Organizing and Delivering Classroom Instruction

Ressler, Stephen J.; Welch, Ronald W.; Meyer, K. F.

doi:10.1061/(asce)1052-3928(2004)130:3(153)

Cited by 21 publications

(16 citation statements)

References 2 publications

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“…), constructed physical models, rehearsed the class, planned in-class group or individual exercises, planned possible in-class assessments, and prepared the associated homework. 14 The key activity is planning what to actually present in class including the material to be placed on the board. According to Lowman, "Teachers who carefully consider what content should be presented and how learning should be organized are more likely to orchestrate virtuoso performances than those who leave much to improvisation."…”

Section: Iib Board Notesmentioning

confidence: 99%

Teaching Mechanics 101

Welch¹

2005 Annual Conference Proceedings

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A typical class might start with a video and/or hands-on demonstration, lead to an example problem with theory provided just in time to allow solving of the problem at hand, and end with group work on another in-class example problem. Carefully worded questions draw the student into the learning and allow the student to draw upon previous knowledge to provide the building blocks for construction of new knowledge. Repetition and manipulation of new concepts is possible through the proper use of instructional technology. Sound innovative? Sounds new? Not really, these types of techniques have been used for many years at the United States Military Academy and probably at most schools at the turn of the century. Hands-on models were once the corner stone of every class in mechanics, but many classrooms today are only equipped with a textbook, a chalkboard (if lucky), and a computer projection system. Is this enough? No! How can faculty return to a style in today's classrooms that is more conducive to student-centered learning? This paper will present the daily classroom activities in a basic Mechanics course (and other courses as well) that greatly improve the quality of the instruction and student learning. Assessment will be provided to demonstrate the effectiveness of these pedagogical basics on the student learning and professor's classroom performance.

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Section: Iib Board Notesmentioning

confidence: 99%

Teaching Mechanics 101

Welch¹

2005 Annual Conference Proceedings

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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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“…The real world open-ended homework assignments directly linked to the course learning objectives 7 were devised to scaffold student understanding of the key geotechnical concepts. The assigned homework not only stimulated creativity and deep thinking about the material, but also required them to use their engineering judgment.…”

Section: Pedagogical Techniques Used At the Citadelmentioning

confidence: 99%