Building a Commitment toGood Teaching & Learning

Karl A. SmithUniversity of Minnesota

Adapted from a session at Michigan State University –

MULTI Leadership Workshop for Deans, Chairs and Directors

Focus Questions

PWhat constitutes quality teaching?

PWhat are some of the pressures to improveteaching (and learning)?

PHow do we recognize and reward goodteaching?

PHow do we help faculty become teachers?

PWhat resources are available?

PHow do we go about creating a culture ofteaching and learning?

PHow do we maintain a balance?

Inquiry Learning CycleBSCS

P Engage

P Explore

P Explain

P Evaluate

Observation and Reflections

ConcreteExperience

Formulation of abstractconcepts and generalizations

Testing implicationsof concepts innew situations

Advance Organizer

“The most important single factorinfluencing learning is what the learneralready knows. Ascertain this andteach him accordingly.”

David Ausubel - Educational psychology: Acognitive approach, 1968.

Formulate-Share-Listen-Create

InformalC ooperativeL earningG roupIntroductoryP airD iscussiono fa

FOCUSQU ESTION

1. Formulatey ourr esponset ot heq uestionindividually

2. Sharey oura nswerw itha p artner3. Listenc arefullyt oy ourp artner'sa nswer4. Workt ogethert o Create a new answer

throughdi scussion

Formulate-Share-Listen-Create

InformalC ooperativeL earningG roupIntroductoryP airD iscussiono fa n

WhatC onstituteQs ualityTeaching?

1. Formulatey ourr esponset ot heq uestionindividually

2. Sharey oura nswerw itha p artner3. Listenc arefullyt oy ourp artner'sa nswer4. Workt ogethert o Create a new answer

throughdi scussion

Good teaching comes from theidentity and integrity of the teacher.. .Good teachers possess acapacity for connectedness.

Parker J. Palmer in The courage toteach: Exploring the innerlandscape of a teacher’s life. Jossey-Bass, 1998.

Informal CL (Book Ends on a Lecture)with Concept Tests

Physics Peer InstructionEric Mazur - Harvard – http://galileo.harvard.edu

Peer Instruction www.prenhall.comRichard Hake (Interactive engagement vs traditionalmethods) http://carini.physics.indiana.edu/SDI/

Chemistry Chemistry ConcepTestsArt Ellis - UW Madison – www.chem.wisc.edu/~conceptModularChem Consortium –

http://mc2.cchem.berkeley.edu/

Thinking Together videoDerek Bok Center – www.fas.harvard.edu/~bok_cen/

Richard Hake http://carini.physics.indiana.edu/SDI/

Formulate-Share-Listen-Create

InformalC ooperativeL earningG roupIntroductoryP airD iscussiono fa n

What are the Pressuresfo rC hange?

1. Formulatey ourr esponset ot heq uestionindividually

2. Sharey oura nswerw itha p artner3. Listenc arefullyt oy ourp artner'sa nswer4. Workt ogethert o Create a new answer

throughdi scussion

P Unparalleled Attention, e.g., Funding Agencies< NSF - Career Development Award & Shaping the Future

P Accreditation – ABET< Assessment< Synthesis & Design

P Employers

P University Administration

P Boyer Commissions - Educating Undergraduates in theResearch Universities & Scholarship Reconsidered

P Educational Research< Active, Interactive & Cooperative Learning< Inquiry

P Legislators, Technology, Alternative Providers, Students . . .

Some Forces Driving Change

Shaping the Future: New Expectations forUndergraduate Education in Science, Mathematics,Engineering and Technology

Goal – All students have access to supportive, excellentundergraduate education in science, mathematics, engineering,and technology, and all students learn these subjects by directexperience with the methods and processes of inquiry.

Recommend that SME&T faculty: Believe and affirm that everystudent can learn, and model good practices that increaselearning; starting with the student’s experience, but have highexpectations within a supportive climate; and build inquiry, asense of wonder and the excitement of discovery, pluscommunication and teamwork, critical thinking, and life-longlearning skills into learning experiences.

Accreditation Board for Engineering and Technology Engineering Criteria 2000

Criterion 3. Program Outcomes and Assessment

Engineering programs must demonstrate that their graduates have (a) an ability to apply knowledge of mathematics, science, andengineering (b) an ability to design and conduct experiments, as well as to analyzeand interpret data (c) an ability to design a system, component, or process to meet desiredneeds (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact ofengineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in life-longlearning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice.

Employer's Checklist — Boeing Company

! A good grasp of these engineering fundamentals:Mathematics (including statistics)Physical and life sciencesInformation technology

! A good understanding of the design and manufacturing process (i.e., anunderstanding of engineering)! A basic understanding of the context in which engineering is practiced, including:

Economics and business practiceHistoryThe environmentCustomer and societal needs

! A multidisciplinary systems perspective! Good communication skills

WrittenVerbalGraphicListening

! High ethical standards! An ability to think critically and creatively as well as independently andcooperatively! Flexibility--an ability and the self-confidence to adapt to rapid/major change! Curiosity and a lifelong desire to learn! A profound understanding of the importance of teamwork

Welcome to Michigan State University, a research-intensive, land-grant institution. Founded in 1855, MSU is one of only 58members of the Association of American Universities and amember of the Big Ten conference. As provided in theConstitution of the State of Michigan, MSU is under the generalsupervision of its Board of Trustees.

Six Guiding Principles were established by the university in 1994to guide MSU into the next century. We will:

! Improve Access to Quality Education and Expert Knowledge ! Achieve More Active Learning ! Generate New Knowledge and Scholarship Across the Mission ! Promote Problem Solving to Address Society's Needs ! Advance Diversity within Community ! Make People Matter

Peter McPherson, President

Business WeekDecember 22,

1997

Reinventing Undergraduate Education:A Blueprint for America's Research Universities

The Boyer Commission on Educating Undergraduatesin the Research Universities, April 1998

Ten Ways to Change Undergraduate Education

Make Research-Based Learning the StandardConstruct an Inquiry-Based Freshman YearBuild on the Freshman FoundationRemove Barriers to Interdisciplinary EducationLink Communications Skills and Course WorkUse Information Technology CreativelyCulminate with a Capstone ExperienceEducate Graduate Students as Apprentice TeachersChange Faculty Reward SystemsCultivate a Sense of Community

http://notes/cc.sunysb.edu/Pres/boyer.nsf

Robert Barr & John Tagg. From teaching to learning:A new paradigm forundergraduate education. Change, 27(6), 1995.

Wm. Campbell & KarlSmith. New Paradigms forCollege Teaching. Interaction Books, 1997.

P Teaching to diversity (different learning styles, ethnicities,genders)

P Defining educational objectives, facilitating developmentof critical and creative thinking and problem-solving skills

P Active learning (individual and group activities in class)

P Structured cooperative learning (including multidisciplinaryteamwork and facilitating development of written and oralcommunication skills)

P Writing and (multidisciplinary) design across thecurriculum

P Inquiry and discovery learning (problem-based, case-based)

P Appropriate use of technology (tools, simulation,exploration)

New Paradigm

Formulate-Share-Listen-Create

InformalC ooperativeL earningG roupIntroductoryP airD iscussiono fa n

HowD oW eR ecognizea ndRewardG oodT eaching?

1. Formulatey ourr esponset ot heq uestionindividually

2. Sharey oura nswerw itha p artner3. Listenc arefullyt oy ourp artner'sa nswer4. Workt ogethert o Create a new answer

throughdi scussion

Scholarship Reconsidered: Priorities of the ProfessoriateErnest L. Boyer

The Scholarship of Discovery, research that increases thestorehouse of new knowledge within the disciplines;

The Scholarship of Integration, including efforts by faculty toexplore the connectedness of knowledge within and acrossdisciplines, and thereby bring new insights to original research;

The Scholarship of Application, which leads faculty to explorehow knowledge can be applied to consequential problems inservice to the community and society; and

The Scholarship of Teaching, which views teaching not as aroutine task, but as perhaps the highest form of scholarlyenterprise, involving the constant interplay of teaching andlearning.

PThe activity requires a high level of discipline-related expertise.

PThe activity breaks new ground, is innovative.

PThe activity can be replicated or elaborated.

PThe work and its results can be documented.

PThe work and its results can be peer-reviewed.

PThe activity has significance or impact.

The Basic Features of Scholarly andProfessional Work

Adapted from: Diamond R. & Adam, B. 1993. Recognizing faculty work: Reward systems for the year

2000. San Francisco, CA: Jossey-Bass.

PDepartment Chair/Head

PSenior Colleagues

PTeaching Effectiveness Centers

PProfessional Organizations - Disciplinary,Educational (ASEE, NSTA, ?)

PBooks

PCourses

What Resources are Available?

New Professor Handbooks:

Davidson, Cliff I. & Ambrose, Susan A. 1994. The new professor’s handbook: Aguide to teaching and research inengineering and science. Bolton: Anker.

Reis, Richard M. 1997. Tomorrow’sprofessor: Preparing for academic careersin science and engineeing. New York:IEEE.

Promotion & Tenure Guides:

Diamond, Robert M. 1995. Preparing forpromotion and tenure review: A facultyguide. Bolton: Anker.

Diamond, Robert M. 1994. Serving onpromotion and tenure committees: A faculty guide. Bolton: Anker.

PASEE 1998< Session 1655 - Excellence in Teaching at the Graduate

Level

< Session 0455 - Graduate Student Session

PASEE Prism, May-June 1999

PSmith & Kritskaya Survey

PFIE 1999< Session 13a8 Engineering Education Scholars Workshops

< Session 13d4 College-Based Programs for EnhancingTeaching and Learning

Current Status of Courses inTeaching Engineering

PTraining While in School – 45%

P In-house/On-campus – 50%

POff-campus Workshops/Seminars – 40%

PTeaching Mentor – 25%

POther – 7%

PNo Training at All – 20%

Types of Teaching Training

ASEE Prism, May-June, 1999

PLiterature Search

PRequest posted to Tomorrow’s ProfessorListServe

P Informal Contacts

Smith & Kritskaya Survey

PDetailed Materials (Syllabi, etc.) From 14Courses

PMix of Courses for:< Graduate students< Faculty< Engineering, Science & General

PContent Analysis< Format< Pedagogy

Summary of Survey Results

PFormat:< Course title, disciplines, participants, credits,

grading, references

PPedagogy< Course Objectives< Topics< Projects and Activities< Teaching/Learning Strategies< Emphasis on Research

Format and Pedagogy

College Teaching in EngineeringGustafson – Ohio State

1. Historic perspectives in teachingengineering

2. Learning styles3. Lecture/Presentation styles4. Bloom’s taxonomy/Cognitive levels of

learning5. Alternatives to traditional lecture 6. Teaching non-traditional students7. Evaluation of student learning and

instruction8. Course planning and syllabus design9. University life and learning

College Teaching in EngineeringGustafson – Ohio State

1. Class discussion and analysis of readings2. Brief written summaries on readings3. Developing a teaching philosophy

statement early in the course and refiningit throughout

4. Micro-teaching – 10-15 minute sessionwith peer feedback

P Informative not Transformative

PProcedurally Oriented not ConceptuallyOriented

P Individually Focused not Team Focused

P . . .

Kritskaya Reflection

Session Summary(Minute Paper)

Reflect on the session:

1. What were the most important points for you?2. What is the first idea about quality teaching youwill discuss with your faculty?3. What questions do you have?

Discuss with a partner:

1. Points that were useful, meaningful, interesting,applicable, etc.

2. Questions that you have.

The biggest and most long-lastingreforms of undergraduate educationwill come when individual faculty orsmall groups of instructors adopt theview of themselves as reformers withintheir immediate sphere of influence,the classes they teach every day.

K. Patricia Cross