TY - GEN
T1 - Exploring Pedagogical Risk-Taking of Engineering Faculty
AU - Sheppard, Michael S.
AU - Kellam, Nadia
AU - Carberry, Adam
N1 - Funding Information:
National Science Foundation Grant 1519339 This work is supported by the National Science Foundation Grant 1519339. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. In addition, we would like to thank the instructors who allowed us to observe their classes, the other members of the Arizona State University RED team for their support, and the FIE reviewers for their valuable feedback.
Publisher Copyright:
© 2018 IEEE.
PY - 2018/7/2
Y1 - 2018/7/2
N2 - This Research Work in Progress Paper presents a pilot study focused on understanding how faculty take pedagogical risks in 2nd and 3rd year (mezzanine level) engineering courses. Broadly, we are interested in understanding ways of making widespread changes in the mezzanine level of the curriculum. The purpose of this exploratory research is to develop an understanding of faculty pedagogical risk-taking through observations, interviews, and artifact analysis. The primary data for this project are observations of four mezzanine level engineering courses. During the observation we took detailed field notes and collected course handouts, lesson plans, or other course materials. After the lesson was completed, we conducted a post-observation teacher interview to learn about the broader context of that lesson within the class, how the lesson has evolved over time, and plans for that lesson in future courses. This work in progress serves as a pilot study to better understand how to capture pedagogical risk-taking in the classroom. Analysis of observations, field notes, and course material is being utilized to develop data collection techniques and investigation protocols for the future exploration of pedagogical risk-taking.
AB - This Research Work in Progress Paper presents a pilot study focused on understanding how faculty take pedagogical risks in 2nd and 3rd year (mezzanine level) engineering courses. Broadly, we are interested in understanding ways of making widespread changes in the mezzanine level of the curriculum. The purpose of this exploratory research is to develop an understanding of faculty pedagogical risk-taking through observations, interviews, and artifact analysis. The primary data for this project are observations of four mezzanine level engineering courses. During the observation we took detailed field notes and collected course handouts, lesson plans, or other course materials. After the lesson was completed, we conducted a post-observation teacher interview to learn about the broader context of that lesson within the class, how the lesson has evolved over time, and plans for that lesson in future courses. This work in progress serves as a pilot study to better understand how to capture pedagogical risk-taking in the classroom. Analysis of observations, field notes, and course material is being utilized to develop data collection techniques and investigation protocols for the future exploration of pedagogical risk-taking.
KW - Innovation
KW - Pedagogical risk-taking
KW - Pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85063533027&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063533027&partnerID=8YFLogxK
U2 - 10.1109/FIE.2018.8659136
DO - 10.1109/FIE.2018.8659136
M3 - Conference contribution
AN - SCOPUS:85063533027
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 48th Frontiers in Education Conference, FIE 2018
Y2 - 3 October 2018 through 6 October 2018
ER -