Teaching Teachers to Teach Engineering—T<sup>4</sup>E

Conley, C.; Ressler, Stephen J.; Lenox, Thomas A.; Samples, Jerry

doi:10.1002/j.2168-9830.2000.tb00491.x

Cited by 35 publications

(31 citation statements)

References 3 publications

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“…These are designated as "Nodal Centers" (NCs) which coordinate and host events such as principals' meet, workshops for teacher teams, demonstrations of prototype by teacher teams and finals of eYRTC and inauguration of labs. 3. The e-Yantra team conducts workshops at each NC for teacher teams from colleges in that region.…”

Section: B Effective Use Of Lab Infrastructurementioning

confidence: 99%

“…Face-to-face interaction: In this model, teachers physically attend lectures and seminars on a given subject on effectively delivering the subject matter to students [2], [3]. For example, in [4] teachers from different educational backgrounds who are interested in robotics are invited to attend a robotics festival where they are trained and given materials to impart training to their students.…”

Section: Introductionmentioning

confidence: 99%

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e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

Krithivasan

Lala

Arya

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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Embedded systems and Robotics are subjects that involve multi-disciplinary approaches to problem solving with an emphasis on hands-on experiments. Due to lack of infrastructure -robotics labs to execute projects, or trained teachers to mentor projects -engineering students in India do not get the benefits of hands-on experience. e-Yantra Lab Setup Initiative is designed as a scalable and sustainable approach that addresses infrastructure creation and teacher training to create an ecosystem at colleges to impart effective engineering education. In this paper, we discuss the three-pronged approach used in eLSI to: train a team of four teachers from each college and enable setting up of a robotics lab at each college. Analysis of feedback received from 64 teachers who participated in the pilot: (i) after the two-day workshop, (ii) at the end of e-Yantra Robotics Teacher Competition, (iii) during a visit to labs post lab inaugurations, and (iv) during a symposium held a year later for sharing and showcasing projects implemented in their robotics labs -shows that eLSI is effective in sustainable knowledge creation. The model used to establish robotics labs at 35 colleges across five regions of India in the current phase proves the scalability of the model.

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Section: B Effective Use Of Lab Infrastructurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

Krithivasan

Lala

Arya

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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“…ASCE's ExCEEd Teaching Workshop (ETW) provides a proven model for how to teach faculty to teach. [28][29][30][31][32][33][34] In this workshop, a detailed structure for success in the classroom is provided for civil engineering faculty. Boyer 25 states, "…teaching begins with what the teacher knows.…”

Section: Be a Scholarmentioning

confidence: 99%

Civil Engineering Body of Knowledge for the 21st Century

null¹

2008

104

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“…Within the ASCE-BOK Joseph Lowman's 17 categories of intellectual excitement and interpersonal rapport are used to describe effective teachers and these categories were also used in development of the Likert stems. The characteristics assessed by the stems are also drawn from the T 4 E curriculum and ASCE ExCEEd program [18][19][20] . Some of the characteristics of these training programs are: use structured organization of content to guide the learner, use effective communication to keep learner engaged, and demonstrate enthusiasm for the subject matter, for teaching, and for learning 18 .…”

Section: Methodsmentioning

confidence: 99%

“…The characteristics assessed by the stems are also drawn from the T 4 E curriculum and ASCE ExCEEd program [18][19][20] . Some of the characteristics of these training programs are: use structured organization of content to guide the learner, use effective communication to keep learner engaged, and demonstrate enthusiasm for the subject matter, for teaching, and for learning 18 . The Likert scale survey allows for student and TA level of agreement with the given characteristics to be assessed.…”

Section: Methodsmentioning

confidence: 99%

Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant

Christenson¹,

Baldwin²,

Brundrett³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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B.A. Liberal Studies and M.A. Education from Vanguard University of Southern California. M.S. Civil Engineering Texas Tech University. Currently pursuing a PhD in Civil and Environmental Engineering with focus on the biological treatment of waste water for re-use applications. I am passionate about both engineering and education. I am specifically interested in student motivation, formative assessment, service learning, and the influence of the affective domain. Daniel Baldwin Maeghan Marie Brundrett, Texas Tech UniversityCurrent PhD student at Texas Tech University in the Department of Civil and Environmental Engineering. Main research focus is on the fate and occurrence of chlorate in the environment and its use as an alternative solution for remediation of the salt marshes impacted by the BP Horizon oil spill. Ms. Paula Ann Monaco, Texas Tech UniversityPursuing Doctorate of Philosophy in Civil Engineering with a research focus in anti-fouling and scaling technology and pharmaceutical and personal care product transport through the subsurface contaminating groundwater supplies.Actively involved with STEM outreach programs ranging from K-12 summer camp classes to one day hands-on-activities increasing interest of environmental engineering. Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant AbstractIn addition to their research and coursework responsibilities, many graduate students are placed in the role of teaching assistant. Theoretically, this position will benefit both the student and the department by allowing the graduate student to gain valuable classroom experience while filling a teaching need in the sponsoring department. However, in practice, these experiences can range from rewarding to challenging for both the teaching assistants and the students under their care. These challenges raise an important question, what are the characteristics of an effective teaching assistant? In assessing teaching effectiveness, both the affective and cognitive domains must be taken into account. This study seeks to address the affective aspect for both students and teaching assistants by assessing their perceptions of what makes an effective teaching assistant. As such, the objectives of this study are to examine any gaps between student and teaching assistant perceptions, assess differences between different types of teaching assistant roles (i.e. lab vs. lecture), and compare the results to accepted best practices from literature and the personal experience of experienced teaching assistants. Surveys consisting of Likert scale and open-ended questions were given to teaching assistants and students. The study utilized mixed methods with descriptive statistics used to assess the Likert results and a qualitative analysis of the open-ended questions to determine common themes. Since teaching assistant roles can vary widely, several different types of classes were assessed within the environmental and water resources engineering curriculum. Both laboratory and lecture cour...

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Teaching Teachers to Teach Engineering—T⁴E

Cited by 35 publications

References 3 publications

e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

Civil Engineering Body of Knowledge for the 21st Century

Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant

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Teaching Teachers to Teach Engineering—T4E

Cited by 35 publications

References 3 publications

e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

e-Yantra lab setup initiative: Sustainable knowledge creation and scalable infrastructure creation at engineering colleges

Civil Engineering Body of Knowledge for the 21st Century

Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant

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Product

Resources

About

Teaching Teachers to Teach Engineering—T⁴E