3.2: Metrics of Instructional Scholarship

Explore the existing metrics for assessing the “instructional scholarship” of higher education faculty and provide a set of recommendations about how such metrics could be augmented, combined or modified in a way that leads to greater use and acceptance of such a metric among engineering faculty.

Other Information:

The outcome of the process will be the development a framework by which to explore the development and implementation of metrics for instructional scholarship within the discipline of engineering. The phrase instructional scholarship is sometimes confused with the phrase “scholarly teaching.” The two differ in that instructional scholarship is the process of acquiring knowledge regarding teaching/learning and thoughtful reflection (individually and with peers) on teaching strategies/outcomes; therefore, instructional scholarship allows one to effectively engage in scholarly teaching. The metrics to be developed should be valid, reliable, easy-to-use, and widely accepted by engineering faculty. The intent is to contribute to greater acceptance of instructional scholarship within engineering disciplines, but this work may contribute to educational research and practice across science, technology, engineering, and math disciplines. The work will be conducted by a committee of experts supported by the Committee on Engineering Education of the National Academy of Engineering (NAE) with support provided by staff of the NAE Center for the Advancement of Scholarship on Engineering Education.

Indicator(s):

Indicator:1

Content