What to Expect?
STEM faculty are experiencing unprecedented external forces highlighting the need to (re)examine the pedagogical decisions we make. These pedagogical decisions are based on our personal characteristics, socialization within doctoral programs, and our current role context, from which there are many promoters and barriers for faculty pedagogical decision-making. There are two options to participate in our programming to (re)examine your pedagogical knowledge and decision-making towards a more human-centered approach.
Participants will enroll in either (1) an in-person, six-session Community of Practice or (2) an online, asynchronous Self-Paced Learning Program. Participants should expect to learn about education theory, apply human-centered educational methods to engineering, and expand their instructional toolkit. Discussions will focus on education theories including constructivism, behaviorism, and cognitivism. Human-centered educational methods will be the central theme.
Community of Practice
Location and Timing
Currently, the program is not scheduled to be offered Summer 2025.
Dates
Currently, the program is not scheduled to be offered Summer 2025.
Participants
Using a cohort model, 10-12 engineering faculty will be participants in a highly collaborative learning community. Faculty from all engineering disciplines at any career stage are welcome to engage in the Community of Practice.
Data Collection
Participants will be asked to complete online surveys and virtual interviews with members of the research team. Course artifacts, such as syllabi or assignments, may be collected to supplement data analysis. When possible, classroom observations focused on the instructor will be conducted in the academic year.
Self-Paced Learning
Location and Timing
Currently, the program is not scheduled to be offered Summer 2025.
Participants
Faculty from all engineering disciplines at any career stage are welcome to engage in the self-paced learning.
Data Collection
Participants will be asked to complete online surveys and virtual interviews with members of the research team. Course artifacts, such as syllabi or assignments, may be collected to supplement data analysis. If possible, classroom observations focused on the instructor will be conducted in the academic year.