Preparing Future Engineering Faculty: Initial Outcomes Of An Innovative Teaching Portfolio Program

Abstract

Engineering graduate students have few opportunities to explore and develop scholarly approaches to teaching compared to graduates in other fields. As part of an NSF funded teaching and learning center, we have developed the Engineering Teaching Portfolio Program (ETPP). Our initial step has been to design the program and conduct a formal study of how two independent groups experienced the program. We are currently using the data to gain insight on the impact of the