Collaborative inter-institutional teaching
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Transcript of Collaborative inter-institutional teaching
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Collaborative inter-institutional teaching
Venkatesh Merwade and David Maidment, University of Texas at Austin
Interdisciplinary aquatic modeling workshop, July 21, 2005
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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
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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
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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
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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
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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
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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)
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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)
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Teaching Styles
• Instructor-Centered Teaching
• Community-Centered Teaching
Student
Instructor
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University Without Walls
Traditional Classroom CommunityInside and Outsidethe Classroom
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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
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Lead/Supplemental Instructor Model
Lead instructor Supplemental instructor
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Multiple Instructor Model
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Guest Lecture Model
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Examples from UT, Austin
• GIS and Water Resources
• Surface Water Hydrology
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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.
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Classroom set-up at UTFor Faculty For 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
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Control room
Controls cameras, speaker phones, and computers. Provide general help with technological issues during the class.
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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.
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Collaboration with USU
Dr David Tarboton –students at Utah State University
Dr Tarboton presents lectures onon spatial and terrain analysis with grids
Dr David Maidment –students at UT Austin
Other Universities
Other Universities
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Teaching Model (Multiple Instructor)
University of Texas Utah State University
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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– Email– Chat room
• Examinations– Midterm, final
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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 /emails to resolve issues
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Course Syllabus
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Class Videos
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Term projects
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Term Project Website
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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 Texas Utah State University
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Class Enrollment at UT
0
5
10
15
20
25
30
35
2000 2001 2002 2003 2004Year
No
. of
Stu
den
ts
Water Resources Environmental Geology/GroundwaterTransportation Other
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Examples from UT, Austin
• GIS and Water Resources
• Surface Water Hydrology
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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
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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– Email– Chat room
• Examinations– Midterm, final
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Teaching Model (Guest Lecture)
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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)
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Instructor Contribution
Dr. David Maidment
Dr. Joanna Curran
Dr. Venkatesh Merwade
Dr. John Sharp Jr.
Dr. Jay Banner
Dr. Liang Yang
Dr. Marcy Litvak
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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
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Questions?