TY - JOUR
T1 - Instructional profiles
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - Daher, Tareq
AU - Kellas, Jody Koenig
AU - Babchuk, Wayne A.
AU - Perez, Lance C.
N1 - Funding Information:
This paper is based upon work supported by the National Science Foundation under Grant No.1347814. Any opinion, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© American Society for Engineering Education, 2019.
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This evidence-based research paper explores engineering faculty's instructional profiles emerging from COPUS observations based on the work of Stains et al. (2018). Multiple peer-observations of instructors teaching undergraduate classes within a College of Engineering at a large, Midwestern research-intensive institution were conducted. Faculty and graduate student paired teams conducted the observations. Upon completion of the classroom observations, researchers conducted exit interviews during which the results of the TPI, COPUS, and instructional profiles were shared with faculty. Follow-up semi-structured interviews were conducted with instructors to explore their experiences with the COPUS protocol, ascertain their perceptions of a new teaching evaluation system, and to gain insight into the instructional profiles of engineering faculty. Our analysis holds important and timely implications for how engineering courses are structured, evaluated, and viewed by faculty and administrators.
AB - This evidence-based research paper explores engineering faculty's instructional profiles emerging from COPUS observations based on the work of Stains et al. (2018). Multiple peer-observations of instructors teaching undergraduate classes within a College of Engineering at a large, Midwestern research-intensive institution were conducted. Faculty and graduate student paired teams conducted the observations. Upon completion of the classroom observations, researchers conducted exit interviews during which the results of the TPI, COPUS, and instructional profiles were shared with faculty. Follow-up semi-structured interviews were conducted with instructors to explore their experiences with the COPUS protocol, ascertain their perceptions of a new teaching evaluation system, and to gain insight into the instructional profiles of engineering faculty. Our analysis holds important and timely implications for how engineering courses are structured, evaluated, and viewed by faculty and administrators.
KW - COPUS
KW - Engineering Faculty Experiences
KW - Instructional Profiles
KW - Peer-Observation
KW - Teaching Practices Inventory
UR - http://www.scopus.com/inward/record.url?scp=85078799452&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85078799452&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85078799452
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 15 June 2019 through 19 June 2019
ER -