Bringing industry into the classroom - PowerPoint Presentation

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Bringing industry into the classroom

Contextualized Learning in Water and Wastewater Treatment CTEMichael Fritschi, PE, Grade V WWTPOSlide2

Contextualized learning

“Relating instructional content to the specific contexts of students lives and interests increases interest and motivation to learn” (Dirkx and Prenger

97’)Slide3

Contextualized learning

Abstraction and manipulation of symbols and theory often lead to de-contextualized learning. Slide4

Contextualized learning

Removing the “detachment” of information from the real world can be accomplished by removing traditional academic abstractions. (Re-phrased from

Resnick 87’)Slide5

Water and wastewater operations classes

Introduction/Mechanics:WAT-100 – Introduction to Water and Wastewater TreatmentWAT-180 – Analytical Methods in Water and Wastewater SystemsApplication Oriented (nuts/bolts):

WAT-140 – Operation of Drinking Water SystemsWAT-160 – Operation of Wastewater SystemsSlide6

basis of contextualized learningInvolves the student by combining Content with Context using authentic industry materials and standards.

Use real-life resources and scenarios for learningIntegrate existing skill sets into learning and performing new skillsProviding and applying multiple alternatives for solving problems

Students gain understanding through the mechanical process problem solving Slide7

Benefits of contextual learning:

The purpose of course material is understood.The transfer of knowledge is

efficient and immediately apparent. Student interest is maintained. Slide8

Components to contextualized learning

Inspiration – Encouraging participationPresentation – “Lively Lecture”

Demonstration – Mechanics Intellectual process integrated with applicationDecision making skills Culmination –

Class Projects and InternshipsSlide9

inspire!

Encourage students to integrate their own personal practical backgrounds.Lecture Discussions Build on existing skill-sets

Real World Job Flyers Define skill sets and ranges of compensation Congratulate Small successes or mini-victories

Recognize these students publicallyKeep it light – Keep it fun!Slide10

Providing a

“Lively lecture”

Relevant lecture topics. Tie learning into “real-life”.

Images of the subject matter in industryCut sheets from equipment manufacturersDrag equipment into the class room

Take less notes

Take a more active part in the lecture

Intonation of key phrases

Relate personal industry experience to the subject matter

“why do we do this?”Slide11

The “Lively lecture”

Anecdotes what students can expect in the industry “most folks really do it this way”Keep the lecture “light” and energetic

FunShow interestKey phrases or informationReiterate in different scenarios

Mechanical ApplicationFollow-up QuizzesQuestion and AnswerPreparation for field trips

Allow a “background knowledge” Slide12

Demonstrate

Illustrate the decision making process Analytical analysis tied to concrete methodology

System knowledge & Established goals. Slide13

The Math challenge:

Fall 2009 & Spring 2010 WAT-180 Class statistics 65.2% of the students have not taken a math class in over 10 years

Of those students, 63.3% have not taken a math class in over 20+ years.Water and Wastewater Operations requires alot of math!Slide14

Demonstrate

“ Non-Hate able” Math Just need a “Y”Applied math Low Theory – High practicalityRelate and accept discomfort

Remove the anxiety by mechanical practice (repetition) Find the Fun!!Technical ApparatusCalculator recommendation, low cost

Acceptable for certification examsadvanced enough for square roots, parenthesis, exponent, pi button. Slide15

demonstrate

Anecdotes used for teaching math“Mike’s rule”, “Ted’s method”“Area = bore * bore *0.785” 454 g /LB = “454 Chevy Big Block”

Dimensional analysis – lifelong toolPuts the power in the hands of the studentSlide16

Culminate

Projects –“apply what you have learned”Summarization of learning experience Ability to apply knowledge Internships – “apply what you have learned in the real world”

Ultimate Application of CTEStudents can relate their own experience Bring their experience into the classroomStudents learn from supervisors and co-workersSlide17

projects

WAT-100 Basin PlanWAT-180 Process Analysis

WAT 140 & WAT 160 Water and Wastewater State ExamsSlide18

WAT-180

Process analysisRequires student to arrange and visit a water or wastewater treatment facility

Requires student to identify the primary process components of the treatment facility How the components of the treatment facility function with each other processSlide19

WAT-180 Process analysis

Requires the student to pick one process and evaluate Process objectiveInputs and outputsHow the process is controlledWhat process data is relevant?

Ramifications of the process in success and failureSlide20

Wat-100 research Project

Requires student to research the North Coast Basin Plan.Student prepares a paper in their own words, that discusses selected topics covered in the research.

The goal is to teach the student through their own efforts Student gains a basic understanding of relevant information that directly impacts the water quality industry.Slide21

Wat-140 & WAT-160

Prepare and take State Certification Exams Encouraged to join professional organizations (network)CWEA-California Water Environment AssociationAWWA – American Water Works AssociationIndustry Conferences

Industry Specialized Training Sessions In-depth “nuts and bolts” of operationsSlide22

internships

Will try to place every student locally that has passed WAT-100 & WAT-180 Classes Designed to get students experience in the field An additional dimension to the learning experienceProvide a basis for discussion in WAT-140 & WAT-160 classesSlide23

Conclusion

CTE Students respond best to applied concepts rather than abstract ideas Apply context to content through mechanical processUtilize Existing Skill-SetsCulmination in projects and internships

Bring Industry Into the Classroom!Slide24

Questions?

Or Clarification?