GRDSCH 630B Course Information
GRDSCH 630B: Active Learning for Engineering Education
Course Information, Spring 2002
- The final reflection is posted here. Feel free to work on this ahead of
class on 6/5 if you think you might want more than 20 minutes to work on
it. This reflection is more for you than me since it should summarize your
experience in this course.
- Reminder: Submit an annotated web link for at least one course topic. Find a
website or reference that is either informative or a good or bad example of
one topic. Briefly explain why and how it is useful and email it to me.
- The faculty interview questions are here.
This section of GRDSCH 630, Special Topics
in University Teaching, is a 2 credit course on active learning in
engineering education. It is meant for graduate students with TA
experience who wish to learn more about teaching. The structure will be
more like a seminar than a lecture course. Active learning methods will be
used to illustrate the methods. Students can expect to spend some time
leading the class or small groups in exercises.
Prerequisites: Engineering/Computer Science TA experience
Instructor: Rebecca Bates
Office: New EE Bldg, Rm 203
Course Hours: Wednesday 9:30-11:20, Johnson 437
Electronic office hours are guaranteed times when I will check EPost and
respond to any new queries.
| EE1 205 || F 2-3:30 |
| Electronic ||Tuesday, Thursday 4:30-5:00 |
There is no required
text for this course. Teaching tips (11th ed.), W. McKeachie, Houghton
Mifflin, 2001, and Tools for Teaching, Barbara Gross Davis, The Jossey-Bass
Higher and Adult Education Series, 1993, are recommended texts you might
Readings will be available on the web or through the CIDR library or on
reserve for copying purposes at the Engineering Library. Other suggested
books will also be listed.
html version of annotated
schedule. This includes links to most of the readings and will change
as links are submitted by class members.
Class topic schedule:
PS version; PDF version
This course introduces graduate students with some teaching experience
to education theory and methods. It is hoped that students will be able to
use their own experience to come to a deeper understanding of teaching
methods introduced in the course.
Students who complete this course should expect to:
- develop a greater awareness of teaching as a learned, and improvable, activity;
- learn about available teaching resources;
- be exposed to different teaching methods, including
knowledge of the vocabulary used in engineering education research literature;
- experience learning about engineering in an active learning environment;
- prepare engineering material for their own students
using different teaching methods.
Given the goals for the class, students in the class came up with possible
objectives to show how the course goals might be met. Along with the
course activities already planned in the class schedule, some of the suggested
objectives will be incorporated into the class. The suggestions are
here and include a list of incorporated objectives.
The class is offered credit/no credit.
Credit will be given to people who regularly show up to class and
participate in class activities. There will be some work to be done
outside of class in order to participate well in class. Participation will
involve both speaking and attentive listening during class as well as
taking on assigned group roles in small group activities.
GRDSCH 630B Handouts
Contact Information for Rebecca Bates
GRDSCH 630B Q&A Message Board
(Instructions from UWired for using EPost.)
Interesting links This list will grow!
Readings recommended in class:
- Week 1:
- The Course Syllabus: A Learning-Centered Approach, Judith
Brunert, Anker Publishing Company, Inc., Bolton MA, 1997
- Week 2:
- "Information Gathering: A Critical Step for Quality in the Design
Process," Karen M. Bursic and Cynthia J. Atman, QMJ, 97(4),
- "Information Gathering Activity: Teacher's Guide," from CELT, July 2001.
- Classroom Assessment Techniques, Angelo & Cross, 1993
- Allison, Graham T. Essence of Decision Making: Explaining the Cuban
Missile Crisis Boson, 1971.
- Bibliography of over 5000 research papers examining student
conceptions in science by Pfundt and Duit. URL for those of you who know German.
Some of the website is in English but my German quickly failed me.
- Week 3:
- Mentoring information and handouts from Angela Linse: notes and references.
- Week 4:
- Hake, Richard R., "Interactive-engagement vs traditional methods: A
six-thousand student survey of mechanics test data for introductory physics
courses," American Journal of Physics. 66, 64-75 (1998). PDF version.
A presentation on "Assessing the Role of Diversity in Teaching and Learning
Outcomes" by James A. Anderson, Vice-Provost, North Caroline State University.
Some of the questions asked here are similar to the ones we came up with.
In particular, there are suggestions for orienting students to active
learning and strategies for success in courses with technical content (slides 11-15).
- Week 6:
- Angelo and Cross, Classroom Assessment Techniques (2nd
ed.), San Francisco: Jossey-Bass, 1993.
- Week 1: Going from class goals to class objectives.
- Week 3: Questions to ask faculty.
- Week 4: Wrap-up of active learning session.
- Week 5: Development of a WebQ:
an online quiz that can be used for assessment purposes. Here, it was used
for generating reflective feedback about today's class.
- Week 6: Useful answers to the
question "Briefly, what good is in-class assessment for your students?"
Also, we addressed these questions.
- Week 7: Group learning. We came up with a list of things that
represent good group behavior and talked about ways to head off bad
behavior while developing students' group processing skills. Useful answers to the
question "Briefly, what key point would you use to motivate group learning
for your students?"
This page is maintained by Rebecca Bates (email@example.com).
Last updated on 26 May 02.