Faculty competence

Enhancement of faculty competence in both engineering skills and in teaching, learning, and assessment methods. 

Actions that enhance faculty competence in personal and interpersonal sldlls, and product, process, and system building skills... 

Actions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning... 

Shifting the traditional view of assessment to a more learner-centered approach is a challenge because engineering faculty tend to rely on the same assessment methods that were used in their own engineering studies, for example, problem sets and written exams. Support for enhancing faculty competence in assessment methods is described in Chap. 8. 

CDIO programs should provide support for faculty members to improve their own competence in personal and interpersonal skills, and product, process, and system building skills as described in the Syllabus. The nature and scope of faculty development varies with the resources and intentions of each program and institution. Examples of actions that enhance faculty competence include professional leave to work in industry, partnerships with industry colleagues in research and education projects, inclusion of engineering practice as a criterion for hiring and promotion, and appropriate professional development experiences at the university. Enhancement of faculty competence in professional skills related to the CDIO Syllabus is the focus of Standard 9. 

What policies and incentives are in place to enhance faculty competence How effective have they been ... 

Self-reports of program evaluation status indicate that many participating programs have engaged in, or completed, the re-design of their respective curricula, the assessment of student skills, and the improvement of faculty competence. 

Faculty competence in personal, interpersonal, product, process, and system building skills is regularly evaluated and updated where appropriate 4 There is evidence that the collective faculty is competent in personal, interpersonal, product, process, and system building skills... 

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