It is often a challenging and overwhelming transition to go from being a student to being a teacher. Many new faculty members of engineering and science have to make this dramatic transition in a very short time. In the same closing months of your Ph.D. program you are trying to complete your research, finish and defend your dissertation, find a job, move to a new location, and start a new job as a faculty member. If you are lucky, you've had the opportunity to serve as a teaching assistant and possibly have taught a university-level course. If you have served as a research assistant, your teaching opportunities may have been limited. Somehow, in this quick transition from student to teacher, one is supposed to become a good teacher and be ready for the first day of school.
This book is intended as a basic primer on college-level teaching and learning for a new faculty member of engineering and applied science. New faculty members in other disciplines will find much of the information applicable to their area of expertise as well. First and foremost, this book is about learning and teaching. However, it also provides helpful information on related topics such as mentorship, student challenges, graduate students, tenure, and promotion and accreditation.
This book is also intended as a reference for seasoned professionals. It is a good reference for those mentoring the next generation of college educators.
Table of Contents
1. What makes a Great Teacher?
1.3 What makes a great teacher?
1.4 Pulling it all together: a synthesized moderl
1.5 Great teachers as role models
1.7 Chapter Activities
2. A little learning theory
2.2 The physiological basis of learning
2.3 Levels of learning - Bloom's Taxonomy
2.4 Personality types
2.5 Jung, Myers and Briggs
2.6 Felder and Silverman: Bridging the gaps between learning and teaching styles
2.8 Chapter Activities
3. Preparation for the first day of classes
3.2 The student as a customer
3.3 What did you want from a teacher when you were a student?
3.4 Course development
3.5 Other items to consider
3.6 Establishing good student relationships
3.7 Conducting the lecture
3.9 Available resources
3.11 Chapter Activities
4.2 Assessment of your students
4.3 Assessment of you
4.4 Self assessment
4.5 Assessment of your course
4.7 Chapter Activities
5. Beyond the first day
5.2 Teaching rewards
5.3 Finding balance
5.4 Where to go from here?
5.6 Chapter Activities
About the Author(s)Steven Barrett
, University of Wyoming
Steven F. Barrett, Ph.D., P.E., received a BS in Electronic Engineering Technology from the University of Nebraska at Omaha in 1979, a M.E.E.E. from the University of Idaho at Moscow in 1986, and a Ph.D. from The University of Texas at Austin in 1993. He was formally an active duty faculty member at the United States Air Force Academy, Colorado and is now the Associate Dean of Academic Programs at the University of Wyoming. He is a member of IEEE (senior) and Tau Beta Pi (chief faculty advisor). His research interests include digital and analog image processing, computer-assisted laser surgery, and embedded controller systems. He is a registered Professional Engineer in Wyoming and Colorado. He, along with co-author Dr. Daniel Pack, wrote six textbooks on microcontrollers and embedded systems. In 2004, Barrett was named "Wyoming Professor of the Year" by the Carnegie Foundation for the Advancement of Teaching and in 2008 was the recipient of the National Society of Professional Engineers (NSPE) Professional Engineers in Higher Education, Engineering Education Excellence Award.