B ackground Economic globalization, rapid advances in technology and cognitive science, and a worldwide movement toward outcomes‐based program accreditation increasingly require changes in the traditional model of engineering education design and delivery. As yet, no validated framework exists for designing instructional development programs that would equip engineering educators to make those changes. Existing programs consequently vary considerably in scope and effectiveness across countries and institutions. P urpose This article reviews the content and structures of instructional development programs around the world and formulates a robust framework for designing and delivering effective programs for engineering educators. S cope /M ethod Literature on the design, implementation, and evaluation of instructional development programs is reviewed and summarized. Five criteria drawn from Raymond Wlodkowski's theory of adult learner motivation (expertise of instructors, relevance of content, choice in application, praxis [action plus reflection], and groupwork) are proposed as a framework for designing engineering instructional development programs, and the framework is applied to formulate recommendations for making programs effective. Research questions that should be explored to validate the framework are suggested. C onclusion Wlodkowski's five‐factor theory of adult learner motivation provides a good framework for the design of engineering instructional development programs. The criteria are compatible with the cognitive science‐based How People Learn instructional model and also with recommendations of faculty development authorities. Making engineering instructional development effective at an institution will require applying the criteria to program design and delivery and creating an institutional expectation of faculty participation in the programs.
The primary goal of this mini-workshop is to assist participants in creating Inquiry Based Learning Activities (IBLAs) that promote better conceptual understanding for their students. This is part of more general goal of transforming engineering classrooms into more interactive formats that promote student engagement and lead to improved student outcomes. Specifically the workshop will introduce participants to the theoretical basis of IBLAs, provide examples of successful IBLAs and finally participants will develop their own IBLAs designed to repair common student misconceptions in the courses they teach. Through a highly interactive hands- on environment, participants are expected to leave this mini-workshop with: 1) Knowledge of the educational foundations of IBLAs, 2) A thorough understanding of the elements of IBLAs, 3) Experience working with several research-tested and classroom-proven IBLAs and 4) A preliminary design of an IBLA for one of their courses, reviewed by the workshop facilitators and participants. The workshop is intended as a forum for educators to learn about and to create innovative and research-based best practices to transform engineering education.
A web database of solved problems has been created to enable faculty to incorporate biological applications into core courses. Over 20% of US ChE departments utilized problems from the website, and 19 faculty attended a workshop to facilitate teaching the modules. Assessment of student learning showed some gains related to biological outcomes, as well as improvement in student confidence. Incorporation of the problems seems to reaffirm student attitudes about their interest in bio-related careers.
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