Learner-Centered Teaching In Engineering/Technology Classrooms Steven A. Freeman Iowa State University Center for Excellence in Learning and Teaching

Paradigm Shift Teacher-Centered Knowledge is transmitted from professor to student Students passively receive information Teaching & assessing are separate Culture is competitive and individualistic Learner-Centered Students construct knowledge Students are actively involved Teaching & assessment are intertwined Culture is cooperative, collaborative and supportive

Seven Principles for Good Practice in Undergraduate Education: Arthur Chickering and Zelda Gamson –American Association of Higher Education Good Practice in Undergraduate Education: 1.Encourages contacts between students and faculty 2.Develops reciprocity and cooperation among students

Good Practice in Undergraduate Education: 3.Uses active learning techniques 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning

Active Learning Student’s create their own learning –They must talk about the content and their learning –They must share the learning experience and work together –They must apply their learning –They must accept responsibility for their learning

Active Learning Techniques In the classroom: –Group projects Peer evaluations –Structured discussions –Laboratory exercises and experiments Outside of the classroom: –Internships –Research projects

Think/Write/Pair/Share Reflect on your past learning situations Identify 3-4 activities that engaged you and contributed to your learning Write those activities on a sheet of paper Share those activities with a partner Complete this in 5 minutes

Accountability is Important Who would like to share with the group what was discussed with your partner? Student accountability –Informal - sharing with the class –Formal - peer evaluations

Peer Evaluations Variety of formats and approaches The one in your handout is one I use –I evaluate the quality of the work –The students evaluate the contributions that each student made to the completion of the project/activity –The students select among descriptive criteria rather than assigning a grade or a numerical scale

Group Quizzes Pick a hazard that was identified in the audit or investigation. For that hazard, identify how each prevention method discussed could be used to address that hazard. Write something for each hazard. If a method does not apply to the hazard, explain why.

Group Quizzes Define the enduring understanding for this course and then explain it in your own words. Discuss the course’s 5 key principles (as defined in the syllabus) in the context of all the topics we have discussed and the activities we have accomplished this semester.

Classroom Assessment Techniques In addition to providing feedback on student learning, some CATS also encourage: –Students to interact with each other Listening Summarizing Teaching/explaining –All of which enhance learning

Example Interactive CATS Turn to your partner/group Think/Write/Pair/Share Note taking pairs Read and explain pairs Jigsaw

Service Learning Projects Joint venture between students and industry (semester project) –Current occupational safety problem that needs solved –Students respond in a consulting role by recommending appropriate solutions (at least two alternatives)

Open Forum Questions Comments Discussion Sharing of more examples