Ingredients for professional development of engineering educators

Academic staff in engineering enter the university workforce with little experience in pedagogy and educational innovation as they are recruited mostly on the basis of the strength of their research track record (Taylor, 2006, Graham 2018).As educating is a core task, we should support our educators and offer options for continuous professional development, both at starting level as well as more advanced stages of their career.In this workshop, ingredients for such professional development will be collected, discussed and shared among participants.This includes both formal offerings and informal ways of improving educating competencies.Professional development can be connected to well-organised and scheduled offerings.However, similar developments can also be obtained if educators engage in educational innovation processes (Stevens et al, 2023).We'll harvest best practises and categorise them according to the four levels of the academic career framework (Graham, 2018).

Given the rapid development of technology and its impact on educational practice important questions arise such as how are educators in engineering programmes keeping up with the latest pedagogical developments? What support is provided for academic staff? And, how undertaking capacity building in education reports to their career progression if at all?