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IE 599, Spring 2000

Methods for Teaching Engineering

Schedule

to Week 1;  to Week 2;  to Week 3; 
to Week 4;  to Week 5;  to Week 6; 
to Week 7;  to Week 8;  to Week 9; 
to Week 10; 

 

This page created and maintained by Dr. Molly Johnson

DATE AND TOPICS

DUE IN CLASS

ACTIVITIES

WEEK 1
March 28
Topics:
 Introductions

  • instructors
  • students
  • course

    • nothing..

    introductions
    WEEK 1
    March 30,
    Topics:
     Working in groups
    Teaching Portfolios
    back to top

    READ: Sanders (Introduction to teamwork)
    WRITE: Reading Reflections on readings
    WRITE: personal essay (see handout)

    Teaching Portfolios Introduction
    (Wayne Jacobson, CIDR)

    Generate initial heuristics for evaluating learning activities
    WEEK 2
    April 4
    Topics:
     Expert/Novice differences; knowledge organization
    Memory
    Learning activity design and delivery

    Objectives
    Introduce expert/novice research
    Introduce memory: short term, long term,

    All:
    READ: McKeachie Chap 6 (lecture)
    READ: How People Learn; National Research Council, 1999, Chap. 2: Experts and Novices
    READ: Anderson (Cog Psych and its Implications) Chapter 6: Human memory: basic concepts

    additional reading:
    Chi, Feltovich, Glazer: "Categorization and Representation of Physics Problems by Experts and Novices" (1981) Cognitive Science.
    Larkin/Simon "Expert and Novice Performance in Solving Physics Problems," Science 1980

    WRITE: reading reflections
    Group 1: PREPARE learning activity on Expert/Novice: find extra sources
    Group 2: PREPARE learning activity on Memory/Knowledge org: find extra sources

     

    Discussion: teamwork paper
    Expert/Novice
    Memory/ Knowledge Organization
    Student-led activity and class discussion
    WEEK 2
    April 6
     Topics:
    Representations for cognition and problem solving
    Student Motivation
    Learning activity design and delivery

    Objectives
    Introduce research and theory on representations
    Introduce research and theory on motivation

    back to top

     

    All:

    READ: McKeachie Chap 6 (lecture)
    READ: Anderson (Cog Psych and its implications) Chapter 5; Meaning-based Knowledge Representations

    READ: McKeachie: Chapter 25: (Motivation)

    READ: Lepper and Malone: "Making Learning Fun: A taxonomy of intrinsic motivations for learning"

    Additional readings:
    Larkin: "Why a Diagram is (sometimes) worth 10,000 words"
    Larkin "Display-based Problem solving"

    WRITE: reading reflections
    Group 3: PREPARE learning activity on representations: find extra sources
    Group 4: PREPARE learning activity on motivation: find extra sources

     

    Representations
    Motivation
    Student-led activity and class discussion

    WEEK 3
    April 11

     Topics:
    Leading a Discussion
    Learning Strategies

    Objectives
    Practice and Critique Discussion
    Introduce learning strategies
    back to top

    All:
    READ: McKeachie Chaps3, 5, 6 (student-centered instruction, lecture, discussion)
    READ: Arends Chapter 6 (pp. 242-268) (Learning Strategies)

    WRITE: reading reflections
    Group 5: PREPARE 20 minute learning activity on 1st half of Arends; use extra sources
    Group 6: PREPARE 20 minute learning activity on 2nd half of Arends; use extra sources

    Learning Strategies, Part I
    student led activity

    Learning Strategies, Part II
    Student-led activity
    revise evaluation heuristic

    WEEK 3
    April 13

     Topics:
    Methods of teaching: Lecture/ Peer Collaboration/ Problem Based Learning/ Direct Instruction/ Active Lectures Jigsaw Classroom Example

    Objectives
    Introduce approaches to teaching
    Give concrete example of Jigsaw implementation
    back to top

    All:
    READ: Arends pp. 6-12

    Group A
    READ: McKeachie Chapter 14 (peer collaboration)
    READ: Arends (cooperative learning) pp. 110-118

    Group B
    READ:: McKeachie Chapter 19 (teaching large classes)
    READ: Arends (classroom discussion) pp. 200-207

    Group C
    READ: Arends (direct instruction) pp. 64-75
    READ: Johnson ("Facilitating high quality student practice.."Am.J.Physics, 2000)

    Group D
    READ: Arends (Problem Based Instruction) pp. 156-168
    READ: McKeachie Ch 12 (Laboratory Teaching), Ch 13 (Experiential Learning), Ch 16 (Problem Based Learning)

    PREPARE to teach one instructional type to others (groups to be assigned)
    WRITE: reading reflections (on your assignment)

    Jigsaw on learning approaches

    revise evaluation heuristic

     

    WEEK 4
    April 18
     Topics:
    ABET (accrediation board introduction and overview)

    Research in Student Learning

    Research in Student conceptions in science and engineering

    Objectives

    Introduce some education research areas

    Give concrete examples of some research methods and results.

    Introduce concept of student initial conceptions
    back to top

     

     

    READ: White and Gunstone, "Metalearning and conceptual change" International Journal of Science Education, 1989, Vol. 11, special issue; pp 577-586.

    Hestenes, Wells and Swackhammer, "Force Concept Inventory" The Physics Teacher, Vol. 30, March 1992. pp. 141-157.

    SUPPLEMENTAL REFERENCES ON CONCEPTUAL CHANGE
    Hestenes and Wells, "A mechanics baseline test," The Physics Teacher, Vol 30, March , 1992, pp 159-165.

    Garnett, Garnett, and Treagust, "Implications of research on students’ understanding of electrochemistry for improving science curricula and classroom practice,"

    Smith, diSessa, and Roschelle, "Misconceptions Reconceived: A constructivist analysis of knowledge in transition" Journal of the Learning Sciences, 3(2) 1993, 115-163

    Odom, "Secondary and College Biology Students’ Misconceptions About Diffusion and Osmosis", The American Biology Teacher, 57(7) Oct 1995, pp 409-415.

    McDermott and Schaffer, "Research as a guide for curriculum development: An example from introductory electricity…" Am. J. Physics, 60(11) 1992, pp. 994-1003.

    WRITE reading reflections
    WRITE a teaching philosophy

     

    Introduction to research and practical example in misconceptions

    View video tape: "A private universe"

     

    WEEK 4
    April 20
     Topics:
    Research in Student Learning
    Research in Student conceptions in science and engineering

     

    Objectives
    Students get explicit practice probing for student preconceptions
    Students gather some data about preconceptions in their own domains.
    back to top

    READ: See supplemental references for previous class (4.1)

    DESIGN and DOCUMENT a brief probe for student preconceptions in your discipline area.

    WRITE reading reflections.

    		 Students administer their probes; data is gathered for later analysis

     

     

     

     

    WEEK 5
    April 25
     Topics:
    Assessment of Learning

    Objectives
    Students are introduced to a variety of methods for assessment of student learning

     
    back to top

    		 READ:
    McKeachie: chapter 7 (assessment and testing)
    Mehta: "A Method for Instant Assessment and Active Learning", Proceedings of the IEEE

    References:
    Arends: assessment sections
    Thomas Angelo and Patricia Cross, Classroom Assessment Techniques
    Gunstone and White Probing Understanding

    WRITE reading reflections

     

    Discuss: Assessment of Learning; Assessment of Teaching; CIDR class assessment
    WEEK 5
    April 27
     Topics:
    Assessment of Teacing, and ABET

    Objectives
    Students are introduced to methods for assessment of teaching, and to accreditation procedures
    back to top

    		 READ: McKeachie: Chapter 23 (Assessing Teaching),
    and see pp 9-11 of McKeachie, Chapter 2, Setting Goals.

    WRITE reading reflections
    DOCUMENT conceptual probe analysis

     

    discuss: assessment of teaching; ABET
    WEEK 6
    May 2

    Topic
    Teaching For Diversity


    back to top

    Reading:
    Elliot Aronson, "The power of self-persuasion," American Psychologist November, 1999.
    McKeachie, Chapter 20, "Taking student social diversity into account."

    Write: Reading Reflections

    discussion on diversity with Professor Angela Ginorio
    WEEK 6
    May 4

    Objectives
    practice design and implementation of learning activity on topic from discipline
    back to top

    References:
    McKeachie: Chapters 3,5, 6, 14 (lecture, discussion, collaboration)

    Arends: (cooperative learning) pp. 110-118

    Mehta, "A Method for Instant Assessment and Active Learning", Proceedings IEEE ;

    Alan Van Heuvelen, "Overview, Case Study Physics," Am. J. Physics, 59(10) pp 898-907.

    M. Johnson (Facilitating high quality student practice …) AJP, 2000

    D. W. Johnson et al.: Circles of Learning: cooperation in the classroom

    DESIGN AND DOCUMENT a 15-minute learning activity for class: Audience: introductory discipline course (junior level)

    Student teaching
    Students: Todd, Didam, Scott

    WEEK 7
    May 9

    Objectives
    practice design and implementation of learning activity on topic from discipline
    back to top

    References:
    McKeachie: Chapters 3,5, 6, 14 (lecture, discussion, collaboration)

    Arends: (cooperative learning) pp. 110-118

    Mehta, "A Method for Instant Assessment and Active Learning", Proceedings IEEE ;

    Alan Van Heuvelen, "Overview, Case Study Physics," Am. J. Physics, 59(10) pp 898-907.

    M. Johnson (Facilitating high quality student practice …) AJP, 2000

    D. W. Johnson et al.: Circles of Learning: cooperation in the classroom

    DESIGN AND DOCUMENT a 15-minute learning activity for class: Audience: introductory discipline course (junior level)

    Student teaching
    Students: Kat, Jill Noah

    WEEK 7
    May 11

    Objectives
    Students practice design and implementation of instructional activity on topic from their discipline, and reflect on the activity
    back to top

    References:
    McKeachie: Chapters 3,5, 6, 14 (lecture, discussion, collaboration)

    Arends: (cooperative learning) pp. 110-118

    Mehta, "A Method for Instant Assessment and Active Learning", Proceedings IEEE ;

    Alan Van Heuvelen, "Overview, Case Study Physics," Am. J. Physics, 59(10) pp 898-907.

    M. Johnson (Facilitating high quality student practice …) AJP, 2000

    D. W. Johnson et al.: Circles of Learning: cooperation in the classroom

    WRITE: Reflections (see assignment)

    DESIGN AND DOCUMENT a 15-minute learning activity for class: Audience: introductory discipline course (junior level)

     

    Student teaching
    Students: Megan, Paul, Sami

    WEEK 8
    May 16

    Objectives
    Students practice design and implementation of instructional activity on topic from their discipline, and reflect on the activity
    back to top

    References:
    McKeachie: Chapters 3,5, 6, 14 (lecture, discussion, collaboration)

    Arends: (cooperative learning) pp. 110-118

    Mehta, "A Method for Instant Assessment and Active Learning", Proceedings IEEE ;

    Alan Van Heuvelen, "Overview, Case Study Physics," Am. J. Physics, 59(10) pp 898-907.

    M. Johnson (Facilitating high quality student practice …) AJP, 2000

    D. W. Johnson et al.: Circles of Learning: cooperation in the classroom

    DESIGN AND DOCUMENT a 15-minute learning activity for class: Audience: introductory discipline course (junior level)

     

    Student teaching
    Students: Pimpida, Kevan, Sarintip, Paul

     

     

    WEEK 8
    May 18

    Objectives
    Students practice design and implementation of instructional activity on topic from their discipline, and reflect on the activity
    back to top

    References:
    McKeachie: Chapters 3,5, 6, 14 (lecture, discussion, collaboration)

    Arends: (cooperative learning) pp. 110-118

    Mehta, "A Method for Instant Assessment and Active Learning", Proceedings IEEE ;

    Alan Van Heuvelen, "Overview, Case Study Physics," Am. J. Physics, 59(10) pp 898-907.

    M. Johnson (Facilitating high quality student practice …) AJP, 2000

    D. W. Johnson et al.: Circles of Learning: cooperation in the classroom

    DESIGN AND DOCUMENT a 15-minute learning activity for class: Audience: introductory discipline course (junior level)

     

    Student teaching
    Students: Amit, Puk, Sami

     

    WEEK 9
    May 23
     Topics:
    Teaching of Design

    Objectives
    Students reflect on what is design; existing exemplary models for teaching design
    back to top

    Research example(s) of teaching design in your engineering discipline.

    READ:
    Dutson, Todd, Magleby, and Sorensen, "A review of Literature on Teaching Engineering Design Through Project- Oriented Capstone Courses," Journal of Engineering Education, Jan. 1997, pp. 17-28

    Atman, Chimka, Bursic, and Nachtman, "A comparison of freshman and senior engineering design processes, Design Studies, 20(2), 1999, pp. 131-152.

    Sheppard and Jenison, "Examples of Freshman Design Education" , International Journal of Engineering Education, Vol. 13, no. 4, pp 248-261, 1997.

    WRITE: reading reflections

    		 class discussion

    WEEK 9
    May 25
     Topics:
    Overall Course Planning

    Objectives
    Raise issues about overall course planning and discuss strategies to address the issues
    back to top

    READ: McKeachie Chaps 1-4

    WRITE: reading reflections

    HAND-IN: Revised Teaching Philosophy

    Discuss Reading;
    Conceptions exercise

    WEEK 10
    May 30
    Topics:
    Conceptions of preservice teachers about teaching and their disciplines

    READ: McKeachie, Chapter 9: The ABC's of Assigning Grades

    WRITE: reading reflections

     

    Discussion on reading and
    Closing activities

     
    back to top