Collaborative inter-institutional teaching Venkatesh Merwade and David Maidment, University of Texas at Austin Interdisciplinary aquatic modeling workshop, July 21, 2005

Overview Collaborative inter-institutional teaching (CIIT) Benefits to faculty members and students Effective Inter-institutional collaboration Collaborative teaching techniques Collaborative teaching examples from UT, Austin –GIS and Water Resources –Hydrology

Inter-institutional collaborative teaching What is collaboration? –Common goal by sharing responsibility, authority and accountability What is collaborative teaching? –Teachers collaborate in setting instructional goals and designing instructional activities Inter-institutional collaborative teaching –Teachers across campuses/institutions participate in collaborative teaching

Reasons for collaboration Helps fulfill institutional mission –Commitment to the overall improvement of human education Respond to external competition –Advanced course offerings, increased enrollment Put in place practices and programs that are benefit to the college, faculty and students. –Outreach, professional development, strategic alliance

Faculty benefits Professional development –Negotiation, communication, leadership Stimulates creativity –Curriculum development, new ideas Increase productivity while maximizing resources –Collaborative efforts expand course offerings to a greater audience Learning from group –Teaching styles, ideas, perspectives

Students benefits Access to specialized courses –Expanded course offerings, advanced topics Broad exposure –to approaches and specializations Easy access to resources –Online presentations, notes, reading material Motivation –Ownership, active participation, new skills

Effective Collaboration Is sustainable Is viewed positively Generates positive outcomes Creates opportunities for open and equal communication Provides mechanism to achieve common purposes An effective collaboration is one that: From Russell and Flynn (2000)

Factors contributing to effective collaboration 1.Willingness to listen to other partners 2.Mutual respect 3.Long-term commitment 4.Frequent communication 5.Flexibility in working styles 6.Selection of partners From Russell and Flynn (2000)

Teaching Styles Instructor-Centered Teaching Community-Centered Teaching Student Instructor

University Without Walls Traditional Classroom Community Inside and Outside the Classroom

Collaborative Teaching Models Lead/Supplemental Instructor –Lead instructor designs the course, supplemental instructors only teach in few sessions Multiple Instructors –Instructors collaborate in all aspects of the course Guest Lectures –The main instructor is responsible for all aspects of the course. Invites guests to lecture on special topics

Lead/Supplemental Instructor Model Lead instructorSupplemental instructor

Multiple Instructor Model

Guest Lecture Model

Examples from UT, Austin GIS and Water Resources Surface Water Hydrology

Faculty Innovation Center at UT The FIC provides media, instructional, and faculty development services to support faculty in enhancing their teaching, both with and without technology. General purpose distance learning class-room with remotely controlled cameras and microphones State-of-the-art distance learning class-room FIC studio for faculty meetings, video- conferencing, etc.

Classroom set-up at UT For FacultyFor Students 1.Crestron control system 2.Electronic white board 3.Wireless microphone a)Multiple whiteboards b)TV Screens c)Microphone The state-of-the-art classroom seats 40 students, and also has DVD/VCR facilities

Control room Controls cameras, speaker phones, and computers. Provide general help with technological issues during the class.

GIS and Water Resources Course Objectives –To teach the principles and operation of geographic information systems, focusing on ArcGIS and its Spatial Analyst and 3D Analyst extensions. –To develop a geospatial description of the water resource features of the landscape using the Arc Hydro data model –To link Arc Hydro to engineering analysis of flooding, water pollution and water supply. –To develop individual experience in the use of GIS in Water Resources through execution of a term project.

Collaboration with USU Dr David Tarboton –students at Utah State University Dr Tarboton presents lectures on on spatial and terrain analysis with grids Dr David Maidment –students at UT Austin Other Universities Other Universities

Teaching Model (Multiple Instructor) University of TexasUtah State University

Six Basic Course Elements Lectures –Power point slides –Video streaming Readings –“Arc Hydro: GIS in Water Resources” Homework –Computer exercises –Hand exercises Term Project –Oral presentation –HTML report Class Interaction – –Chat room Examinations –Midterm, final

Lectures Class meets two days a week –Tuesday (presentation) and Thursday (exercise) Timing –12:30 PM to 2:00 PM (Central Time) Class exercises –Point and click type of exercises Working groups –For class exercises and term projects Class exercises –All programs are loaded in advance on all computers in the lab –Students interact via chat room / s to resolve issues

Course Syllabus

Class Videos

Term projects

Term Project Website

Participating Groups Environmental and Water resources engineering Geology Geography Marine Science Architecture Transportation Engineering Civil and Environmental engineering Utah Water Research Lab Plants, soils and biometeorology University of TexasUtah State University

Class Enrollment at UT

Examples from UT, Austin GIS and Water Resources Surface Water Hydrology

Objective –Study the movement of water in a watershed –Construction of water balances for the various components of the hydrologic cycle. Topics –Atmospheric Water –Surface Water –Sub-surface Water

Course Elements Lectures –Power point slides –Video recording Readings –Applied Hydrology –Handbook of Hydrology Homework –Computer exercises –Hand exercises Term Project –Oral presentation –HTML report Class Interaction – –Chat room Examinations –Midterm, final

Teaching Model (Guest Lecture)

Guest Lecturers Dr. Joanna Curran (Geography, Texas Tech) Dr. Marcy Litvak (Biological Sciences) Dr. Liang Yang (Geological Sciences) Dr. Venkatesh Merwade (Civil Engineering) Dr. John Sharp Jr. (Geological Sciences) Dr. Jay Banner (Geological Sciences) Dr. Michael Goodchild (Geography, UC Santa Barbara)

Instructor Contribution Dr. David Maidment Dr. Joanna Curran Dr. Venkatesh Merwade Dr. John Sharp Jr. Dr. Jay Banner Dr. Liang Yang Dr. Marcy Litvak

Term Projects Groundwater balance for Barton Springs Residence times in Texas Bays Bacterial Loadings to Copano Bay Comparison of Evaporation data with NARR Comparison of NEXRAD and gage data Water transport in jet stream winds Impact of urbanization Base flow in San Marcos basin Surface water and ground water interactions Other studies related to hydrologic conditions

Questions?