The Faculty Academy for the Scholarship of Education (FASE)

Engineering, Computing and Mathematics

Often in Universities we continue to teach the way we were taught; we think that if something isn’t broken we shouldn’t fi x it. We have too many other things to do, all of which give us more credit than worrying about our classes and why should we change the way we teach if our students are passing exams? If we really probe ourselves however, we know that students may do well in exams because they have learnt a few basic skills:

1. Memory

2. Ability to predict questions

3. Ability to manipulate equations so a feasible answer comes out

These may be useful skills but they do not turn a student into an engineer; they do not show that students really understand the idea, know the concept and can apply it. Many lecturers care about this and spend too many hours trying to work out how to help students pass through tricky thresholds, yet they receive little in terms of discipline based support and even less credit for their efforts. They may even get the same credit as their colleagues who drag out the same PowerPoint slides (or even overheads!) they have used for the past ten years.

The reason a lot of Universities worldwide are now encouraging staff to think about teaching is not yet another ‘ism’ or ‘ology’ top down mechanism to get more money into the institution. It is rather because we know a lot more than we used to about the way students learn, what motivates them and how we can arrange their learning environment so that they can actually make meaning from the things we teach them. There is a very important driver for this which is in fact bottom up – research on the learning experience of students, which informs this know – how. Drivers for change here are not intended to make staff suffer by adding yet more things to do, to an already overfi lled job. To the contrary, it is in fact shown that with less contact time, students can learn more and also take a deep approach in what they do, so long as we set things up in the right way. So long as we encourage students to be thinkers and learners and not simply sponges to soak up our expertise.

These are some of the reasons we have decided to launch what we are rather grandly calling FASE (Faculty Academy for the Scholarship of Education) in the Faculty of Engineering, Computing and Mathematics. Events, workshops and seminars will be hosted throughout the year to support anyone interested in enhancing their abilities in teaching and assessment practice. Participation in these and other activities in support of a scholarly approach to teaching will be rewarded by the achievement of FASE ‘Member’ status. This will immediately tick a box on the annual appraisal review demonstrating:

1. Professional Development

2. Engagement in Teaching and Learning community

3. Scholarship in the area of Teaching and Learning

Many of the events will be short and will include refreshments, allowing for the fact that no-one has extra time for these activities, so short term benefi ts such as a free lunch are always useful! More importantly FASE will be the mechanism whereby credit is given for the development of scholarship in teaching and learning. It is hoped that in the long run the major benefi t however, will be the fulfi llment of knowing that your students are learning better and asking deeper questions – and even more, that you and most importantly they are enjoying themselves in this learning quest.

CAROLINE BAILLIEWinthrop ProfessorChair in Engineering Education

What is FASE?FASE is based on the successful model developed at the Lund Institute of Technology (LTH) (LTH, 2005, Andresson and Roxa, 2004, Olsson and Roxa, 2008). It has been demonstrated by many years of research into meaningful student learning and the conditions infl uencing this, that two of the key criteria are the preparation of academics for scholarly teaching and a related reward system to give credit for such activities within the workload of an academic (Baillie 2003).

FASE is a membership organisation with developmental and capacity building facilities and the scope to act as a clearing house for educational concerns.

FASE is intended to provide continual professional development as a discipline based supplement to the educational programmes offered by the Centre for the Advancement of Teaching and Learning (CATL), thereby enabling more FECM lecturers access to and appreciation of scholarly teaching and assessment approaches.

FASE will also provide an equitable systematic Faculty wide mechanism to provide reward to scholarly teachers, as members will gain credit for their FASE activities within their annual academic portfolio submission. This in turn will facilitate teaching and assessment practices known to improve student learning.

Engineering, Computing and Mathematics

The Faculty Academy for the Scholarship of Education (FASE) aims to:• Enhance the scholarship of education in engineering,

computing and mathematics;

• Provide a scholarly framework for the development of new curricula and the constructive alignment of curricula with approaches to teaching and assessment;

• Provide support, training and continuing professional development (in collaboration with CATL) in advanced pedagogical approaches based on research evidence; and

• Build capacity in engineering, computing and mathematics education research.

The aims and functions of FASE will be carried out through two main sets of objectives, those relating to education development and those related to research. There is also an explicit set of dissemination objectives.

Education Development Objectives

• To advise and consult responsible staff involved in the development and implementation of the 3+2 curricula and in the recommendations of the review options paper about global pedagogical developments;

• To develop and deliver, in collaboration with CATL, a coordinated staff training and development programme for staff and tutors which supports teaching and learning activities;

• To raise awareness of educational issues, through dissemination of good practice and keep the Faculty advised on developments outside the University;

• To encourage and support staff in curriculum development activities and provide evaluation of their curriculum and teaching and learning methods;

• To coordinate and enhance interdisciplinary industry and community based student project and team activities across the Faculty, together with EWB, CEED and the ILC;

• To encourage integrated learning across the Faculty;

• To encourage use of the Integrated Learning Centre and Student Support Centre;

• To enhance community engagement and service through engineering community projects;

• To enhance understanding and implementation of inclusive pedagogies and curricula; and

• To encourage student development in pedagogical issues by working with the newly reformulated Education Committee of the University Engineers’ Club.

Education Development Activites

To help achieve the aims of FASE, the following events will take place throughout the year:

Introduction to Threshold Concepts Workshop 1Facilitated by: Erik MeyerDate: Friday 26th MarchTime: 2:00pm-5:00pmThis workshop will be devoted to the identifi cation of thresholds concepts, using trigger examples of varying complexity in engineering, computing and mathematics.

Introduction to Threshold Concepts Workshop 2Facilitated by: Erik MeyerDate: Monday 29th MarchTime: 2:00pm-5:00pmThis workshop will facilitate attendees to develop expertise in threshold concepts as a curriculum analysis tool and as a way of researching student learning in engineering, computing and mathematics.

Workshops for Departments / Faculty / Students Half day to two day long workshops will be offered on a variety of topics by a series of facilitators. Please forward any suggestions to Caroline Baillie viacaroline.baillie@uwa.edu.au

Tutor Training Date: Thursday 6th MayTime: 3:00pm–7:00pmA training session for post graduate tutors with the aim of improving student learning via enhanced awareness of pedagogical issues and development of new skills which could be applied to any future career.

FASE Objectives

Evaluation in Engineering EducationFacilitated by: Lesley JollyDate: Tuesday 1st JuneTime: 12:00pm-1:30pm

Integrated Learning PanelFacilitated by: Nathan ScottDate: Tuesday 8th JuneTime: 12:00pm-1:30pm

Engaged Teaching Panel Facilitated by: Marco Ghisalberti, Melinda Hodkiewicz and Margot JuppDate: Tuesday 15th JuneTime: 12:00pm-1:30pm

Community Service Learning, Engineers without Borders Panel

Facilitated by: Dani Barrington, Dan Loden, David Platt and Chris Rowles Date: Tuesday 22nd JuneTime: 12:00pm-1:30pm

Interactive Teaching in Engineering

Facilitated by: Euan LindsayDate: Tuesday 27th JulyTime: 12:00pm-1:30pm

Online Discussion about Online Learning

Facilitated by: Caroline Baillie and Eric FeinblattDate: Tuesday 10th AugustTime: 3:00pm-4:30pm

University Engineers’ Club Panel ‘A Students View’

Facilitated by: UEC Education CommitteeDate: Tuesday 14th SeptemberTime: 12:00pm-1:30pm

Women in Engineering

Facilitated by: Sally Male and Melissa MarinelliDate: Tuesday 16th NovemberTime: 12:00pm-1:30pm

Problem Based Learning

Facilitated by: Matt HardinDate: Tuesday 7th DecemberTime: 12:00pm-1:30pm

The workshops listed above are subject to change. A detailed synopsis of each workshop, along with venue details, will be mailed to all academic staff approximately three weeks before each event. Registrations are essential as places are limited.

FASE Introductory Workshop Date: Friday 9th April Time: 10:00am–5:00pmAll new lecturers in the Faculty who have started within the last three years will be invited to participate in a one day training session. Existing staff with no prior educational training are also encouraged to attend.

Components of the session will include a range of pedagogical areas including:

• Assessment and evaluation;

• Teaching approach;

• Laboratories; and

• Learning objectives

This workshop is for new and experienced staff to consider the basic elements of course design. We will work with real engineering course examples, focusing on what we want students to learn, developing user friendly learning outcomes, how we want them to learn, designing motivational interactive classes, how we assess them to know they learnt what we wanted them to and how we evaluate the whole educational experience.

FASE Workshop Lunches / International Speaker SeriesThe workshop lunches and international speaker series are held at least once a month with the aim of disseminating good practice in education across the Faculty. Lecturers are encouraged to share best practice in engineering education within specific themes (topics welcomed). In addition, international guest speakers are invited to share their experience on their engineering education development.

The workshop lunches currently scheduled for 2010 are listed below:

Enhancing Creative Thinking in Engineering Students

Facilitated by: Caroline BaillieDate: Tuesday 20th AprilTime: 12:00pm-1:30pm

Indigenous Studies Panel

Facilitated by: Vaughn Grey, Blaze Kwaymullina and Jill Milroy Date: Tuesday 4th MayTime: 12:00pm-1:30pm

Assessing Conceptual Understanding and Competency through Reflective Writing

Facilitated by: Carl ReidsemaDate: Tuesday 25th MayTime: 12:00pm-1:30pm

Engineering, Computing and Mathematics

FASE also provides ongoing educational support, with the following services available as requested:

• Individual Support Lecturers are advised on educational approaches

and suitable literature.

• Resources A web site with links to educational resources is being

developed.

• Class Swap / Peer Review Sit in on classes of other teachers and compare notes.

(The FASE committee can help arrange this)

• Evaluation of Teaching Individual teaching or course evaluation advice given

upon request.

• Research Advice and support given for those interested in

engineering education research (projects, funding and publications).

• Programme Consultancy This may take the form of consultancy regarding course

design, observation of a lecture with feedback, advice on assessment methods or help with the evaluation of teaching.

• Peer Tutor Scheme Peer tutors are students who are properly trained and

can offer guidance to younger peers. Peer tutor training, support and guidance is offered by FASE.

Staff-student interaction is also a fundamental priority of FASE. Students will be encouraged to join in many of the FASE activities through the newly reformulated UEC Education Committee. This will ensure they have the opportunity to become informed about pedagogical development so that the feedback they will be encouraged to give to teachers is well grounded and constructive.

Students will also have more input into curriculum and pedagogical matters and the design of programmes to suit their needs.

Research and Scholarship Objectives

• To encourage and support staff who wish to carry out research into educational issues, specifi cally in methodological issues, grant writing and publication;

• To disseminate and promote the research activities of the Academy; and

• To feed into pedagogical and curricula developments throughout the Faculty.

Research and Scholarship Activities

FASE will promote research based student centered learning throughout the Faculty. In addition to drawing on international developments in teaching and learning research and development, research capacity will be developed within the Faculty.

Research methodology support in the format of one on one support is provided for members wishing to move to Fellow status.

Dissemination Objectives

• To keep the staff across the Faculty informed and aware of internal developments in relation to curriculum and pedagogy;

• To keep the staff and Faculty informed and aware of external developments in curriculum and pedagogy; and

• To enhance and maintain the reputation of the UWA Faculty Academy as a global leader in innovation and research in engineering, computing and mathematics education.

Dissemination Activities

• Steering committee meetings to share and coordinate educational developments across the Faculty and to discuss FASE activities and member issues;

• FASE website (including news bulletin ECM Faculty Focus ‘The Learning Space’) www.ecm.uwa.edu.au/staff/learning/FASE;

• Regular attendance / presentations at national and international conferences in engineering, computing and mathermatics; and

• Journal Publications, books and other peer reviewed publications – also to be presented on the institution website.

FASE MembershipIn order to enhance the status of FASE, staff are invited to become ‘Members’ of the Academy. These staff will be recognised as ‘T&L Scholars’ and will be supported by training.

Membership may be at two levels: ‘Member’ or ‘Fellow’, with such levels being determined by the amount of training and involvement in the scholarship of learning and teaching within the disciplines of engineering, computing and mathematics, as evidenced by individual Portfolios submitted to the FASE steering committee.

‘Member’ or ‘Fellow’ status can be used as evidence of scholarship in teaching and learning for annual review purposes and for promotion.

Associate Member Status

Entry level membership. To gain Associate Member status ad infi nitum, staff must have taken Foundations of University Teaching or have Approved Prior Experience and Learning (APEL).

Member Status

Staff who focus on education development can become FASE members. Members undergo initial training or give evidence of prior learning or experience in the form of a portfolio. Members develop curricula and pedagogy in a scholarly way based on evidence or literature. All new staff are expected to become members within three years of appointment. To retain member status, a minimum amount of continuous professional development (CPD) is required.

To gain and retain Member status, staff must have held Associate Member status, plus each year:

• Participate in fi ve internal FASE, CATL or other UWA or external teaching and learning events including conferences, workshops, seminars etc;

• Provide evidence of active development of their own teaching and their student’s learning (evidence can include course documents and evaluations, participation in seminar series, papers, video, websites etc); and

• Submit a three page refl ection on how they have applied new knowledge and skills gained from the events to their teaching and any other developments they have undertaken.

Fellow Status

In addition to the Member status level, fellows undergo research training or give evidence of previous related research activity. Fellows undertake to assist members by alerting them to the appropriate literature and engineering, computing and mathematics education development internationally.

To gain Fellow status, staff must have achieved member status, plus:

• Demonstrate one on one support on research methodology for a minimum of ten hours or APEL (Accreditation for prior learning and experience); and

• Submit a seven page refl ection on the learning in these sessions plus a research proposal.

To retain Fellow status, staff must have achieved initial Fellow status as above plus each year undertaken a minimum of CPD and published at least one refereed journal article or conference presentation on engineering education.

If you are interested in becoming a member or would like to fi nd out more please contact:

Winthrop Professor Caroline Baillie, Chair in Engineering Education

Faculty of Engineering, Computing and Mathematics

The University of Western AustraliaM015, 35 Stirling Highway, Crawley WA 6009

Tel +61 8 6488 3137Email caroline.baillie@uwa.edu.au Web www.ecm.uwa.edu.au/staff/learning/FASE

To register your interest in attending any of the FASE workshops, please contact:

Jill Venn

Faculty of Engineering, Computing and Mathematics

The University of Western AustraliaM017, 35 Stirling Highway, Crawley WA 6009

Tel +61 8 6488 3518Email jill.venn@uwa.edu.au

Engineering, Computing and Mathematics

Winthrop Professor Caroline Baillie, Chair in Engineering Education

Faculty of Engineering, Computing and Mathematics

The University of Western Australia M015, 35 Stirling Highway, Crawley WA 6009 Tel +61 8 6488 3137 Email caroline.baillie@uwa.edu.au Web www.ecm.uwa.edu.au/staff/learning/FASE

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