Postprint version. Published in Journal of Professional Issues in Engineering Education and Practice, Volume 132, Issue 1, January 1, 2006, pages 2-10.
NOTE: At the time of publication, the author Allen Estes was affiliated with the United States Military Academy - West Point, NY. Currently, August 2008, he is Head and Professor of Architectural Engineering at California Polytechnic State University - San Luis Obispo.
The definitive version is available at https://doi.org/10.1061/(ASCE)1052-3928(2006)132:1(2.
The role of the teacher in the classroom carries tremendous responsibility. A group of students that can range from a half-dozen to several hundred depend on their professor to provide structure to a body of knowledge, to guide the learning process, to convey difficult subjects in a clear manner, to lead the classroom and out-of-class activities so that student time is used efficiently, and to provide a course of instruction in which the students can successfully complete the learning objectives. And somehow, the teacher is expected to establish some rapport with these students along the way. How does the teacher know when he or she is doing well? And how does someone who oversees a program know that the program’s faculty members are teaching at an appropriate standard? This Teaching Lessons Learned installment attempts to answer these questions, using tools and techniques currently in use at the U.S. Military Academy as illustrations.
Educational Assessment, Evaluation, and Research