期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2021
期号：Proceedings of the Canadian Engineering Education Association (CEEA-ACEG) Conference June 20 - 23 PEI
页码：1
DOI：10.24908/pceea.vi0.14902
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Educational leadership (EL) is a term sometimes used to capture facets of teaching that extend outside of direct teaching activities within the classroom. At some institutions, engaging in EL is encouraged and, at some others it is a requirement for tenure and promotion. A method to document, categorize, and assess engagement with EL is therefore needed. In this work, the Universitas 21 Conceptual Framework for Teaching was adapted to create a concise and quick-to-assess summary of EL activity. This paper describes the concept behind the EL reporting and assessment framework created, and comments on the process and outcomes from its deployment in practice in an engineering context.
其他摘要：Educational leadership (EL) is a term sometimes used to capture facets of teaching that extend outside of direct teaching activities within the classroom. At some institutions, engaging in EL is encouraged and, at some others it is a requirement for tenure and promotion. A method to document, categorize, and assess engagement with EL is therefore needed. In this work, the Universitas 21 Conceptual Framework for Teaching was adapted to create a concise and quick-to-assess summary of EL activity. This paper describes the concept behind the EL reporting and assessment framework created, and comments on the process and outcomes from its deployment in practice in an engineering context.
其他关键词：Educational leadership, teaching stream, teaching roles, career trajectory, assessing impact.
