Seating Assignments

1
Seating Assignments
Front of Room
Castro Ergas Garagash Thompson
Amos-Venti Houston Li Mills
2
1
Hagenberger Marr Minchin Niezgoda
Adams Bogus Edberg Fiegel
4
3
Gunes Ogle Puleo Stroup-Gardiner
Riddell Tanner Tocco Wittig
6
5
2
Welcome to the ExCEEd Teaching Workshop
Al Estes and the ETW Faculty
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Excellence in Civil Engineering Education
4
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
5
Congratulations!!!! You have won a Teaching
Fellowship
Your Resume ______ ______
Competed for and won a 2300 Teaching Fellowship
from the American Society of Civil Engineers
6
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

7
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 Engineering
  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
Lots of Hills
A national treasure...
Hudson River
Cadet Area
Trophy Point
You Are Here
Mahan Hall
and an important part of our heritage as
engineers.
9
The United States Military Academy
Our graduates
Sylvanus Thayer Frank Borman Buzz Aldrin Maxwell
Taylor William Westmoreland Dennis Hart
Mahan Douglas MacArthur Robert E. Lee Ulysses S.
Grant Dwight Eisenhower George Patton John J.
Pershing George A. Custer Norman Schwartzkopf
Mike Krzyzewski Abner Doubleday George
Goethals Leslie Groves John H. Morris Kelley
Purdue Mark Valley
Some Non-Graduates Timothy Leary James
Whistler Edgar Allen Poe Richard Hatch
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The United States Military Academy
Thats Nice, BUT Teach Us
The ROCKET!!
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Jim OBrien Acting Managing Director Continuing
Education, Educational Activities, and
Professional Activities
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Excellence in Civil Engineering Education
13
ExCEEds Roots

• USMA (West Point)
• Department of CME
• Instructor Summer Workshop
• Train rotating military faculty
• 6 weeks
• A 40-year oral tradition

14
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

USMA
15
ASCE ExCEEd

• 1995 CE Education Conference
• ASCE Faculty Development Initiative
• ASCE Committee on Faculty Development
• 1999 ASCE funds ETW
• UEF funded 2004 Workshops.

16
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 223 Mahan Hall
• Presentations, discussion, and small group work
• Demonstration Classes
• All participants together
• Room B-5 Mahan Hall and 344 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
Making it work
Classroom Assessment
Design of Instruction
ASCE Initiatives
Principles of Teaching Learning
1000
ETW Assessment
Non-Verbal
Learning Objectives
Graduation
Rapport
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Lab IV (continued)
Lab V Practice Class 3
Planning A Class
200
Demo Class II
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Learning To Teach
Working Dinner Class Prep
600
Hudson River Cruise
Lab I Team- Building
21
Team Assignments
2
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Team 1

• Participants
• Jeannine Amos-Venti
• Brian Houston
• Qilin Li
• Russ Mills
• Mentor Fred Meyer
• Assistant Mentor Tony Jones

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Team 2

• Participants
• Daniel Castro
• Sarina Ergas
• Dmitry Garagash
• Keith Thompson
• Mentor Daisie Boettner
• Assistant Mentor Jason Evers

24
Team 3

• Participants
• Rachel Adams
• Susan Bogus
• Bill Edberg
• Gregg Fiegel
• Mentor Wilf Nixon
• Assistant Mentors
• Charlie Packard
• Seth Norberg

25
Team 4

• Participants
• Michael Hagenberger
• Linsey Marr
• Edward Minchin
• Sue Niezgoda
• Mentor Scott Hamilton
• Assistant Mentor Leslie Brunell

26
Team 5

• Participants
• Will Riddell
• Jenny Tanner
• John Tocco
• Beth Wittig
• Mentor Elliot Douglas
• Assistant Mentor Phil Root

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Team 6

• Participants
• Oz Gunes
• Jennifer Ogle
• Jack Puleo
• Mary Stroup-Gardiner
• Mentor Tonya Emerson
• Assistant Mentor Stephen Bert

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Other Folks You Should Know

• Principal Seminar Instructors
• Al Estes
• Steve Ressler
• Ron Welch
• ASCE Staff
• Jim OBrien
• Ping Wei
• Charles Holley

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Other Folks You Should Know

• Special Guests
• GEN Lennox (USMA Superintendent)
• GEN Pat Finnegan (USMA Dean)
• COL Kip Nygren (CME Dept Head)

• Special Guests
• Bill Henry (ASCE President)
• Anna Lambert
• Jim Lammie
• Dr. Nabeel
• Dr. Taleb
• Stacey Shells
• Kevin Knutti
• Lanny Griffin

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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
31
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 0600)
• Hotel Thayer (opens 0700)

11
Take the 0717 shuttle!
33
More Course Administration

• Lunch options
• West Point Club (1100 1330)
• Grant Hall (Until 1330)
• Breaks 228 and 224A Mahan Hall
• Telephone number [phone]
• Internet access Mahan classroom
• DOMAIN usmaedu
• USERID exceed
• PASSWORD Cme05exc!!
• Extra supplies See Assistant Mentor

34
And Yet Even More Course Administration

• Watching your videotape options
• Your classroom
• Your hotel room (select few)
• Gymnasium usage
• Hotel Thayer
• Family Fitness Center
• Late checkout on Friday

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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
36
Welcome to the ExCEEd Teaching Workshop
Any questions?
37
Hey Al!!! This is the Nations Premier Military
Academy
Arent You Going To Teach Us
How To March??
38
Getting to Know You...

• Under the direction of your mentor
• 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.)
• Next stop is the digital camera
• Return to your seats

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Classroom Assessment Technique 1
Background Knowledge Probe
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Getting to Know You...

• Update your personal data.
• Background Knowledge Probe
• Take a break!
• Be back here for Seminar I at _____.

41
Seminars on Teaching and Learning
Al Estes Steve Ressler Ron Welch Fred Meyer
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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.

44
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.
45
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.
46
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

47
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?
48
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
49
Why Learn to Teach?

• The ASCE 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
51
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
52
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.

53
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.

54
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
56
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.

57
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
Making it work
Classroom Assessment
Design of Instruction
ASCE Initiatives
Principles of Teaching Learning
1000
ETW Assessment
Non-Verbal
Learning Objectives
Graduation
Rapport
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Lab IV (continued)
Lab V Practice Class 3
Planning A Class
200
Demo Class II
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Learning To Teach
Working Dinner Class Prep
600
Hudson River Cruise
Lab I Team- Building
58
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.

59
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.

60
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.

61
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.

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 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 provide
  feedback.
• Provide opportunities for self-assessment.

64
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.

65
Tomorrow

• 0745 - Course Admin ASCE Gift
• Here
• Eat breakfast before class.
• 0800 - Demonstration Class I
• Instructor Steve Ressler
• Course CE300 Statics
• Subject Truss Analysis 1
• Bring your calculator.

66
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.

67
Dont Forget

• Homework Assignment 1
• Bring all prepared materials for your first
  class.
• Wear your name tag!
• Bring your teams signs to dinner
• Hudson Gallery, 7 p.m.

7
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Seminar I
Learning To Teach
4
Im Hungry Time for Dinner!