Nov 03

Qualitative Assessment of Learning Activities

Facilitated by Richard Hall
3:00 pm to 5:00 pm
Meramec/Gasconade

In this workshop we will introduce faculty to techniques and tools for assessing
the impact of instructional innovations they implement in their classes. We will
also discuss ways to translate these into publications and grant proposals, with a
focus on Missouri S&T resources that can facilitate this process. Faculty will leave the
workshop with a practical knowledge of tools and techniques that will allow
them to:

• assess the impact of instructional innovations they introduce into
  their courses,
• publish research regarding these innovations in discipline specific
  and educational research journals, utilizing resources available on
  the Missouri S&T campus, and
• prepare competitive grant proposals to external agencies associated
  with these innovations, utilizing resources available on the Missouri S&T
  campus.

Richard Hallis a Professor of Information Science and Technology at the Missouri University of Science and Technology. He is also director of the Laboratory for Information Technology
Evaluation and associate director of the Center for Technology Enhanced Learning. He teaches classes and conducts research related to the design, development, and evaluation of learning technologies. He has published extensively in these areas and has served as an investigator on proposals that have been funded for more than five million dollars over the last six years by agencies including the National Science Foundation, the Department of Education, the Department of Defense, the Department of Transportation, and the National Institute for Occupational Safety and Health. His role in most of these projects has
primarily been to direct the evaluation of instructional innovations, which are designed and implemented by Missouri S&T faculty.

Sept 29

Leadership DeveloFacilitated by Marc Frankel, Triangle Associates
8:00 am to 4:00 pm
St. Pat's C Ballroom

This event is open to Chairs, Deans and Associate Deans. See attached flyer for more information.

Sept 16

Problem Based Learning in the ClassroomView ppt

Facilitated by David Jonassen
2:00 pm to 4:00 pm
Missouri Room

Effectively incorporating problem-based learning in the classroom has been shown to motivate and challenge students to think critically thus improving their higher level thinking skills and better preparing them for their post-graduate roles.

In this workshop, Dave will highlight the major research on problem-based learning. He will also provide an in depth explanation of the key elements of problem solving to form a framework from which participants can model and implement in their own classrooms.

David Jonassenis a Distinguished Professor of Education at the University of Missouri where he teaches in the areas of Learning Technologies and Educational Psychology. Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at Pennsylvania State University, University of Colorado, University of Twente in the Netherlands, University of North Carolina at Greensboro, and Syracuse University. He working on his 29th book and has published numerous articles, papers, and reports on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivist learning, cognitive tools, technology in learning, and problem solving. He has consulted with businesses, universities, public schools, and other institutions around the world. His current research focuses on problem solving. He is Director of the Center for the Study of Problem Solving.

Active Learning and Interactive Lectures(10/04)
Active Learning (2/05)
Conducting Research on Teaching and Learning in Engineering and Sciences(3/05)
Making Better Use of Student Group Work (9/04)
On Course - 2 Day Workshop (8/04)
Helping Students Get On Course - 2 Day Workshop (1/05)
Teaching Design & Higher Level Learning (2/05)

Active Learning-View video
Facilitated by Michael J. Pavelich
Feb 25, 2005


Studies show that if we use even informal group activities in a portion of our classes, student learning normally goes up significantly. These data will be discussed; group learning techniques will be presented and demonstrated. The participants will begin to design such active learning pieces into their classes. They will also identify problems with such teaching approaches and possible solutions to these problems.

Mike Pavelich, a professor of Chemistry at the Colorado School of Mines, has been active in engineering education and chemical education circles for the last 25 years. He counts as major accomplishments the creation and continued success of the freshmen/sophomore design program at CSM and an inquiry formatted lab program for freshmen chemistry that is used by schools across the country. He has over thirty publications in college education literature and is currently working on applying intellectual development theories to the teaching and assessment of design courses. He has presented numerous workshops on college teaching at campuses across the country and at ASEE and FIE Conferences. He was a ASEE-NSF Visiting Scholar in 2000-2001. He has held all offices in the ERM Division of ASEE. He has been recognized with several teaching awards at CSM. More info can be found at http://www.mines.edu/academic/chemistry/faculty/pavelich.

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Active Learning and Interactive Classrooms- view video
Facilitated by Eric Mazur
Oct 22, 2004

In this workshop, Eric Mazur tackled the concepts behind the conventional lecture and provided Peer Instruction as a method in which to encourage student interaction during lectures. Used by a wide range of science and math courses at Harvard, Peer Instruction has been proven by many studies and diagnostic tests to be considerably more effective than the conventional lecture approach.

Outcomes:In this workshop, participants:

• learned about Peer Instruction
• serve as the "classâ€? in which Peer Instruction is demonstrated
• discussed several models for implementing the technique into the classroom
  and learned about available teaching resources

During the workshop, Mazur also described the use of concept tests to engage students in active, collaborative learning. The public access website to view questions to test understanding of certain concepts is currently under development at http://www.deas.harvard.edu/galileo. Use is free, but you do have to register through the "Register Now� button. The site has a lot of physics ConceptTests already, and a few in other disciplines that they are collecting. For concept tests appropriate for you own course, you can undertake a web search. Chemistry concept tests can be found at http://www.jce.divched.org/JCEDLib/QBank/collection/ConcepTests/intro_sb.html.

Faculty survey resultsrated this workshop as excellent and engaging. The majority of faculty wanted to hear more about how to implement Peer Instruction into their classrooms.

Eric graciously allowed us to video the workshop so that all faculty could benefit from the discussion. Several excellent points of interest were made at the workshop. CERTI highly recommends viewing the video version.

Eric Mazurholds a triple appointment as Harvard College Professor, Gordon McKay Professor of Applied Physics, and Professor of Physics at Harvard University. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. Dr. Mazur has served on numerous committees and councils, including advisory and visiting committees for the National Science Foundation, has chaired and organized national and international scientific conferences, and presented for the Presidential Committee of Advisors on Science and Technology. Dr. Mazur is author or co-author of 137 scientific publications. He has also written on education and is the author of Peer Instruction: A User's Manual (Prentice Hall, 1997). More information on Eric Mazur can be found at http://mazur-www.harvard.edu/emdetails.php .

Co-sponsorsedby New Faculty Teaching Scholars and the Center for Educational Research and Teaching Innovation.

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Conducting Research on Teaching and Learning in Engineering and the Sciences (1/2 day) -View video

Facilitated by Richard Felder
8:15 am to 12:00 pm
Havener Center

Research on education used to be the exclusive province of professional educators and psychologists, but no longer. There are unique problems associated with pedagogy in every discipline, and some of the best-and most highly funded-educational research is now discipline-specific and done by faculty members in the disciplines in question. However, there are some significant differences between research in a field and research in education in that field. Individuals trained only in their disciplines are generally poorly equipped to formulate appropriate educational research questions, design effective implementation and assessment plans, and sell their ideas to potential funding sources. This workshop is intended to prepare faculty members in technical disciplines to carry out all of these activities.

Topics Addressed

• What is the Scholarship of Teaching and Learning?
• How does it differ from traditional disciplinary scholarship?
• How should I pick a research question?
• What pitfalls should I avoid in making the choice.
• How can I find relevant prior work?
• What research approach should I use (quantitative, qualitative, or mixed)?
• Should I collaborate, and if so, with whom?
• What sources are available to fund educational research?
• Should I approach them before writing and submitting a proposal? How?
• What does it take to win a CAREER Award?
• How do I design an effective research, assessment, and dissemination plan?
• Why am I unlikely to get funded without strong assessment and dissemination components?
• How else can I maximize my proposal's chances of being funded?
• How should I approach publication of my work?

Dr. Richard M. Felderis the Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He is coauthor of Elementary Principles of Chemical Processes, an introductory chemical engineering text now in its third edition. He has contributed over 200 publications to the fields of science and engineering education and chemical process engineering, and writes "Random Thoughts," a column on educational methods and issues for the quarterly journal Chemical Engineering Education. With his wife and colleague, Dr. Rebecca Brent, he codirects the National Effective Teaching Institute (NETI) and regularly offers teaching effectiveness workshops on campuses and at conferences around the world. More information can be found at http://www.ncsu.edu/felder-public/.

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Making Better Use of Student Group Work-view video
Time/Location:Sep 27, 2004
Presenter:NEIL FLEMING

On Course Workshops

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Teaching Design and Higher Level Learning- View video

Facilitated by Michael J. Pavelich
1:00 pm to 4:00 pm
Havener Center

Experience and assessment data show that students, even seniors, do not view real-world open-ended problems as complexly as desired. Their abilities for such higher-level thinking need thoughtful development. The Perry and Reflective Judgment models of intellectual development will be presented as a tool to understanding this need in students. Participants will evaluate student work in view of these models. We will then discuss how our teaching of design can be adjusted to more explicitly foster such intellectual development. Data from studies nation-wide will form the basis of our discussions.

Mike Pavelich, a professor of Chemistry at the Colorado School of Mines, has been active in engineering education and chemical education circles for the last 25 years. He counts as major accomplishments the creation and continued success of the freshmen/sophomore design program at CSM and an inquiry formatted lab program for freshmen chemistry that is used by schools across the country. He has over thirty publications in college education literature and is currently working on applying intellectual development theories to the teaching and assessment of design courses. He has presented numerous workshops on college teaching at campuses across the country and at ASEE and FIE Conferences. He was a ASEE-NSF Visiting Scholar in 2000-2001. He has held all offices in the ERM Division of ASEE. He has been recognized with several teaching awards at CSM. More info can be found at http://www.mines.edu/academic/chemistry/faculty/pavelich.

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