The Engineering Education Scholars Program, Preparing A New Generation Of Faculty

The Engineering Education Scholars Program (EESP) is a small but crucial endeavor in the National Science Foundation’s (NSF) approach to stimulate a comprehensive reform of undergraduate engineering education. For two summers, EESP has invited diverse groups of several dozen, doctoral engineering students and junior faculty members to participate in a weeklong, hands-on workshop focused on teaching philosophy, classroom skills, and the essentials of the academic career. This paper outlines the background and scope of EESP, the benefits enjoyed by participants, and tips on establishing EESP at other institutions. Participants testify to enjoying myriad benefits during and after EESP, especially in effective teaching and learning strategies, small group/cooperative learning, and professional development. Seven cases are presented to illustrate how participants have made substantial progress in their understanding of important areas of pedagogy. These cases also demonstrate how this learning has translated into confidence in implementing fresh—and often successful— approaches in the classroom. Participants additionally credit EESP with an early opportunity to “learn the ropes” of the academic career, including valuable insight into the hiring process, mentoring, promotion and tenure, and writing grant proposals. The positive impact of EESP has motivated NSF and others to spread EESP around the country to benefit larger numbers of future faculty members. Lessons learned over the past two years through an extensive evaluation process are shared to help other institutions implement EESP and similarly equip new faculty to become the necessary “change agents” in undergraduate engineering education. Background and Scope of EESP The Engineering Education Scholars Program (EESP) is a small but crucial endeavor in the National Science Foundation’s (NSF) approach to stimulate a comprehensive reform of undergraduate engineering education 1, . In 1996, organizers initiated EESP at the University of Wisconsin at Madison to encourage a cultural change in engineering education from traditional faculty-centered, individual teaching to student-centered, problem-based, team learning. To P ge 359.1 reach this goal, EESP has invited diverse groups of several dozen doctoral engineering students and junior faculty members to participate in a weeklong, hands-on workshop focused on teaching philosophy, classroom skills, and the essentials of the academic career. EESP ’97 enabled participants to achieve the following program objectives: 1. enhance their knowledge of teaching methods and the learning process 2. develop their understanding and appreciation of the diversity of undergraduate students related to learning styles, cultural background, age, gender, and interests 3. increase their capacity to embrace future responsibilities for leadership in engineering education 4. bolster their confidence in becoming “change agents” to create effective teaching and learning environments at their own institutions 5. strengthen their preparation as teachers of undergraduate students and, thereby, improve their skills for the competitive job market in higher education. Many recognized experts in engineering education have conducted sessions aimed at fulfilling these objectives. Experts at EESP ’97 included Drs. Ken Heller (University of Minnesota), Paula Heron (University of Washington), Lillian McDermott (University of Washington), Elaine Seymour (University of Colorado), Karl Smith (University of Minnesota), Jim Stice (University of Texas at Austin), and Don Woods (McMaster University). The highly interactive atmosphere during EESP also assisted participants in accomplishing the program objectives. The benefits of cooperative learning and mutuality were realized through many events that provided opportunities for small group and one-on-one exchanges, sometimes in the middle of larger formal sessions and, at other times, during meals or evening events (Figures 1 and 2). Through these activities, the thirty-seven doctoral engineering students and junior faculty (Figure 3) enjoyed valuable interaction and even developed meaningful long-term relationships. The participant feedback presented in the next section confirms that EESP objectives were indeed achieved.