Exploring Different Faculty Development Models that Support CDIO Implementation

Exploring Different Faculty Development Models that Support CDIO Implementation

A. Kozanitis, H. Huay, M. Singh, J. Hermon, K. Edström, H. Lei (2009).  Exploring Different Faculty Development Models that Support CDIO Implementation. 19.

 

This paper describes different models of faculty development in engineering from five higher education institutions that support CDIO implementation. It is interesting to see that although geographically dispersed, these institutions express a strong consensus that it is necessary for faculty to be trained in educational methods.

The five models encompass many similar characteristics that are in line with a fundamentally sound faculty training programme. They all share the basic activities one expects to find within a faculty development facility. That said, each model has built its unique functioning structure which sets it apart, particularly in the nature of the programme, and the format delivery takes place.

These differences are most likely related to national policies and legislations, as well as to cultural or historical reasons. The paper also discusses the pedagogical training and support given to faculty implementing CDIO. 

 

Authors (New): 
Anastassis Kozanitis
Helene Leong-Wee Kwee Huay
Mark Nivan Singh
John Paul Hermon
Kristina Edström
Huan Lei
Pages: 
19
Affiliations: 
École Polytechnique de Montréal, Canada
Singapore Polytechnic, Singapore
Queen's University Belfast, Northern Ireland, United Kingdom
KTH Royal Institute of Technology,Sweden
Massachusetts Institute of Technology, USA
Keywords: 
Faculty development models
pedagogical support
teaching skills
Year: 
2009
Reference: 
Clark, R. C. Lyons, C. (2005) Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer: 
Duderstadt, James J. (2000). A University for the 21st Century. University of Michigan Press: Ann Arbor: 
Dearing, R. (1997). Higher education in the learning society: The National Committee of Inquiry into Higher Education. London: HMSO: 
Edström, K., Törnevik, J., Engström, M., Wiklund, Å. (2003). Student involvement in principled change: Understanding the student experience. Proceedings of the 2003 11th Improving Student Learning, OCSLD, Oxford.: 
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