TY - GEN
T1 - Preparing future faculty for teaching engineering design
AU - Terpenny, Janis P.
AU - Goff, Richard M.
N1 - Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2005
Y1 - 2005
N2 - This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided
AB - This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided
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U2 - 10.1115/detc2005-85221
DO - 10.1115/detc2005-85221
M3 - Conference contribution
AN - SCOPUS:33244467734
SN - 079184742X
SN - 9780791847428
T3 - Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference - DETC2005
SP - 13
EP - 18
BT - Proc. of the ASME Int. Des. Eng. Techn. Conf. and Comput. and Inf. in Eng. Conf. - DETC2005
PB - American Society of Mechanical Engineers
T2 - DETC2005: ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
Y2 - 24 September 2005 through 28 September 2005
ER -