Seating Assignments

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Seating Assignments
Front of Room
BroderickLynch Liu Diaz
Daniel Nelson Rodriguez-Marek Liang
Rockets
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LMF
1
Noyce Brown Chu Tandon
Wang Pinelli Cioffi Mahgoub
NTK
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BUTTS
2
KISS
4
Mehta Sanford- Bernhardt Sukumar Goodrum
Savage Zhang Hession Owusu-Antwi
LMF
3
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Welcome to the ExCEEd Teaching Workshop
Al Estes and the ETW Faculty
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Excellence in Civil Engineering Education
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The mind is not a vessel to be filled But a fire
to be kindled. Plutarch, A.D. 46 A.D. 120
My mind is on fire. T.J Cunningham, ExCEEd
Course Assessment, A.D. 2001
The mind is a terrible thing to set on
fire. ETW Group 2, A.D. 2001
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Congratulations!!!! You have won a Teaching
Fellowship
Your Resume ______ ______
Competed for and won a 2300 Teaching Fellowship
from the American Society of Civil Engineers
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Our Agenda for Today

• Introduction to ETW
• ASCE welcome overview
• Course organization
• Introduction of participants faculty
• Course administration
• Seminar I Learning to Teach
• Lab I Team-Building Reception and Dinner

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Why Are We Here?

• Improve our teaching skills.
• Learn and apply theories of teaching and
  learning.
• Learn teaching assessment skills.
• Meet and interact with other CE educators who are
  interested in teaching.
• Develop a passion for teaching.
• Learn a little about West Point.

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The United States Military Academy
Construction
A national treasure...
Construction
Construction
Construction
Construction
You Are Here
Construction
Construction
and an important part of our heritage as
engineers.
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United States Military Academy
Bicentennial Celebrating 200 Years
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American Society of Civil Engineers
Celebrating 150 Years Of Service to the
Civil Engineering Profession
Sesquicentennial Birthday
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Senior?
Senior?
Jim OBrien Senior Director Education
Diversity ASCE
Senior?
Senior?
Senior
Senior?
Senior?
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Excellence in Civil Engineering Education
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ExCEEds Roots

• USMA (West Point)
• Department of CME
• Instructor Summer Workshop
• Train rotating military faculty
• 6 weeks
• A 40-year oral tradition
• Mentors All the folks in green plus Dave
  Cottrell Jim OBrien

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ExCEEds Roots

• T4E Short Course at USMA
• NSF-funded
• 1996, 1997, and 1998
• 1-week long
• Incorporated the current body of knowledge on
  teaching and learning
• Mentors Doug Schmucker Elliot Douglas

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The ExCEEd Teaching Model

• Structured organization
• Based on learning objectives
• Appropriate to the subject matter
• Varied, to appeal to different learning styles
• Engaging presentation
• Clear written and verbal communication
• High degree of contact with students
• Physical models demonstrations
• Enthusiasm
• Positive rapport with students
• Frequent assessment of student learning
• Classroom assessment techniques
• Out-of-class homework and projects
• Appropriate use of technology

Teacher as Role Model
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ASCE ExCEEd

• 1995 CE Education Conference
• ASCE Faculty Development Initiative
• ASCE Committee on Faculty Development

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1999 ExCEEd Workshops

• USMA (Led Klosky)
• Program Development Group
• Effective College Teaching Seminar

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2000 ExCEEd Workshops

• USMA
• University of Arkansas
• Effective College Teaching Seminar

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2001 ExCEEd Workshops

• USMA
• University of Arkansas
• Effective College Teaching Seminars

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2002 ExCEEd Workshops

• USMA
• University of Arkansas
• Northern Arizona University
• Student-Educator-Practitioner Teaching and
  Learning Seminar

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is
Excellence in Civil Engineering Education
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The Character of this Course

• Focused on planning and delivering classroom
  instruction
• A little theory, a lot of practice
• No theory without application
• High challenge, low threat
• Collaborative
• Collegial
• Fun

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Course Organization
1

• Seminars
• All participants together
• Room B-19 Mahan Hall
• Presentations, discussion, and small group work
• Demonstration Classes
• All participants together
• Room B-23 Mahan Hall and 444 Thayer Hall
• Participants role-play as students

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Course Organization (contd)

• Labs
• 6 groups
• 4 participants
• 1 mentor
• 1 assistant mentor
• Individually assigned classrooms
• Individual work, small group work, and practice
  classes

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COURSE SCHEDULE
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Admin Gift
Admin Gift
Admin Gift
Admin Gift
Admin Gift
800
Demo Class I
Lab III Practice Class 1
Lab IV Practice Class 2
Lab V Practice Class 3
Interpersonal Rapport
Principles of Teaching Learning
ASCE Programs
1000
ETW Assessment
Learning Objectives
Graduation
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Lab IV (continued)
Design of Instruction
Planning A Class
200
Demo Class II
Non-verbal Communi- cation
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Instructional Technology
Learning To Teach
Working Dinner Class Prep
600
Hudson River Cruise
Lab I Team- Building
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Team Assignments
2
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Team 1

• Participants
• Greg Broderick
• Jason Lynch
• Yusef Mehta
• Manuel Diaz
• Mentor Fred Meyer
• Assistant Mentor
• Jim Kohl
• Craig Quadrato (Head Assistant Mentor)

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Team 2

• Participants
• David Noyce
• Kris Brown
• Bella Chu
• Hesham Mahgoub
• Mentor Elliot Douglas
• Assistant Mentors
• Hank Thomsen

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Team 3

• Participants
• Carl Liu
• Kristen Sanford Bernhardt
• Natarajan Sukumar
• Paul Goodrum
• Mentor Daisie Boettner
• Assistant Mentors
• Dave Borowicz

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Team 4

• Participants
• Bruce Savage
• Yunfeng Zhang
• Cully Hession
• Emmanuel Owusu-Antwi
• Mentor Dave Cottrell
• Assistant Mentors
• Mike McKay

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Team 5

• Participants
• Jamie Wang
• Jean-Paul Pinelli
• Tony Cioffi
• Vivek Tandon
• Mentor Doug Schmucker
• Assistant Mentors
• Steve Braddom

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Team 6

• Participants
• Jo Daniel
• Tom Nelson
• Adrian Rodriquez-Marek
• Xu Liang
• Mentor Led Klosky
• Assistant Mentors
• Dawson Plummer

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Other Folks You Should Know

• Principal Seminar Instructors
• Al Estes
• Steve Ressler
• Ron Welch
• Mark Evans
• ASCE Staff
• Tom Lenox
• Jim OBrien
• Ty Booker

2

• Special Guests
• Joe Dietrich
• Jim McDonald
• Pete Jenkins
• Judy Stallnaker
• Janet Sanders
• Tom Jackson

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Homework Assignment 1
Not later than 2100 this evening, create a
mutually agreeable name for your group
and post it on your team sign.
You will announce your results at the banquet
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Course Administration
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Course Administration

• Wear your name tag!
• Travel orders
• Workshop assessment
• Getting to class
• Breakfast options
• Grant Hall (opens 0700)
• McDs (opens 0630)
• Hotel Thayer (opens 0700)

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Take the 0713 shuttle!
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More Course Administration

• Lunch options
• West Point Club (1100 1330)
• Grant Hall (Until 1400)
• Breaks B-12 Mahan Hall 441 Thayer Hall
• Telephone number [phone]
• Internet access 204 Mahan Hall
• DOMAIN CME.Dean
• USERID exceed
• PASSWORD password
• Extra supplies B-22 Mahan Hall

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And Yet Even More Course Administration

• Watching your videotape options
• Your classroom
• Your hotel room (select few)
• Tension/Torsion Lab across the hall
• Gymnasium usage
• Hotel Thayer
• Family Fitness Center
• Arvin Gymnasium

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Welcome to the ExCEEd Teaching Workshop
Any questions?
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Getting to Know You...

• Update your personal data.
• ETW Pre-Assessment.
• As you leave the room
• Stop in front of the video camera.
• Face the camera.
• Clearly say your first and last name.(Use the
  nickname you prefer to be called.)
• Take a break!
• Be back here for Seminar I at _____.

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Seminars on Teaching and Learning
Al Estes Steve Ressler Ron Welch
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Classroom Procedures

• Bring ETW Notebook Calculator to class
• Course textbooks
• Bring prepared materials for the practice class
  you will teach on the following day.
• Hard-copies of slides
• Electronic copies of slides
• Food and drink
• Breaks
• Rest rooms
• Questions discussion
• After-hours access to classrooms

Wankat Oreovicz
Lowman
4
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Seminars on Teaching and Learning
Seminar I
Learning to Teach
Al Estes
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Why Learn to Teach?

• 1990 Seymour Hewitt study
• Why do undergrads leave SME?
• Studied 335 students at 7 institutions
• Findings
• 40 of engineering undergrads switch to other
  non-SME disciplines.
• Losses are disproportionately higher among women
  and minorities.
• No significant difference in the intellectual
  abilities of switchers and non-switchers.

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Why Learn to Teach

• Findings about Teaching
• 41 of switchers cited poor teaching as a
  factor in the decision to switch.
• 98 of switchers cited poor teaching as a
  concern.
• 86 of non-switchers also cited poor teaching
  as a concern.
• Next lowest non-switcher concern was 53.

We have a problem.
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Why Learn to Teach?

• Students perceived that SME faculty
• Do not like to teach
• Do not value teaching as a professional activity
• Lack any incentive to teach well
• Conclusion
• Switchers and non-switchers were virtually
  unanimous in their view that no set of problems
  in S.M.E. majors was more in need of urgent and
  radical improvement than faculty
  pedagogy. -Seymour and Hewitt

We REALLY have a problem.
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What Makes A Bad Teacher?

• Students cited specifics
• Preoccupation with research
• Indifferent to academic difficulties
• Took no responsibility for student learning
• Sarcasm, ridicule, degradation, aloof, forbidding
• Inadequate preparation
• No logical sequence or structure
• Unable to explain ideas coherently
• Material and tests at too high a level
• No practical application for material
• Boring presentation read from book, silent
  teaching
• No fit between class material, homework, tests
• Do not understand how people learn
• Curve-grading
• Address their own intellectual needs not
  students

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Homework Assignment 2
Prepare a short (lt5-minute) skit illustrating the
worst teaching you have ever experienced.
Skits will be performed throughout the day
tomorrow.
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Group Activity
(1) How did you learn to teach? (List the 3 most
common activities or experiences of your group
members.) (2) What would have made the learning
process more effective?
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Why Learn to Teach?

• Students in the study offered three suggestions
• Teacher training programs
• Senior faculty mentoring
• Reward good teaching

If you are not convinced and still need a reason
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Why Learn to Teach?

• The NSPE Code of EthicsEngineers shall perform
  services only in the areas of their competence.

Teaching when you are not competent to do so is
unethical.
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How should welearn to teach?
How should our students learn engineering?
Different questions Same answer
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A Design Project

• Given
• A complex engineering concept, with a variety of
  important applications
• You know nothing about it
• Resources
• A textbook that covers the topic
• 6 hours
• 2 one-hour blocks of classroom time with a
  subject-matter expert
• 4 hours on your own, outside of class
• Required Design a sequence of activities that
  will help you learn the concept and its
  applications most effectively.

You have 7 minutes
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Some Possible Activities

• Read the textbook.
• Receive a lecture on the concept from the expert.
• Watch the expert solve an example problem.
• Describe your own understanding of the concept to
  the expert, and get feedback on how well you
  really understand it.
• Discuss the concept with your peers.
• Solve a practice problem with assistance from the
  expert.
• Solve a practice problem on your own, then get
  feedback from the expert on how well you did.
• Solve a practice problem with your peers.

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A Model Instructional Strategy

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking about the subject.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

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Two Key Definitions

• Assessment and Evaluation
• Assessment - A measurement of performance, for
  the purpose of improving future performance.
• Evaluation - A measurement of performance against
  a set of prescribed standards, usually for the
  purpose of reward or punishment.

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Types of Assessment

• Assessment of a Program
• Assessment of a Course
• Assessment of Teaching
• Assessment of Student Learning

Well talk about all four in ETW
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Classroom Assessment Technique 1
Background Knowledge Probe
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A Model Instructional Strategy

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

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Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

62
Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

63
Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

64
Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance provide
  feedback.
• Provide opportunities for self-assessment.

65
Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance provide
  feedback.
• Provide opportunities for self-assessment.

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Learning to Teach in ETW

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance provide
  feedback.
• Provide opportunities for self-assessment.

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Learning Objectives

• Explain what constitutes effective teaching.
• Apply Felders learning styles model to the
  organization and conduct of a class.
• Use Classroom Assessment Techniques to assess
  student learning.
• Organize a class.
• Deliver classroom instruction.
• Assess a class from a students perspective.
• Self-assess your own class.

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Tomorrow

• 0745 - Course Admin ASCE Gift
• Here
• Eat breakfast before class.
• 0800 - Demonstration Class I
• Instructors Steve Ressler
• Course EM302 Statics Dynamics
• Subject Truss Analysis 1
• Bring your calculator.

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Role-Playing

• For all classes
• View the class from the perspective of an
  undergraduate engineering student.
• Answer questions accordingly.
• Ask questions accordingly.
• Why?
• Make classes as authentic as possible.
• Focus on student learning.
• Basis for assessment.

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Dont Forget

• Homework Assignment 1
• Homework Assignment 2
• Bring all prepared materials for your first
  class.
• Wear your name tag!

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Seminar I
Learning To Teach
5
Im Hungry Time for Dinner!