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Faculty of Engineering and Mathematical Sciences
 
 

Faculty of Engineering and Mathematical Sciences

Faculty Academy for the Scholarship of Education (FASE)

 

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Faculty Academy for the Scholarship of Education (FASE) supports the scholarship of teaching and learning across the Faculty.Group of engineering students

FASE is a membership organisation with developmental and capacity building facilities and a clearing house for educational concerns.

FASE is intended to provide continual professional development for discipline based education thereby enabling more EMS lecturers access to and appreciation of scholarly teaching and assessment approaches.

FASE will also provide an equitable systematic Faculty wide mechanism to provide reward to scholarly teachers as Members will gain credit for their FASE activities within their annual academic portfolio submission. This in turn will facilitate teaching and assessment practices known to improve student learning.

FASE is based on the successful model developed at the Lund Institute of Technology (LTH) (LTH, 2005, Andresson and Roxa, 2004, Olsson and Roxa, 2008). It has been demonstrated by many years of research into meaningful student learning and the conditions influencing this that two of the key criteria are the preparation of academics for scholarly teaching and a related reward system to give credit for such activities within the workload of an academic (Baillie 2003).

FASE Members are awarded with an annual incentive of $1,000, to be used for teaching related activities. Membership is tenable for two years; after this has elapsed a renewal of application will be required. 

The Faculty Academy for the Scholarship of Education (FASE) aims to:

  • Enhance the scholarship of education in Engineering and Mathematical Sciences;
  • Provide a scholarly framework for the development of new curricula and the constructive alignment of curricula with approaches to teaching and assessment;
  • Provide support, training and continuing professional development in advanced pedagogical approaches based on research evidence; and
  • Build capacity in Engineering and Mathematical Sciences education research.


Adam Wittek and Caroline Baillie Karol Miller, Elena Pasternak, Caroline Baillie, Farid Boussaid Rachel Cardell-Oliver, Caroline Baillie, James Trevelyan

          Adam Wittek and                                       Karol Miller, Elena Pasternak,                            Rachel Cardell-Oliver, Caroline Baillie,

           Caroline Baillie                                         Caroline Baillie, Farid Boussaid                                       James Trevelyan

 
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Friday, 16 December, 2016 8:38 AM

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