pedagogical network for engineering education, 17 september 2002, copenhagen, denmark engineering...
TRANSCRIPT
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Engineering ClassroomsBefore and After Innovation
David Cordes, University of Alabama, [email protected]
Jeff Froyd, Texas A&M University, [email protected]
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Workshop Overview
• Introduction (20 min)– Guidelines, what is an “innovative classroom”?
• What Other Institutions Have Done (25 min)– Information dump
• Classroom Transformation (30 min)– What do you do? How do you do this?
• Other Issues and Considerations (20 min)– Items that can impact potential changes
• Wrap-up (5 min)
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Introduction: Basic Guidelines
• Will operate in a team-based mode– The group knows more than any one person
• Interrupt frequently– No pre-defined set of material that “must” be
covered in this workshop
• When looking at innovative classrooms, we will focus on– The use of technology in the classroom– Lower-division engineering courses
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Introduction: Share information
• Within your group: discuss the following question among yourselves
What is an innovative classroom?(and could you recognize one if you saw it)
Appoint a reporter to capture group results
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Part 2: What others have done
Short (~25 minute) information dump• Background Information
– one-page introduction to technology-enabled learning• Representative Foundation Coalition efforts
– Arizona State University– Rose-Hulman Institute of Technology– Texas A&M University– University of Alabama
• Other sample initiatives– RPI’s studio model– Drexel’s EE laboratories– Penn State online forum
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
New Classroom Environments
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Arizona State UniversityClassrooms vary based on need
• Philosophy– College focus on technology in classrooms, different
classrooms for different needs, faculty training essential
• Classroom layout & equipment– Hold 40 to 80 students, team-based seating, instructor has
ability to project student work on main screens
• Software & Applications– Wide variety, different rooms have different packages, all
information available via the Internet
• Audience– All fundamental engineering courses
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Arizona State University
Sample
ASU
Classroom
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Rose-Hulman Institute of TechStudent laptop environment
• Philosophy– Completely networked campus environment
• Classroom layout & equipment– Every student purchases a notebook computer as an
entering student (model is specified by institution)– Over 20 classrooms have been equipped with network and
power connections to support notebook computers
• Software & Applications– Maple (calculus), Working Model & Maple (dynamics),
Physics labs (Excel - data acquisition/analysis)
• Audience– All engineering students and classes
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Texas A&M UniversityIssues of scale (large population)
• Philosophy– Classroom technology must be scalable for large classes (~100)
• Classroom layout & equipment– Remodeled about 10 classrooms for first-year and sophomore courses– One computer per two students– Departments have constructed their own classrooms, more are planned
• Software & Applications– Microsoft Office, Maple, AutoCAD, Eng. Equation Solver (EES), Internet– EE has students design, simulate, construct, measure and compare
behavior of circuits. Class uses NI hardware and software.
• Audience– Freshman and sophomore engineering students– Specialized classes in specific disciplines
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Screen
CVLB 319: ENGR 112 Team LayoutSections 501 - 503Screen
Windows Windows
Podium
Doors Doors
412
21
311
20
210
19
91
131417 16
24 23
8 7 6 51518
22
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
University of AlabamaOne model for all classrooms
• Philosophy– Technology in classrooms, classrooms convenient to
students (one new classroom in “engineering dorm”)
• Classroom layout & equipment– Remodeled six different classrooms– Tables for four, one computer per two students– Departments constructing their own classrooms
• Software & Applications– Microsoft Office, compilers, FORTRAN, Maple
• Audience– Freshman engineering students– All students in introductory computing sequence
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Alabama Classroom Layout
• Standard materials in all classrooms– Student computers, console, projection system– Primarily used for lower-division classes– Layout varies with physical room restrictions
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Rensselaer Polytechnic Institute (RPI)Studio Classrooms
• Philosophy – studio environment– Integrate classroom (lecture) with laboratory
(experiments, acquire/display/analyze data)
• Classroom layout & equipment– Tables with two students (one computer)– Student
• Using computer faces away from instructor• Listens to lecture facing away from computer
• Audience– Mathematics, sciences, engineering students
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
RPI Classroom Layout
• Students face instructor during lecture– Away from computers
• Student away from instructor when using computers– Instructor can
see monitorseasily
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Drexel ClassroomsLaboratory Equipment
• Laboratory layout & equipment– Laboratory bench for two students (one computer)– Suite of measurement equipment with computer control– First-year and sophomore students
• Perform experiments and laboratory projects for three hours/week
• Philosophy– From the start students work with current equipment and
explore stimulating physical phenomena
• Audience– Engineering students
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Technology in Large ClassesPenn State University Large Class Forum
• Penn State Survey (large lecturers, n=54)– Only 16.7% of faculty to not regularly collect feedback– Why collect feedback from students?
• Comprehension checks• Surveys/determine preconceptions• Check on student preparation• Illustrate concepts• Survey student attitudes and preferences
– Low-tech methodologies employed• Written quizzes (33%), in-class voting (48%)
– How would you utilize “high-tech” survey instruments?• 96% - quick feedback regarding concepts in lecture• 73% - surveys or attendance• 71% - classroom assessment (muddiest point)• 67% - individual response to class problem solving exercise
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Part 3: Transformation
• As a team, design your “ideal classroom environment” for the Fall of 2002– Describe this classroom environment– Describe how your new activities would benefit
students and their learning– Describe the resources (besides $$$) that would
be required to realize your visions– Select a different reporter from last time
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Other Critical Issues
• Design & Utilization– Rooms available for
renovation– Physical layout considerations– Equipment (cost, size,
location, power, HV/AC)– Time (often takes more than
one summer to build)– Faculty support and education
& development– Scheduling of these rooms– Monitoring & after-hours
access– Maintenance & upgrade time
availability
• Administrative– Institution’s computing policies– Software licensing– Purchase, replacement &
upgrade costs– Support staffing– Clear plan for what inst. is
doing with technology– Impact on T&P process– Want to assess results, how to
best do this– How to get financial support
from State or outside sources?
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
Resources• Relevant resources
– Foundation Coalition• www.foundationcoalition.org/
– Arizona State University• www.eas.asu.edu/ceasrooms/• www.eas.asu.edu/~asufc/teaming.html
– Texas A&M University• coalition.tamu.edu/
– RPI Studio Classroom• ciue.rpi.edu/studioteaching.html
– Drexel Classroom• www.educatorscorner.com/education/case_studies/drexel.shtml
– Penn State Large Classroom Forum• www.psu.edu/celt/largeclass/forum.shtml
– Sigma Xi Resources• www.sigmaxi.org/scienceresources/undergradedu.htm
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Pedagogical Network for Engineering Education, 17 September 2002, Copenhagen, Denmark
End of workshop
Questions?