Becoming a Professional Engineering Educator: A New Role for a New Era

Engineering education faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty‐first century. Engineering faculty will need to continue to learn new approaches to teaching and learning, which in turn will require effective professional development for...

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Bibliographic Details
Published in:Journal of engineering education (Washington, D.C.) D.C.), 2005-01, Vol.94 (1), p.185-194
Main Authors: Fink, L. Dee, Ambrose, Susan, Wheeler, Daniel
Format: Article
Language:English
Subjects:
Case Studies
College faculty
Educational Change
Educational Research
Engineering
Engineering Education
Faculty Development
Professional development
Science Curriculum
Teaching Methods
Undergraduate Study
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Summary:Engineering education faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty‐first century. Engineering faculty will need to continue to learn new approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. This article explores approaches to effective professional development and provides a conceptual framework for responding to the challenge of becoming a professional engineering educator. The “cycle of professional practice” is introduced as a prelude for identifying what individual professors and their institutions can do to generate more powerful forms of engineering education. The article concludes with two case studies that illustrate the possibilities when faculty and academic leaders join together in addressing calls for change.
ISSN:1069-4730
2168-9830
DOI:10.1002/j.2168-9830.2005.tb00837.x