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dc.contributor.authorUtschig, Tristan T.
dc.contributor.authorSchaefer, Dirk
dc.date.accessioned2008-09-03T14:42:19Z
dc.date.available2008-09-03T14:42:19Z
dc.date.issued2008-05-21
dc.identifier.other231
dc.identifier.urihttp://hdl.handle.net/1853/24415
dc.descriptionThis presentation was part of the session : Helping Faculty Succeed in Continuing Engineering Educationen
dc.descriptionDr. Tristan T. Utschig: Senior Academic Professional: Scholarship and Assessment of Teaching and Learning, Center for the Enhancement of Teaching and Learning, Georgia Institute of Technology, Atlanta (since 2006). Asst./Assoc. Professor Engineer, Physics: Lewis Clark State College (2000-2006). Ph.D. in Nuclear Engineering: UW Madison (2000). Academy of Process Educators (2006). Dr. Dirk Schaefer: Asst. Professor, Woodruff School of Mechanical Engineering, Georgia Tech, Savannah (since 2006). PhD in Computer Science, Stuttgart University, Germany (2003). BS/MS in Mathematics, Duisburg University, Germany (1994/1996). Fellow of the Higher Education Academy , UK (2007). Registered Professional European Engineer, FEANI (2007).
dc.descriptionIACEE 11th World Conference on Continuing Engineering Education
dc.description.abstractThis 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.en
dc.description.sponsorshipDistance Learning and Professional Education ; International Association for Continuing Engineering Educationen
dc.language.isoen_USen
dc.publisherGeorgia Institute of Technologyen
dc.relation.ispartofseriesWCCEE08. Faculty Engagementen
dc.subjectSponsoring societiesen
dc.subjectEngineering education qualifying criteriaen
dc.subjectStandards
dc.titleCritical Elements for Future Programs Seeking to Establish Excellence in Engineering Education Through Professional Qualification of Faculty Teaching in Higher Educationen
dc.typePresentationen
dc.contributor.corporatenameGeorgia Institute of Technology. Distance Learning and Professional Education
dc.contributor.corporatenameInternational Association for Continuing Engineering Education
dc.contributor.corporatenameGeorgia Institute of Technology. Center for the Enhancement of Teaching and Learning
dc.contributor.corporatenameGeorgia Institute of Technology. School of Mechanical Engineering


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