Watch One Do One Teach One Nesting Research within the UG Curriculum DB Oerther PhD PE BCEE John A and Susan Mathes Chair of Environmental Engineering Missouri University of Science and Technology ID: 764654
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Watch One, Do One, Teach One: Nesting Research within the UG Curriculum D.B. Oerther, PhD, PE, BCEE John A. and Susan Mathes Chair of Environmental Engineering Missouri University of Science and Technology
OutlineWhy?Motivation for this approachWhat? An example from class How? See one, do one, teach one model Results Class structure, student outcomes
OutlineWhy?Motivation for this approach What? An example from class How? See one, do one, teach one model Results Class structure, student outcomes
Switch to pollanywhere.comHave you heard of this technology?its like ‘clickers in the classroom’… but its ‘free’
Which is which? From google.com
Which is which? From google.com
Which is which? From Val Smith
I’m not a teacherI’m not ‘teaching’ in elementary schoolI’m not ‘teaching’ in secondary school I’m not ‘teaching’ in higher ed I’m a scholar.
What’s the problem with guide – on – the – side? From google.com
What’s the problem with guide – on – the – side? From google.com Pair and share
What’s the problem with guide – on – the – side?The guide gets bored; been there, done that‘Pretends’ to be ‘equal’ yet remains unequal because there’s no real risk for the guide Mutiny! what if the ‘led’ don’t go where the ‘leader’ wants?
From cognitive to … From google.com
From cognitive to … Bloom’s From google.com
From cognitive to … Bloom’s From google.com
From cognitive to affective Bloom’s Krathwohl’s From google.com
OutlineWhy?Motivation for this approach What? An example from class How? See one, do one, teach one model Results Class structure, student outcomes
One piece of paper, three answersOne fact I know about the environment is… One thing I like to do outside is… How much would I pay for a sunset?
D.B. Oerther
One piece of paper, three answers One fact I know about the environment is… One thing I like to do outside is… How much would I pay for a sunset? Swap Swap Swap Read aloud…
One piece of paper, two definitionsThe environment is… An engineer is…
One piece of paper, two definitionsThe environment is… An engineer is… Swap Swap Swap Read aloud…
Two views??? From google.com
One view??? From google.com
A serious question!Where does environmental ‘ism’ stop and environmental ‘ engineer ’ begin? Do you ‘ have to ’ love the environment … to be an environmental engineering? Can you do ‘ real ’ environmental engineering … without at least some interest in the environment?
How many of you…… consider yourself to be:An environmental engineer An environmental professional A professional of any type Interested in humanity
How many of you…… consider yourself to be:An environmental engineer An environmental professional A professional of any type Interested in humanity Stand up, Proud, Tall, Stand up!
NSPE Code of Ethics for EngineersEngineering is an important and learned profession. As members of this profession, engineers are expected to exhibit the highest standards of honesty and integrity. Engineering has a direct and vital impact on the quality of life for all people. Accordingly, the services provided by engineers require honesty, impartiality, fairness, and equity, and must be dedicated to the protection of the public health, safety, and welfare. Engineers must perform under a standard of professional behavior that requires adherence to the highest principles of ethical conduct.
Fundamental CanonsEngineers, in the fulfillment of their professional duties, shall:Hold paramount the safety, health, and welfare of the public. Perform services only in areas of their competence. Issue public statements only in an objective and truthful manner. Act for each employer or client as faithful agents or trustees. Avoid deceptive acts. Conduct themselves honorably, responsibly, ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession.
Newsflash!!!!ALL PROFESSIONALS MUST BE:INTERESTED IN THE ENVIRONMENT; PROTECTING THE ENVIRONMENT; CONSIDERING THE ENVIRONMENT…
One piece of paper, three answers One fact I know about the environment is… One thing I like to do outside is… How much would I pay for a sunset? Swap Swap Swap Read aloud…
How much would you pay to watch a beautiful sunset? Nothing, its free Everything, its priceless $200 for a candle lit dinner for two on a beach in Hawaii
How much would you pay to watch a beautiful sunset? Nothing, its free Everything, its priceless $200 for a candle lit dinner for two on a beach in Hawaii Score results on the board
What is the tragedy of the commons?
Tragedy of the Commons:An Argument Against ‘Free’ “ The tragedy of the commons is a dilemma arising from the situation in which multiple individuals, acting independently and rationally consulting their own self-interest, will ultimately deplete a shared limited resource, even when it is clear that it is not in anyone's long-term interest for this to happen. This dilemma was described in an influential article titled "The Tragedy of the Commons", written by ecologist Garrett Hardin and first published in the journal Science in 1968. ” From Wikipedia
Who should pay for the environment? From google.com
The Time Value of Money:An Argument Against ‘Priceless’ From google.com
So, how do we calculate the‘$200’ answer? See example 6-2 from the text book How do we map the example problem to the word problem provided in the M2 required homework assignment? What are the assumptions and how do we document our assumptions?
OutlineWhy?Motivation for this approachWhat? An example from class How? See one, do one, teach one model Results Class structure, student outcomes
ReflectionWhat did I just do?
ReflectionWhat did I just do?Was it ‘sage – on – the – stage’?
ReflectionWhat did I just do?Was it ‘sage – on – the – stage’? Be brave, be bold, raise your hand!
ReflectionWhat did I just do?Was it ‘sage – on – the – stage’? Was it ‘guide – on – the – side’? Was it ‘co-learner’?
ReflectionWhat did I just do?Was it ‘sage – on – the – stage’? Was it ‘ guide – on – the – side ’ ? Was it ‘co-learner’?
Reflection (part deux)Was it aimed at the cognitive domain?Was it aimed at the affective domain? Was it a mix?
Was it this? From Val Smith
And why not?The guide gets bored; been there, done that‘Pretends’ to be ‘equal’ yet remains unequal because there’s no real risk for the guide Mutiny! what if the ‘led’ don’t go where the ‘leader’ wants?
And why not?The guide gets bored; been there, done that‘Pretends’ to be ‘equal’ yet remains unequal because there’s no real risk for the guide Mutiny! what if the ‘led’ don’t go where the ‘leader’ wants?
Do you want a quick and dirty guide?Check out ‘ wikipedia ’ (as I say to my students, the ‘ source of all knowledge ’ ) http://en.wikipedia.org/wiki/Experiential_education Watch one, do one, teach one…
CArE261 Intro to Env Eng75 sophomores ‘have to’ take it each semester Previously, 2 hours of lecture and 3 hours of lab each week – for 3 credit hours Now, blended, flipped, mastery Some lectures online, asynchronous Reading, online lectures, and home works BEFORE face to face lecture Required assignments completed online to 100% to earn a passing grade of ‘C’; everything else is optional to earn more points
Course offeringsSpring 11: traditional; curved to A/BAutumn 11: new format; no misses allowed Spring 12: one miss allowed Autumn 12: (8am) and (11am); UG TAs Spring 13: no changes Autumn 13: (w4) Autumn 13: no changes
Grades (percentage distribution)
Grades (percentage distribution) No need to curve up; Bottom dropped off
Grades (percentage distribution) One miss reduced effort; Still some stragglers…
Grades (percentage distribution) Fairly consistent… Mostly going for ‘B’
Is the course valuable? (independent of instructor’s effectiveness)
Is the course valuable? (independent of instructor’s effectiveness) Not at 8am!!!
Was the instructor concerned about student learning?
Was the instructor concerned about student learning? Yes, when I was allowed one miss and my grades were worse Yes, when you ask me early
Did the instructor stimulate and motivate you?
Did the instructor stimulate and motivate you? Yes, when I was allowed one miss and my grades were worse Yes, when you ask me early
OutlineWhy?Motivation for this approachWhat? An example from class How? See one, do one, teach one model Results Class structure, student outcomes
Students earning an ‘A’ in CArE261Were invited to participate in CArE390 (independent research)Subsequently invited to serve as TA for 261 or to participate in other UG research experience (study abroad, etc) Documented through reflection activities
Pipeline I’m here to earn my degree and get a job Hey, what’s it like to be a TA? Hey, why don’t I try grad school?
Student outcomes400 enrolled students ( approx 60/term * 6 offerings + 20/summer * 2 offerings) 30 research experiences Autumn 11 (1) + Spring 12 (6) + Summer 12 (3) + Autumn 12 (6) + Spring 13 (4) + Summer 13 (3) + Autumn 13 (1) + Spring 14 (6) 16 UG posters 2 UG talks 2 presentations at Jeff City 2 presentations at international conferences 6 TAs 7 study abroad 1 senior thesis 3 MS candidates
Exampleshttp://www.youtube.com/watch?v=gjq9oNtNn34http://www.youtube.com/watch?v=YyI5LqGWzTA http://rollalocal2globalindia.wordpress.com/ http://www.youtube.com/watch?v=Z5y7q7NAme4
Thank you