Training Faculty to Teach Civil Engineering
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 131, Issue 2
Abstract
Adoption of ASCE’s Policy Statement 465 and subsequent discussion of the what, how, and who of teaching the body of knowledge (BOK) that will be required for professional civil engineering practice has heightened the need for continued improvement in civil engineering education. ASCE has explicitly said the role of educators and practitioners in teaching the body of knowledge is critical and has listed faculty-related success factors for teaching the BOK. A key success factor is statement 465’s call for faculty and practitioners to properly prepare to “effectively engage students in the learning process.” This paper considers this challenge and discusses an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process as envisioned by Policy Statement 465. We will show quantifiable evidence of the positive results gained by using this instructor training program through student and instructor feedback. Additionally, alternative shorter courses based on this program of preparation are highlighted that may be attended by the faculty of multiple engineering programs and by practitioners.
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References
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 131 • Issue 2 • April 2005
Pages: 111 - 117
Copyright
© 2005 ASCE.
History
Received: Dec 9, 2003
Accepted: Apr 13, 2004
Published online: Apr 1, 2005
Published in print: Apr 2005
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