1. National Academy of Engineering Frontiers of Engineering Education
Learning Panel
Sheri Sheppard
Karl Smith
Wendy Newstetter
Barbara Olds
National Academy of Engineering
Frontiers of Engineering Education
November 2009

2. Session Objectives Participants will be able to
Describe key features of the Backward Design process – Content (outcomes) – Assessment - Pedagogy
Elaborate on why some things you do work well in promoting student learning
Apply a few new strategies for assessment and instruction to classroom practice

3. What’s up… Framing the panel POV1: Learning takes action (Karl)
POV2: Learning is Cyclic and Developmental (Wendy)
POV3: Learning takes feedback (Barbara)

4. Overarching or Ancillary Goal
Framework #1: Backward Course Design
Overarching or Ancillary Goal
(for a specific group of students)
Skills
(what students will need to be able to do in order to attain this goal)
Content
Class Format
Assessment Format
Syllabus
Does your syllabus share with your students the thinking process that you followed to design the course?

5. Education as a “Cognitive Apprenticeship”
Framework #2:
Education as a “Cognitive Apprenticeship”
Modeling
“representations of practice”
Scaffolding
“providing support”
“deliberate, planned feedback”
Coaching
“removing scaffolding with growth”
Fading
Collins, Brown, Newman, 1989, pg

6. National Academy of Engineering Frontiers of Engineering Education
Learning Takes Action
Karl A. Smith
Engineering Education – Purdue University
Civil Engineering - University of Minnesota -
National Academy of Engineering
Frontiers of Engineering Education
November 2009

7. CAP Design Process Flowchart
Integrated Course Design (Fink, 2003)
1. Situational Factors
2. Learning Goals
3. Feedback and Assessment
4. Teaching/Learning Activities
5. Integration
Initial Design Phase
Context
Content
Assessment
Pedagogy
C & A & P
Alignment?
End
Start
Yes No
Backward Design 7

8. Your Undergraduate Experience
(yeah! The red arrow is pointing at one of our undergrad researchers—Michelle Valeriano) 2 1

9. Student Engagement
“Perhaps the strongest conclusion that can be made is the least surprising. Simply put, the greater the student’s involvement or engagement in academic work or in the academic experience of college, the greater his or her level of knowledge acquisition and general cognitive development” - Pascarella and Terenzini (1991, 2005)
Frequency and quality of student-student and student-faculty interaction are most influential for college student’s academic development, personal development and satisfaction (Astin, 1993; Light, 1992)

10. The American College Teacher: National Norms for 2007-2008
Methods Used in “All” or “Most”
All – 2005
All – 2008
Assistant
Cooperative Learning 48 59 66
Group Projects 33 36 61
Grading on a curve 19 17 14
Term/research papers 35 44 47

11. Calls for evidence-based teaching practices
Engaged Pedagogy
January 13, 2009—New York Times
January 2, 2009—Science, Vol. 323
Calls for evidence-based teaching practices

14. Book Ends on a Class Session

15. Book Ends on a Class Session
Advance Organizer
Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every minutes
Session Summary (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?
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

16. Informal CL (Book Ends on a Class Session) with Concept Tests
Physics
Peer Instruction - Eric Mazur - Harvard –
Richard Hake –
Chemistry
Chemistry ConcepTests - UW Madison
Video: Making Lectures Interactive with ConcepTests
ModularChem Consortium –
STEMTEC
Video: How Change Happens: Breaking the “Teach as You Were Taught” Cycle – Films for the Humanities & Sciences –
Harvard
Thinking Together, From Questions to Concepts Interactive Teaching in Physics & Interactive Teaching DVD: Promoting Better Learning Using Peer Instruction and Just-In-Time Teaching: Derek Bok Center

17. 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 [Nuclear Engineering Professor; Dean, Provost and President of the University of Michigan]

18. Resources Integrated Design Approach
Pellegrino – Rethinking and Redesigning Curriculum, Instruction and Assessment
Fink, L. Dee Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. (Notes: Fink, L. Dee A Self-Directed Guide to Designing Courses for Significant Learning).
Backward Design Process (Wiggins & McTighe):
Smith, K. A., Douglas, T. C., & Cox, M Supportive teaching and learning strategies in STEM education. In R. Baldwin, (Ed.). Improving the climate for undergraduate teaching in STEM fields. New Directions for Teaching and Learning, 117, San Francisco: Jossey-Bass.
Bransford, Vye and Bateman – Creating High Quality Learning Environments
Active & Cooperative Learning
Smith, K.A., Sheppard, S. D., Johnson, D.W., & Johnson, R.T Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education Special Issue on the State of the Art and Practice of Engineering Education Research, 94 (1),