2010 Faculty Learning Community Christine Monikowski, PhD Professor Dept. of ASL and Interpreting Education, NTID.

2010 Faculty Learning Community

Christine Monikowski, PhDProfessor

Dept. of ASL and Interpreting Education, NTID

Process Oriented Guided Inquiry Learning (POGIL)

in Materials Science Courses

Betsy DellCAST / Manufacturing & Mechanical

Engineering Technology and Packaging Science

Process Oriented Guided Inquiry Learning (POGIL) in Materials Science

Courses• Problem

• Class taught using traditional lecture format

• Experiment• Use POGIL activities in class to better engagement & learning

• Results• 94 % of students felt discussing problems helped them understand the

material• 83 % felt these assignments helped them recall the material better• 80 % felt they were a welcome break from lecture• Should there be more of these activities?

o 50 % YESo 50 % Neutral

Results

Discussing the problems with other students helped me to understand the material better.

These assignments helped me remember the material better.

The activities were useful and challenging.

I always contributed to these group activities.

All team members would contribute during the assignment discussions.

The group activities were a welcome break from the lectures.

The reading and problems for these assignments were clear and understandable.*

There should be more group activities like these.

0

0

0

0

3

2

3

0

1

3

4

1

4

2

5

9

17

15

14

16

11

15

9

9

Assessment of POGIL Activities in Materials Technology

Agree or Strongly Agree Neutral Strongly Disagree or Disagree

My Metaphor of Teaching

• Apprentice-Master• Work on authentic tasks of application or practice.• Adopt the language, values, and practices of a

specific group.From Teaching Perspectives- definition of an apprentice

• Give the students experiences doing what they will do as engineers

Incorporating Active Learning in Course

Design: Science in the Garden Dawn Carter

COS/School of Biological and Medical Sciences

Incorporating Active Learning in Course Design: Science in

the Garden • Problem

• Non-majors interested in plants and gardens but don’t have biology background for biology electives

• Design a new course incorporating hands-on learning for non-biology majors

• New course will be taught in Fall 2011- special topics

About “Science in the Garden”

• What’s it like to be a plant?• What do all the parts do?• How do plants adapt and survive?

• How can this knowledge be applied to garden situations?

• How do hands-on projects help learning?

My Metaphor of Teaching

• Gardener• Carefully nurturing seeds (students)• Revealing the beauty (knowledge) that lies

within• Coaxing that “little bit extra” (because you

know they can!)

Gary Behm

NTID / Department of Engineering Studies

NTID Career Orientation & Retention for Engineering Students

Problem

Motivation

•To design an engineering introductory course to address some of the problems associated with underprepared students, and limited skills in writing, reading and mathematics.

•The approach is to motivate them to become self-learners and skillful problem-solvers which may attract them into an engineering or science career.

Experiment

• Career Orientation & Retention for Engineering (CORE) was created to address the needs of the first year underprepared students and to strengthen student retention.

• Encouraging students to make a difference in the world through an engineering career is more likely to attract them than emphasizing the challenge of math and science skills.

Results

• Introductory engineering courses will be offered this Fall and Winter quarters.

• Develop new engineering development kits.

• Work with actual professionals as role models.

• Develop project-based assessment to provide useful evidence about student learning.

• Improve community learning environment by integrating with other RIT colleges.

Metaphor of Teaching

To be a successful engineer, he/she needs to have empathy before working with colleagues to solve engineering problems and challenges. Critical thinking and dynamic communication skills are essential in problem solving.

Integrating Team Projects into Everyday

ClassesJohn Angelis

Saunders College of Business/Decision Sciences

Team Projects

• Teams work with outside businesses on quarter-long project• Low student satisfaction level, inconsistency

in project experiences• Concerted effort to integrate project via class

examples, group exercises, and outside-of-class follow-up, more options for projects

• Complaints fell, but basic variation will remain.

A Teacher is like…a Cook Hosting a Potluck Dinner• Supply all the ingredients and settings for

good learning, but avoid doing all the cooking yourself!

Group Project3D Modeling

Marla Schweppe

CIAS / School of Design

Group Project in 3D Modeling• Group project

• Was doing projects for otherso Hard to find projects that matched course goals

• Designed special group projecto Project fit the course goalso Design a vehicle as though it were designed by an

artist (from a list provided by the instructor)

• Resultso Higher interest levelo Met learning goals

Police Woman• Started off the year thinking my metaphor

was fishing• In other words, put the hook in the water

where you can catch interest• Then, reel them in to where you want them to

be

• Now at the end of the year• Feel like I spend most of my time making sure

they do everything they are supposed to do