Changing Engineering Education: Views of U.S. Faculty, Chairs, and Deans

Autor/inn/en	Besterfield-Sacre, Mary; Cox, Monica F.; Borrego, Maura; Beddoes, Kacey; Zhu, Jiabin
Titel	Changing Engineering Education: Views of U.S. Faculty, Chairs, and Deans
Quelle	In: Journal of Engineering Education, 103 (2014) 2, S.193-219 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20043
Schlagwörter	Engineering Education; Educational Change; College Faculty; Teacher Attitudes; Department Heads; Deans; Administrator Attitudes; Undergraduate Study; Educational Innovation + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Bildungsreform; Fakultät; Lehrerverhalten; Dean; Dekan; Grundstudium; Instructional innovation; Bildungsinnovation
Abstract	Background: Many reports present a vision of "what" engineering education should look like, but few describe "how" this should happen. An American Society for Engineering Education initiative in 2006 attempted to bridge this gap by engaging faculty, chairs, and deans in discussion of change in engineering education; results were reported in a Phase I report (2009). In a second phase, survey data were integrated into a Phase II report (2012). Purpose: This article uses the ASEE survey results to identify promising pathways for transforming engineering undergraduate education. Design/Method: The survey asked faculty, chairs, and deans at engineering departments at 156 U.S. institutions to reflect on the recommendations of the Phase I report. Quantitative and qualitative responses were separately analyzed and then mixed by mapping findings to the Four Categories of Change Strategies model developed by Henderson et al. (2011), which frames the results and illustrates gaps and opportunities. Results: Responses mapped to three of the four categories of the model that were most commonly used in other STEM education efforts: developing and disseminating new instructional approaches, supporting faculty members in their own scholarly teaching, and implementing policies that enable and reward teaching innovation. No responses mapped to developing a shared vision through activities such as strategic planning. Conclusions: The greatest promise for transformative change in engineering education lies in developing a shared vision for educational innovation. The findings of this article provide a foundation for ongoing discussion and evaluating progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01