1. National Science Foundation PD Led Workshops – Session B: Transforming Undergraduate Education in Engineering Louis Everett Susan Finger Don Millard Russ Pimmel Janis Terpenny Zhanjing (John) Yu 0

2. National Science Foundation AGENDA These are good things –Research based methods –Theoretical foundations BUT … what does this mean? –Research is extensive, technical, out of reach of some practitioners Enter the National Academies –They understand our problem –“How People Learn” Today we will walk you through a small piece of this work 2

3. National Science Foundation ACTIVITY 1 As an individual, take 1 minute to list a few research findings on how people learn Form a team of those at your table and in your team –Take 5 minutes to introduce yourselves –Take 5 minutes to create a list of research findings related to how people learn –Report back 15

4. National Science Foundation Key Findings Students come with preconceptions –If initial understanding is ignored may fail to grasp new concepts and information may “memorize” for a test but revert outside class To develop competence one must have: –A deep foundation of knowledge (large data set) –A conceptual framework for facts (interrelate ideas) –An organizational structure for retrieval (ready access) Students should think about their thinking –“Metacognitive” skills help students control learning –Students should define learning goals and monitor progress 20

5. National Science Foundation Time Out! For 3 minutes, as a team, find a suitable definition for METACOGNITION 25

6. National Science Foundation ACTIVITY 2 As an individual, take 1 minute to list key teaching strategies for accommodating how people learn As a team –For 5 minutes, list as many pedagogies (a.k.a. Correct instructional strategies) that address these findings Preconceptions Deep information Conceptual framework Organization Metacognition –Report out 35

7. National Science Foundation Teaching Implications Teachers must draw out pre-existing concepts –Be familiar with predictable preconceptions –Recognize and draw out unpredicted preconceptions –Work WITH preconceptions so students Build on them, Challenge them, Replace faulty concepts Use formative assessment to make students aware of their thinking 40

8. National Science Foundation Teaching Implications 2 Teach fewer topics in greater depth –(less is more) Provide many examples of the concept –(practice) Teachers must also be in-depth learners –(model behavior) Assessment must test deep understanding –may require new methods Develop independent learners –teach metacognitive skills integrated into the curriculum 45

9. National Science Foundation ACTIVITY 3 Consider a current course or project For 3 minutes, list current or potential activities that address these teaching pedagogies: –Identifying and working through preconceptions –Creating formative assessments –Covering less but in more depth –Developing metacognitive skills 48

10. National Science Foundation ACTIVITY 4 - Summarize For the same project spend 5 minutes to: –Create a list of activities you can do to: Disseminate (get others to use) the ideas where you are strong Strengthen your areas of weakness –List ideas you can share 53

11. National Science Foundation Other Topics From How People Learn How experts differ from novices Learning and transfer Mind and brain Designing Learning environments Teacher learning Technology … J. D. Bransford, A. Brown, and R. Cocking. How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council, 1999. Available from many sources from $15.80 58

12. National Science Foundation Conclusions Please reflect on what you have heard (learned?) Share your reflections (criticism praise) with us. 75

13. National Science Foundation Use of Technology Help bring exciting curricula based on real-world problems into the classroom Provide scaffolding and tools to enhance learning Give students and teachers opportunities for feedback, reflection, and revision Build local/global communities that include teachers, administrators, students, parents, practicing engineers/scientists Expand opportunities for teacher learning