A Model for Instructional Design

Welch, Ronald W.; Ressler, Stephen J.; Estes, Allen C.

doi:10.1061/(asce)1052-3928(2005)131:3(167)

Cited by 24 publications

(20 citation statements)

References 2 publications

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“…The teacher is the leader in the classroom and must use a variety of techniques and strategies to ensure learning occurs. [24,25] Teachers can change student behavior though the reasoned and logical use of educational methodologies. While the change may be resisted by students and may not succeed at first, it can work!…”

Section: Discussionmentioning

confidence: 99%

Changing Student Behavior: It Can Be Done!

Hamilton¹

2006 Annual Conference &Amp; Exposition Proceedings

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This paper presents some general observations extrapolated from the findings of on a two-year research project that the author feels have general applicability. The author suggests that although faculty members see many variables dealing with student behavior as unalterable, most are probably not. Common behaviors that are accepted include: coming to class unprepared, not doing the reading, not engaging in classroom discussion, not answering questions, turning in sloppy work, and turning in late assignments, to name but a few. The author does not accept the premise that such behaviors are unalterable. In the case of the specific research project the author conducted, the problem observed was that students seemed to regard their homework submissions as simply a product to be handed in, and the correctness of their solutions did not seem to concern them. Accepting this struck the author as the wrong approach in educating future engineers. In the spring of 2004, the author instituted a methodology of peer review of all work handed in during the course aimed at improving the quality of student work in the Structural Analysis course (CE403). This effort became an iterative process, similar to any engineering design. The objective of the "design" was to increase student learning form the following sources: • interacting with their classmates • having to explain their own work • correcting mistakes and errors in others' work • learning their own abilities and limitations • modeling the professional aspects of having work reviewed for correctness After three iterations and several changes in the implementation of the methodology, the author was pleased with the result and satisfied that his goals were achieved. This paper will discuss the specific methodology, in an abbreviated form, but will strive to also reveal the author learned about implementing any such methodology aimed at changing student behavior. This paper will review some of the current research in the field and look at its implications for changing student behavior. The author will present his findings in terms of interim results of the efforts to change student behavior, student reaction to it, keys to success, and lessons learned.

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Section: Discussionmentioning

confidence: 99%

Changing Student Behavior: It Can Be Done!

Hamilton¹

2006 Annual Conference &Amp; Exposition Proceedings

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“…The course is designed to use the history and heritage of civil engineering as a delivery mechanism for the professional skill sets of the BOK. The broad structure of the course follows the ASCE ExCEEd Model 8 and its associated Model Instructional Strategy shown below.…”

Section: Structure Of Cveen 1000 Introduction To Civil Engineeringmentioning

confidence: 99%

History and Heritage as a Vehicle for Contemporary Issues

Schmucker¹,

Burian²

2015 ASEE Annual Conference and Exposition Proceedings

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Dr. Schmucker has 15 years experience focused on high quality teaching following the T4E, ExCEEd, and NETI teaching models. A full-time teaching professional, he focuses on practice, project, and problembased teaching methodologies. History and Heritage as a Vehicle for Contemporary Issues AbstractAt the University of Utah, the required introductory course for students seeking major status in civil and environmental engineering utilizes the history and heritage of civil engineering to begin developing professional knowledge and skill sets. Topical areas include contemporary issues, leadership, ethics, professionalism, and the significant interactions of society and engineering. This paper describes the organization and delivery of the course, its connection to ASCE's Body of Knowledge, and the means of assessment of student achievement.

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“…24 The curriculum for this workshop was also informed by the ASCE ExCEEd teaching workshop, which is based on the following aspects of the ExCEEd model for effective teaching: creating structured organization, maintaining an engaging presentation, generating enthusiasm, establishing positive rapport with students, providing frequent assessment of student learning, using technology appropriately, and the teacher serving as a positive role model. 25 Key elements from the ASCE ExCEEd teaching workshop are readily available in the literature, including the following: using the board, 26 organizing and delivering classroom instruction, 27 using questioning techniques to engage students in active learning, 28 incorporating suspense and surprise in the classroom, 29 using physical models and other demonstrations, 30 the ExCEEd model as a model instructional strategy, 31 and methods for assessing teaching. 32 Since the ExCEEd teaching model already serves as an example workshop for training new faculty 33 and has been proven to be effective for training new civil engineering faculty, 34 a number of these key elements were drawn upon for our own workshop.…”

Section: Literature Reviewmentioning

confidence: 99%

A Model Workshop for Helping New Faculty Engage Students in the STEM Classroom

Farnsworth

Ziegenfuss

Roberts

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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In May 2016 a workshop entitled "Engaging Students in the STEM Classroom" was presented to faculty at Southern Utah University. Although not exclusive to new faculty, the target audience and predominant attendees, were new faculty from the science, technology, engineering, and math (STEM) disciplines on campus. The three-day workshop focused on basic principles of effective learning and teaching, aligning learning outcomes to assessments and teaching activities, methods for active learning, and strategies for effective classroom presentation. The workshop curriculum was centered around the following goals: 1) promoting broader awareness of alternative teaching strategies for STEM classrooms, 2) increasing faculty comfort level in using alternative teaching strategies, 3) increasing adoption of active learning and other evidence-based pedagogies, 4) building a campus community dedicated to improving teaching, and 5) increasing multi-disciplinary collaborations amongst faculty attendees. The purpose of this paper is to provide an example of a model workshop designed to help new faculty engage students in STEM disciplines, and includes the planning, implementation, and assessment of this workshop. The paper begins by introducing the development of the workshop, including the logic model and assessment plan, the curriculum outline, and preparation processes. The paper also explores the implementation lessons learned. Finally, this paper includes the assessment results of the effectiveness of the workshop in meeting the workshop goals. This includes a preand post-workshop comparison of the participant's attitudes regarding evidence based pedagogies and their perceived competency in using them. This paper is useful for engineering educators in developing teaching expertise, researchers interested in faculty attitudes and perceived competency in using alternate teaching strategies, and faculty and administrators planning to create professional development opportunities to help faculty of all levels become more proficient in evidence-based pedagogies. This paper also serves as an example of a model workshop to develop interdisciplinary communities of educational practice, as well as strengthen the abilities of a new faculty in establishing an engaging and effective classroom.

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A Model for Instructional Design

Cited by 24 publications

References 2 publications

Changing Student Behavior: It Can Be Done!

Changing Student Behavior: It Can Be Done!

History and Heritage as a Vehicle for Contemporary Issues

A Model Workshop for Helping New Faculty Engage Students in the STEM Classroom

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