Review of Monday (closed book)

1. Review of Monday (closed book) • Individually - What did you learn/ What were the objectives? (1 min) • With your neighbor (groups of 4) or with the whole group (groups of 3) – Compare your lists and add details (2 minutes) • Share with group Engineering Engineering Education

2. Engineering Engineering Education Best Practices Brian Hoyt & Timothy Raymond

3. Engineering Design & Course Design Analogy Engineering Engineering Education

4. Engineering Design Process Course Design Process Needs Analysis Define Course Goals Problem Definition/Get Specs Develop Course Outcomes Devise Solutions Select Instructional Practices Fill In Details Develop Instructional Materials Predict Performance Test Instructional Materials Build Implement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes Engineering Design & Course Design Analogy Engineering Engineering Education

5. Engineering Design Process Course Design Process Needs Analysis Define Course Goals Problem Definition/Get Specs Develop Course Outcomes Devise Solutions Select Instructional Practices Fill In Details Develop Instructional Materials Predict Performance Test Instructional Materials Build Implement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes Engineering Design & Course Design Analogy Engineering Engineering Education

6. Best Practices--Outcomes Participants will be able to: • Identify several “best practices” in engineering education. • Apply “best practices” in the design of their courses. • Apply learning style theory in the design of course material • Define the differences between active, collaborative, cooperative and problem based learning. Engineering Engineering Education

7. Your Turn First • Jot down a quick list of the “best teaching practices” you can think of. (1 minute) • Turn to a neighbor and compare your lists. (2 minutes) • Be ready to share your thoughts with the group. Engineering Engineering Education

8. Best Practices Engineering Engineering Education

9. Best Practices Engineering Engineering Education

10. Outcomes(aka Behavioral Objectives) • Should be given to students. • Should be: • Specific • Attainable • Measurable • Linked to a performance time frame • Should state the conditions of performance. • Should be used to develop assessment measures. Engineering Engineering Education

11. 6. Evaluation Judge, select, critique, justify, optimize 4. Analysis Classify, predict, model, derive interpret 2. Comprehension Explain, paraphrase 3. Application Calculate, solve, determine, apply 1. Knowledge List, recite Bloom’s Taxonomy of Educational Outcomes (Cognitive Domain) 5. Synthesis Propose, create, invent, design, improve Words Not to Use: Understand, Learn, Know, Comprehend, Appreciate

12. Why Write Objectives? • Identify critical course material • organize presentation • allot appropriate time per topic • Identify & delete extraneous course material • Facilitate construction of in-class activities, out-of-class assignments, and tests • assure comprehensive coverage • exercise all Bloom levels

13. Provide a study guide for students • Tell faculty colleagues what they can expect students who pass this course to know • teachers of follow-on courses • new instructors • curriculum planning committees • accreditation coordinators

14. Best Practices Engineering Engineering Education

15. “Types” • Felder/Silverman • Learning Style Inventory (Kolb) • Myers-Briggs Type Indicator • Herrmann Brain Dominance Instrument • Perry Type Indicator • others Engineering Engineering Education

16. The “Why?” Engineering Engineering Education

17. Why Learn Learning Styles? • In your color groups - Determine who got up earliest today. Engineering Engineering Education

18. Why Learn Learning Styles? • In your color groups - Determine who got up earliest today. • The person to their right will be the Note-Taker for the group. Engineering Engineering Education

19. Why Learn Learning Styles? • In your color groups - Determine who got up earliest today. • The person to their right will be the Note-Taker for the group. • Note-Taker will record all responses that are brainstormed by the group. • Take 2 minutes for this. Engineering Engineering Education

20. Why Learning Styles are Important • Make the learning process more discussable • Provides a context for addressing the instructor—student impedance mismatch that all too often exists • Helps students’ understanding their own learning processes • Others Engineering Engineering Education

21. Kolb and Learning Styles - The “What?” Engineering Engineering Education

22. 2 Main Elements of Learning • Perceiving new information -- How we take things in • Processing new information -- How we make things a part of us Engineering Engineering Education

23. Perceiving Information Feeling (Intuitive) Thinking (Sensing) Engineering Engineering Education

24. Processing Information Doing (Active) Watching (Reflective) Engineering Engineering Education

25. Kolb and Learning Styles Feeling Doing Watching Thinking Engineering Engineering Education

26. Kolb and Learning Styles Concrete Experience (CE) Quadrant 4 Quadrant 1 Reflective Observation (RO) Active Experimentation (AE) Quadrant 3 Quadrant 2 Abstract Conceptualization (AC) Engineering Engineering Education

27. Kolb and Learning Styles • Four learning styles • 2 for perception • 2 for processing • Only dealing with the preferred methods of perceiving and processing Engineering Engineering Education

28. What are Your Preferred Learning Styles? To take the inventory go to: http://trgmcber.haygroup.com/LSI/default-new.asp?oz=157 To see the results again later go to: http://trgmcber.haygroup.com/LSI Engineering Engineering Education

29. The Results Engineering Engineering Education

30. The Results Engineering Engineering Education

31. Type 1 Learners • STRENGTH: Innovation and imagination; they are the idea people • GOALS: Self involvement in important issues, bringing unity to diversity • FAVORITE QUESTION: Why? • PRIMARY CONCERN: Personal meaning Engineering Engineering Education

32. Integrate experience with self Listen and share ideas View ideas from many perspectives Work for harmony Be personally involved Be innovative Clarify values Timed tests, pop quizzes No student interaction Insensitive teachers Individual work Skill development Lack of thinking time Coverage rather than depth Colorless environments Type 1 Learners Like to .... Dislike .... Engineering Engineering Education

33. Type 2 Learners • STRENGTH: Creating concepts and models • GOALS: Self-satisfaction and intellectual recognition • FAVORITE QUESTION: What? • PRIMARY CONCERN: Information Engineering Engineering Education

34. Integrate observations into what is known Seek continuity Know what experts think Think through ideas Think linearly Work with detail Critique information and collect data Information out of sequence Multiple authorities Pass/fail grading Criticisms Group projects Disorganization Unknown expectations Type 2 Learners Like to .... Dislike .... Engineering Engineering Education

35. Type 3 Learners • STRENGTH: Practical application of ideas • GOALS: To bring view of the present into line with future security • FAVORITE QUESTION: How? (How does it work?) • PRIMARY CONCERN: Need to try things for themselves Engineering Engineering Education

36. Integrate theory and practice Test theories and apply common sense Solve "down-to-earth” problems Think strategically Use skills Know how things work Reading from books Memorization Confined nature of lectures Lack of application Restricted environments Group work Lack of hands-on work Labs that don't work Written assignments Type 3 Learners Like to .... Dislike .... Engineering Engineering Education

37. Type 4 Learners • STRENGTH: Action, carrying out plans • GOALS: To make things happen, to bring people to action • FAVORITE QUESTION: What if? (What can this become?) • PRIMARY CONCERN: Need to adapt to their own life situations to make more of what they learn Engineering Engineering Education

38. Integrate experience and application Learn by trial and error Discover new ideas by themselves Get excited by new things Adapt to new situations Reach good conclusions by intuition Take risks Long lectures Teacher-oriented classrooms Standard routines Repetition and drill Assignments without options Knowledge for its own sake Type 4 Learners Like to .... Dislike .... Engineering Engineering Education

39. The Learning Population • Type 1 10% • Type 2 40% • Type 3 30% • Type 4 20% Engineering Engineering Education

40. What Do We Teach? • I teach interpersonal skills! 10% • I teach what I know! 40% • I teach what I am! 30% • I train minds! 20% Engineering Engineering Education

41. Engineering Faculty Profile • Type 1 10% focus on relationship • Type 2 50% focus on facts • Type 3 30% focus on skills • Type 4 10% focus on self-discovery Engineering Engineering Education

42. Teaching Styles • Type 1-- focus on the personal development of students • Type 2 -- focus on the transmission of knowledge • Type 3 -- focus on promoting productivity and competence • Type 4 -- focus on encouraging experiential learning Engineering Engineering Education

43. The Kolb Cycle as a Model for Teaching – The “How?” Engineering Engineering Education

44. The Kolb Cycle • Immediate experience (CE) creates a need for learning, which • transfers to reflective observation (RO) of the experience, which • is followed by the introduction of concepts (AC) to integrate the immediate experience into what is known, after which • testing is induced (AE), which • results in new experiences, so the cycle repeats. Engineering Engineering Education

45. Kolb Cycle Concrete Experience (CE) I Why? IV What if? Reflective Observation (RO) Active Experimentation (AE) II What? III How? Abstract Conceptualization (AC) Engineering Engineering Education

46. Quadrant I • Answer the question: WHY? • Introduce the subject • Provide the big picture • Provide meaning • Generate enthusiasm • Show respect and interest • Principle role of teacher: MOTIVATOR Engineering Engineering Education

47. Motivational Stories Simulations Class Discussion Group Discussion Journal Writing Interactive Lecture Group Problem Solving Field Trips Formal Lecture, feeling tone Role Playing Socratic Lecture Discussional Lecture Group Projects Group Experiments Subjective Tests Quadrant I Learning Activities Engineering Engineering Education

48. Quadrant II • Answer the question: WHAT? • Provide information to the student • Organize and integrate new material • Provide time for thinking and reflection • Principle role of teacher: EXPERT Engineering Engineering Education

49. Formal Lecture, thinking tone Lecture with Visual Aides Lecture with Programmed Notes Textbook Reading Assignment Problem Solving by Instructor Demonstrations by Instructor Example Problems from Textbook Independent Research Objective exams Library Search Gathering Data Quadrant II Learning Activities Engineering Engineering Education

50. Quadrant III • Answer the question: How? • Provide opportunity for students to apply material • Help students to develop problem solving patterns • Establish a safe learning environment • Principle role of teacher: COACH Engineering Engineering Education