ebate is a transversal, active, cooperative, and problem-based learning methodology and its use is positively and effectively documented also within the field of engineering education to boost transversal skills. The significant and acknowledged contribution to educational innovation that debate can offer in the current university context and in engineering education in terms of content learning and skill development, however, tends to overshadow its broader potential for Faculty Development. Assuming that Faculty Development can encompass at least broad dimensions such as professional, curricular, and institutional development, this article explores with a case study and qualitative methodology how debate can be fruitfully adopted for supporting Faculty Development in engineering faculties. The experiences conducted at the Faculty of Engineering of the Cattaneo University – LIUC – a systematic adoption of debate in didactics and a national university tournament on Sustainable Development Goals entitled Debating Agenda 2030, among others – show how debate can enrich Faculty Development by providing opportunities for professional and curricular development while fostering learning and collaboration among students, institutions, and communities
The contribution of debate to faculty development: the Italian case study of the faculty of engineering at Cattaneo University
De Conti M;
2024-01-01
Abstract
ebate is a transversal, active, cooperative, and problem-based learning methodology and its use is positively and effectively documented also within the field of engineering education to boost transversal skills. The significant and acknowledged contribution to educational innovation that debate can offer in the current university context and in engineering education in terms of content learning and skill development, however, tends to overshadow its broader potential for Faculty Development. Assuming that Faculty Development can encompass at least broad dimensions such as professional, curricular, and institutional development, this article explores with a case study and qualitative methodology how debate can be fruitfully adopted for supporting Faculty Development in engineering faculties. The experiences conducted at the Faculty of Engineering of the Cattaneo University – LIUC – a systematic adoption of debate in didactics and a national university tournament on Sustainable Development Goals entitled Debating Agenda 2030, among others – show how debate can enrich Faculty Development by providing opportunities for professional and curricular development while fostering learning and collaboration among students, institutions, and communitiesI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
