1. Engaging Faculty and Students in Talking about Teaching and Learning (Informed by Assessment Data)
Karl A. Smith
Civil Engineering - University of Minnesota
University of Missouri – Rolla
Center for Educational Research & Teaching Innovation
January 5, 2006

2. Assessment Data Knowledge Probe Classroom Assessment (minute paper)
Mid-Term Review
Student Management Team
SGID & Peer Review 2

3. Knowledge Probe Example from MOT 8221
What would you like to know about the students in your courses? 3

4. 4

5. MOT 8221 – Spring 2005 5 PM Q1 PMI Q2 KM Q3 Leadership Q4 EngSys Q5
IE/OR Q6
Mod/Sim Q7
CAS Q8
MgmtSci Q9
6 Sigma
Q10 5

6. MOT 8221 – Spring 2005 6 Spread Q1 PM Q2 Stat Q3 Mod/Sim Q4 DB Q5 Prog

7. Knowledge Probe
What would you like to know about the students in your courses? 7

8. Minute Paper
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
What was the “muddiest” point in this session?
Give an example or application
Explain in your own words . . .
Angelo, T.A. & Cross, K.P Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass. 8

9. Reflect on the session:
Session Summary
(Minute Paper)
Reflect on the session:
1. Most interesting, valuable, useful thing you learned.
2. Question/Topic/Issue you would like to have addressed.
3. Comments, suggestions, etc
Pace: Too slow Too fast
Relevance: Little Lots
Format: Ugh Ah 9

10. MOT Spring Session 1
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots
Q6 – Format: Ugh Ah 10

11. Session 1 Comments
Most interesting – fast paced tower build exercise (cited by 10 or more); Engineering approach exercise
Team efforts, Love the team building; plus/delta good
Inquiry exercise – good at reinforcing the group dynamics; Practical application of constructive controversy; controversy exercise, also new teams
PM is more than software
Useful information that can be brought back to me company to use
Not addressed – scope creep; recipe for PM; little more on external factors; internal vs. external PM; formal PM life cycle
Questions – Is project management a science or an art? How most companies do PM?
Suggestion – A little less reading, please
Format – nice balance of theory, background and some practice; class very interactive and interesting; wild first class, ugh, firehose! Great first class 11

12. MOT Spring Session 2
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots 12

13. MOT Spring Session 1
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots
Q6 – Format: Ugh Ah 13

14. Mn/DOT Essential Skills for Project Managers May 2, 2005
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots
Q6 – Format: Ugh Ah 14

15. Mid-Term Review 15

16. 16

17. MOT 8221 Mid-Semester Review17

18. Student Management Team
A student management team will be used in this course to operationalize Total Quality Management principles. The attributes of student management teams are described below, and the operation of the team is based on shared responsibility:
Students, in conjunction with their instructor, are responsible for the success of any course. As student managers, your special responsibility is to monitor this course through your own experience, to receive comments from other students, to work as a team with your instructor on a regular basis, and to make recommendations to the instructor about how this course can be improved. (Nuhfer, ). 18

19. Attributes of Student Management Teams
3 - 4 students plus teaching team.
Students have a managerial role and assume responsibility for the success of the class.
Students meet weekly; professor attends every other week. Meetings generally last about one hour.
Meet away from classroom and professor's office.
Maintain log or journal of suggestions, actions and progress.
May focus on the professor or on the content.
Utilize group dynamics approach of TQM. 19

20. Chapter 8: Student Management Teams: The Heretic’s Path to Teaching Success by Edward B. Nuhfer
Wm. Campbell & Karl Smith. New Paradigms for College Teaching. Interaction Books, 1997.
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,

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23. The biggest and most long-lasting reforms of undergraduate education will come when individual faculty or small groups of instructors adopt the view of themselves as reformers within their immediate sphere of influence, the classes they teach every day.
K. Patricia Cross 23

24. It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.
James Duderstadt, 1999 24