Presentation on theme: "2010 Faculty Learning Community Christine Monikowski, PhD Professor Dept. of ASL and Interpreting Education, NTID."— Presentation transcript:
2010 Faculty Learning Community Christine Monikowski, PhD Professor Dept. of ASL and Interpreting Education, NTID
Process Oriented Guided Inquiry Learning (POGIL) in Materials Science Courses Betsy Dell CAST / Manufacturing & Mechanical Engineering Technology and Packaging Science
Process Oriented Guided Inquiry Learning (POGIL) in Materials Science Courses Problem Class taught using traditional lecture format Experiment Use POGIL activities in class to better engagement & learning Results 94 % of students felt discussing problems helped them understand the material 83 % felt these assignments helped them recall the material better 80 % felt they were a welcome break from lecture Should there be more of these activities? o 50 % YES o 50 % Neutral
My Metaphor of Teaching Apprentice-Master Work on authentic tasks of application or practice. Adopt the language, values, and practices of a specific group. From Teaching Perspectives- definition of an apprentice Give the students experiences doing what they will do as engineers
Incorporating Active Learning in Course Design: Science in the Garden Dawn Carter COS/School of Biological and Medical Sciences
Incorporating Active Learning in Course Design: Science in the Garden Problem Non-majors interested in plants and gardens but dont have biology background for biology electives Design a new course incorporating hands-on learning for non-biology majors New course will be taught in Fall 2011- special topics
About Science in the Garden Whats it like to be a plant? What do all the parts do? How do plants adapt and survive? How can this knowledge be applied to garden situations? How do hands-on projects help learning?
My Metaphor of Teaching Gardener Carefully nurturing seeds (students) Revealing the beauty (knowledge) that lies within Coaxing that little bit extra (because you know they can!)
Gary Behm NTID / Department of Engineering Studies
Problem Motivation To design an engineering introductory course to address some of the problems associated with underprepared students, and limited skills in writing, reading and mathematics. The approach is to motivate them to become self-learners and skillful problem-solvers which may attract them into an engineering or science career.
Experiment Career Orientation & Retention for Engineering (CORE) was created to address the needs of the first year underprepared students and to strengthen student retention. Encouraging students to make a difference in the world through an engineering career is more likely to attract them than emphasizing the challenge of math and science skills.
Results Introductory engineering courses will be offered this Fall and Winter quarters. Develop new engineering development kits. Work with actual professionals as role models. Develop project-based assessment to provide useful evidence about student learning. Improve community learning environment by integrating with other RIT colleges.
Metaphor of Teaching To be a successful engineer, he/she needs to have empathy before working with colleagues to solve engineering problems and challenges. Critical thinking and dynamic communication skills are essential in problem solving.
Integrating Team Projects into Everyday Classes John Angelis Saunders College of Business/Decision Sciences
Team Projects Teams work with outside businesses on quarter-long project Low student satisfaction level, inconsistency in project experiences Concerted effort to integrate project via class examples, group exercises, and outside-of- class follow-up, more options for projects Complaints fell, but basic variation will remain.
A Teacher is like…a Cook Hosting a Potluck Dinner Supply all the ingredients and settings for good learning, but avoid doing all the cooking yourself!
Group Project 3D Modeling Marla Schweppe CIAS / School of Design
Group Project in 3D Modeling Group project Was doing projects for others o Hard to find projects that matched course goals Designed special group project o Project fit the course goals o Design a vehicle as though it were designed by an artist (from a list provided by the instructor) Results o Higher interest level o Met learning goals
Police Woman Started off the year thinking my metaphor was fishing In other words, put the hook in the water where you can catch interest Then, reel them in to where you want them to be Now at the end of the year Feel like I spend most of my time making sure they do everything they are supposed to do
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