Best Practices 2004Engineering Engineering Education1 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 Best Practices Brian Hoyt & Timothy Raymond

Best Practices 2004Engineering Engineering Education3 Engineering Design & Course Design Analogy

Best Practices 2004Engineering Engineering Education4 Engineering Design & Course Design Analogy Engineering Design ProcessCourse Design Process Needs AnalysisDefine Course Goals Problem Definition/Get SpecsDevelop Course Outcomes Devise SolutionsSelect Instructional Practices Fill In DetailsDevelop Instructional Materials Predict PerformanceTest Instructional Materials BuildImplement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes

Best Practices 2004Engineering Engineering Education5 Engineering Design & Course Design Analogy Engineering Design ProcessCourse Design Process Needs AnalysisDefine Course Goals Problem Definition/Get SpecsDevelop Course Outcomes Devise SolutionsSelect Instructional Practices Fill In DetailsDevelop Instructional Materials Predict PerformanceTest Instructional Materials BuildImplement Instructional Activities Measure Performance & Check Vs. Specs Assess Outcomes

Best Practices 2004Engineering Engineering Education6 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.

Best Practices 2004Engineering Engineering Education7 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.

Best Practices 2004Engineering Engineering Education8 Best Practices OutcomesLearning Style Theory Active LearningCollaborative Learning Cooperative Learning Problem-Based Learning

Best Practices 2004Engineering Engineering Education9 Best Practices OutcomesLearning Style Theory Active LearningCollaborative Learning Cooperative Learning Problem-Based Learning

Best Practices 2004Engineering Engineering Education10 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.

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

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

 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

Suggestions  Prepare objectives for every section of every course, then prepare or revise course notes.  Write objectives to cover all levels of Bloom’s taxonomy.  If you can’t write an instructional objective for a topic, consider deleting the topic.  Give objectives to students on first day of class or hand them out a section at a time.

Best Practices 2004Engineering Engineering Education15 Best Practices Outcomes Learning Style Theory Active LearningCollaborative Learning Cooperative Learning Problem-Based Learning

Best Practices 2004Engineering Engineering Education16 “Types”  Felder/Silverman  Learning Style Inventory (Kolb)  Myers-Briggs Type Indicator  Herrmann Brain Dominance Instrument  Perry Type Indicator  others

Best Practices 2004Engineering Engineering Education17 The “Why?”

Best Practices 2004Engineering Engineering Education18 Why Learn Learning Styles?  In your color groups - Determine who got up earliest today.

Best Practices 2004Engineering Engineering Education19 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.

Best Practices 2004Engineering Engineering Education20 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.

Best Practices 2004Engineering Engineering Education21 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

Best Practices 2004Engineering Engineering Education22 Kolb and Learning Styles - The “What?”

Best Practices 2004Engineering Engineering Education23 2 Main Elements of Learning  Perceiving new information -- How we take things in  Processing new information -- How we make things a part of us

Best Practices 2004Engineering Engineering Education24 Perceiving Information Feeling (Intuitive) Thinking (Sensing)

Best Practices 2004Engineering Engineering Education25 Processing Information Doing(Active)Watching(Reflective)

Best Practices 2004Engineering Engineering Education26 Kolb and Learning Styles DoingWatching Feeling Thinking

Best Practices 2004Engineering Engineering Education27 Kolb and Learning Styles ActiveExperimentation(AE) ReflectiveObservation(RO) Concrete Experience (CE) Abstract Conceptualization (AC) Quadrant 4 Quadrant 1 Quadrant 2 Quadrant 3

Best Practices 2004Engineering Engineering Education28 Kolb and Learning Styles  Four learning styles  2 for perception  2 for processing  Only dealing with the preferred methods of perceiving and processing

Best Practices 2004Engineering Engineering Education29 What are Your Preferred Learning Styles? To take the inventory go to: new.asp?oz=157 To see the results again later go to:

Best Practices 2004Engineering Engineering Education30 The Results

Best Practices 2004Engineering Engineering Education31 The Results

Best Practices 2004Engineering Engineering Education32 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

Best Practices 2004Engineering Engineering Education33 Type 1 Learners  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 Like to.... Dislike....

Best Practices 2004Engineering Engineering Education34 Type 2 Learners  STRENGTH: Creating concepts and models  GOALS: Self-satisfaction and intellectual recognition  FAVORITE QUESTION: What?  PRIMARY CONCERN: Information

Best Practices 2004Engineering Engineering Education35 Type 2 Learners  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 Like to.... Dislike....

Best Practices 2004Engineering Engineering Education36 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

Best Practices 2004Engineering Engineering Education37 Type 3 Learners  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 Like to.... Dislike....

Best Practices 2004Engineering Engineering Education38 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

Best Practices 2004Engineering Engineering Education39 Type 4 Learners  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 Like to.... Dislike....

Best Practices 2004Engineering Engineering Education40 The Learning Population  Type 1 10%  Type 240%  Type 330%  Type 420%

Best Practices 2004Engineering Engineering Education41 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%

Best Practices 2004Engineering Engineering Education42 Engineering Faculty Profile  Type 110%focus on relationship  Type 250%focus on facts  Type 330%focus on skills  Type 410%focus on self-discovery

Best Practices 2004Engineering Engineering Education43 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

Best Practices 2004Engineering Engineering Education44 The Kolb Cycle as a Model for Teaching – The “How?”

Best Practices 2004Engineering Engineering Education45 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.

Best Practices 2004Engineering Engineering Education46 Kolb Cycle ActiveExperimentation(AE) ReflectiveObservation(RO) Concrete Experience (CE) Abstract Conceptualization (AC) IWhy? IIWhat? IIIHow? IV What if?

Best Practices 2004Engineering Engineering Education47 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

Best Practices 2004Engineering Engineering Education48 Quadrant I Learning Activities  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

Best Practices 2004Engineering Engineering Education49 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

Best Practices 2004Engineering Engineering Education50 Quadrant II Learning Activities  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

Best Practices 2004Engineering Engineering Education51 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

Best Practices 2004Engineering Engineering Education52 Quadrant III Learning Activities  Example Problems Worked by Students  Homework Problems  Guided Labs  Computer Simulation  Field Trips  Objective Exams  Laboratory Tests  Individual Reports  Computer Aided Instruction  Lecture with Demonstrations

Best Practices 2004Engineering Engineering Education53 Quadrant IV  Answer the question: WHAT IF?  Provide opportunities for self discovery  Provide opportunities for students to share  Evaluate performance  Principle role of teacher: EVALUATOR/REMEDIATOR

Best Practices 2004Engineering Engineering Education54 Quadrant IV Learning Activities  Open Ended Problems  Problems Prepared by Students  Capstone Design  Open Ended Laboratories  Student Lectures  Group Discussion  Role Playing  Field Trips  Student Presentations  Subjective Exams  Simulations  Group Problem Solving  Group Project Reports

Best Practices 2004Engineering Engineering Education55 Your Turn – The “What If?” 1. Pick one of the Learning Outcomes you wrote yesterday. 2. Write down an instructional activity for each of the four quadrants (3 min) 1. Why? 2. What? 3. How? 4. What if? 3. Share your ideas with your group.