstrated a tight interconnectedness between ones’ beliefs about teaching and learning and one's instructional practices and the need to attend to faculty's beliefs when engaging them in instructional change processes. Although discipline-based education researchers have made great strides in characterizing instructional practices of STEM faculty, much less attention has been given to understanding the beliefs of STEM about teaching and learning. Knowledge of instructors’ thinking can inform faculty professional development initiatives that encourage faculty to reflect on the beliefs that drive their classroom practices. Therefore, this study characterized the interplay between beliefs and instructional practices of nineteen assistant chemistry professors. Luft and Roehrig's Teaching Beliefs Interview protocol was used to capture beliefs; classroom observations and course artifacts were collected to capture practices. Clear trends were identified between faculty's beliefs (characterized through constant-comparative analysis and cluster analysis) and practices (characterized with Blumberg's Learner-Centered Teaching Rubric). Overall, beliefs of most of the participants were somewhat aligned with their instructional practices, with the exception of one cluster of faculty who held student-centered beliefs, but received only moderate scores on the Learner-Centered Teaching Rubric.

Creating and sustaining teaching and learning centers: US models of resources and support, lessons learned, and building a culture of teaching and learning excellence

2016 ◽  
pp. 71-83
Author(s):  
Joellen E. Coryell
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
Lessons Learned ◽  
Learning Centers ◽  
Learning And Development ◽  
Teaching And Learning Centers ◽  
Inclusive Learning ◽  
Culture Of Teaching ◽  
The Common ◽  
Practice Literature

This article represents an expanded discussion of a presentation on teaching and learning centers (TLCs) to an Italian national conference on the components of a research project entitled, Preparazione alla professionalitŕ docente e innovazione didattica (PRODID). The article aims to highlight an overview of findings from the research and practice literature regarding TLCs across their history in the United States, including the common structures and roles of these centers. Finally, the author provides theoretical underpinnings from organizational learning and development that are recommended for practice in creating and sustaining effective TLCs including the importance of co-creating value for teaching and learning excellence, building an inclusive learning culture within institutions of higher education, and managing and sustaining organizational change. Suggestions for further research are also provided.

Sign in / Sign up

Export Citation Format

Share Document