In this lessons learned paper, we present findings from four co-design sessions with six engineering educators looking to create exam wrappers designed with specific learning outcomes in mind. While acknowledging the time it takes to create new teaching practices and embracing the history of design-based research in the learning sciences, we document the process of researchers and educators co-designing teaching and learning experiences. The collaboration process involved educators working together to ideate, provide feedback, and find inspiration from each other's exam wrapper activities, while learning from the research team’s experience with designing reflection activities. Here we explore the following question: In what ways does co-designing of specific reflective practices for teaching function as a faculty development opportunity? The data for this work comes from participant responses to post-session reflection questions. Participants thematically clustered the responses thematically and then produced the findings from analyzing the responses organized by themes. Here, we report on hidden efficiencies found in co-designing of teaching practices, as a way of providing not only faculty development, but also community building opportunities with other educators with shared interests, and intentional development of course materials. By focusing on the themes of diverse perspectives and usage of time in these co-design sessions, we add to the conversation about what it means to collaborate on and exchange novel teaching practices across engineering to support teaching. We will present this as a lightning talk.
Kenya Z. Mejia is a third year PhD student at the University of Washington in the Human Centered Design & Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.
Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.
Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering. Among other teaching awards, she received the 2021 ASEE National Outstanding Teaching Award.
Dr. Jiehong Liao is an Assistant Professor of Bioengineering at Florida Gulf Coast University (FGCU). She earned a Ph.D. in Bioengineering from Rice University and a B.S. in Biomedical Engineering from Rensselaer Polytechnic Institute (RPI). Originally from Hawaii, her journey into academia began with the Rensselaer Medalist award and being selected into the inaugural class of Gates Millennium Scholars. Before joining FGCU, she was a visiting Assistant Professor of Biotechnology in the Division of Science and Technology at the United International College (UIC) in Zhuhai China. She has trained with ASCE’s Excellence in Civil Engineering Education (ExCEEd) initiative, been exploring and applying evidence-based strategies for instruction, and is a proponent of Learning Assistants (LAs). Her scholarship of teaching and learning interests are in motivation and mindset, teamwork and collaboration, and learning through failure and reflection. Her bioengineering research interests and collaborations are in the areas of biomaterials, cellular microenvironments, and tissue engineering and regenerative medicine. She serves on leadership teams for the Whitaker Center of STEM Education and the Lucas Center for Faculty Development at FGCU, and is a member of the Biomedical Engineering Society (BMES) and the KEEN Engineering Unleashed Network as an Engineering Unleashed Fellow.
John Chen is a professor of mechanical engineering. His interests in engineering education include conceptual learning, conceptual change, student autonomy and motivation, lifelong learning skills and behaviors, and non-cognitive factors that lead to stu
http://orcid.org/https://0000-0001-9806-0041
Georgia Institute of Technology
[biography]
Boni Yraguen is a PhD student at Georgia Tech. Her dissertation work is in the field of combustion/thermodynamics/fluids. She studies a novel diesel injection strategy: Ducted Fuel Injection (DFI), which is used to drastically decrease soot emissions during diesel combustion. Boni is an NSF GRFP, and a recipient of the ASME Graduate Teaching Fellowship. She has served as instructor of record for Fluid Mechanics at GT and has significant interest in implementing and studying the impact of authentic learning strategies in her courses.
Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.