Why pedagogy matters: Faculty narratives

ASEE Annual Conference and Exposition, Conference Proceedings

Volumn , Issue , 2007, Pages

  Lord, Susan ^a   Camacho, Michelle ^a  

^a UNIVERSITY OF SAN DIEGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULA; DATA REDUCTION; LEARNING SYSTEMS;

CLASSROOM CLIMATES; ENGINEERING EDUCATORS; FEMINIST PEDAGOGY; HIERARCHICAL DIMENSIONS;

ENGINEERING EDUCATION;

EID: 85029062026     PISSN: None     EISSN: 21535965     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (28)

1. Widnall, Sheila E. "AAAS Presidential Lecture: Voices from the Pipeline." Science 241, 1988, pp. 1740-1745.
2. Seymour, E. and N. Hewitt, Talking About Leaving: Why undergraduate leave the sciences, Westview: Boulder, CO, 1997.
3. Brawner, C. E., R. M. Felder, R. H. Allen, and R. Brent, "A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities," Journal of Engineering Education, 91 (4), 2002, pp. 393-396.
4. Brawner, C. E., R. M. Felder, R. Brent, T. K. Miller, and R. H. Allen, "Faculty Teaching Practices in an Engineering Education Coalition," Proceedings of the 1999 Frontiers in Education Conference, San Juan, Puerto Rico, November 1999.
5. Middlecamp, C. H. and B. Subramaniam, "What is Feminist Pedagogy? Useful Ideas for Teaching Chemistry," Journal of Chemical Education, 76 (4), 1999, pp. 520-525.
6. Riley, Robin L. and D. Lyden Murphy, "The multidisciplinary possibilities of feminist pedagogy," in University teaching : a reference guide for graduate students and faculty, edited by Stacey Lane Tice, Nicolas Jackson, Leo M. Lambert, and Peter Englot; Syracuse, N.Y. : Syracuse University Press, 2005.
7. Riley, Robin L. and D. Lyden Murphy, "The multidisciplinary possibilities of feminist pedagogy," in University teaching : a reference guide for graduate students and faculty, edited by Stacey Lane Tice, Nicolas Jackson, Leo M. Lambert, and Peter Englot; Syracuse, N.Y. : Syracuse University Press, 2005, p.89.
8. Riley, Robin L. and D. Lyden Murphy, "The multidisciplinary possibilities of feminist pedagogy," in University teaching : a reference guide for graduate students and faculty, edited by Stacey Lane Tice, Nicolas Jackson, Leo M. Lambert, and Peter Englot; Syracuse, N.Y. : Syracuse University Press, 2005, p. 91.
9. Webb, L. M., K. L. Walker, and T. S. Bollis, "Feminist pedagogy in the teaching of research methods," International Journal of Social Research Methodology, 7 (5), 2004, pp. 415-428.
10. A. Better Tomorrow: Transforming the Classroom through Feminist Pedagogy, a video available from Division of Audio Visual Services, University of Saskatchewan, Saskatoon, February 23, 1995, Ref 8 in Middlecamp and Subramaniam 1999.
11. Riley, Robin L. and D. Lyden Murphy, "The multidisciplinary possibilities of feminist pedagogy," in University teaching : a reference guide for graduate students and faculty, edited by Stacey Lane Tice, Nicolas Jackson, Leo M. Lambert, and Peter Englot; Syracuse, N.Y. : Syracuse University Press, 2005, p.93.
12. Schutt, R. K., Investigating the Social World: The Process and Practice of Research, Thousand Oaks, CA: Pine Forge Press, 2006.
13. Middlecamp, C. H. and B. Subramaniam, "What is Feminist Pedagogy? Useful Ideas for Teaching Chemistry," Journal of Chemical Education, 76 (4), 1999, pp. 520-525.
14. Riley, Donna, "Employing Liberative Pedagogies in Engineering Education," Journal of Women & Minorities in Science & Engineering, 9, 2003, pp. 137-158.
15. Pawley, Alice L, "The feminist engineering classroom: a vision for future educational innovations," Proceedings of the 2004 ASEE Annual Conference, Salt Lake City, UT, June 2004.
16. Eschenbach, Elizabeth A., Eileen Cashman, Alisha A. Waller, and Susan M. Lord, "Incorporating Feminist Pedagogy into the Engineering Learning Experience," Proceedings of the 2005 Frontiers in Education Conference, Indianapolis, Indiana, October 2005.
17. Riley, D. M., L. Claris, N. Paul-Schultz, and I. Ngambeki, "Learning/Assessment: A tool for assessing liberative pedagogies in engineering education," Proceedings of the 2006 ASEE Annual Conference, Chicago, IL, June 2006.
18. Sandler, B. R., L. A. Silverberg, and R. M. Hall, The Chilly Classroom Climate: A Guide to Improve the Education of Women, Washington DC: National Association for Women in Education, 1996.
19. Johnson, D. W. and R. T. Johnson, Cooperation and Competition: Theory and Research, Edina, MN: Interaction Book Co., 1989.
20. Freire, P. Pedagogy of the Oppressed, New York, New York: Continuum, 1970.
21. The Essential Dewey: Volumes 1 and 2, Edited by Larry Hickman and Thomas Alexander, Bloomington, Indiana: Indiana University Press, 1998.
22. Brown, J., Journal of General Education, 41, 1992, pp. 51-63.
23. Seymour, E. and N. Hewitt, Talking About Leaving: Why undergraduate leave the sciences, Boulder, CO: Westview, 1997.
24. Rosser, Sue V., Ed., Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering (Athene Series), New York, New York: Teachers College Press, 1995.
25. This "self-selection" method is biased because, presumably, those with the greatest interest in teaching are most likely to assent to participation. Nevertheless, the pool is still useful, as we are most interested in hearing from engineering educators who prioritize teaching over research.
26. Bernard, R., Research Methods in Anthropology: Qualitative and Quantitative Approaches, Lanham, Maryland: AltaMira Press, 2005.
27. Note that this group is comprised of experienced professors; the median was 21 years teaching experience. Future research studies would do well to examine the relationship between rank and likelihood of adopting new teaching practices.
28. Foucault, Michel, Power/Knowledge: Selected Interviews & Other Writings 1972-1977, Ed. Colin Gordon. New York: Pantheon Books, 1980.