TY - GEN
T1 - Developing an Interdisciplinary Pathway for Engineering Education Master's Curriculum
AU - Jackson, Kathy L.
AU - Esparragoza, Ivan
AU - Huff, Jacquelyn
AU - Lynch, Paul C.
AU - Nozaki, Steven
AU - Ragonese, Andrea M.
AU - Ranalli, Joseph
AU - Study, Nancy E.
N1 - Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - In this Work-in-Progress (WIP) paper, we share how we address the urgent need to prepare Science, Technology, Engineering, and Mathematics (STEM) teachers and faculty with 21 st-century teaching and learning knowledge and skills. Engineering education is now provided across all levels of learning and yet a major constraint is the number of teachers and informal educators prepared to teach engineering content. While engineering higher education faculty are likely in possession of strong discipline-specific knowledge, they often enter the workforce without formal pedagogical training. Faculty may be lacking guidance on how to develop best-practice approaches for pedagogical content knowledge or how to effectively teach students literacy within a discipline. Across our nation's educational landscape, engineering education graduate programs housed in engineering and education schools are striving to meet this ongoing demand for more and qualified engineering educators. At our university, we are looking to enter this market and develop a master's level program in engineering education focusing on providing discipline-specific, evidence-based pedagogy to students with engineering backgrounds and students with education backgrounds. This work, based on current gathered data and perspectives, raises fundamental questions about audience, purpose, and transformative approaches.
AB - In this Work-in-Progress (WIP) paper, we share how we address the urgent need to prepare Science, Technology, Engineering, and Mathematics (STEM) teachers and faculty with 21 st-century teaching and learning knowledge and skills. Engineering education is now provided across all levels of learning and yet a major constraint is the number of teachers and informal educators prepared to teach engineering content. While engineering higher education faculty are likely in possession of strong discipline-specific knowledge, they often enter the workforce without formal pedagogical training. Faculty may be lacking guidance on how to develop best-practice approaches for pedagogical content knowledge or how to effectively teach students literacy within a discipline. Across our nation's educational landscape, engineering education graduate programs housed in engineering and education schools are striving to meet this ongoing demand for more and qualified engineering educators. At our university, we are looking to enter this market and develop a master's level program in engineering education focusing on providing discipline-specific, evidence-based pedagogy to students with engineering backgrounds and students with education backgrounds. This work, based on current gathered data and perspectives, raises fundamental questions about audience, purpose, and transformative approaches.
UR - http://www.scopus.com/inward/record.url?scp=85123832602&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85123832602&partnerID=8YFLogxK
U2 - 10.1109/FIE49875.2021.9637390
DO - 10.1109/FIE49875.2021.9637390
M3 - Conference contribution
AN - SCOPUS:85123832602
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Proceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2021 IEEE Frontiers in Education Conference, FIE 2021
Y2 - 13 October 2021 through 16 October 2021
ER -