The journey to becoming an exemplary engineering educator is one that is rarely simple and straightforward. Simply being exposed to active learning strategies or innovative pedagogies rarely leads to a transformation of one's own teaching. In this book, we present a collection of stories from exemplary engineering educators that are told in their own voices. These stories are shared to enable readers to immerse themselves in first-person recollections of transformation, involving engineering educators who changed their teaching strategies from the ways that they were taught as engineering undergraduate students to ways that more effectively fostered a conducive learning atmosphere for all students. It is our hope that providing stories of successful engineering educators might stimulate thoughtful and productive self-reflection on ways that we can each change our own teaching. These stories are not simple, linear stories of transformation. Instead, they highlight the complexities and nuances inherent to transforming the way that engineering faculty teach. Through our strategy of narrative storytelling, we hope to inspire future and current engineering educators to embark on their own journeys of teaching transformations. We conclude the book with some lessons that we learned during our readings of these stories, and invite readers to extract lessons of their own.

Autorentext

Nadia Kellam is an Associate Professor in the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She is a qualitative researcher who primarily uses narrative research methods. In her research, Dr. Kellam is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of underrepresented undergraduate engineering students and engineering educators. In addition to teaching undergraduate engineering courses and a graduate course on entrepreneurship, she also enjoys teaching qualitative research methods in engineering education in the Engineering Education Systems and Design Ph.D. program at ASU. Nadia serves as Deputy Editor of the Journal of Engineering Education Brooke Coley is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions, Attitudes and Cultures in Engineering (SPACE) Lab that aspires to elevate the experiences of marginalized populations, dismantle systematic injustices, and transform the way inclusion is cultivated in engineering through the implementation of novel technologies and methodologies in engineering education. Intrigued by the intersections of engineering education, mental health, and social justice, Dr. Coley's primary research interest focuses on virtual reality as a tool for developing empathetic and inclusive mindsets among engineering faculty.She is also interested in hidden populations in engineering education and innovation for more inclusive pedagogies. Audrey Boklage is a Research Assistant in the Center for Engineering Education of the Cockrell School of Engineering at The University of Texas at Austin. Prior to entering graduate school, she taught high school science in Texas for seven years. During this time, she redesigned curriculum and served as a mentor for new to profession educators. Upon receiving her doctorate degree in Curriculum and Instruction with a focus on STEM education, she became specifically interested in narrative research methods and faculty development within schools of engineering. Her current research interests include creating inclusive spaces within university engineering environments,specifically makerspaces and asset-based pedagogies.