Critical Elements for Future Programs Seeking to Establish Excellence in Engineering Education Through Professional Qualification of Faculty Teaching in Higher Education

Abstract

This paper presents three critical elements needed for any successful U.S. program seeking to establish excellence in engineering education through professional qualification of faculty teaching in higher education. Specifically, the following questions are addressed: Who could be sponsoring societies? How could communities of professional practice be built? What levels of qualification are feasible and appropriate? What are the minimum standards to be met (institutional, statewide, nationwide)? What are the potential elements of technical content? How could such programs be implemented in practice? Building on concepts well grounded in the literature, this paper addresses the questions above within the context of three critical elements: Programs will evolve and be supported by a nationally respected society or academy. 1. Programs will be supported by qualifying criteria or standards at several levels of expertise with 2. Clear criteria at each level and will include both practicum and training components. 3. Programs will accommodate flexibility in implementation across a variety of university administrative structures and cultures. Carefully incorporating these critical elements would aid in producing measurable improvements in student learning outcomes and help to foster interdisciplinary communities of practice within engineering education that create, evolve, expand, and interact through enriched and supportive learning environments.