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A pedagogy of larger concerns used as a lens to reflect on the design of student learning experiences |
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| Authors: | Jim Borgford-Parnell Jennifer Turns Cynthia J Atman Ken Yasuhara Lauren Fryhle |
| Institution: | 1. Office for the Advancement of Engineering Teaching &2. Learning, College of Engineering, University of Washington, Seattle, WA, USAbparnell@uw.edu;4. Department of Human Centered Design &5. Engineering, College of Engineering, University of Washington, Seattle, WA, USA;6. Learning, College of Engineering, University of Washington, Seattle, WA, USA;7. Student Academic Services, College of Engineering, University of Washington, Seattle, WA, USA |
| Abstract: | ABSTRACTAlthough engineering educational endeavours are often described with regard to how well they prepare students to meet national or global engineering concerns, the purpose of this paper is to show how those efforts can also serve the larger educational goals of the educators themselves as they develop learning experiences for their students. This paper describes the reflections of four engineering educators who used a research-based ‘Pedagogy of Larger Concerns’ (PLC) as a conceptual lens for examining important aspects of their courses. A PLC is a set of teaching conceptions that was identified in a study exploring the thinking of outstanding professors in order to improve our understanding of the basis of their effectiveness. |
| Keywords: | Teaching conceptions reflection teaching philosophy engineering education |