Pedagogical ninjas: Using an additive innovation cycle for faculty development of teaching-focused faculty

Research output: Contribution to journalConference article

Abstract

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.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jun 15 2019
Event126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 - Tampa, United States
Duration: Jun 15 2019Jun 19 2019

ASJC Scopus subject areas

  • Engineering(all)

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