![]() His lab transformation required ingenuity and dedication-qualities he brought to his leadership as well. Alec Gallimore, Ben Jorns and PEPL researchers stand in the vacuum chamber. Today, researchers there are testing thrusters that are among the most promising to carry humans to Mars. The abandoned “space simulation chamber” he inherited as an assistant professor became the largest vacuum chamber of its kind at a US university. Ultimately, he led the development of a new way to approach the teaching and practice of engineering that promises not only to create a research environment that facilitates solving the problems of the day, but also to equip tomorrow’s engineers with the knowledge and tools to build solutions that don’t exacerbate societal gaps-solutions that serve everyone.Īdvancing research-fundamentals and convergenceĭuring his decades as a U-M faculty member, Gallimore upcycled an Apollo-era lunar rover testing facility into one of the world’s leading electric propulsion research labs. Gallimore founded the Plasmadynamics and Electric Propulsion Laboratory at Michigan in 1992. In the background, graduate students and professor Ben Jorns adjust equipment. Alec Gallimore inside the PEPL thruster chamber. ![]() Gallimore worked to support and grow the ranks of students, staff, faculty members and leaders from historically underrepresented groups, while at the same time welcoming diversity of perspectives. He stood up for diversity in all forms and took the concept of inclusion to heart. The legacy he leaves is a bold vision, not only for the College, but for the future of the field of engineering.Īs a leader, Gallimore encouraged collaboration across disciplines and organizations-and made that easier for faculty members, students and staff to accomplish with unconventional programs and facilities. Vlasic Dean of Engineering Alec Gallimore has served Michigan Engineering as a connector, a broadener of perspectives, and a champion for the strong engineering fundamentals that made him who he is. This focuses on practical instructions for using the software to create your portfolio, not choosing the content to be included.From his start as a rocket scientist and educator 30 years ago, departing Robert J. Includes concise sections on design, results, and general tips for creating a course portfolio.Ĭreating Electronic Portfolios with Adobe AcrobatĪdobe offers a guide to how to use their Acrobat software to create a Teaching or Course portfolio. Summary adapted from Pat Hutchings’ (1998) The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning. ![]() ![]() How to Prepare a Course Portfolio (Werder, 2000) The Course Portfolio as a Tool for Continuous Improvement of Teaching and Learning (Cerbin, 1994) This site from the Ohio State University aims to provide faculty and graduate teaching associates (TAs) with a practical and self-reflective guide to the development of a teaching portfolio. This Occasional Paper contains a discussion of the nature and purpose of the teaching portfolio (and its offshoot, the course portfolio) and suggestions for how individuals and units can use portfolios most effectively. The teaching portfolio is one of the tools faculty members can use to document their scholarly work in teaching. The articles and links in this section describe the purpose and important components of teaching portfolios and offer detailed guidelines for creating teaching portfolios.ĬRLT Occasional Paper #11: The Teaching Portfolio (Kaplan, 1998) Course portfolios are used to document the planning, process, and outcomes of a single course. Teaching portfolios allow instructors to document the scope and quality of their teaching performance and to improve their skills through continuous reflection. ![]()
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