TY - JOUR
T1 - Pedagogical ninjas
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - Ali, Hadi
AU - Bekki, Jennifer M.
AU - Brunhaver, Samantha Ruth
AU - Jordan, Shawn S.
AU - Lande, Micah
N1 - Funding Information:
This evidence-based, practice paper describes a semester-long, faculty development program designed by an “additive innovation” [1] framework to promote the sharing, scaling, sustainability, and implementation of a pedagogical risk-taking culture across a school of engineering. This intervention has been developed as part of a research project that is funded by the National Science Foundation “Revolutionizing Engineering and Computer Science Departments” (RED) program [2]. The structure of the faculty development program is described, focusing on practical strategies that were found effective in guiding the interventions. Fifteen participants engaged in a series of structured events to design and implement their own pedagogical innovations in their classroom during the semester of Fall 2018. The paper describes the events that took place in the program, shares lessons learned, and highlights future work to analyze the data collected from the activities further.
Publisher Copyright:
© American Society for Engineering Education, 2019.
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This evidence-based, practice paper describes a semester-long, faculty development program designed by an “additive innovation” [1] framework to promote the sharing, scaling, sustainability, and implementation of a pedagogical risk-taking culture across a school of engineering. This intervention has been developed as part of a research project that is funded by the National Science Foundation “Revolutionizing Engineering and Computer Science Departments” (RED) program [2]. The structure of the faculty development program is described, focusing on practical strategies that were found effective in guiding the interventions. Fifteen participants engaged in a series of structured events to design and implement their own pedagogical innovations in their classroom during the semester of Fall 2018. The paper describes the events that took place in the program, shares lessons learned, and highlights future work to analyze the data collected from the activities further.
AB - This evidence-based, practice paper describes a semester-long, faculty development program designed by an “additive innovation” [1] framework to promote the sharing, scaling, sustainability, and implementation of a pedagogical risk-taking culture across a school of engineering. This intervention has been developed as part of a research project that is funded by the National Science Foundation “Revolutionizing Engineering and Computer Science Departments” (RED) program [2]. The structure of the faculty development program is described, focusing on practical strategies that were found effective in guiding the interventions. Fifteen participants engaged in a series of structured events to design and implement their own pedagogical innovations in their classroom during the semester of Fall 2018. The paper describes the events that took place in the program, shares lessons learned, and highlights future work to analyze the data collected from the activities further.
UR - http://www.scopus.com/inward/record.url?scp=85078759175&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85078759175&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85078759175
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 15 June 2019 through 19 June 2019
ER -