The ExCEEd Teaching Model

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

doi:10.1061/(asce)1052-3928(2005)131:4(218)

Cited by 55 publications

(46 citation statements)

References 6 publications

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“…This curriculum uses interactive lecturing based on the ExCEEd teaching model and includes group problem solving, physical models and student questioning techniques. 9 Twelve of the thirty 65-minute class lessons were modified from the existing curriculum to included flipped, flipped-flipped or hands-on physical activities. Fourteen lessons remained the same and the remainder of the lessons were review or exams.…”

Section: Methodsmentioning

confidence: 99%

Lessons Learned from Changing Content Delivery Methods in Engineering Statics

Doyle¹,

Nilsson²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work examines the impact different pedagogical approaches in an engineering statics course had on student learning, long-term retention of material, student interest in their field of study and how the impact differs with gender. During the 2015-2016 academic year, five sections of engineering statics were taught, for a total of approximately 130 students including all sophomore civil and mechanical engineering students along with junior and senior electrical engineering students and some bio-engineering students pursuing a minor in mechanical engineering. Four sections, each taught by different professors, implemented significant pedagogical changes. Course changes incorporated flipped classes, flipped-flipped classes and many hands on activities. One of the professors taught the fifth section as a control group using their normal teaching style that includes more traditional active learning methods like group work, questioning and demonstrationsTo assess the impact of the pedagogical approaches, the statics concept inventory developed by Paul Steif was used twice during the course to assess pre-then post-course knowledge. The concept inventory was also used to assess long-term retention of a cohort of students one to four months after they finished the course. Results between the control class and the students taught with the inverted model are compared. Students filled out a post-course survey asking for input on activities and videos and how they perceived the course helped them learn and engage in the subject and engineering.Results from this work indicate the specific active learning technique implemented is less important in student learning gains and student engagement than the experience and training of the faculty member in effectively implementing active learning methodologies. Students in all sections showed long-term retention of course topics and had similar preferences in contentdelivery methods. Gender differences were striking, with female students gaining significantly to their male counterparts. The results of this study provide insight for other researchers hoping to implement active learning approaches in introductory engineering courses. IntroductionEngineering statics is one of the first classes specific to the fields of civil and mechanical engineering and an important opportunity to engage engineering students in a challenging subject in their field of study. Extensive lecturing is still the most common form of instruction for engineering faculty at Santa Clara University, with over 70% of STEM faculty self-reporting lecturing "most" or "all" of the time.1 A recent meta-analysis by Freeman, et.al. 2 of over 225 studies in STEM education, indicates that students in STEM courses taught with extensive lecturing are 1.5 times more likely to fail, earn a D, or withdraw from the course than students taught with active-learning methods in the same STEM course subject. To facilitate other SCU faculty in adopting more active approaches in the statics course, the authors developed a...

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Section: Methodsmentioning

confidence: 99%

Lessons Learned from Changing Content Delivery Methods in Engineering Statics

Doyle¹,

Nilsson²

2016 ASEE Annual Conference &Amp; Exposition 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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“…Each student took something completely different away from the visit: how to control robots, what power is required to get the right amount of lift with a rocket, making mathematics problems fun and showing them they already know something about the next level of math (algebra), what really causes the different colors when completing the dancing gummies experiment, the importance of counter weights for distance in a trebuchet, how a low overflowing dam in a river can create a wonderful area for boating and swimming, but also an unexpected danger right below the dam where many boaters and swimmers find themselves unknowingly trapped, seeing inside college classrooms and labs, visiting and learning with college-age role models in STEM areas, seeing college campus life, etc. 23 Unfortunately, like many STEM focused programs, it is easy to see the positive change in interest, focus, and attitudes of students after a visit (why teachers are so excited about this field trip even though it requires two hours of travel each way) and can list the changes in how content is covered (as mentioned above) when these elementary teachers see how important are physical models 24,25 within STEM education. The truly hard part is tracking students all the way to entering a STEM field that have experienced these truly amazing STEM activities either on field trips, competitions during E-week (robotics, bridge, trebuchet, etc.…”

Section: Assessment By Richland School Districtmentioning

confidence: 99%

STEM Collaboration Assessment Leading to Curriculum Changes and Greater Long-Term STEM Engagement

Welch¹

2015 ASEE Annual Conference and Exposition Proceedings

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Gifted Fourth and Fifth Grade students from Richland School District 2 conduct a field study (Active Learning Experiences in Resourceful Thinking, ALERT) at The Citadel every other year. The focus is for their students from 19 elementary schools who are part of a district-wide gifted and talented pullout program to experience STEM disciplines in a college environment to not only inform the future mathematics and science classes they have and will have, but also to begin the discussion on the importance of going to college and follow-on careers, especially in STEM disciplines. The School of Engineering and Science and Mathematics work together to provide four distinct one hour blocks of activities and interaction with discussion of how devices work (theory). The key focus is engineering and each student group of 25 students see two one hour blocks on engineering (civil and electrical). The students complete a reflection on the daylong experience and the teachers incorporate pictures of the activities the students experienced into future mathematics and science lesson plans to complete the learning circle by tying mathematics/science problems to their experiences. Many of these students decide to apply for academic magnet middle schools focused on STEM based on the success of the 4 th and 5 th grade integrated lesson/field trip curriculum to The Citadel. Assessment of curriculum changes based on the field trip, student reflective essays, and future attendance at middle and high school STEM magnets will demonstrate the importance of collaboration between universities and elementary and middle school programs (especially STEM focused programs) on engagement with STEM disciplines in the future.

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The ExCEEd Teaching Model

Cited by 55 publications

References 6 publications

Lessons Learned from Changing Content Delivery Methods in Engineering Statics

Lessons Learned from Changing Content Delivery Methods in Engineering Statics

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

STEM Collaboration Assessment Leading to Curriculum Changes and Greater Long-Term STEM Engagement

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