June 26, 2011
June 26, 2011
June 29, 2011
New Engineering Educators
22.1415.1 - 22.1415.18
Techniques from Workshops on Teaching: Implementing the Concepts and Evaluating Our ApproachesABSTRACT:The challenges for new engineering educators abound and there are never enough hours ina day or days in a week. Young educators may lack confidence in course subject materialgiven that they have never taught (the topic and/or in a classroom) before. In addition,their knowledge of teaching pedagogy and classroom management strategies often lacksrefinement since their education is almost exclusively in a field of engineering rather thaneducation. Teaching workshops have been developed to expose instructors in highereducation to practical teaching pedagogy and effective classroom management. Theseworkshops often emphasize research-based methods including use of clearly definedlearning objectives and implementing active learning techniques in the classroom. Suchmethods can be very useful and have been shown to be successful; however, for the newengineering educator, the implementation of such methods can be mentally and emotionallychallenging and time consuming.This paper provides the authors' reflection, as two relatively new engineering educators, ontheir personal implementation of learning objectives and active learning techniques in theclassroom in their second and third years of teaching. We feel that our comparativeevaluations are unique and helpful because we teach at two different teaching-focusedinstitutions and have employed methods and techniques that we have gleaned fromattending two different, unrelated workshops. While both workshops promoted activelearning techniques, one workshop was geared primarily towards engineering education andincluded topics on developing appropriate learning objectives while the other workshop wasmultidisciplinary with attendees from the humanities and the sciences and focused primarilyon active learning in the classroom.Both of the authors found their respective workshops to be very beneficial, both haveendeavored to incorporate techniques from these workshops, and both have had successand struggles in the implementation of these methods. One aspect discussed is thedevelopment of learning objectives which drives lecture content and enables to students toreview their own mastery of the material. In addition, a specific active-learning techniquethat has been implemented by one of the authors in an engineering course is presented indepth. The approach involves working on a conceptually-focused quiz problem throughindividual work, group work, and class discussion throughout a class period. This methodmotivates the students to engage, discuss, and learn together actively as they workcooperatively with a unified focus.This reflection of the specific approaches to integrating appropriate learning objectives andactive learning techniques into our engineering courses can provide concurrent perspectivefor other new engineering educators seeking to improve their effectiveness in the classroomand experienced educators looking for fresh ways to engage students. As a result of theauthors' experiences and reflection, a collection of tips for success in implementing specificteaching strategies is provided.
Foster, M., & Vander Werff, J. R. (2011, June), Techniques from Workshops on Teaching: Implementing the Concepts and Evaluating Our Approaches Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18911
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