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Transformative teaching :a collectio...

Boklage, Audrey,

Transformative teaching :a collection of stories of engineering faculty's pedagogical journeys /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transformative teaching :Nadia Kellam, Brooke Coley, Audrey Boklage.
其他題名:	a collection of stories of engineering faculty's pedagogical journeys /
作者:	Kellam, Nadia,
其他作者:	Coley, Brooke,
面頁冊數:	1 online resource (127 p.)
標題:	EngineeringStudy and teaching (Higher)
電子資源:	https://portal.igpublish.com/iglibrary/search/MCPB0006471.html
ISBN:	9781681735450

Transformative teaching :a collection of stories of engineering faculty's pedagogical journeys /
Kellam, Nadia,

Transformative teaching :a collection of stories of engineering faculty's pedagogical journeys /Nadia Kellam, Brooke Coley, Audrey Boklage. - 1st ed. - 1 online resource (127 p.) - Synthesis lectures on engineering. - Synthesis lectures on engineering..

Includes bibliographical references and index.

Transformative teaching : a collection of stories of engineering faculty's pedagogical journeys -- Contents -- Preface -- Acknowledgments -- Chapter 1. Introduction -- Chapter 2. Developing a Liberative Pedagogy in Engineering -- Chapter 3. Experiencing Vulnerability and Empowerment in Teaching -- Chapter 4. From the Armed Services to the Classroom -- Chapter 5. Engaging Students through Service Learning and Innovation -- Chapter 6. From Food to Simulation with Legos: Engaging Students in Hands-On Learning -- Chapter 7. Finding Her Niche with Hands-On, Practical, and Real-World Pedagogy -- Chapter 8. Creating a Community of Collaborators to Achieve Curriculum Change -- Chapter 9. Teaching with Advocacy: Buffing the Talent to Break the Mold of the Monolithic Engineer -- Chapter 10. Conclusion and Lessons Learned -- Authors' Biographies (in order of appearance).

The journey to becoming an exemplary engineering educator is one that is rarely simple and straightforward. Simply being exposed to active learning strategies or innovative pedagogies rarely leads to a transformation of one's own teaching. In this book, we present a collection of stories from exemplary engineering educators that are told in their own voices. These stories are shared to enable readers to immerse themselves in first-person recollections of transformation, involving engineering educators who changed their teaching strategies from the ways that they were taught as engineering undergraduate students to ways that more effectively fostered a conducive learning atmosphere for all students. It is our hope that providing stories of successful engineering educators might stimulate thoughtful and productive self-reflection on ways that we can each change our own teaching. These stories are not simple, linear stories of transformation. Instead, they highlight the complexities and nuances inherent to transforming the way that engineering faculty teach. Through our strategy of narrative storytelling, we hope to inspire future and current engineering educators to embark on their own journeys of teaching transformations. We conclude the book with some lessons that we learned during our readings of these stories, and invite readers to extract lessons of their own.

Mode of access: World Wide Web.

ISBN: 9781681735450Subjects--Topical Terms:

266029
Engineering
--Study and teaching (Higher)Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: TA147

Dewey Class. No.: 620.0071/1

Transformative teaching :a collection of stories of engineering faculty's pedagogical journeys /
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520 $a The journey to becoming an exemplary engineering educator is one that is rarely simple and straightforward. Simply being exposed to active learning strategies or innovative pedagogies rarely leads to a transformation of one's own teaching. In this book, we present a collection of stories from exemplary engineering educators that are told in their own voices. These stories are shared to enable readers to immerse themselves in first-person recollections of transformation, involving engineering educators who changed their teaching strategies from the ways that they were taught as engineering undergraduate students to ways that more effectively fostered a conducive learning atmosphere for all students. It is our hope that providing stories of successful engineering educators might stimulate thoughtful and productive self-reflection on ways that we can each change our own teaching. These stories are not simple, linear stories of transformation. Instead, they highlight the complexities and nuances inherent to transforming the way that engineering faculty teach. Through our strategy of narrative storytelling, we hope to inspire future and current engineering educators to embark on their own journeys of teaching transformations. We conclude the book with some lessons that we learned during our readings of these stories, and invite readers to extract lessons of their own.
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