2012 Chemical Engineering Summer School: Equipping Faculty to Teach the Next Generation

美国工程教育学会(ASEE)化学工程分会将于2012年7月21-26日在缅因州大学举办第15届化学工程暑期学校。暑期学校始创于1931年，目前每五年举办一次，是为新的化学工程学院提供的主要教学培训工作坊。暑期学校的独特之处在于它注重培养新的化学工程教育者。没有其他教育论坛在范围上可与之相媲美--专门针对培训新的化学工程教师。而且，没有其他工程学科能够在一致的基础上提供类似的论坛。通过在职业生涯之初瞄准教师，教授可以成为更有效的教育者？更有能力培养出更合格的本科生和研究生化学工程专业人才。在暑期学校，新教师学习如何有效和无缝地将该领域的最新发展整合到化学工程课程中。暑期学校还通过为新教师提供广泛的资源和网络机会来帮助他们的职业发展。从历史上看，每次开设暑期学校都有大约200名新的化学工程教育人员参加。因此，暑期学校产生了巨大而广泛的影响，因为新的教员在培养下一代化学工程师方面变得更加有效。而且，暑期学校有一个被证明有效的记录，以前的参与者的证词证实了它的价值。新的化学工程教员的教学能力显著提高，这些教员将新课题纳入本国机构教授的课程的气息和及时性得到了增强。学生对参加暑期学校的新教师的教学能力的评价显著增加。2012年暑期学校将借鉴以往暑期学校的许多成功方面，并包括几个新的方面。创新包括增加国际教师参与(包括教师讲师和职业生涯早期教师)，在研讨会演示中行业和学术代表之间的合作，以及行业问答小组会议。2012年暑期学校还将强调研究/教学与外部组成群体之间的联系，包括工业界、K-12和其他利益攸关方。这种联系将通过国家科学基金会的一次会议，一个为期一天的教学研究所，以及通过职业发展、K-12工程教育以及研究和教育奖学金相结合的研讨会来强调。最后，将引入一种额外的评估工具，收集参加暑期学校约一年后的教师参与者的意见。这一工具将有助于确认暑期学校对参与者的长期影响，并为未来进一步改进学校提供有用的反馈。

The Chemical Engineering Division of the American Society of Engineering Education (ASEE) will hold its 15th Chemical Engineering Summer School on July 21-26, 2012 at the University of Maine. The Summer School, initiated in 1931 and currently offered every five years, is the premier teaching training workshop for new chemical engineering faculty.The Summer School is unique in its emphasis on the development of new chemical engineering educators. There is no other educational forum which is comparable in scope - targeted specifically toward training new chemical engineering faculty. And no other engineering discipline has a comparable forum offered on a consistent basis. By targeting faculty at the beginning of their careers, professors can become more effective educators ? more capable of producing better qualified undergraduate and graduate chemical engineering professionals. In the Summer School, new faculty learn how to integrate the latest developments in the field effectively and seamlessly into the chemical engineering curriculum. The Summer School also aids in the career development of new faculty by providing them extensive resources and network opportunities.Historically, around 200 new chemical engineering educators attend the Summer School each time it is offered. Thus, the Summer School has enormous broad impact, as new faculty become much more effective at educating the next generation of chemical engineers. And, the Summer School has a proven track record of effectiveness with testimonials from previous attendees confirming its value. The teaching abilities of new chemical engineering faculty are improved significantly, and the breath and timeliness of new topics incorporated by these faculty into courses taught at their home institutions is enhanced. Student evaluations of the teaching capabilities of new faculty who attend the Summer School increase significantly.The 2012 Summer School will both capitalize on the many successful aspects of the previous Summer Schools and include several novel aspects. Innovations include the addition of international faculty participation (both faculty presenters and early-career faculty), collaboration between industry and academic representatives in the workshop presentations, and the industrial Q & A panel session. The 2012 Summer School will also emphasize the linkage between research/teaching and engagement with external constituent groups, including industry, K-12, and other stakeholders. This linkage will be emphasized via an NSF session, a day-long Teaching Institute, and through workshops in career development, K-12 engineering education, and combining research and educational scholarship. Finally, an additional assessment instrument will be introduced which gathers input from faculty participants approximately one year after their attendance at the Summer School. This instrument will both help confirm the longer- term impact the Summer School has on participants and provide useful feedback for improving the School even more in the future.