Teaching with unfamiliar pedagogy for engineering design instructors

Omowunmi Isaacs-Sodeye, Micah Lande

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1 Citation (Scopus)

    Abstract

    In recent years, increasing amount of attention has been paid to the teaching of engineering design. This increase stems from response to calls for reform in the way engineering graduates are trained and many engineering programs reacted by adding more practical courses such as engineering design to their curriculum. Unlike traditional engineering courses, teaching engineering design requires adopting a type of pedagogy that many engineering educators are not familiar with and are often resistant to implement. Thus, it is the need to understand resistance that makes the study of concerns that faculty members may have implementing active teaching strategies relevant. Teachers' concerns have been examined extensively at K-12 level, but few studies have examined the same issue in undergraduate engineering education. The purpose of this study is to investigate the concerns of faculty members teaching a freshman engineering design course using an unfamiliar pedagogy, and map these concerns to a model developed for understanding concerns related to adoption of innovation. Themes that do not map unto this model would be deemed specific to the teaching engineering design.

    Original languageEnglish (US)
    Title of host publicationProceedings - Frontiers in Education Conference, FIE
    Pages1447-1449
    Number of pages3
    DOIs
    StatePublished - 2013
    Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
    Duration: Oct 23 2013Oct 26 2013

    Other

    Other43rd IEEE Annual Frontiers in Education Conference, FIE 2013
    CountryUnited States
    CityOklahoma City, OK
    Period10/23/1310/26/13

    Fingerprint

    instructor
    Teaching
    engineering
    Engineering education
    Curricula
    teaching strategy
    Innovation
    graduate
    educator
    innovation
    curriculum
    reform
    teacher
    education

    Keywords

    • Active learning
    • Design thinking
    • Engineering design
    • Teaching engineering

    ASJC Scopus subject areas

    • Computer Science Applications
    • Software
    • Education

    Cite this

    Isaacs-Sodeye, O., & Lande, M. (2013). Teaching with unfamiliar pedagogy for engineering design instructors. In Proceedings - Frontiers in Education Conference, FIE (pp. 1447-1449). [6685071] https://doi.org/10.1109/FIE.2013.6685071

    Teaching with unfamiliar pedagogy for engineering design instructors. / Isaacs-Sodeye, Omowunmi; Lande, Micah.

    Proceedings - Frontiers in Education Conference, FIE. 2013. p. 1447-1449 6685071.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Isaacs-Sodeye, O & Lande, M 2013, Teaching with unfamiliar pedagogy for engineering design instructors. in Proceedings - Frontiers in Education Conference, FIE., 6685071, pp. 1447-1449, 43rd IEEE Annual Frontiers in Education Conference, FIE 2013, Oklahoma City, OK, United States, 10/23/13. https://doi.org/10.1109/FIE.2013.6685071
    Isaacs-Sodeye O, Lande M. Teaching with unfamiliar pedagogy for engineering design instructors. In Proceedings - Frontiers in Education Conference, FIE. 2013. p. 1447-1449. 6685071 https://doi.org/10.1109/FIE.2013.6685071
    Isaacs-Sodeye, Omowunmi ; Lande, Micah. / Teaching with unfamiliar pedagogy for engineering design instructors. Proceedings - Frontiers in Education Conference, FIE. 2013. pp. 1447-1449
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