The ASCE ExCEEd teaching workshop: Assessing 20 years of instructional development

Allen C. Estes, Stephen J. Ressler, Camilla M. Saviz, Brock E. Barry, Carol L. Considine, Norman D. Dennis, Scott R. Hamilton, David S. Hurwitz, Tanya Kunberger, Thomas A. Lenox, Tonya Nilsson, James J. O'Brien, Robert J. O'Neill, David A. Saftner, Kelly Salyards, Ronald W. Welch, Dion K. Coward, Leslie E. Nolen

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

The Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW), a week-long teacher-training program sponsored by the American Society of Civil Engineers, has been improving the quality of university teaching for twenty years. The 41 workshops conducted over this period have produced 963 graduates from 253 universities around the world. This article celebrates the history of this landmark faculty development initiative. It assesses the extent to which the ETW provides a unique contribution and has influenced teaching practices in U.S. civil engineering programs. This assessment includes participant satisfaction, the long-term influence on participants, the influence on those participants who becameETWfaculty leaders, the satisfaction of the deans and department heads who sponsored the participants, the scholarship that has resulted from the ETW, and the implied influence on the engineering students who ultimately benefit from this workshop. Finally, the future direction of the ETW is addressed. Although the workshop is intended primarily for civil engineering programs in the U.S., the results of this study are also highly relevant to other engineering disciplines and to engineering programs outside the U.S.

Original languageEnglish (US)
Pages (from-to)1758-1786
Number of pages29
JournalInternational Journal of Engineering Education
Volume35
Issue number6A
StatePublished - 2019

Bibliographical note

Funding Information:
Despite the well-documented effectiveness of evidence-based teaching practices, engineering programs have been slow to embrace these methods. A particularly ambitious effort to overcome engineering educators’ reluctance to adopt evidence-based teaching practices can be seen in the faculty development program created and implemented by SUCCEED—the Southeastern University and College Coalition for Engineering Education—which was funded by the Engineering Education Coalition program of the National Science Foundation (NSF) from 1992 to 2002. The objectives of this faculty development initiative were (1) to promote the adoption of instructional methods that have been proven effective by classroom research; (2) to improve institutional support for teaching at each of the coalition’s eight campuses; and (3) to implement a sustainable engineering faculty development program on each campus by the conclusion of the grant. The scope of the SUCCEED faculty development model was quite comprehensive, as its main elements included not only engineering-specific teaching workshops, but also linkages to campus-wide faculty development programs, institutional incentives for high-quality teaching, establishment of learning communities, mentoring programs, teaching orientations for new faculty and graduate students, and graduate coursework in teaching. Given its breadth and on-campus focus, the SUCCEED model was also quite flexible, allowing each coalition member to implement selected elements of the model in ways that would meet each institution’s unique needs [10].

Funding Information:
• The Teaching Teachers to Teach Engineering (T4E) Workshop, a five-day short course devel-oped by faculty from the U.S. Military Academy (USMA) at West Point, funded by the National Science Foundation (NSF), and offered annually at USMA from 1996 to 1998 [22].

Publisher Copyright:
© 2019 TEMPUS Publications.

Keywords

  • Civil engineering education
  • ExCEEd
  • Faculty development
  • Instructional development
  • Teacher training
  • Teaching effectiveness
  • Workshop assessment

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