New Century Scholars Faculty Development Workshop: Thoughts

and Reflections

Eric Williamson

Ellen Rathje

Why Learn to Teach?

• 1990 Seymour & Hewitt study:– Why do undergrads leave SME?– Studied 335 students at 7 institutions

• Findings:– 41% of “switchers” cited poor teaching as a factor in the

decision to switch.– 98% of “switchers” cited poor teaching as a concern.– 86% of “non-switchers” also cited poor teaching as a

concern.

We have a problem......

• Few engineering faculty members receive any formal training.

• The NSPE Code of Ethics“Engineers shall perform services only in the areas of their competence.”

Teaching when you are not competent to do so

is unethical!

Why Learn to Teach?

Define Exemplary Teaching:

Intellectual ExcitementTechnical ExpertiseOrganizationClarity of CommunicationEngaging PresentationEnthusiasm

Interpersonal RapportInterest in students as individualsInterest in students’ learningReceptive to students’ preferences about assignments and policies

Effective Course Design

Goals & Objectives

Course specific goals & objectives

Bloom’s Taxonomy

Students

Instruction

Cooperative learning

Technology

LecturesLabs

Other experiences

Assessment

Tests Other measures

Classroom assessment techniques

How do I plan a course?

Instructional Instructional

ObjectivesObjectives

Bloom’s Taxonomy of Educational Objectives

• taxonomy – the study of the general principles of scientific classification

1. Knowledge: recognize or recall information (list, identify, outline, etc.)

2. Comprehension: understand the meaning of information

(explain, describe, interpret, etc.)3. Application: use the information

appropriately in different situations (apply, calculate, solve, etc.)

Bloom’s Taxonomy (cont.)

4. Analysis: break the information into component parts and see the relationships

(classify, derive, explain, etc.)5. Synthesis: put components together to form new

products and ideas(formulate, design, create, etc.)

6. Evaluation: judge the worth of an idea, theory, opinion, etc. based on criteria

(determine, optimize, evaluate, etc.)

Non-Instructional Objectives:Know, Learn, Understand

Reasons for Writing Objectives

• Identify critical course material– organize presentation– allot appropriate time per topic

• Identify and delete extraneous course material• Facilitate construction of in-class activities, out-

of-class assignments, and tests– assure comprehensive coverage– exercise all Bloom levels

• Tell faculty colleagues what they can expect students who pass this course to be able to do– teachers of follow-on courses– new instructors– curriculum planning committees– accreditation coordinators

Seminar ObjectivesSeminar Objectives

By the end of this presentation, you should be able to …

• Explain Bloom’s Taxonomy of Educational Objectives

• Identify different Learning Styles

• Summarize the consequences of learning and teaching

style mismatches

• Apply strategies for managing your academic career

How Students Learn, How Teachers Teach, and What Goes Wrong with the Process

(Richard Felder)

Fact 1: What students learn < what we teach

Fact 2: How much students learn is determined by Native ability Background Match between learning style and teaching

style

Fact 3: We cannot do much about their ability, background, or learning style

Conclusion: To maximize student learning, all we have to work with is our teaching style

Learning Styles

• Refer to the different ways students take in information and process it.

• Focus on sensory input

• Practical• Observant• Concrete: Facts and

data• Repetition

• Focus on subconscious

• Imaginative• Look for meanings• Abstract: Theory

and models• Variety

Intuitive Learners

Sensing Learners

• Methodical• Detail Work• Complaint: “Not real

world.”• Tests: Run out of

time

• Quick• Concept work• Complaint: “Plug

and chug.”• Tests: Carelessness

Intuitive Learners

Sensing Learners

Are you a sensor or intuitor? How strong is your preference?

“Show me.”• pictures• diagrams• sketches• schematics• flow charts• plots

“Explain it to me.”• spoken words• written words

Verbal Learners

Visual Learners

Are you a visual or verbal learner? How strong is your preference?

• Process actively• Think out loud• “Let’s try it out.”• Jump in prematurely• Like group work

• Process introspectively

• Work quietly• “Let’s think about it.”• Delay starting• Like solo or pair

work

Reflective Learners

Active Learners

Are you an active or reflective learner? How strong is your preference?

• Function with partial understanding

• Steady progress• Explain easily• Analysis, details (the

trees)

• Need big picture to function

• Initially slow, then major leaps

• Can’t explain easily• Synthesis, systems-

thinking (the forest)

Global Learners

Sequential Learners

Are you a global or sequential learner? How strong is your preference?

Lea

rnin

g S

tyle

Pre

fere

nce

sSensingIntuitive

VisualVerbal

InductiveDeductive

ActiveReflective

SequentialGlobal

59%Undergrads Faculty

36%39% 61%

73% 73%25% 26%

37% 58%63% 40%

50% 38%47% 60%

75% 70%24% 27%

Most Engineering Instruction Favors:

sensory - intuitive

visual - verbal

inductive - deductive

active - reflective

sequential - global

Consequences ofTeaching-Learning Mismatches

• Many students can’t get what’s being taught. They may – become bored, inattentive, or disruptive in class

– do poorly on tests

– get discouraged about the course, the curriculum, and/or themselves

– change to another curriculum or drop out of school

Consequences ofTeaching-Learning Mismatches

• Professors observe low test scores, hostile or unresponsive classes, poor attendance, dropouts & know something’s wrong. They may:– get defensive or hostile (making things even worse)– question whether they are in the right profession

• Society loses potentially excellent professionals.– visual, active learners (most students)– sensing learners– global learners

Teaching-Learning Mismatches

• You’ll find students of all learning styles in your classes.

• We need all types in the engineering profession.

• We need to address all styles in our classes, not just one!

Addressing Different Learning Styles

• For sensory learners, include practical example problems (with real numbers).

• For visual learners, use sketches, graphs, pictures, demonstrations, and video clips.

• For inductive learners, work a problem or show an application first, then develop the theory.

• For active learners, use small group exercises in class, and allow students to collaborate on homework.

• For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses.

Assessment

• Assessment of Students’ Learning– Exams– Classroom assessment techniques

• Assessment of Teaching– Teaching Evaluations

Examinations

Tests perceived by students as unfair (e.g., too long, too “tricky”) may be the leading cause of poor student

evaluations of teaching.

How can I create tests that are both fair and meaningful?

Tips for Tests

• Review instructional objectives before and after writing each test

• Consider handing out a study guide before each test

• Minimize speed as a factor in performance• Design 10-15% of test to discriminate

between A and B-level performance• Always work out a test from scratch after you

develop the final version

Tips for Problem-Solving Tests

• You should be able to work out the test in 1/3 the time the students will have to do it

• Closed-book exams test memory, open-book exams test understanding. Summary sheets are a good compromise.

• Be generous with partial credit• If the average is 35, consider the possibility that

the test was lousy

Classroom Assessment Techniques

Students need opportunities to give and get feedback on their learning before they are evaluated for grades.

– Muddiest Point Paper– Minute Paper– Background Knowledge Probe– Misconception/Preconception Check– Student Generated Test Questions

Teaching Evaluations

Preconception CheckPreconception Check

• MYTH - Students lack the wisdom and experience to

assess teaching effectiveness.

• FACT: Student ratings correlate highly with ratings by:– Faculty peers– Administrators– Alumni– Graduating seniors

Student Ratings: Myth vs. Fact

Wankat & OreoviczChapter 16

FelderChem Eng Ed, 1992

• MYTH - Students who give an instructor low ratings today will come to appreciate that instructor in later years.

• FACT: Student ratings are highly stable over time.

Student Ratings: Myth vs. Fact

• MYTH - Student ratings are just popularity contests. Easy graders get higher ratings.

• FACTS:

Teachers who assign more work are rated as most effective.

Teachers who assign more difficult work are rated as most effective.

There is little or no correlation between grading practices and student ratings.

Student Ratings: Myth vs. Fact

• MYTH - Teachers who get higher ratings aren’t really doing a better job of teaching.

• FACTS: Teachers rated as most effective by students tend to be those whose students:

Perform best on achievement tests

Score higher on common exams

Elect advanced courses in those same subjects

Choose to major in those subjects

Student Ratings: Myth vs. Fact

Define Exemplary Teaching:

Intellectual ExcitementTechnical ExpertiseOrganizationClarity of CommunicationEngaging PresentationEnthusiasm

Interpersonal RapportInterest in students as individualsInterest in students’ learningReceptive to students’ preferences about assignments and policies

How can we develop interpersonal rapport with students?

• Learn students’ names:– As early as possible in the course

– Learn what they want to be called

• Use “student data sheets” to familiarize with:– Home town

– Academic interests

– Extracurricular activities

• Participate in student organization activities

• Attend athletic events and extracurricular activities

Get to Know Your Students

Developing Interpersonal Rapport:

• Come to class early, and stay after class.

• Assistance outside of class:– Always make time to see a student who asks for

help.

– Seem eager to see a student, even if you are not.

– Don’t be punitive.

• Be accessible:– Use e-mail

Be Available

Developing Interpersonal Rapport:

• Ensure that grading is as fair and objective as possible.

• Solicit feedback, and respond to it.

• Demonstrate flexibility on the scope and timing of requirements, when appropriate.

Developing Interpersonal Rapport:

Be Fair, Flexible, and Responsive

Establish a Positive Classroom Environment

• Let your own personality show through.

• Have a positive disposition.

• Use humor (except in Thermodynamics).

• Maintain contact with your students.

• Avoid cynicism about students.

Developing Interpersonal Rapport:

Developing Interpersonal Rapport

• Utilize questions during class

• Proper questioning clearly establishes who is in charge.

• Proper questioning requires that you know your students (names and personalities).

Developing Questions

•A few questions are spontaneous, but most are preplanned.

•Good clear questions take some time and

effort to prepare.

Wankat & Oreovicz, Ch. 6

Helpful Hints

•Listen to student responses.

•Be very sensitive to your response to student answers (especially “yes” and “correct”).

•Separate wheat from chaff; grab onto wheat, and ignore chaff.

Remember the real reason you’re asking questions!

-Joseph LowmanMastering the Techniques of Teaching

“Outstanding teachershave often expressed the sentimentthat to become a great classroom instructor, one must genuinely likecollege-age students and identify with their interests, both serious and foolish.”

Summary of Teaching & Learning• Provide an orientation:

Why is this important? How does it relate to prior knowledge?

• Provide learning objectives.• Provide information.• Stimulate critical thinking about the subject.• Provide models.• Provide opportunities to apply the knowledge:

In a familiar context. In new and unfamiliar contexts.

• Assess the learners’ performance and provide feedback.

• Provide opportunities for self-assessment.

BUT…HOW CAN I MANAGE IT ALL??

Strategies for Managing an Academic Career

• Develop a vision for your career– Does this vision match the university’s vision?

• Set goals– Short-term and long-term goals– Re-evaluate goals after each semester

• Document your work• Learn to say “no”

Importance Paradigm

Quadrant I

Meetings

Crises

Deadlines

Quadrant II

Presentation prep

Writing journal paper

Quadrant III

Phone calls

Drop-in visitors

Quadrant IV

Junk mail

Chit-chat

Non-urgentUrgent

Imp

ort

ant

No

t-im

po

rtan

t

Covey et al. (1994)

Importance Paradigm

• Obviously, we spend a lot of time in Quadrant I • But, we spend too much time Quadrant III• Quadrant II – “Quadrant of Quality”• If we spend more time in Quadrant II (I.e., long-

term planning and preparation), we can avoid Quadrant I

• How can we spend more time in Quadrant II?

Establish Your Absence

Establishing Your Absence

• Set aside time on a weekly basis for long-term, important tasks

• Focus on:– Research– Paper writing– Course development

• Keeping this appointment with yourself is key– Don’t cancel this appointment!

Important Advice for Junior Faculty

• Delegate – empower and relinquish control!• Plan ahead• Get a support network• Cultivate mentors/allies• Choose your battles• DON’T over prepare • DON’T burn bridges• DON’T say yes to everyone

Denise DentonDean, University of Washington

And don’t forget…

LEAVE SOME LEAVE SOME TIME FOR TIME FOR

YOURSELF!YOURSELF!

The “NCS Model” for Effective Teaching

• Structured organization– Based on learning objectives– Appropriate to the subject matter– Varied, to appeal to different learning styles

• Engaging presentation– Clear written and verbal communication– High degree of contact with students– Physical models & demonstrations– Use real-world applications– Use humor

• Enthusiasm – Demonstrate the joy of learning

• Positive rapport with students– Know your students– Be available– Fair, flexible, and responsive

• Frequent assessment of student learning– Classroom assessment techniques– Out-of-class homework and projects

Teacher as RoleModel

The “NCS Model” for Effective Teaching

References & Sources of Information

• J. Lowman (1995). Mastering the Techniques of Teaching, 2nd ed. Jossey-Bass Publishers, San Francisco.

• P. C. Wankat and P. S. Oreovicz (1993). Teaching Engineering. McGraw-Hill, Inc., NY

• S. Covey, A.R. Merrill, and R.R. Merrill (1994) First Things First. Simon & Schuster

• http://www2.ncsu.edu/unity/lockers/users/f/ felder/public/

• http://sll.stanford.edu/projects/tomprof/ newtomprof/reis.html

Any questions?

Thank you for your attention!