Providing ongoing just in time professional development in engineering education

Paper

Brodie, L. and Jolly, L.. 2010. "Providing ongoing just in time professional development in engineering education." Gardner, Anne and Jolly, Lesley (ed.) 21st Annual Conference for the Australasian Association for Engineering Education (AaeE 2010): Past, Present, Future - the 'Keys' to Engineering Education Research and Practice. Sydney, Australia 05 - 08 Dec 2010 Sydney, NSW, Australia.
Paper/Presentation Title

Providing ongoing just in time professional development in engineering education

Presentation TypePaper
AuthorsBrodie, L. (Author) and Jolly, L. (Author)
EditorsGardner, Anne and Jolly, Lesley
Journal or Proceedings TitleProceedings of the 21st Annual Conference of the Australasian Association for Engineering Education (AaeE 2010)
ERA Conference ID42271
Number of Pages7
Year2010
Place of PublicationSydney, NSW, Australia
ISBN9780646546100
Web Address (URL) of Paperhttp://aaee.com.au/conferences/AAEE2010/PDF/AUTHOR/AE100067.PDF
Conference/Event21st Annual Conference for the Australasian Association for Engineering Education (AaeE 2010): Past, Present, Future - the 'Keys' to Engineering Education Research and Practice
AAEE - Annual Conference of Australasian Association for Engineering Education
Event Details
AAEE - Annual Conference of Australasian Association for Engineering Education
Rank
B
B
B
Event Details
21st Annual Conference for the Australasian Association for Engineering Education (AaeE 2010): Past, Present, Future - the 'Keys' to Engineering Education Research and Practice
Event Date
05 to end of 08 Dec 2010
Event Location
Sydney, Australia
Abstract

[Abstract]:
Academics who respond to demands for more collaborative teaching practices do so because they place value on the student experience, scholarship and learning. Unfortunately, a barrier to this change is developing skills across the teaching team. Differences in philosophy, practice and personality can have major impacts on the learning experience. In particular it is important that tutors, the front line troops of teaching and the ones that students often relate to most, understand the approach being
taken in the course, especially if it is an innovative one. Even where tutors may be experienced academics in their own right, they may not fully understand the rationale and methods being employed and may need skill development. Professional development for staff in practical learning and teaching initiatives is often overlooked by universities. However, it is vital for staff to engage in new learning and teaching practices and for these practices to be sustainable at the Faculty and University level. This paper reports a professional development program for staff in a Faculty of Engineering engaging in cooperative and collaborative classroom activities. Beginning with a one day workshop to enhance staff skills and confidence in engaging students in team based learning activities both in face-to-face and online modes, it also is developing an ongoing monitoring and evaluation framework. This framework allows for regular capture of information about the effectiveness of the course and allows for timely responses to emerging issues and provides a model that can be adapted to many educational initiatives.

Keywordsprofessional development, PBL, facilitated learning, higher education research
ANZSRC Field of Research 2020409999. Other engineering not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsDepartment of Electrical, Electronic and Computer Engineering
Strategic Partnerships, Australia
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