ENGREDU 7189.01
Transcript Abbreviation:
TeachPrepSupport
Course Description:
This course supplements teaching content based training by exposing teachers to instructional pedagogies. It is a practical introduction to engineering education for instructors. Topics include using assessment for learning, best practices in instructional methods, techniques for self-reflection, etc. This version of the course is designed for new instructors.
Course Levels:
Graduate
Designation:
Required
General Education Course
(N/A)
Cross-Listings
(N/A)
Credit Hours (Minimum if “Range”selected):
2.00
Max Credit Hours:
2.00
Select if Repeatable:
Off
Maximum Repeatable Credits:
2.00
Total Completions Allowed
(N/A)
Allow Multiple Enrollments in Term:
No
Course Length:
14 weeks (autumn or spring)
Off Campus:
Never
Campus Location:
Columbus
Instruction Modes:
In Person (75-100% campus; 0-24% online)
Prerequisites and Co-requisites:
Prereq: Grad standing in the College of Engineering.
Electronically Enforced:
No
Exclusions
(N/A)
Course Goals / Objectives:
Contribute to high-impact efforts to use and/or transform engineering education to best meet stakeholder needs
Formulate applications of engineering education to engineering practice and vice versa
Educate with attention to inclusion of multiple perspectives and demographics so that every student has the opportunity to learn
Design a course or other significant educational experience founded in learning theory explicitly addressing stakeholder need
Analyze how multiple courses integrate into a curriculum
Instruct a course or other significant educational experience using appropriate and evidence- based pedagogical techniques
Assess and improve their own teaching through informed, inquiry- based practice
Develop effective tools to evaluate learning
Evaluate and improve student learning responsibly, equitably, and in alignment with learning outcomes
Design and implement evaluations/assessments of a variety of educational programming
Engage in professional activities with attention to inclusion of multiple perspectives and demographics in order to create synergy in the midst of differences
Function effectively on diverse, multidisciplinary teams
Demonstrate effective leadership skills
Demonstrate empathy and cultural competence across professional interactions
Check if concurrence sought:
No
Contact Hours:
| Topic | LEC | REC | LAB | LAB Inst |
|---|---|---|---|---|
| teaching statements | 6.0 | 0.0 | 0.0 | 0 |
| teaching reviews | 4.0 | 0.0 | 0.0 | 0 |
| curriculum development | 4.0 | 0.0 | 0.0 | 0 |
| critical feedback and reflection | 6.0 | 0.0 | 0.0 | 0 |
| assessment and evaluation | 5.0 | 0.0 | 0.0 | 0 |
| Total | 25 | 0 | 0 | 0 |
Grading Plan:
Letter Grade
Course Components:
Lecture
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Participation | 20% |
| Teaching statement | 10% |
| Assessment Development and Implementation | 10% |
| Teaching Feedback and Synthesis | 10% |
| Personalized Peer Teaching Evaluation | 20% |
| Course element redesign | 15% |
| Teaching Reflection and Plan for the Future | 15% |
Representative Textbooks and Other Course Materials:
| Title | Author | Year |
|---|---|---|
| No Textbooks and Other Course Materials Entered. | ||
ABET-CAC Criterion 3 Outcomes
(N/A)
ABET-ETAC Criterion 3 Outcomes
(N/A)
ABET-EAC Criterion 3 Outcomes
(N/A)
Embedded Literacies Info
(N/A)
Attachments
(N/A)
Additional Notes or Comments
(N/A)