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University of New Haven, 10 March 2003, Mercy Center, Madison, Connecticut

Principles for Classroom and

Curricular Innovation

Jeff Froyd, Texas A&M [email protected]

http:!!!.foundationcoalition.or"

mailto:[email protected]://www.foundationcoalition.org/http://www.foundationcoalition.org/mailto:[email protected]

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"There is an incredible

evolution of learning oreducation as almost the

sole source of competitive

advantage in an economy

that has changed so much."

#o!ard $loc% Mana"in" 'irector

$anc of America (ecurities

An investment)*an% and *ro%era"e

su*sidiary of $an% of America.

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Challen"es in +n"ineerin" +ducation

, Challenges

-Challen"e of lifelon" learnin"

-Challen"e of pro*lem solvin" -Challen"e of en"ineerin" desi"n

-Challen"e of transfer

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LASSI SCALEENGR111

(Mean)CVEN349

(Mean)Significance*

Skill Componen

Information Processing 60.68 60.29 0.930Test Strategies 64.33 63.27 0.794

Selecting Main Ideas 55.18 59.29 0.342

!ill Componen

n!iet" 60.52 67.12 0.147

ttit#de 42.47 34.56 0.080

Moti$ation 63.30 59.29 0.397

Self"#eg$laion Componen

%oncentration 61.31 54.56 0.144

Self&testing 52.47 37.92 0.006

St#d" ids 60.24 45.04 0.005

Time Management 55.23 47.65 0.134

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Challen"e of Pro*lem (olvin"

'espite individual professors/ dedication and efforts to developpro*lem solvin" s%ill "eneral pro*lem solvin" s%ill0 !as notdeveloped in the four years in our under"raduate pro"ram.(tudents "raduated sho!in" the same ina*ility that they had!hen they started the pro"ram. (ome could not create

hypotheses1 some misread pro*lem statements. 'urin" the four)year under"raduate en"ineerin" pro"ram studied 2345)2346the students had !or%ed over 7888 home!or% pro*lems theyhad o*served a*out 2888 sample solutions *ein" !or%ed on the*oard *y either the teacher or *y peers and they had !or%ed

many open)ended pro*lems. In other !ords they sho!ed noimprovement in pro*lem solvin" s%ills despite the *est intentionsof their instructors.0

!oo%&' e al (199) +e,eloping -#o.lem Sol,ing Skill&/ 0e

McMa&e# -#o.lem Sol,ing -#og#am'2 o$#nal of Enginee#ing E%$caion'

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, Ineffective approach #1. give the studentsopenended problems to solve! This, we

now see, is ineffective because the

students get little feedbac about the !rocess ste!s, they tend to reinforce bad

habits, they do not now what !rocesses

they should be using and they resort totrying to collect sa"!le solutions and

"atch !ast "e"ori#ed sa"!le solutions to

new !roble" situations$

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7/143University of New Haven, 10 March 2003, Mercy Center, Madison, Connecticut


, Ineffective approach # $ho% them ho% yousolve problems by %or&ing many problems on theboard and handing out many sample solutions - This, we now see, is ineffective because teachers know too

much. Teachers demonstrate "exercise solving". Teachersdo not make mistakes; they do not struggle to figure outwhat the problem really is. They work forwards; notbackwards from the goal. They do not demonstrate the"problem solving" process; they demonstrate the "exercise

solving" process. If they did demonstrate "problem solving"with all its mistakes and trials, the students would brand theteacher as incompetent. We know; we tried

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, Ineffective approach #' (ave studentssolve problems on the board

- !ifferent students use different approaches to

solving problems; what works for one wont workfor others. When we used this method as a

research tool, the students reported "we learned

nothing to help us solve problems by watching #im,

$ue and %rad solve those problems"

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, Through four research pro)ects %e identified %hyand ho% these and other teaching methods failed

to develop process s&ills and %hich methods

%ere successful in developing the s&ills, *oods, +.., J.+. *right, T.*. (offman, .-. $%artman and I.+. +oig 1/02 "Teaching

3roblem $olving $&ills," 4nnals of 5ngineering 5ducation, 1, 1, '67'.

, *oods, +.. et al. 1/0/2 "8a)or Challenges to Teaching 3roblem $olving" 4nnals of

5ngineering 5ducation, 09, :o. ' p. 00 to 67, 1/0/ and "; Challenges to Teaching

3roblem $olving" C(58 1' :e%s no. 1 1/62.

, *oods, +.. 1//'a2 "3roblem solving %here are %e no%

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Challen"e of +n"ineerin" 'esi"n

The literature is filled !ith positive comments from studentsinstructors and industrial sponsors !ho have participated in

capstone desi"n courses. The vast ma9ority of participants feel

that the course *enefited all involved.

The nature of capstone desi"n courses ho!ever often leads to apurely sub)ective evaluation %ith little or no >hard evidence?

of actual benefits. $orn for example does not attempt to prove

the value of senior level desi"n courses. #e simply states that he

is convinced from his experiences that such courses are

valua*le. ther educators have similar feelin"s0 as to the

relative costs and *enefits of capstone desi"n courses.

'#tson( .).( Todd( *.+.( Magle,"( S.P.( Sorensen( %.'.( -1997 / *e$ie of iterat#re

on Teacing ngineering 'esign Tro#g Proect&riented %astone %o#rses. Journal of

Engineering Education

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Challen"e of Transfer

esearches posed this problem to people.

;(uppose you are a doctor faced !ith a patient !ho has amali"nant tumor in his stomach. It is impossi*le to operate onthe patient *ut unless the tumor is destroyed the patient !ill die.

There is a %ind of ray that can *e used to destroy the tumor. Ifthe rays reach the tumor all at once at a sufficiently hi"h intensitythe tumor !ill *e destroyed. Unfortunately at this intensity thehealthy tissue that the rays pass throu"h on the !ay to the tumor!ill also *e destroyed. At lo!er intensities the rays are harmless

to healthy tissue *ut they !ill not affect the tumor either.

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Consider the follo%ing story

;A small country !as ruled from a stron" fortress *y a dictator. The fortress!as situated in the middle of the country surrounded *y farms and villa"es.Many roads led to the fortress throu"h the countryside. A re*el "eneral vo!edto capture the fortress. The "eneral %ne! that an attac% *y his entire army!ould capture the fortress. #e "athered his army at the head of one of theroads ready to launch a full)scale direct attac%. #o!ever the "eneral thenlearned that the dictator had planted mines on each of the roads. The mines!ere set so that small *odies of men could pass over them safely since thedictator need to move his troops and !or%ers to and from the fortress.#o!ever any lar"e force !ould detonate the mines. >ot only !ould this *lo!up the road *ut it !ould also destroy many nei"h*orin" villa"es. It therefore

seemed impossi*le to capture the fortress. #o!ever the "eneral devised asimple plan. #e divided his army into small "roups and dispatched each"roup to the head of a different road.

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, After the su*9ects read and summari?ed this storythey !ere as%ed to solve the tumor pro*lem underthe "uise of a separate experiment.

, iven the clear analo"y you mi"ht thin% that

performance !ould *e near ceilin". (urprisin"ly only78 of the su*9ects offered a conver"ence solution.

, Moreover !hen these same su*9ects !ere "iven thesu""estion that they should use the eneral story

68 provided a conver"ence solution., This findin" demonstrates that half the su*9ects could

apply the eneral story to the tumor pro*lem !henthey !ere instructed to *ut did not do so on their o!n.

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Bocusin" Activity 6 minutesD

, I:+I@I+A4BB D use ' minutes to %riteyour description of learning, %hat it is,

%hat it loo&s li&e, ho% you might recogniEe

%hen it has occurred, etc., 4$ 4 34I D use minutes to discuss

descriptions %ith someone sitting net to

you. If you have additional time, develop aconsensus description of learning.

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Bocusin" Activity

, +ifferent %ays to describe the same thing, $upported by partner

, Bearning is a process, highly mental, &ey to creativity and using our eperience

, Bearning and &no%ledge is applied, specifically and the usefulness of %hat %aslearned

, Bearning is process of acGuiring of &no%ledge and s&ills and there are different

levels, $tarted %ith process of acGuiring basic level s&ills and understanding the

processes and using &no%ledge and s&ills to solve problems

, elationsihip bet%een seeing big picture and incremental s&ills, transferringbet%een the t%o

, *e have a narro% perspective based on similar bac&grounds

, $atisfaction %ith life, learning can be satisfying, 4pproach as problem solving, partner brought in survival, lifelong learning

different perspectives2

, 8ore than )ust engineering learning

, +ifferent general approach vs. more detailed approach

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Model for Eearnin" and Teachin"

Jeff Froyd, Texas A&M University

[email protected]

http:!!!.foundationcoalition.or"

mailto:[email protected]://www.foundationcoalition.org/http://www.foundationcoalition.org/mailto:[email protected]

8/20/2019 2003new Haven


Peda"o"ical Approaches

, 4ctive Bearning

, Cooperative Bearning

, 3roblemHased Bearning

, 3ro)ectHased Bearning

, +iscovery Bearning

, InGuiryHased Bearning

, CaseHased Bearning

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Possi*le Confusion

“A common misconception regarding ‘constructivist’ theoriesof knowing (that existing knowledge is used to build newknowledge) is that teachers should never tell studentsanything directly but, instead, should always allow them to

construct knowledge for themselves. This perspective confusesa theory of pedagogy (teaching) with a theory of knowing.Constructivists assume that knowledge is constructed fromprevious knowledge, irrespective of how one is taught -- evenlistening to a lecture involves active attempts to construct new

knowledge… Nevertheless, there are times, usually afterpeople have first grappled with issues on their own, that‘teaching by telling’ can work extremely well.”

How People Learn, Bransford, John D. et. al. 1999

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Bour Bundamental Fuestions

, *hat do I %ant people to learn<

, *here are learners starting

from<

, (o% do people learn<

, (o% might I facilitate learning<

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Epecaion& an% A&&e&&men

at do "o# ant eole to learn

Lea#ning 0eo#ie&

+o do eolelearn

-e%agogical 0eo#ie&

+o do "o#facilitate

learning

C$##en Reali5

at are learners starting from

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!a %o 5o$ 6an people o lea#n7

: %o#rse s"lla,i

: earning o,ecti$es

: Ta!onomies( e.g.( ;loom

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C$##en Reali5

!e#e a#e lea#ne#& &a#ing f#om7

: !isting >noledge( strategies( ,eliefs( etc.

: !erience it ast st#dents

: 'ata a,o#t entering st#dents

: Self&assessment

: Pre&tests -lacement tests( SP?( SSI( etc.

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C$##en Reali5/ !e#e a#e lea#ne#& &a#ing f#om7

8o6 %o people lea#n7

8o6 %o people clo&e e gap7

ea,io#i&

Cognii,e

Meacognii,e

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C$##en Reali5/ !e#e a#e lea#ne#& &a#ing f#om7

+o

do eole

learn

8o6 %o 5o$ faciliae

lea#ning an%lea#ne#&7

-e%agogical 0eo#5

Eample&

Coope#ai,e Lea#ning

-#o.lem"a&e%

Lea#ning

C$##ic$l$m Ineg#aion

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Bour Fuestions

, *hat do I %ant people to learn< - +xpectations 9ud"ment

, *here are learners starting from<

- 'ata experience

, (o% do people learn< - Eearnin" processes learnin" theory

-Gesearch: neurolo"y psycholo"y co"nitive scienceartificial intelli"ence physics education

, (o% might I facilitate learning< - Teachin" processes peda"o"ical theory

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Assessment Tetrahedron

, *hat do I %ant people to learn< - +xpectations 9ud"ment

, (o% do people learn<

- Eearnin" processes learnin" theory - Gesearch: neurolo"y psycholo"y co"nitive science

artificial intelli"ence physics education

, (o% might I acGuire data about learning< - Measurement theory

, (o% might I interpret data about learning< - (tatistics modelin"

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'ecidin"

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'ecidin"

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'ecidin"

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+volution of (treams of Eearnin"

, $tream 1 Hehaviorist $tream

, $tream Cognitive Information3rocessing2 $tream

, $tream ' 8etacognitive $tream

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@nconcerned it

at isaening on

te inside

Stim#li *esonses

$ehaviorist

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$ehaviorist

, Bearning as conditioning, Classical conditioning

- Pavlov/s do"s

, perant conditioning - Trainin" do"s !ith a re!ard eventually the re!ard

is no lon"er needed

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$ehaviorist

, Bearning as associations among stimuli andresponses

, Instructional implications

- (pecify outcomes in clear o*serva*le terms %no!nas instructional o*9ectives

- 'ivide the tar"et *ehaviors into small easy)to)

achieve steps and present in a lo"ical seHuence - Use mastery as the criterion for pro"ress

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Gecallin"

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Gecallin" >ames

, (ave you ever been tal&ing to someone and said,>$omeone %as telling me about M and her nameis NN.. I canKt remember.?

, (o%ever, you can remember %hat the person

loo&ed li&e, %here she lives, her occupation, etc., If you imagine a giant concept map %ithin the

brain, it appears that names or other propernames2 are often %ea&ly connected to other

concepts as opposed to common nouns., *ithout intention, instruction on a ne% concept

may create a map in %hich the concept is %ea&lyconnected to other ideas.

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Concept Map

, 4 concept map is a set of nodes thatrepresent concepts connected by a labeled

lin&s that describe a lin& bet%een

concepts.%oncet

%oncet ;'escri,e o concet and

concet ; are related

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, $tart %ith a subset of the concepts on

the follo%ing page and construct a

concept map that sho%s the conceptsyou have selected and ho% they are

related.

, 5change concept maps and shareinsights

Team +xercise

$uildin" a Concept Map

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Beed*ac%

'erivative

Binite +lement Analysis

Inte"ral

Einear Momentum

An"ular Momentum+ner"y

Interest

Mass

Ideal as Ea!

Bic%/s Birst Ea!

Bic%/s (econd Ea!

ectors: 'ot Product

ectors: Cross Product

rdinary 'ifferential +HuationsJirchoff/s olta"e Ea!

(econd Ea! of Thermodynamics

Jirchoff/s Current Ea!

Modelin"

Pro*lem)(olvin"

Borce

hm/s Ea!

Gesistance

Complex >um*ersEo"arithmic Bunction

+lectric Blux

'ecision Theory

'iver"ence

Indirect Cost

Capacitance

$endin" Moment

Beed*ac%

Birst Ea! of Thermodynamics

+ntropy

#eat

+lectric Bield

Ma"netic Bield

Partial 'ifferential +Huations'eterminants

Geturn on Investment

Phasors

$rainstormin"

+xponential Bunction

Conductivity

Chemical Jinetics

(pecific #eat

+lasticityMallea*ility

Plasticity

Gesiliency

Permittivity

Current

+lectric Potential

Curl

Presentation (%ills

'emocracyProfit

'ensity

Molecule

Phase

(hear

Gheolo"y

BreHuency Gesponse

+i"envalue +i"envector

(inusoidal Bunctions

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(tudent Perspective

, esearchers at the Aniversity of CaliforniaHer&eley intervie%ed about 09 mechanicalengineering students about their learningeperiences in college.

, 4lthough the researchers %ere a%are of variousintegrated curricula that had been implementedacross the country, they %ere interested in thestudent perspective of integration, as %ell as thepedagogical perspective.

, +ata from the intervie%s tended to support thevalue of lin&ing concepts. For eample, >f the09 students intervie%ed, ;9O commented on thebenefit of lin&ing concepts across disciplines.?

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ender 'ifferences

, osser and $andler both report a differencebet%een ho% men and %omen approachproblems.

, 8en tend to handle problems %ith a single

correct or concrete ans%er comfortably, *omen are better able to deal %ith compleproblems and problems that are ambiguous.

, osser asserts that many of the first year coursesare more directed to single correct or concreteans%ers, %hich favor the learning style of men.This is one of the reasons, she believes, that%omen %ith high P34s may leave the ma)or in thefirst year.

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*elati$el" #ndirectedstr#ct#ring and

restr#ct#ring of

memor"

Stim#li *esonses

Co"nitive Information Processin"

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, Bearning as information processing, 5lements

- Memory: short)term and lon")term

- Processin" - +xecutive

, Questions

- #o! does the learner encode ne! information=

- #o! does the learner or"ani?e represent and lin%

information=

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, Bearning as structuring and restructuringmemory


- 'irect student/s attention to %ey points - +mphasi?e ho! material is or"ani?ed

- Ma%e information more meanin"ful to learners

- +ncoura"e active chec%in" of understandin"

- Geco"ni?e the limitations of !or%in" memory

- Understand ho! learners mi"ht *e representin" prior

and ne! information

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Is it going to be on the test

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earner&directed

str#ct#ring andrestr#ct#ring of

memor"

Stim#li *esonses

Metaco"nitive

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Metaco"nitive

, Bearning as learnerdirected structuring ofmemory! reflective learner

, 5lements - Memory: short)term and lon")term

- Processin" - +xecutive

- Metaco"nitive processor

, Questions

-

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Metaco"nitive

, Bearner thin&s about thin&ing, metacognition.


- Promote reflection e.". 9ournals scripts of pro*lemsolvin" processes Co!anD cooperative activitiesafter)action revie!s

- +xplicitly teach learnin" strate"ies in the context of

an en"ineerin" course - Identify s%ills reHuired for pro*lem solvin" desi"n

lifelon" learnin" and develop modules that !illdevelop these s%ills

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Intelli"ent >ovices

, Anderstanding vs. memoriEing, appropriatemental strategies

, +ifficult vs. easy tet, appropriate readingstrategies

, $olve problems and eamples from a tet inrandom order

, ecogniEing poor understanding, and %illingnessto solicit epert help

, ecogniEing %hen epert eplanations %erema&ing a difference %ith immediate learningproblem ;ron( ..( et. al. -1983 /earning( remem,ering( and #nderstanding in P.+. M#ssen(

ed.( Handbook of Child Psychology( $ol#me 3A Cognitive Development ( ile"

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Co!an/s Teachin" +xamples

, Hridge design - 'esi"n and *uild t!o different *rid"es and "rade

on the lo!er performance desi"n

, 3roblemsolving script - Illustrate script for one type of pro*lem as%

students to develop a script for another type of

pro*lem

%oan( ). -1998 On Becoming an Innovative

niversity !eacher" #eflection in $ction%

;#c>ingamA S*+ and en @ni$ersit"

Press.

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+volution in Co"nitive Eearnin" Theory

, $tage 1 Batin builds mental muscle - (tron" methods matter any su*9ect *uilds stron" methods

, $tage Peneral problem solving approaches

- (tron" methods matter *ut must present appropriate

stron" methods

, $tage ' +omainspecific instruction

-

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Informed (trate"y Instruction

, Include eplicit descriptions of the generalandor metacognitive strategies

, Include eplicit descriptions of %hen

general andor metacognitive strategies areuseful

, Include eplicit descriptions of %hy general

andor metacognitive strategies are useful.

;r#er( ). -1993 &chools for !hought" $ &cience of

'earning in the Classroom. MIT Press( . 75

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McMaster Pro*lem (olvin" Pro"ram

+ach s%ill !or%shop follo!ed a standard pattern:, 'efine the s%ill and clarify its importance

, Put the s%ill into the context of the other s%ills *ein"

developed.

, Bormulate learnin" o*9ectives and "ive students a *rief

pretest.

, $uild the s%ill in a content)independent domain *rid"e the

s%ill into a context)dependent domain and extend the s%ill

, Allo! them to compare their *ehavior !ith tar"et *ehavior

, #elp them develop the tar"et *ehavior throu"h practice and

immediate feed*ac%.

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McMaster Pro*lem (olvin" Pro"ram

Processing s>ills are ,est de$eloed tro#g a tree&stage rocess itreflection.

1. $il% te s>ill in a stress&free e!ercise so tat st#dents can foc#s on

te mental rocesses ,eing #sed -instead of tin>ing a,o#t ,ot s#,ect&

>noledge and te rocessing s>ill. In reflection st#dents assessed te

degree to ic te" de$eloed te s>ill #sing B#estionnaires ,ased on

learning o,ecti$es.

2. #i%ge tose rocessing s>ills to al" tem in a simlified ro,lem

sit#ation in a target s#,ect domain. *eflect on te rocess #sed to sol$e

te simlified ro,lemC

3. Een% te alication of tose rocess s>ills to an" t"e of ro,lem

sit#ation. Te" reflected on teir #se of te s>ill in teir s#,ect co#rses

and in teir e$er"da" life.

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Geferences

, $ro!n A.E. et. al. 2367D Eearnin" remem*erin" and understandin"0 in P.#. Mussen ed.&andbook of 'hild (sychology volume 7: 'ognitive !evelopment

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Geferences

, Geiner (lotta Chi Gesnic% N888D>aive Physics Geasonin": A Commitment to (u*stance)$ased Conceptions 'ognition and Instruction 262D N888 2)75

, (chacter '.E. N882D The $even $ins of 0emory) &ow the 0ind 2orgets andemembers $oston: #ou"hton Mifflin Company osser, $.>. 3:??@6 2emaleA2riendly$cience) *pplying Womens $tudies 0ethods and Theories to *ttract $tudents,/lsevier $cience +td

, pp. N)N4, (Huire Earry and +ric Jandel 0emory) 2rom 0ind to 0olecules >e! Oor% (cientific

American Ei*rary 2333, (vinic%i M. 2333D >e! 'irections in Eearnin" and Motivation in M. (vinic%i ed.D

Teaching and +earning on the /dge of the 0illennium) %uilding on What We &ave+earned >e! 'irections for Teachin" and Eearnin" volume 68 e!'irections for Teachin" and Eearnin" no. 46 (an Brancisco: Lossey)$ass 2333, Turns L. Atman C. Adams G. N888D Concept Maps for +n"ineerin" +ducation: A

Co"nitively Motivated Tool (upportin" aried Assessment Bunctions0 I///Transactions on /ducation $pecial Issue on *ssessment May N888

,

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+xpectations

, Course syllabi

, Bearning ob)ectives

, Taonomies of learning

, Competency 8atri

, ubrics

Fuestion Q2:

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Fuestion Q2:

Information atherin"

Individual 5ercise

ate your understanding of each of the preceding concepts

about establishing your epectations for students.

9 D :o &no%ledge

1 D 4%are of term

D -no% enough to %ant to &no% more' D -no% enough that topic could be s&ipped

in the %or&shop

+xpectations

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+xpectations

Course (ylla*us

, 4 course syllabus

lists the topics thatstudents are

epected to learn.

+xpectations

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+xpectations

Eearnin" *9ectives

, 4 learning ob)ective describes

epected student behavior under

specified conditions.

- ': Bocus on expected *ehavior:

solve apply etc.

- ': 'escri*e conditions under !hich

the expected *ehavior is to occur. - '>/T: Use !ords such as

understand %no! appreciate value

+xpectations

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+xpectations

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+xpectations

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+xpectations

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+xpectations

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+xpectations:

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+xpectations:

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+xpectations:

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roup +xercise

Course syllabi Bearning ob)ectivesTaonomies of learning Competency

8atrices ubrics

For each of your classes, %hich of the above

methods might you use %hen describing

>*hat do I %ant people to learn

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#o! do people learn=

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+xpectations and Eearnin"

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+xpectations and Eearnin"

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Boundation Coalition +xamples

3art II

BC Partner Institutions

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BC Partner Institutions

, 4riEona $tate Aniversity 4$A2

, ose(ulman Institute of Technology (IT2

, Teas 4R8 Aniversity T48A2

, Aniversity of 4labama A42

, Aniversity of 8assachusetts+artmouth A8+2

, Aniversity of *isconsin8adison A*2

BC Core Competencies

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BC Core Competencies

, 4ctiveCooperative Bearning, $tudents Teams in 5ngineering

, Increasing 3articipation of *omen and

Anderrepresented 8inorities in 5ngineering, Technology5nabled Bearning

, Curricular Integration

, Continuous Improvement through4ssessment and 5valuation

, 8anaging Curricular Change

BC Birst Oear Curricula

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BC Birst)Oear Curricula

, A8+ Firstear I83AB$5 - Inte"rated Mathematics Physics Under"raduate Ea*oratory

(cience +n"ineerin"

, 4$A Firstear 5nP4P5

, (IT Firstear IFC$58 - Inte"rated Birst)year Curriculum in (cience +n"ineerin"

and Mathematics

, T48A Firstear :o name

, A4 Firstear TI+5 - Teamin" Inte"ration 'esi"n +n"ineerin"

, A* Firstear BI:-$

IMPUE(+

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IMPUE(+

UM' Birst)Oear Cohorts

9

5ntering$tudents

CalculusIIS

Integrated OIndependent O

Calculus

I

Integrated 79O

Independent 1O3recalc,trig, alg

Bin&ed O

Independent 19O

Ineg#ae% G tigtl" interconnected section of ngineering( %alc#l#s( P"sics and nglis

Linke% G st#dents enroll in common sections of to or more of te folloingA ngineering(

%alc#l#s( P"sics( nglis

In%epen%en G indeendent sections of first&"ear co#rses

IMPUE(+ Birst Oear Curriculum

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IMPUE(+ Birst)Oear Curriculum

Co$#&e& :all Sp#ing: P"sics for Sci. H ngr. I( II 4 4

: Princiles of Modern %em. I( II 3 3

: Intro. to lied %em. II 0 1

: %ritical riting and *eading I 3 0

: Intro. to lied Sci. H ngr. I( II 3 2

: %alc. for lied Sci. H ngr. I( II 4 4

: IM-;LSE 0oal C#e%i& 1 14: -#og#am Specific (no IM-;LSE) < 3

: 0oal C#e%i& 1 1

University of Massachusetts 'artmouth

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University of Massachusetts)'artmouth

, Classroom layout R eGuipment - Gemodeled three classrooms !ith ta*les that seat

four students and have t!o computers 56 seatsD

, $oft%are R 4pplications - Maple and +xcel

- $ased on (tudio Physics model GPID studentsperform physics and chemistry experiments in the

classroom acHuire display and analy?e data, 4udience

- Breshman & sophomore en"ineerin" ma9ors

University of Massachusetts 'artmouth

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University of Massachusetts)'artmouth

IMP@S

%lassroom

Freshman 3erformance at A8ass+artmouth

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Calculus and 3hysics

P e r c e n t a " e @ a i n

IMPUE(+ ) Inte"ration of Math Physics Under"raduate Ea*oratory (cience

+n"lish and +n"ineerin" ) Curriculum.

, (tudents in the IMPUE(+ have a hi"her avera"e 44D on a common calculusexam than the avera"e ND students in the 23336 comparison "roup.

, A hi"her percenta"e of students 3D in the IMPUE(+ pro"ram are stillenrolled in calculus at the final exam !hen compared to the percenta"e ofstudents 4ND in a comparison "roup.

, (tudents in the IMPUE(+ pro"ram demonstrated a lar"er "ain on the BorceConcepts Inventory BCID a national normed physics tests than students inthe 2334 traditional curriculum.

+nA+

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+nA+

A(U Birst)Oear Cohorts

6995ntering$tudents

CalculusIIS

Bin&ed19O

Independent 19O

CalculusI

Integrated 19O

Bin&ed 9OIndependent 9O

3recalc,

trig, alg

Bin&ed 9O

Independent 9O

Ineg#ae% G tigtl" interconnected section of ngineering( %alc#l#s( P"sics and nglis

Linke% G st#dents enroll in common sections of to or more of te folloingA ngineering( %alc#l#s( P"sics( nglis


Breshman Inte"rated Pro"ram in

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+n"ineerin" BIP+D

B R35 ) ( R34

, 5nglish ' hrs FR$

, 3hysics 7 hrs FR$

, Calculus 7 hrs FR$

, 'ngineering ( ) hrs *

, Chemistry 7 hrs $

B R34 ) present

, 5nglish ' hrs FR$

, 3hysics 7 hrs FR$

, Calculus 7 hrs FR$

, 'ngineering ( 2 hrs

*+

15 hours/semester 13 hours/semester

Ari?ona (tate University

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Ari?ona (tate University

Samle

S@

%lassroom

3ro)ects U Integration, 4ctive

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Bearning, Technology

Enginee#ing/

: 'esign Process: 'esign Tools

: Teamor>

Engli&/

: *etorical S>ills: Presentation Softare

: Peer *e$ie

Calc$l$&/: Mat S>ills: %om#ter lge,ra

-5&ic&/

: Science S>ills: 'ata %at#re: a, TecniB#e

-#o=ec&

Birst (emester Pro9ects

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Birst (emester Pro9ects

, -inematics

, :e%tonKs Ba%s

, otational 8otion

The Catapult

The Hungee Jump

The Trebuchet

The oller Coaster

(econd (emester Pro9ects

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(econd (emester Pro9ects

, 3hysical $ignals

, +ifferential

5Guations

, *ave 8otion

$ensors+etectors

(ydroelectricity

The 4nalog Computer

Traffic Flo%

The $eismometer

Impact

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Impact

Reenion ttit#des toard F% core ideas

+nA+ Pro"ram ) ption N

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, Three Course Proups chosen from this list - +n"ineerin" 'esi"n 5D

- Chemistry 5D, Chemistry for +n"ineers or eneral Chemistry

- +n"lish Composition 7D - Computer Pro"rammin" 7D

, Pro"rammin" CSSD or Pro"rammin" LavaD or Principles ofComputin"

- University Physics 5D

- Mathematics 7 or 5D, Precalculus or Calculus

- 'i"ital 'esi"n 7D


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+nA+ Pro"ram ption N

, Fall $emester only

, 1 combinations from list

, $tudent groups of 9

, $tudents epected to ta&e at least one

more course

TAMU Birst)Oear Cohorts

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TAMU Birst Oear Cohorts

1699

5ntering$tudents

CalculusIIS

Bin&ed'O

Independent 17O

Calculus

I

Bin&ed 70O


Bin&ed 10O

Independent 11O

Linke% G st#dents enroll in common sections of to or more of te folloingA

ngineering( %alc#l#s( P"sics( nglis


CAICABA8 3TI:$ F $TA+5:T$

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PRECALC

CALCULUS 1

BEYOND

CALCULUS1

>

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Calc 2, Phys 2, Engr 2,Chem ( 300

Calc 2, Phys 2, Engr 2

( 200 Calc 2, Engr 2, Chem

( 300

!n"e#en"en$ C%&rses( 300

PRECALC

CALCULUS 1

BEYOND

CALCULUS

>

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Integration of Courses

, First ear -+n"ineerin"

-Physics -Chemistry

-Calculus

, $econd ear - +n"ineerin" (ciences

, Materials

, Thermodynamics

, (tatics'ynamics

, Mechanics

, Circuits

- Calculus, Apper +ivision

In the old curriculum, students vie%ed thefoundation courses as dis)ointed and

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Un)*ers)$y C%re C&rr)c&l&m Re+&)remen$s

C a l c u l u s

Engineering

E n g l i s h

Chemis tr y P h y

s i c s

FI$T 54

F l u i d s

H e a t T r a n s f e r

E l e c t r i c a l

S y s t e m s

S ta tics

Dynamics

S c i e n c e

s

Materials

Math

$5C:+ 54

unrelated.

In the integrated curriculum, course

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Un)*ers)$y C%re C&rr)c&l&m Re+&)remen$s

Engineering

Calculus

English

Chemistry

Physics

BIG(T O+AG

Fluids

Heat

Transfer

Electrical

Systems

MaterialsStatics

Dynamics

SciencesMath

(+C>' O+AG

In the integrated curriculum, course

material clearly illustrates ho% these

courses relate to the engineering field.

CA(+ (TU'O TPIC(

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'J%J & 'aunching

&tructures in the Offshore (arine

Industry

PPI' MT*IS &

&emiconductor Process

E)uipment*Cathode Base +ield +ailures

%K+' M*TIJ & Common

(issile ,arning &ystem - Optical

&ensor Placement

TL% & 1.etting /atural

.as to (arket 2 &torage !ank

+ire Investigation

LLJ %+MI% & Critical

Care*$ Case &tudy in Problem

&olving and !eam ,ork

%MP? & ,eighing /eed to

Differentiate 0&% Benefits of

&tandardi1ation T@ %T*I% & 1 Over*speed

of $u2iliary !urbines 2 Install

COHP$C 3Compact Hybrid

Particulate Collector4 at Big

Bro5n &team Electric &tation

MT* & Bringing p a

/e5 +$B Plant

Texas A&M University

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Texas A&M University

, 3hilosophy - Classroom technolo"y must *e scala*le for lar"e classes 288D

, Classroom layout R eGuipment - Gemodeled a*out 28 classrooms for first)year and sophomore courses

- ne computer per t!o students

- 'epartments have constructed their o!n classrooms more are planned

, $oft%are R 4pplications - Microsoft ffice Maple AutoCA' +n". +Huation (olver ++(D Internet

- ++ has students desi"n simulate construct measure and compare

*ehavior of circuits. Class uses >I hard!are and soft!are., 4udience

- Breshman and sophomore en"ineerin" students

- (peciali?ed classes in specific disciplines

CVLB 319: ENGR 112 Team Layout Sections 501 - 503

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S c r e e n

S 5 5

S c

r e e

n

indos indos

Podi#m

'oors 'oors

4

1 2

2 1

3

1 1

2 0

2

1 0

1 9

9

1

1 3

1 4

1 7

1 6

2 4

2 3

8 7 6 5

1 5

1 8

2 2

TAMU Eearnin" Communities

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St#dents o articiate in learning comm#nities -it % are retained in engineering at a

m#c iger rate tan similar st#dents o do not articiate in learning comm#nities

-ito#t % d#ring teir first "ear at HM.


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Te gra sos te ercentage of te st#dents reared to enter soomore engineering co#rses after

comleting a set of reB#ire co#rses called te %ommon ;od" of Knoledge co#rses. t e$er" oint in

time after te st#dents entered Te!as HM @ni$ersit"( te ercentage of st#dents o articiated in

learning comm#nities -it % is greater tan te ercentage of st#dents o did not articiate in

learning comm#nities -ito#t %.

(TU'+>T P+GBGMA>C+ >

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(TA>'AG'IK+' T+(T(

O Pain Preater

Test than Traditional

0 5 10 2015

16NStandardiOed %ritical Tin>ing

15NForce %oncet In$entor"

10NMecanics ;aseline Test

10N%alc#l#s %oncet Test

en comared to eB#i$alent st#dents in traditional

engineering rograms( after one "ear( st#dents in te ne

c#rric#l#m erform ,etter on standardiOed tests.

G+'UC+' A+GA+ TIM+

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T GA'UATI>

, (tudents in the ne! curriculum sho! a

si"nificant reduction in class repetition

fe!er 's Bs & FsD

, These students complete foundation

course !or% and "raduate a semester

sooner on avera"eD than students !ho

are not involved in the ne! curriculum

TI'+

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UA Birst)Oear Cohorts

799 5ntering$tudents

Calculus IIS

Bin&ed O

Independent 1O

Calculus I

Integrated 79O

Bin&ed O

Independent 1O

3recalcalgebraR trig.

Bin&ed 9O

Independent 1O

3recalcalgebra

Bin&ed O

Independent 1O

Ineg#ae% G tigtl" interconnected sections of ngineering( %alc#l#s( P"sics and nglis

Linke% G st#dents enroll in common sections of to or more of te folloingA ngineering( %alc#l#s( P"sics( nglis


TI'+ - #o! are math and

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physics different=

Traditional 8ath TI+5 8ath, 5 lectures!ee% no recitation, >o "raded home!or%, Computers not used

, ' lectures%ee&, one hr %ee&lyrecitation

, (ome%or& is graded, Computer soft%are used in

class and recitation -Maple Matla*

Traditional 3hysics TI+5 3hysics

, Computers not used

, Topics not lin%ed to otherclasses

, Computer soft%are used inlecture and lab

-+xcel Maple Interactive Physics, $ome integration %ith 8ath R

5ngineering, $tudio 3hysics $pring 99

TI'+ - #o! is en"ineerin"

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different=

Traditional 5ngineering Fall2 TI+5 5ngineering Fall2, Traditional *oard draftin"

2. hrD, AutoCA' 2. hrD

, $&etching V9. hr2, Intro to engineering and

disciplines, problem solving andcomputer >tools? V1 hr2

, +esign pro)ects V1W hr2 - Geports presentations - Teamin" s%ills

Trad. 5ngineering $pring2 TI+5 5ngineering $pring2

, Bortran pro"rammin"

7 hrD

, 84TB4H programming V

1W hr2, +esign pro)ects V1W hr2

-Geports presentations -Teamin" s%ills

University of Ala*ama

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y

,3hilosophy - Technolo"y in classrooms classrooms convenient to students

one ne! classroom in en"ineerin" dorm0D

, Classroom layout R eGuipment - Gemodeled six different classrooms

- Ta*les for four one computer per t!o students

- 'epartments constructin" their o!n classrooms

, $oft%are R 4pplications - Microsoft ffice compilers MATEA$ Maple

, 4udience - Breshman en"ineerin" students

- All students in introductory computin" seHuence

Ala*ama Classroom Eayout

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y

, $everal classroom formats eist - All have computers at student des%s instructor

console pro9ection system

- Primarily used for lo!er)division classes

EI>J(

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U< Birst)Oear Cohorts

099

5ntering$tudents

CalculusIIS

Bin&ed 'OIndependent '9O

Calculus

I

Bin&ed ;O


Bin&ed O

Independent 1O

Linke% G st#dents enrolled in IJKS( common sections of airs of te folloing

co#rsesA ngineering and Tecnical %omm#nication( %alc#l#s and %emistr". @

st#dents a$e man" oter oort#nities to articiate in learning comm#nities


Goles of (tudent Teams

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, $tudents %or& to improve their team s&ills, $tudents %or& on team assignments,

including one or more pro)ects

, $tudent teams provide interpersonalsupport for students %hen they are

struggling

, $tudent teams provide nuclei for largercommunities across cluster

Industry Participation ) Ideas

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y p

, 4doption of a team of 7 students2 or an entire cluster of /; students2

, Industry teams %ould visit their teamcluster '; times a semester , Industry %ould develop team pro)ects for a '7 %ee& duration based on

>real %orld? problems and the studentKs s&ill level, Industry %ould help in the introduction and evaluation of pro)ects, Industry %ould serve as email consultants to teamclusters

, +eliver course lectures on sub)ects such as ethics, design process,documentation, teaming, andor communications, (ost cluster for a field trip to industry, +evelop a case study to be presented by engineers in the classroom, $end ne% hires bac& to the classroom to discuss perceptions and

realiEations of the %or&place

, $end an eperienced engineering to tal& to the class about their pro)ects, Conduct industry training li&e teaming, conflict management,

communications, etc., Industry do moc& intervie%s, resume %riting, dinner %ith discussion

Industry Participation ) BC

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y p

, (ost cluster for a field trip to industry - UA Pilot Pro"ram

, +evelop a case study to be presented

by engineers in the classroom - TAMU Birst)Oear Pro"ram, Conduct industry training li&e diversity,

conflict management, communications - TAMU Birst)Oear: Industry)conducted!or%shops on diversity conflict mana"ement

Gole of Birst)Oear Pro9ects

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9

, 3rovide students opportunities to apply anengineering design process

, 3rovide students opportunities to apply

their teams s&ills to an etended pro)ect, 3rovide students opportunities to connect

their mathematics and science concepts to

practice of engineering

BC Pu*lications on Eearnin"

C iti

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Communities2. Mor"an L. L. Ginehart and L. Broyd ;Industry Case (tudies at Texas

A&M University; (roceedings, 455: *$// *nnual 'onference A(++ Al*uHuerHue >M N5)N6 Lune N882

N. Malav C. et al. Inclusive Eearnin" Communities at Texas A&M

UniversityVA UniHue Model for +n"ineerin"0 Proceedin"s of the Birst

Conference on Creatin" and (ustainin" Eearnin" Communities:

Connections Colla*oration and Crossin" $orders Tampa BE March28-27 2333 ovem*er 2336

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p

, Conservation and accountingframe%or& for engineering science

provides the foundation for FC

sophomore curricula.

, (IT $5C

-(ophomore +n"ineerin" Curriculum

, T48A 5ngineering $cience Curriculum

Conservation and Accountin" Brame!or%

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,$ystem concept - Identify a system *oundary and surroundin"s

, 5trinsic properties

- Identify the extrinsic propertyiesD to *e trac%ed

, Construct a balance eGuations2

- Include amount of property enterin"leavin" the system

amount "eneratedconsumed !ithin system and amount

accumulated !ithin system

, Conserved properties

- >either "enerated nor consumed !ithin any system e.".

massener"y char"e linear momentum

G#IT (ophomore +n"ineerin"

C i l

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Curriculum

'ifferentialB#ations

and Matri!

lge,ra I

'ifferentialB#ations

and Matri!

lge,ra II

ngineering

Statistics I

%onser$ation

and

cco#ntingPrinciles

Fl#id H Termal

S"stems

lectrical S"stems

Mecanical S"stems

nal"sis

and 'esign

ofngineering

S"stems

G#IT (+C (tudent Performance

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Te gras on te leftcomare te erformance

of st#dents in te

soomore engineering

c#rric#l#m -S204 it

te erformance of

st#dents in d"namics. Te

comarison is ,ased on te

m#ltile coice B#estions

#sed on te common

d"namics final e!am. n

most B#estions te S204st#dents scored as ell or

,etter tan st#dents in

d"namics.

G#IT (+C (tudent Performance

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-#o. ? 199@"9 199"9

SECESBo#t ro,lems ere designed to ,e longer( more diffic#lt and

reB#ired m#ltile stes and concets. Te st#dents in te S% c#rric#l#m did

significantl" ,etter tan tose ta>ing te traditional d"namics co#rse.

TAMU +n"ineerin" (cience Curriculum

Course Components

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Course Components

5ach engineering ma)or chooses sophomorelevel courses from the follo%ing five courses

based on the conservation and accounting

frame%or& C4F2.

- +n"ineerin" Mechanics usin" CABD

- +n"ineerin" Thermodynamics usin" CABD

- Introduction to Materials usin" CABD

- Continuum Mechanics usin" CABD

- +lectrical (ystems usin" CABD

TAMU +n"ineerin" (cience Curriculum

(tudent Performance

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(tudent Performance

Core Proup Comparison Proup

4ver. $td. +ev. 4ver. $td. +ev.

$tatics 9.; 9.9; 9.06 9.9;

+ynamics 9.1 9.96 9.' 9.96

Thermodynamics 9.;; 9.90 9.0 9.90

Enginee#ing Science Acie,emen Eaminaion&

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ActiveCooperative Eearnin"

vervie!

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, *hat is 4CB<, *hy 4CB<

, *hat does 4CB involve<

- Components of ACE, 4CB $trategies

, Constructing 4CB class eercises

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, 4ctive Bearning - When using active learning students are

engaged in more activities than Cust

listening. They are involved in dialog,debate, writing, and problem solving, as

well as higherAorder thinking, e.g., analysis,

synthesis, evaluation.

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, Cooperative Bearning - 'ooperative learning is the instructional use of

small groups so that students work together to

maximiDe their own and each otherEs learning.

2ive essential components):. 'lear, positive interdependence between students

4. 2aceAtoAface interaction

F. Individual accountability

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Team 5ercise, minutes2 $can through the handout on

the introduction to 4CB

, minutes2 $hare Guestions and insights

%ithin the team

, minutes2 Questions and 4ns%ers

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, First, $pringer, $tanne, and +onovan published a metaanalysis X1Y of thirtynine

research studies conducted since 1/69 on effectiveness of small group learning inscience, mathematics, engineering and technology X

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, 3ositive Interdependence Team membersmust rely on each other to accomplish

goals.

, Individual 4ccountability 8embers are

held accountable for doing their share of

the %or&, as %ell as mastering all material.

ACE +lements continuedD

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, Proup 3rocessing Teams periodicallyreflect on %hat they do %ell as a team, %hat

they could improve, and %hat they might

need to do differently.

, FacetoFace Interaction $ome or all %or&

should be done by members %or&ing

together.

ACE +lements continuedD

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, $ocial $&ills Team members practice andreceive instruction in leadership, decision

ma&ing, communication, and conflict

management.

Cooperative Eearnin" (trate"ies

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, Think (air $hare

, Think *loud (aired (roblem $olving

, #ig$aw

, /nhanced +ecture

, 0any more techniGues exist


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Thin& D 3air $hare

, 4pplied earlier

Thin& 4loud

3aired 3roblem $olving

, +escribe briefly


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Jig$a%

, Ase %ith material that can

be bro&en into

independent parts.

, For each part select a

member from each team

to be the team epert

, 5pert groups meet and

develop lesson on part.

, 5perts present the lesson

to the rest of the team.

5nhanced Becture

, Introductory activity

, Becturette 191minutes2

, 4ctivity minutes2, Becturette 191

minutes2

, 4ctivity minutes2

, Becturette 191minutes2

, Closing activity

Cooperative Eearnin" 'istance Eearnin"

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, *elder, -$M$ and .rent, -$ /2001 *s$ $ %rou!wor in &istance 4earning,5

Che"$ 'ngr$ 'ducation, 36/2, 102(103,htt!788www$ncsu$edu8felder(!ublic8Colu"ns8*s(3$ht"l

, Mae it clear to the students why grou!wor is being re9uired$ - (articularly important for students in distance courses, whose learning preferences tend

to favor working independently.

, *or" s"all tea"s that are balanced in nowledge and sills$

- Teams of three or four are large enough to provide adeGuate diversity of opinions,experiences, and learning styles, but not so large that individual members cansuccessfully hide.

- Hroups of all strong students or all weak students should be avoided. If possible, at leastone member of each team should have experience with the computer tools to be used tocomplete the assignments.

, %ive clear directions regarding both the assign"ents and the co""unication

tools$ - >irtual groups may find it particularly frustrating to have to decipher muddy directions

about what to do and how to do it, and their frustration could hurt both their motivationand their performance. Hive short preliminary assignments that reGuire the teammembers to demonstrate their mastery of the communication software.


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, Monitor tea" !rogress and be available to consult when tea"s are having !roble"s$

- %e proactive against procrastination, which could be worse when teams are separated. - *ppoint team coordinators whose responsibilities are to keep their teams on task and to report on

progress and problems at regular intervals. (eriodically rotate this role among team members.

- (rompt groups that are not meeting freGuently enough and offer guidance if they appear to be stuck.

, ntervene when necessary to hel! tea"s overco"e inter!ersonal !roble"s$

- $uggest strategies like active listening to resolve conflicts. 3/ach side makes its case, and the other

side has to repeat that case to the first sideEs satisfaction without attempting to counter it. When both

sides have had their say, a resolution is sought.6

- 'onsider conducting such sessions by videoconference or telephone rather than asynchronously.

, Collect !eer ratings of individual citi#enshi! and use the ratings to ad:ust the tea"

assign"ent grades$

- ewarding exceptional team members and penaliDing nonAcontributors helps avoid many of the

conflicts and resentments that often occur when students work on group proCects. * procedure for

collecting ratings and using them to adCust team grades is described in the literature., ntici!ate !roble"s and get hel! when necessary$


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, 8illis, H.J. >8anagingZand 8otivatingLZ+istance Bearning Proup

4ctivities,? http%%%.tltgroup.orggilbertmillis.htm, Petting $et Ap

- As% yourself %ey Huestions a*out the proposed "roup activity

- $e certain that "roup activities further the course o*9ectives

- +xplain to students the nature and value of the proposed activities - $e certain to "ive clear instructions.

, 3rovide students %ith a sense of closure.

, Forming Teams

- Jeep the "roup si?e small

- Unless there is a compellin" reason to do other!ise aim for

hetero"eneous "roups

- To ensure hetero"eneity form teacher)assi"ned teams.


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, Creating Team Bearning 5nvironments

- Jeep "roups to"ether lon" enou"h to esta*lish positive !or%in" relationships - Allo! time for team *uildin"

- +ncoura"e students to monitor as you !ill "roup processin"

- +ncoura"e students to practice and reinforce positive social s%ills.

, Ase Classroom 4ssessment TechniGues C4Ts2 to determine student

progress., Cooperative Bearning 4ctivity $tructure

- (tructure activities to promote positive interdependence

- Promote individual accounta*ility

, $et up a clear, noncompetitive, criterionreferenced grading scheme.

, 4nticipate problems and donKt be afraid to see& constructive help.

, emember that the research on deep learning is uneGuivocal. To reach your

intended educational outcomes, you must provide students %ith

opportunities for interactions and for active learning. These should occur in

carefully structured, seGuenced activities that are freGuently assessed.


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, *est, 8.B, and Buet&ehans, B. >Ten Preat Tips for

Facilitating @irtual Bearning Teams,?http%%%.psdcorp.comdislearn.htm

, Tip #1 (elp team members manage >cyberstress? byhelping them feel connected to the facilitator and otherteam members.

, Tip # 3lan freGuent email prompts to help team membersovercome procrastination.

, Tip #' D 3rovide a variety of tools to support the differentphases of problem solving.

, Tip #7 D 4ssist team members %hen they struggle %ithachieving consensus.

, Tip # 4ssemble teams strategically based on tas& andtalent.


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, Tip #; 3rovide timely and meaningful feedbac&.

, Tip # 0 $caffold topical discussions using a

threaded discussion asynchronous2 tool.

, Tip #6 5ncourage elaboration through

Guestioning and hypertet lin&ing., Tip #/ D +iscourage )udgment, criticism and

personal attac&s.

, Tip #19 D Intervene to highlight areas of commonground among conflicting team members.

Team +xercise

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, 3ic& a class in your freshman seGuence, +esign t%o different 4CB student eercises

for this class

-Birst exercise should ta%e no more than minutestotal for all partsD

- (econd exercise should ta%e approximately 2

minutes for the students to complete and report out

-e!ort out to the grou!

ACE Geferences

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, http%%%.clcrc.com, http%%%.activelearningsite.com

, http%%%.ncsu.eduunityloc&ersusersf

felderpublic8F.html, httpfoundationcoalition.org

, http%%%.psu.educeltclbib.html

, http%%%.%cer.%isc.edunisecl1

(ummary:

#o! do I %no! if it is ACE=

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33ositive Interdependence IIndividual 4ccountability

PProup 3rocessing$$ocial $&ills

FFaceToFace Interaction

#o! do I %no! if it is ACE=

2003new Haven

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