Talking "Faculty development" with engineering educators, then talking "engineering education" with faculty developers: A collaborative reflection on working across communities

Alexandra Coso Strong, Mel Chua, Stephanie Leigh Cutler

Research output: Contribution to conferencePaper

1 Citation (Scopus)

Abstract

Over the last several years, the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidence-based practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts. Over the past year, we have hosted parallel workshops for engineering education researchers at the Frontiers in Education (FIE) conference and faculty developers at the POD network's Annual Conference. Our parallel workshops were an effort to encourage conversation about engineering faculty development practices across both communities. At FIE, engineering education researchers explored ways POD could aid them in disseminating their research and wrote "messages-in-a-bottle" with things they wanted the POD community to know. At POD, faculty development experts stepped through a simplified version of the engineering design process in response to the messages from FIE participants. This paper brings together our experiences from both workshops to illustrate the challenges and benefits of furthering connections between the engineering education and faculty development communities. Increasing the fluidity of such collaborations may help disseminate educational best practices between them.

Original languageEnglish (US)
StatePublished - Jun 26 2016
Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016Jun 29 2016

Other

Other123rd ASEE Annual Conference and Exposition
CountryUnited States
CityNew Orleans
Period6/26/166/29/16

Fingerprint

Engineering education
Education
Fluidity
Bottles
Technical presentations

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

@conference{738eaf4cce244d94b69e1fb7c4f19238,
title = "Talking {"}Faculty development{"} with engineering educators, then talking {"}engineering education{"} with faculty developers: A collaborative reflection on working across communities",
abstract = "Over the last several years, the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidence-based practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts. Over the past year, we have hosted parallel workshops for engineering education researchers at the Frontiers in Education (FIE) conference and faculty developers at the POD network's Annual Conference. Our parallel workshops were an effort to encourage conversation about engineering faculty development practices across both communities. At FIE, engineering education researchers explored ways POD could aid them in disseminating their research and wrote {"}messages-in-a-bottle{"} with things they wanted the POD community to know. At POD, faculty development experts stepped through a simplified version of the engineering design process in response to the messages from FIE participants. This paper brings together our experiences from both workshops to illustrate the challenges and benefits of furthering connections between the engineering education and faculty development communities. Increasing the fluidity of such collaborations may help disseminate educational best practices between them.",
author = "Strong, {Alexandra Coso} and Mel Chua and Cutler, {Stephanie Leigh}",
year = "2016",
month = "6",
day = "26",
language = "English (US)",
note = "123rd ASEE Annual Conference and Exposition ; Conference date: 26-06-2016 Through 29-06-2016",

}

Strong, AC, Chua, M & Cutler, SL 2016, 'Talking "Faculty development" with engineering educators, then talking "engineering education" with faculty developers: A collaborative reflection on working across communities' Paper presented at 123rd ASEE Annual Conference and Exposition, New Orleans, United States, 6/26/16 - 6/29/16, .

Talking "Faculty development" with engineering educators, then talking "engineering education" with faculty developers : A collaborative reflection on working across communities. / Strong, Alexandra Coso; Chua, Mel; Cutler, Stephanie Leigh.

2016. Paper presented at 123rd ASEE Annual Conference and Exposition, New Orleans, United States.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Talking "Faculty development" with engineering educators, then talking "engineering education" with faculty developers

T2 - A collaborative reflection on working across communities

AU - Strong, Alexandra Coso

AU - Chua, Mel

AU - Cutler, Stephanie Leigh

PY - 2016/6/26

Y1 - 2016/6/26

N2 - Over the last several years, the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidence-based practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts. Over the past year, we have hosted parallel workshops for engineering education researchers at the Frontiers in Education (FIE) conference and faculty developers at the POD network's Annual Conference. Our parallel workshops were an effort to encourage conversation about engineering faculty development practices across both communities. At FIE, engineering education researchers explored ways POD could aid them in disseminating their research and wrote "messages-in-a-bottle" with things they wanted the POD community to know. At POD, faculty development experts stepped through a simplified version of the engineering design process in response to the messages from FIE participants. This paper brings together our experiences from both workshops to illustrate the challenges and benefits of furthering connections between the engineering education and faculty development communities. Increasing the fluidity of such collaborations may help disseminate educational best practices between them.

AB - Over the last several years, the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidence-based practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts. Over the past year, we have hosted parallel workshops for engineering education researchers at the Frontiers in Education (FIE) conference and faculty developers at the POD network's Annual Conference. Our parallel workshops were an effort to encourage conversation about engineering faculty development practices across both communities. At FIE, engineering education researchers explored ways POD could aid them in disseminating their research and wrote "messages-in-a-bottle" with things they wanted the POD community to know. At POD, faculty development experts stepped through a simplified version of the engineering design process in response to the messages from FIE participants. This paper brings together our experiences from both workshops to illustrate the challenges and benefits of furthering connections between the engineering education and faculty development communities. Increasing the fluidity of such collaborations may help disseminate educational best practices between them.

UR - http://www.scopus.com/inward/record.url?scp=84983262253&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84983262253&partnerID=8YFLogxK

M3 - Paper

AN - SCOPUS:84983262253

ER -