Over the years, many innovative and successful ideas related toeducational research and teaching practice have been reported inengineering journals and conferences and at various conferences withinthe engineering disciplines. However, finding or creating an environmentwithin one's own institution to apply these ideas is often difficult. Asource of this difficulty may be that implementation of such ideastypically requires resources or support that may not be available. Thepurpose of this paper is to discuss a bottom-up, faculty-driven approachto changing teaching that allows faculty to support each other by theprocess. Specifically, a rationale is developed for use of peerfacilitated reflective teaching practice within education, a particularmodel, the Reflective Teaching Model (RTM) is introduced and a pilotconducted within a University computer science program isdescribed
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