Teaching Institute Journal: June 7-9, 2003University of Idaho & Washington State University

MondaySession 1: IntroductionsSession 2: Overview of the Teaching InstituteSession 3: Writing Measurable Learning OutcomesSession 4: Team Learning Outcomes for InstituteSession 5: Individual OutcomesSession 6: Profile for a Professional EngineerSession 7: Identifying the Key Skills for Engineering ProgramsSession 8: Learning Process MethodologySession 9: Creating a Productive Learning EnvironmentSession 10: Mentoring Criteria

Mentoring characteristicsMentoring Methodology

Session 11: Peer MentoringSession 12: Question & Answer Session

TuesdaySession 13: Mid-term AssessmentSession 14: Assessment vs. EvaluationSession 15: Writing Learning OutcomesSession 16: Northwest Scholar’s Project

WednesdaySession 17: Assessing Self-AssessmentsSession 18: Inventorying Teaching & Learning TechniquesSession 19: Writing Performance CriteriaSession 20: Designing a Learning ActivitySession 21: Specifications for Teaching Assessment JournalSession 22: Overview of Research MethodologySession 23: Finding the ‘Magic’ Research QuestionSession 24: Formation of Practitioner TeamsSession 25: Testimonials/Institute Assessment

Session 1: Introductions

Dave Thompson

Expressed the value of faculty development and helping faculty advance their skill set in teaching and the scholarship of teaching and learning. Also hoped that the stress imposed would be constructive and valuable.

Name Institution College Dept Email Phone Home phone ExpertiseDanielApple

Pacific Crest

N/A N/A Dan@pcrest.com 800-421-9826 603-926-2986 Faculty Development

TerryArmstrong

UI Educ TE/L Terarm@uidaho 208-885-5762 208-882-7966 Neuroscience

EricAston

UI Eng ChE Aston@uidaho.edu 208-885-6953 208-882-3734 Thermodynamics, Separations, Colloids

SteveBeyerlein

UI Eng Mech Sbeyer@uidaho.edu 208-885-4932 208-882-7304 Combustion,Senior Design

GleynBledsoe

WSU BSE AE/FE Gleyn@wsu.edu 509-335-8167 20-612-6980 Aquaculture E., Seafood Engr

RalphBudwig

UI Eng ME Rbudwig@uidaho.edu 208-885-6579 Fluid mechanics

AltonCampbell

UI CNR Adm Altonc@uidaho.edu 208-885-2397

DanielChiang

WSUV Eng MME cchiang@wsu.edu 360-546-9070 360-258-1328 Nano-materials, electro-mechanical systems, scanning microscopy

CandisClaiborn

WSU Eng CEE claiborn@wsu.edu 509-335-5055 208-892-8835 Envr engr;air pollution; assocDean for research

BillCofer

WSU Eng CE wcofer@wsu.edu 509-335-3232 509-332-1299 Structural analysis;FE

DaveCox

UI Eng ECE dcox@ece.uidaho.edu 208-885-6035 208-882-1592 Analog and Digital Electronics

DennyDavis

WSU Eng Bio davis@wsu.edu 509-335-7993 509-332-4556 Capstone design

JoseDelgado-Frias

WSU Eng EECS jdelgado@eecs.wsu.edu 509-335-1156 509-332-6887 ComputerArchitecture

DonElger

UI Eng Mech delger@uidaho.edu 208-885-7889 208-882-1263 Fluid MechanicsDesign

CliffFallon

WSU Eng EECS fallon@eecs.wsu.edu 509-335-0906

208-882-1392

EE LabInstructon

LaurenFins

UI CNR Forest Resources

lfins@uidaho.edu 208-885-7920 208-882-6834 Forest Genetics/Silviculture

StephanFlores

UI Honors Eng sflores@uidaho.edu 208-885-6147 Director of Honors Program

PatriciaGardner

UI Eng Bio & Ag Engr

ball@turbonet.com 208-885-6182 Bioremediation, microbiology,design engr

Brian He UI Eng BSE bhe@uidaho.edu 208-885-7435 208-882-2524 Bioprocessing,Design

Fred Gunnerson

UI Idaho Falls

Mech gunnf@inel.gov 208-526-4640 208-538-7486 Engr Adm

JohnHammel

UI Ag Jhammel@uidaho.edu

JoeLaw

UI Moscow ECE JoeLaw@ece.uidaho.edu 208 885-7230 208 883-5344 EducationElect Energy systems

JenniLight

WSU Eng Env Eng jlight@wsu.edu 509-335- 509-334-1046 Envr Eng,Eng Education

DonLynch

WSU Eng CS lynchd@tricity.wsu.edu 509-372-7212 509-547-4747 CS

Dianne Mallory

UI BiologyNeuro

mall7242@uidaho.edu 885-8861 Process EngrStudent Advocacy

DaveMcLean

WSU Eng CE mclean@wsu.edu 509-335-5641 Structural engr; will be dept chair; assoc dean for undergrad educ.

KenNoren

UI Eng ECE knoren@uidaho.edu 208-885-7623 208-835-4330 Analog Electronics

Howard Peavy

UI Eng Adm howardp@uidaho.edu 208-885-6479 208-883-4964 Environmental Engineering

Michelle Sabick

BSU Eng ME msabick@boisestate.edu 208-426-5653 208-388-0987 Biomechanics, dynamics

Elizabeth Scherling

UI Eng BAE elizabethscherling@yahoo.com208-885-7714    

208-882-8213

Richard Statler

UI Eng ME Stat5166@uidaho.edu 208-892-1565 Mentoring

JudiSteciak

UI Eng ME jsteciak@uidaho.edu 208-364-4080 208-331-9774 ME grad distance education

TrisUtschig

LCSC N/A Natural Science

ttutschig@lcsc.edu 208-792-2867 Freshman/Sophomore programs/ thermal systems and nuclear engineering

Barbara Williams

UI Eng BSE barbwill@uidaho.edu 208-885-9436 208-875-0147 Junior and grad level Fluid Mechanics; env engr; colloids

BarryWillis

UI VideoOutreach

Adm Bwillis@uidaho.edu Distance education

Session 2: Overview of TI

Important outcomes:Learning to understand the processes involved in education betterHow to implement self-assessment betterValue the role of mentoringExpand your toolbox for teachingExpand your toolbox for learning Designing active learning activities

Caution about what to expect at the teaching institute…Focus on improving personal performanceFrustration is a component of growthMost activities are team-orientedNew content and vocabulary

Session 3: Team Learning Outcomes for Institute

Types of Outcomes

1. Competency: what someone can do at what level.2. Movement/Growth: get movement in a sophisticated area (ie, a core ability)3. Experience: it is a challenge to articulate this outcome; ex: measure with

reflective journal; use of case studies; service learning; reflection is a key4. Accomplishment: self-esteem builder; will put on a resume5. Integrated Performance: built throughout not just as a summative event.

What will I learn? – competencies

How will I improve? – movement/growth

What does it feel like? – experience

What will I make or produce? – accomplishment

What will my performance look like at the end? – integrated performanceHow will it increase my work performance?

Discoveries about writing measurable learning outcomes- Distinguish between learning objectives and learning outcomes- Capstone courses should not be adding competencies- If have rich enough activity (major activity) that is authentic – it will include

multiple kinds of learning outcomes- If do not express expectations up front when describing course or workshop, how

can you expect people to express them in the end?

Examples of Learning Outcomes

Competencies

(GED Math) Can effectively use at least three test taking strategies.(GED Math) Can use key problem solving strategies for taking GED exam.(Career Dev workshop) Consistently and effectively use career exploration resources.(Career Dev workshop) Logically apply a career development decision-making strategy.(Meeting Leadership Workshop) Can facilitate a common meeting keeping the session on time and task(Meeting Leadership Workshop) Can effectively solicit input from all participants(Nursing) Can diagram and explain the basic functions of the brain(ESL Health) Can bring meaning quickly to new medical terms.

Movement

(GED Math) Become stronger in applying consistent problem solving approach(Career Dev Workshop) Advances in self-awareness(Meeting Leadership Workshop) Active listening improves in the area of valuing and incorporating a diverse set of viewpoints.(Nursing) Become better at addressing the complexity of human function interaction in a disease state through critical thought.(ESL Health) Significant improvement in ability to use new words in disciplinary practice.

Accomplishments

(GED Math) Produce an effective student guide for studying for the math portion of the GED.(Career Dev Workshop) Produces a public oriented life vision portfolio(Career Dev Workshop) Advance the ability to self-assess (Meeting Leadership Workshop) Successfully take on and exceed the outcomes of a large project.(ESL Health) Set up a mentoring system using peer-led student training system who previously were successful in language development.

Experience

(GED Math) Facilitating the success of others taking the GED through a peer tutoring role.(Career Dev Workshop) You will explore in a collaborative environment the collective researching of personal values, different life goals, professional goals, cultural issues, family situations, educational plans, and how the meaning of life can be explored and presented by a variety of people.(Meeting Leadership Workshop) Will be involve in a series of activities that require public speaking, delegating of activities, sharing the responsibilities of others and their performance, motivating others to perform, and sharing the credit for accomplishments.(Nursing) Interview and explore a range of stroke patients, their life situations, complications of other illnesses to determine the communication techniques that will be effective in performing the nursing process.(ESL Health) With a group of researchers, explore a variety of performances in the health field and analyze the use of language in operational statements, especially the importance of operative verbs and the consequences when these verbs are used effectively to situations were they misrepresent the meaning.

Integrated Performance

(GED Math) Within a work environment, successfully integrate the new math skills in the analysis of financial statements to understand which options of financial plans are the best for the organization and can put together a reports that articulates the best option through a mathematical presentation of quality logical flow.(Career Dev Workshop) Synthesize the multiple challenges of life to produce a clear self-analysis as a foundation to project a set of values that drive a vision for personal pursuit, professional development, career mapping, educational planning, and developing a network of support that will help to successfully implement a life vision plan.(Meeting Leadership Workshop) As the person responsible for a meeting, produce a facilitation plan that produces an agenda, preparation requirements for self and others, and a set of outcomes leading to an action-plan and then successfully implement the facilitation plan by optimizing an inclusion oriented session that obtains buy-in by all participants in their role of the action-plan.(Nursing) Learn additional aspects of the brain function unique to a special stroke patient so that you can select effectively from a range of communication strategies and through active listening and nursing process provide the educational function, treatment plan, and care-giving that addresses the specific needs of the client.(ESL Health) Can take a health situation, identify what are the key communication concerns and articulate through operational statements, especially operative verbs a clear articulation of the specific action that is needed as part of the practice of the professional.

Writing Learning OutcomesStatistics5/13/03

Learning Objectives1. Students will understand the basic terminology / language2. Analysis assumptions of a normal distribution3. Perform simple statistical calculation (simple data analysis/ description statistics) 4. Us a statistical software5. differentiate between qualitative and quantitative research6. determine a sample size7. Curve fitting8. Use of probability distribution9. Calculations of confidence interval using hypothesis testing10. List assumption of linear regression

Selection from:1. Competencies2. Movement / growth3. Experience4. Accomplishment5. Integrated performance

Learning Outcome

Competency1. In a given situation, can choose the appropriate technique for producing analysis

MovementCreation of a rubric for data analysis. Use at the beginning of the course and at the end of the course. Use to demonstrate: Significant advance the data analysis skill

ExperienceEmotional identify and experience the large degree of poor quality of data analysis done by professionals. (have students present their statistical information and have other students evaluate the presented information – points provided for finding errors

AccomplishmentApply the theory of non-linear regression on your own research, write it to a research journal, and get it published.

Integrated PerformanceBe able to converse with a client, identify the problem, the question, and the needs. Clearly design the experiment, the techniques, process, data collection, the analysis with Validation and effectively document the process usefulness to present the information to the customer in a presentation with in a clear document.

Would you like criteria for learning outcomes?“clarity” a general characteristic

General criteriaclear/unambiguous concisecan be measuredobtainablehas specificsuses appropriate languagerelevant to the learnermust be connected to learning objectives

Competency criteria

1. level identified2. integrates context 3. performance expectation stated4. boundaries identified

Movement/growth criteria

1. Must have an implicit or explicit scale with positive direction identified (performance measure)

2. Must benchmark as well as final level to measure added-value3. Motivating4. Has the elements/items/skills identified5. Describe the magnitude of growth expected i.e. the ncrease in performance

Experience criteria

1. personalizes the relevance2. motivating3. describes the expected general change in attitude or behavior4. Describes the learner’s expected emotional engagement and involvement 5. Connects effectively to the course’s content/professional development

Accomplishment Criteria

Describes the expected experience and its environmentValued by self and affirmed through external review Strongly connected to other learning outcomesResults in a concrete deliverable/product/performance/service Must have important valueMust illustrate expected level of learner investmentMust align with professional practices and standardsMust be publicly presentedMeets pre-determined specifications

Integrated Performance Criteria

1. holistic2. Cross-functional3. Incorporates the expectation of reflection/self-assessment4. Integrates current and prior learning outcomes5. Open-ended to the expectation of performance6. Challenges 7. Emphasizes the transferable skills that we be assessed/evaluated8. Describes the expectation for how the performance gets documented9. Defines the context for the performance

AUTOMOTIVE CHASSIS AND SUSPENSIONMODIFICATIONS

Competencies

-Can produce a very detailed working drawing for chassis and suspension modifications.

-Use fundamental fiberglass and plastic filler techniques to produce and modify auto body parts.

-Use basic wire welding techniques to weld sheet metal and structural parts exceeding industry stress tests.

Can cut ½ inch steel plate accurately following a scribed line.

Movement

Improves informal, oral communication in workgroup environment.

Improves in critical thinking skills, especially during design, modification and installation stages.

Advances problem solving skills

Accomplishment

Modifies a vehicle that exceeds the expected performance expectations of an approved predetermined set of personalized design specifications.

Experience

Deals with the dynamics of an interdisciplinary team, confusing nature of projects, and the iterative nature of a messy design process.

Integrated Performance

Will apply effective teamwork and communication skills to design and implement a significant make over of an auto using mathematics, and specific technical competencies of fiberglass/plastic filler work, welding, and metalwork based upon a well developed computer aided design.

COLLEGE ALGEBRA

Competency - 1. Determine the number of real positive solutions to a polynomial using Descartes’

Rule of Signs.2. Change a quadratic function not in general form into general form3. Isolate a variable in an equation.4. Can determine the value of any point on a graph.

Accomplishment -1. Student presentation at a regional math conference is accepted2. Place in Student Math League competition

Experience –1. Group leader in a Supplemental Instruction group.2. Math tutor.3. Participate in Student Math League competition4. Giving a formal presentation at a regional math conference

Movement –1. Problem solving process.2. Fluidity of use of symbolic language.

Integrated Performance –1. Project – collect data, analyze, report results that meets the needs of a work

assignment or an important problem out of a personal life.

Session 4: Team Learning Outcomes for Institute

Team 1:Objective1:Build a quantitative measure for a qualitative assessment

Outcome1: (competency)Be able to take a new qualitative assessment process or instrument and design an adequate quantitative measure for this assessment

Objective 2:Learn how to teach students how they think and how to self-monitor and self-mentor

Outcome 2:Develop a skeleton syllabus that incorporates knowledge based and skill-based learning and aligns objectives, learning/teaching experiences outcomes with the learner being responsible for self-assessing their own performance.

Objective 3:How to put all the pieces together

(P)urpose(O)bjectives(S)trategies(E)valuation

Outcome 3:Would like to have three strategies and/or approaches that would allow teacher/instructor to measure integrated performance of students.

Team 2:Objective1:Enhance teaching effectiveness

Outcome1: (competency)Implement plans for 4 new techniques (take-aways) by answering four questions: 1-what they are, 2-how to implement it, 3-articulate value added, 4-how to measure value-added by using the technique

Objective 2:To improve understanding of the relationship and difference between assessment and evaluation.

Outcome 2:Be able to give three clear examples of assessment applicationsBe able to give three clear examples of evaluation applicationsIllustrate one case that involves both and how they can effectively work together.

Objective 3:Publishing classroom research and practice

Outcome 3:Improve upon the educational research process and effectively put together a plan of action for the next 12 months to produce the research project that is publishable.

Objective 4:Techniques and methods to improve and evaluate distance learning

Outcome 4:Produce write-ups for three applications.

Team 3:Objective1:Writing better learning outcomes for our classes

Outcome1: (competency) write at least 4 learning outcomes for one course next Fall across three types

Objective 2: (movement)Be able to implement student self-assessment to help students reach learning outcomes

Outcomes 2:Increase the ability to assess student’s self-assessment of skills and learning outcomes by providing feedback at least level two on Bloom’s Taxonomy.

Objective 3:Design activities to move students towards outcomes

Outcome 3:Produce an example activity and through it analyze the key components to set criteria for quality of activity to produce the outcomes

Team 4:Objective1:Learn how you use philosophy/tools to facilitate student-centered learning

Outcome1:List with description of four techniques for helping students take greater responsibilityWrite an implementation/evaluation plan for a specific classWrite a personal philosophy statement related to learner ownership

Team 5:Objective1: Learn how to take active learning back to our classrooms

Outcome1:Experience – gain 1st hand experience of student perspective through the institute(Use one page reflective paper to document this)Growth – gain confidence to apply these through discussions/activitiesIntegrated Performance – identify top five skill areas to use as a faculty member and develop a plan to cultivate these in conjunction with a course next Fall

Objective 2:How to help students improve their learning skills

Outcome 2: Be able to design an activity that meets both learning outcomes and the growth opportunity for specific learning skills, along with a facilitation plan for intervention to improve the skills.

Team 6:Objective1:Learning how to practically apply Process Education

Outcome1:Inventory what we are currently doing that supports Process Education and documents its added valueGain ownership of these techniques through experience, practice, and reflection and put together a write-up for each technique that will be implemented.

Objective 2:Learn how to set up a research program to increase retention

Outcome 2:Build a collaboration team of 10 to 15 researchers who have a set of projects, with research topics and seed ideas, defined and organized for the future.Provide a literature search of key background resources.

Objective 3:Quality distance learning – learn how to apply more PE techniques to distance learning

Outcome 3:Identify several principles that distinguish application of process education in D.L. compares to traditional classroom – We have found that they all carry over – it is just that some are harder to implement.

Team 7:Objective1:To identify and match student and content need with appropriate delivery tools

Outcomes1:- articulate appropriate learning outcomes- assess learner needs- create purposeful activities that connect w/learner and meet these outcomes in a

distance learning environment

Objective 2:Writing developmentally appropriate performance criteria

Outcome 2:For a particular class design performance criteria for the course that are appropriate for students that are challenging but are based upon incoming skill level.

Objective 3:To assess student learning levels and how to intervene appropriatelyTo assess current student learning skill level versus the skill level need for successful learning and how to intervene effectively.

Outcome 3:Produce a set of tips for assessing student learning skills and an associated set of tips for intervening on student specific learning skills

Objective 4:To assess the needs and learning patterns of a changing student population

Outcome 4:Develop an implementation plan for three techniques for pre-assessing student readiness for a course.

Objective 5:Develop a curriculum emphasizing student learning above the amount of context covered

Outcome 5:Construct a course’s knowledge table that is in balance with the list of skills selected for the course.

Session 5: Desired Explorations by Participants

Lauren 1. Designing purposeful activities

Terry1. create activities that truly engage students2. I know this to be effective practice

Gleyn

1. Writing effective DLO. Determining effective DLO appropriate to the specific subject and to the needs that will be filled by achieving those DLO.

2. Self-directed Learning.

Bill

1. Purposeful activities2. Alternative teaching methods

Denny

1. Design learning outcomes to design developmentally appropriate performance criteria.

2. Designing and implementing classroom assessment systems – crucial to student learning, difficult to do.

Steve

1. Writing developmentally appropriate criteria2. Designing and implementing classroom evaluation systems

Fred

1. Designing and implementing classroom evaluation systems2. Elevating proficiency with alternative teaching methods

Barbara

1. Making constructive interventions on key skills2. Devising purposeful activities aligned with course outcomes

Stephan

1. Utilizing mentors to enhance teaching/learning success2. Elevating proficiency with alternative teaching methods

Michelle

1. Devising purposeful activities aligned with course outcomes 2. Using tools to support self-directed learning

Joe

1. Mentoring2. Writing developmentally appropriate performance criteria

Brian

1. Creating and sustaining quality learning environments2. Making constructive intervention on key skills

Don

1. Verbal interview with individual or whole class2. Writing to learn assessment efforts on process skills

Judi

1. Improving classroom assessment via the process dialog – gain measurable outcome from qualitative data

2. More tools for self-directed learning

Howard

1. Writing learning outcomes 2. Writing performance criteria

Ken

1. Designing and implementing classroom assessment systems2. Creating and sustaining quality learning environments

Eric

1. Using tools to support self-directed learning2. Utilizing mentors

Tris

1. Appropriate Performance Criteria2. Classroom evaluation system

Barry

1. Quality learning environment enhancement2. Using tools in support of self-directed learning

Jose

1. Elevating proficiency with alternative teaching methods2. Help new ways in helping students learn with changing needs

Richard

1. Utilizing mentors 2. Using tools to support self-directed learning

??

1. Utilizing mentors to enhance teaching/learning 2. Devising purposeful activities aligned with course outcomes

Don

1. Alternative teaching methods2. Tools to support self-directed learning

Focus area Individuals (23) TeamsSelf-directed Learning tools 9 2Designing Purposeful activities 7 3Mentoring 6Alternative teaching techniques 5 2Writing Performance Criteria 4 1Writing Learning Outcomes 4 1Designing Evaluation Systems 3Creating Quality Learning Environment 3 1Designing Classroom Assess System 3 1Constructive Intervention 2 2Teaching Self-assessment skills 2Distance Learning 2Classroom Research 2Designing Performance Measures 1Assessment vs. Evaluation 1

Session 6: Engineering Professional Profile

Discoveries from processing the professional profile (recorder’s report)

1. Some of apply to some in some disciplines2. Some of apply to all in some disciplines3. Some of apply to all in all disciplines4. The changing of perspectives quickly shifts the needs.5. We started backward – 29 of the set were evaluated – universal vs. discipline

(we assigned all U) – 6. We differentiated some difference between BS and BS+5, 13 = 3; 11=2; and a

few 1s (If engineering is not doing this – are these competencies being developed elsewhere)

7. Essential and universal - communication8. contextual – leadership, idea generate9. Almost all were essential and universal (some business may not be, essential

for the BS+510. Everything was universal – good goals for the BS level – not giving them the

opportunity – expectation for BS+5 is that they should have them.11. Split between universal and essential – good industrial experience help us give

some perspectives on the trade off or judgments12. Struggled between 2 and 3 for the BS+5; awareness of all them and basic

competencies

Reflection on team processing of the professional profile

1. Team strengths – willingness to share opinion with different viewpoints2. Improvements – listening = 3. Insights – adequate is okay; different viewpoints are valid and adds richness,

Strengths: we came agreement quickly and Improvements: understanding an item not always clear – what was meant to its depth and breadth –

Strengths – individual read-over before collaboration Improvements – more discussion upfront to get on same pageInsights – scoring here was personalize and based upon our perspectives

Strengths – diversity of the group and willing to discuss and build richnessImprovements – each person taking a section to get up to speedInsights – Every program should have a clear picture of the profile we are desiring

Strengths – consensus and agreement went quickly

Improvements – when to curtail the end of discussion to move more quicklyInsights – the definitions need to be more clear so that the meaning of the scoring can be quicker – solutions integrator had the most 3s

Strengths – diversity of the team with past experienceImprovements – Managing the time effectively to leverage the diversity of the teamInsights – the profile are all important – designing the courses to support the development of these profile areas.

Strengths – We came up with consensus and also made decisions to disagreeImprovements – definitions of the individuals and the individuals within Insights – BS and BS+5 were clearly different and that program design needs to understand the value of the first five years on the job.

Session 7: Key engineering skills for BS program

Skill Process Domain Number of Votes

Total

Observing/recognizing Cognitive 1,1.25,5,1.25 8.5Collaborating Social .7, 1.25, 1,5 7.95Inferring/logical thinking Cognitive 1.25,5 6.25Integrating solutions Cognitive 1.25,5 6.25Using computers psychomo

tor1.25, 1.25, 1,1.25,1.25

6

Integrating prior knowledge Cognitive .7,5 5.7Establishing an ethical code Affective .7, 1.25,

1,1.25,1.255.45

Writing with technical detail Social 1.25,.7,1.25,1.25

4.45

Managing stress psychomotor

.7, 1.25,1.25,1.25

4.45

Setting priorities Affective .7, 1,1.25,1.25 4.25Identifying the problem Cognitive .7, 1.25,1,1.25 4.2Articulating an idea Social 1.25,.7, 1,1.25 4.2Utilizing resources Social 1.25,

1.25,1.253.75

Managing time Affective 1.25,1.25,1.25 3.75Brainstorming Cognitive 1.25,.7,1.25 3.2Visualizing Cognitive .7, 1.25,1 2.95Making assumptions Cognitive .7,1,1.25 2.95Using graphics effectively Social 1.25,.7,1 2.95Listening Cognitive 1.25,1.25 2.5Defining the problem Cognitive 1.25,1.25 2.5Eating a healthy diet psychomo

tor1.25,1.25 2.5

Being open minded Cognitive 1,1.25 2.25Applying prior knowledge Cognitive 1,1.25 2.25Negotiating Social 1.25, 1 2.25

Evaluating Cognitive .7, 1.25 1.95Inquiring/Questioning Cognitive .7, 1.25 1.95Integrating solutions Cognitive .7,1.25 1.95Respecting Affective .7,1.25 1.95Appreciating diversity Affective .7,1.25 1.95Self-motivating Affective .7, 1.25 1.95Maintaining sense of wonder Affective 1.25,.7 1.95Simplying/concretizing Cognitive 1.25 1.25Making hypothesis 1.25 1.25

Systematizing Cognitive 1.25 1.25Reading Cognitive 1.25 1.25Transferring Cognitive 1.25 1.25Abstracting Cognitive 1.25 1.25Setting up the problem Cognitive 1.25 1.25Reusing problem solutions Cognitive 1.25 1.25Documenting solutions Cognitive 1.25 1.25Conversing Social 1.25 1.25Attending Social 1.25 1.25Building consensus Social 1.25 1.25Committing to a group Social 1.25 1.25Leading Social 1.25 1.25Mentoring Social 1.25 1.25Performing within a role Social 1.25 1.25Performing by example Social 1.25 1.25Cooperating Social 1.25 1.25Desire to serve others Affective 1.25 1.25Persisting Affective 1.25 1.25Empathizing Affective 1.25 1.25Setting personal goals Affective 1.25 1.25Self-esteem Affective 1.25 1.25Citizenship Affective 1.25 1.25Asking for help Affective 1.25 1.25Exercising 1.25 1.25Sleeping 1.25 1.25Predicting Cognitive 1 1Sorting Cognitive 1 1Building analogies Cognitive 1 1Identifying similarities Cognitive 1 1Combining Cognitive 1 1Questioning assumptions/challenging

Cognitive 1 1

Partitioning Cognitive 1 1Validating Cognitive 1 1Designing experiments Cognitive 1 1Structuring a message Social 1 1Conversing Social 1 1Planning Social 1 1Defining team roles Social 1 1Innovating Affective 1 1Managing stress Affective 1 1Using the Internet psychomo

tor1 1

Utilizing information systems Cognitive .7 .7Contextualizing Cognitive .7 .7

Interpreting Cognitive .7 .7Designing systems Cognitive .7 .7Defining knowns Cognitive .7 .7Defining unknowns Cognitive .7 .7Ensuring solution robustness Cognitive .7 .7Testing hypothesis Cognitive .7 .7Drawing conclusions Cognitive .7 .7Desiring to serve others Affective .7 .7Persisting Affective .7 .7Being assertive Affective .7 .7Managing frustration Affective .7 .7Using intuition Affective .7 .7Following social conventions Affective .7 .7Courteous Affective .7 .7Using laboratory devices psychomo

tor.7 .7

Session 8: Learning Process Methodology

Q. How do you use this methodology to create the right attitude for learning?A. Highlight relevance (written or oral) during set-up.

Q. Which steps of the LPM should students do prior to class?A. Steps 1-6 are feasible as homework (possibly 7) review/assess in classA. LPM gives direction on what we expect in life-long learners.

Key Issue: reading skills (consider using a reading log format)

Q. What is a good model to use for self-assessment? How do we assure studentsdo self-assessment with quality?A. Some criteria are..

ObjectivityLevel of thoughtFollow-throughImportance of areas of focusLevel of analysisReference to concrete details

Tools – Validating Problem Solutions Validating Level of Learning

Effectively using these tools requires an attitude change on part of teachers/learners

Q. Don’t the last four steps focus on growth?A. Separation between learning and growth is fuzzier at higher Bloom levels.

Session 10: Criteria for a Quality Mentor

1. Evoking interactions with the mentee

2. knowledgeable3. good listener4. caring5. facilitating mentees to become

mentors6. enthusiasm7. ethical8. instilling trust9. instills respect10. models desired performance11. quality role model12. facilitating problem solving13. creates a risk-free environment14. availability15. openness16. honest17. identify issues18. sets high expectations19. asks great questions20. observes 21. Advisor

22. Understands the dimensions of the mentee

23. lets the mentee learn from mistakes

24. non-judgmental25. provides guidance and not

direction26. stay engaged in the process27. belief in the mentee28. coaching mentality (assessor)29. patience30. challenges31. persistent32. interested33. promotes self-confidence34. vested interest35. encouraging36. Mentor is open for learning and

growth37. Desires to see other growth and

succeed38. advocate

Mentor’s Perspective Student’s PerspectiveHonesty Honest DedicatedRole Model – lead by example Be a big – brother or SisterEstablish strong rapport ConfidentialityBe a active listener Good listener; Being able to relateGive reliable and appropriate advice Problem solver; Respectful listenerShare relevant experiences SharingPractical guidance on practical campus issues

Realistic; Guidance

Open mind Advocacy – they may require taking risksEmpathy Being proud of what they doProvide Encouragement SupporterBe a Motivator MotivatorBe available (accessible) in different domains

Available (Be there)

Friendship (?) FriendProvide Leadership InnovatorDemand high standards – challenge performance

Present with a challenge

Provide Assessment that leads to growth Caring

Profile of a Quality Mentor

A mentor is open-minded and through active and respectful listening provides practical guidance on key campus issues. A mentor is honest and confidential in giving reliable, realistic, and appropriate advice through innovative thought and strong problem solving. A mentor provides strong prospective, is accessible professionally and socially, and shares relevant experiences. The mentor establishes a very strong rapport and friendship by being able to relate and are empathetic. The mentor is a strong professional who is a quality role model. The mentor provides encouragement, motivates and challenges performance. A mentor also sets high standards for performance and provides ongoing assessment that leads to growth academically and personally. They are willing to take significant risks to support right type of advocacy.

Choosing a Mentor

According to Webster’s New World Dictionary, the definition of a mentor is “1. a wise, loyal adviser 2. a teacher or coach.” This portfolio component suggests that you will find a mentor and work with that mentor to help you on your educational or personal journey. Teachers are obvious people to act as educational mentors. I had a three during my years as a Master’s candidate—one taught me how to write, another taught me to interpret literature passionately, and the third taught me to interpret literature dispassionately. I’m not even sure that these people would have known they were my mentors; I just saw them as such and used them for the knowledge they could give me. In other words, I spent a lot of time picking their brains—I stalked them intellectually. I also had a great deal of respect for them—one I even grew to love.

Parents, relatives, clergy, counselors, or older friends might make good personal mentors. I see a personal mentor as a person who would provide advice or different perspectives on the circumstances of your life. My dad is somewhat of a financial mentor for me. He is helping me to invest my money in the right way, and believe me he is much wiser than I am in financial matters. I think you could also have a spiritual mentor—a wiser person who would help you on a spiritual journey.

So how to choose a mentor? Perhaps by answering these questions you could decide on possible mentors, both educational and personal.

Questions to explore for a possible educational mentor:

1. Do you have a teacher at MATC that you feel you are learning a lot from? Do you enjoy his/her class and look forward to it every day? Do you enjoy the subject area they teach?

2. Do you have a relationship with any of your teachers? Do you spend time talking to the teacher after class or in his/her office? Have you shared any part of yourself with the teacher and vice versa?

3. Is there a teacher here at MATC who is in the field of the major you are planning to complete and you know that teacher might be able to teach you about the field?

4. Do you have a teacher whom you like and feel comfortable with and can talk to?

Perhaps one of these teachers might be a potential mentor if you spend some time talking with them about their area of expertise or if you take more of their classes. Questions to explore for a possible personal mentor:

1. Do you have a person in your life whom you look up to and admire?2. Is there a person you know who seems to have it all together—they are organized,

happy, productive, emotionally stable, and intelligent?3. Is there a person already in your life whom you naturally drift to for advice

because you like their outlook on life?4. Is there a person in your life who gets you to look at yourself honestly but, at the

same time, does not make you feel bad about yourself?

Perhaps one of these people can become a personal mentor.

Now, from the list of teachers and lay people you have considered, can you pick out one teacher from the educational part and/or one person from the personal part? These people may be potential mentors.

Thoughts on establishing a mentor/mentee relationship:To establish a mentor/mentee relationship, you might want to approach the person or people you have identified and share with them this assignment and why you think it is important. Then suggest that you would like to create a relationship with them in which you might seek knowledge, advice, or their perspective at times.

You might want to share with them how you see their role within this relationship. Tell them why you want them to be your mentor and what you want their knowledge or advice about: discuss sociological concepts of interest, help me to understand your field, help me to get organized, help me to see my life in a positive way, give me your perspective on romantic relationships, help me to choose a major. Also, people might not want to make the time commitment to mentor someone if the expectations are too great, so keep their commitment simple—something like this: have lunch with me once a month where I might ask you for your perspective on a problem I might be having. Or can I drop in during your office hours now and again to discuss a point in class that might be of interest to me.

To add this component to your LVP, answer these questions and then write up a synopsis of your discussion with the person if you approached them to be your mentor. You might also want to keep a record of any advice that your mentor gives you, if you think it would be of some value.

Mentor of Mentors role

Job Description

1. To assist mentors in understanding their role2. Facilitate the mentors meetings3. Build a journal that is organized and produces knowledge4. Assess the performance of mentors5. Peer coach three activities6. To provide a two hour workshop for mentors prior to the event starting either the

evening before or the morning of the event7. Provide feedback to the facilitator to improve performance of the facilitator

Job Description of a Mentor at a Faculty development event

1. Provide expertise of personal experience of putting into practice aspects of the PE philosophy

2. Consulting on issues during breaks and meals3. Providing effective affect management on individuals who are struggling4. Providing timely assessment either for your team or individuals within your team5. Modeling of each of the roles in the process – captain, spokesperson, recorder,

skeptic, optimist, reflector at specific points to improve their performance in these roles.

6. Provide insights about what is going on to increase their metacognition of what is going on

7. Build personal relationships that have likelihood of extending beyond this event.8. Facilitate an activity during the event.9. Provide your share on quality recording of the knowledge produced during the

event

Performance Criteria of a mentor

1. Strong listener to identify specific individual needs and group needs2. Right level of advocacy in making sure needs are taken care of in a timely manner3. Effective modeler of specific skills needed4. Provide strong assessment of individual and team performance5. Know the difference between doing for them vs. having them learn to do for

themselves6. Provide caring environment with strong interest in their success7. Being able to consult effectively their issues8. Challenging them to address issues and problems and take them head on9. Ability to link resources and additional help outside your expertise10. Being on top of what is going on to better self-manage your role

Mentoring Methodology – including steps in its development

Step 1: Direction of Process (Includes starting point and ending point of the process)

Starting Point: Someone who is searching for something that they don’t understand how to obtain or get there.Ending Point: When the person has clearly demonstrated that they have obtained what they were searching for and has achieved 100% ownership of being there.

Step 2: Top issues concerning quality mentoring

1. Effort of the mentor/mentee2. Trust of the mentor/mentee3. Openness of mentee/mentor4. *Ability to take risks – mentor & Mentee5. Awareness of the need6. Accessibility of both mentee/mentor7. Tracking and measuring progress8. Respect of each other9. Developing a plan10. Trying of mentor11. Skills at accessing key resources12. Shared of value system13. Interest in mentee success14. Clear statement of the goal15. Doing quality construction intervention16. Doing quality assessment of mentee17. Challenging performance18. Having the expertise

Step 3: Larger System or Context

The college environment – which includes the mentoring of both students and faculty.

Step 4: Set criteria for the process and outcomes

Process1. Reasonable amount of time to completion2. Level of energy reasonable for meeting goal3. The challenge perceived acheivable by the mentor is transferable to the mentee 4. Mentee does not quit5. Mentor must provide key foundational skills and processes to support the

development process that produces the level of performance needed for success.

Product1. Mentee has ownership for their accomplishment and performance level2. Mentee has accomplish the goal they sought3. Mentee can continue personal development in that specific area of growth

targeted4. Mentee is affectivity satisfied with the growth they have made and is documented.5. Mentee is willing to severe the relationship.

Step 5: Get the expert

Step 6: Formulate the MethodologyStep 1: A Need for Mentoring is RecognizedStep 2: Select an Appropriate MentorStep 3: Clarify Goals of the MenteeStep 4: Put a Quality Plan TogetherStep 5: Make a Commitment to Follow ThroughStep 6: Design an Assessment PlanStep 7: Implement the Plan Step 8: Monitor Plan, Provide Support and Challenge AppropriatelyStep 9: Celebrate growth at key PointsStep 10: Celebrate Final SuccessStep 11: End the Relationship

Step 7: Test the Methodology

MATC – Learning to Learn Camp

Step 1: A Learning Community of 12 students who have failed many times before at MATC. They will have 3 mentors each who will work with 4 students. These students are seeking help.

Step 2: The mentors have volunteered because they want to learn how to mentor especially how to be successful with the students they have select to come.

Step 3: The process of the camp in the 1st morning will have the students identify and start defining their life vision. This will include their career goals, their educational goals, their personal goals.

Step 4: Creation of a Life Vision Plan – With detail specifications

Step 5: The startup of the learning community is getting both the mentees and the mentor to make a shared commitment to the process of the Learning to Learn Camp and the follow through of the 1st year.

Session 13: Midterm Assessment

Strengths1. Shifting the responsibility for ownership of learning is on the participants2. Teaching by modeling3. Formalizing and concretizing teaching methods (ask for clarification with not

concrete enough)4. Reference material to back up the just-in-time lectures5. Flexibility – constantly analyzing needs, adjusting the process to meet needs,

willingness to go on short tangents to address related needs, and constantly focusing on learner needs

6. Strong printed materials in strong presentation with a range of topics 7. Knowledgeable and quick on the feet - able to field questions and make quick

changes8. Process is interactive with lots of exercises – modeling the active learning

environment9. The way you do examples – first the modeling of it – giving the learner the

opportunity for discovery and follow up with clarification when needed10. Personalizing the event for all by knowing names, interest, and outcomes, and

pointing or asking questions in relationship to these interests

Important Things Learned

1. New techniques and tools for alternative teaching methods – team role playing, student self-assessment, student interaction – key dynamics.

2. Learning is our responsibility, ask questions, write measurable outcomes, and speak so others can learn from you

3. Characteristics of a quality learning environment – non-judgmental, getting connected, competence is valued, supports risk-taking, mutual respect,

4. The connectiveness of the learning outcomes with learning activities, and the reflection and self-assessment challenging the learner to acquire the knowledge to meet the outcome

5. Difference between assessment and evaluation – 6. Importance of crafting outcome to achieve certain results7. LPM as a trigger for research8. Importance of engaging students in the teaching/learning process9. Importance of defining terms so communication can be based upon common

understanding10. Strong foundation structure allows very productive improv that can benefit

both solid design but meet a variety of immediate needs. 11. The amount you need to do up front – student center learning environment

you let the student do it.12. Concepts courses and programs can be designed – handbook of how to

implement it.

13. The power of subtle rephrasing trying not to take away ownership of the presenter but adding value to the general dialog.

Improvements

1. More time to reflect and digest the learning – Lunch will be an hour with no assignment, 20 minute break with no assigned reflection assignment – But everyone will be accountable for writing personal reflections at each of these intervals.

2. Learn the vocabulary before coming – part of the pre-activity is to post the glossary on the web page and point out the top 15 words to focus

3. Overview of the content of the event up front to provide synthesis of the pre-reading - e.g. process map and the methodology for design a course

4. Less promising and more action – get on with it.5. More reminders on where we are on the process map – at the beginning of

each activity – look at the map and let participants predict where we are6. Send out a stronger message about preparation – list of reflecting questions to

prompt exploration, 7. Stronger connections between groups – come up with three techniques over

today modeling inter-group connections8. Time to transfer new ideas to own situations in and out of the classroom –

each person can ask for a ten minute time-out to strategize individually or in teams of how to apply.

9. When we need more time we want to be able to request it – if 3 other team grant you permission you will get it.

10. Review goals as we go along – like this morning

Topics to be covered

1. Assessment of the new changing student population (Academic advising – profile of the new freshmen) - connecting with a variety of learners and learning needs

2. Quantifying performance – measurement - Designing Performance Measures 3. Issue – balancing the individual needs within the cooperative learning and

teaming environment4. Relate this to distance learning environment5. Constructive intervention, rephrasing

Session 14: Assessment vs. Evaluation

Strengths

1. Relevant2. Thoughtful3. Accuracy4. Clarity5. Affirming6. Encouraging7. Specific examples8. Action plans/Provides direction9. Thought provoking10. Leads to questioning11. Connects12. Challenging13. Relates to the performance

Improvements

1. Positive assessment language2. Improvements must be feasible3. Focus should be on product/performance not the performer

(make sure it’s not personal)4. Clarify what the assessment criteria that is being5. Focus – confine feedback to the target requested6. Supporting evidence especially in strengths7. Reflective8. More details9. Coherent10. written with the audience in mind

Discussion

1. Faculty should establish performance criteria for a course.2. Students can help establish criteria for particular performance tasks.

(promotes student ownership of the course evaluation system)3. Written feedback is valuable as a long-term reference, this can be augmented

through oral explanation.

Insights

1. A good portion of assessment feedback is of so low a quality that it gives assessment a bad name. (Level 1 assessment => evaluation)

2. Assessment performance will growth through practice with feedback on the practice of assessment. (Practice with assessment will improve performance.)

3. Be more precise in language and provide more evidence in the form of specific observations.

4. Use of language is critical. Assessor must move over to assessee’s language.5. Clear performance criteria (with defined language) is critical for quality

assessment.6. Think about moving assessment feedback to higher levels in Bloom’s Taxonomy.7. Assessment is a great learning opportunity. Don’t short-change yourself as a

learner when assessing. Challenge yourself to provide higher and higher performance.

Tip: Leverage discussion triggered by team discoveries (inter-group technique)

Discoveries

Precise language and communication in providing feedback to the assessee.

Assessment is a catalyst for movement/growth.(i.e. clarifying strengths and considering modalities of implementation) RQ. Is there a way to measure the quality of assessment feedback?Insert rubric for level of assessment report and assessor performance…

Power of assessment in influencing student learning behavior.

When you try to give assessment feedback in an evaluation context, much of the value of assessment is lost. It is best to separate these in time/space.

Do assessment on peak performance, not average performance.

Focus on issues that matter with the assessee.

Assessments must be assessed. This takes time, but the investment pays off.To make space for assessment you need to prioritize class attention to content.

Being attentive to strengths is as important as studying improvements.By presenting strengths first, you open the channel for communication.

Goal of assessment is twofold: improving performance and improvingassessment skills

Session 15: Writing Learning Outcomes

Strengths

1. The competencies were clear, concise, with level of performance articulated2. Many of the integrated performances had the overall performance defined

with some of them having the list of supporting performance areas articulated as performance criteria

3. The understanding of what each type of outcome was about produced nearly all the outcomes being correctly classified.

Improvements

1. The accomplishments although results oriented had many of the outcomes as academic exercises or accomplishments and would not be used to market the student through a resume or even as supporting evidence in an interview when talking about accomplishments. I provided some examples like elevating participating in a design contest to placing in the design competition.

2. Experiences outcomes need more expansion – the use of 3 to 5 sentences in a paragraph would really be needed – Identify the top 4 to 7 things that the students would really remember from the course and thread a discussion in paragraph form to describe what will be memorable about the course.

3. Movements need to focus on the specific process area – many used context for the movement area which provides richness, but should not integrate a second process.

Insights

The more that a new conceptual development gets applied in a variety of contexts the stronger the understanding of that conceptual area. Applied research is the process of building aggregate performance by applying a discipline in a series of repeatable diverse contexts.

Session 16: Northwest Scholar’s Project

Examples of metacognition:Lesson PlanningSelf-assessmentBeing aware of how people think/learnEngaging with other educators for ideasRisk taking (being aware of other’s comfort zones and using this wisely)Keeping a goal in mindAwareness of different roles (teacher, advisor, service provider, psychologist,researcher, learner, business manager) => challenge is to balance these, budgetingtime spent for greatest added-valueAwareness of costs and benefits (in time & resources)Creative & innovativeFlexibleProactively seeks feedbackTakes action based on assessment feedbackTakes time to step back from doing to see what they are doingLearner-centered teaching practicesStaying on top of the educational literatureExamines ambiguity in the learning environment (Terri’s beeper)

NOTE: 2 patterns here => roles (what you do) and observable traits (can be observed)

DistinctionMetacognition – stepping back to take stock (less directed)Assessment – conducted for a specific purpose

QuestionsCan you get tenure without being metacognitive?How does the skill set for teaching

Compilation of Survey data from Participants

What’s Appealing?Becoming current on the “new science of learning”Sharing classroom data across disciplines with common tools/techniquesContinuing faculty development opportunities such as this workshopImproving capabilities of our graduates through cooperationRaising the bar for student and faculty performanceBecoming part of a regional community of scholarsPeer mentoring among faculty committed to quality teaching/learningAccess/interpretation into educational research literatureCollaboration with colleagues across colleges, campuses, and institutionsLegacy and leadership in teaching/learning innovation in the NorthwestPiloting/improving new courses and delivery systemsGetting scholarship credit for teaching/learning activitiesProcessing/screening research questions & models

Areas for Improvement?Quantify efficacy of teaching/learning tools to strengthen publicationsInvolve more graduate student and undergraduate student mentorsDemonstrate added-value to industryConcrete/measurable goals that are compelling to all team membersAllow participation at different levels of involvementSustained interaction with people at a distanceStronger connection with cutting edge educational research

Concerns/IssuesGetting commitment & deliverables from a large/diverse group(keep communication high, timely, and useful)Venues for publicationHow grading system evolves as average student performance increasesInstitutional supportAccommodating differences in educational philosophy

Session 17: Self-assessment

Discoveries1. Assessments do improve with practice

2. We can learn both from self-assessments as well as from other's assessments of us

3. We have established a trust within our group than enabled us to feel more free in sharing our weaknesses and growth areas

4. Based on the observation above, we have a better understanding how developing trust between the faculty and students will be key to using assessment effectively in our classrooms

5. There is value in assessing both the content and the process:-With content, only if you have a knowledge base can you effectively assess.-We tend to move first to assessing content because of our tendency toward evaluation.-With the process, we need to become more proficient in order to accomplish good assessments and self-assessments.

Some of these process steps we're already doing, but we either weren't aware of it, didn't give it the "right words," or haven't formalized it.

Individual and course assessments should be coordinated with program outcomes and assessments.

6. Assess the process of self-assessment, not the content. Self-assessments are written for selves and hence can be challenging for an outsider to interpret.

Self-assessments are 'measured' against an individuals goals and the assessor of the assessment can judge whether or not this is accomplished.

It is motivating for peers to assess your self-assessment; you'll be more complete and the assessment will be more useful.

7. More engaged when actively learning teaching tools.

8. These techniques are very cool! They work

9. Doing the exercise is more profound than knowing the theory.

10. Repetition is good -> allows better learning.

11. By participating in these self-assessments we are taking ownership for our learning. This also enables active learning because self-assessments/peer-assessments are interactive activities. Thus, learning is reinforced by the immerse nature of activities.

12. can be applied to all aspects of lifeprovides an excellent way to critique oneselfcan be done quickly allowing you to formalize your thoughts

Session 18: Teaching Techniques Demonstrated at Institute

Teaching TechniquesWriting measurable outcomes for the courseDesigning active learning activitiesConstructive interventionsDeveloping quality learning environmentclass mentorsrecognizing exemplary performancegive supporting examplesgame playingemploying quizzessubtle rephrasingincorporating student suggestions, keeping them accountableinquiry questionsmidterm assessments like pretestsgroup discussionsvisualizing end of processjust-in-time teachingflexibility - analyzing needs and focusing on learner needsuse discovery to model exampleuse both assessment and evaluationassess student reflectionsrespond to midcourse assessmentscoherent feedback

Real-time adjustment of material/delivery to meet needsAllowing students to take ownershipGiving students time to rephrase ideas expressed by othersRephrasing for understanding without taking away ownershipCooperative learning activitiesAsking students to performn in rolesResponding with a question rather than a definitive answer(keeps the processing)Pushing people out of their happy zone for a good purposeUsing assessment to improve process skills

Ask the students if they want to see or use an activity.Create a contest/game.Highlight exemplary behavior and responses.Ask students to support answers with specific examples.Highlight points learned.Rephrase without changing the sense of the original phrase.Hold students accountable for their own learning (e.g., reflections and self-assesments)Accept student suggestions when appropriate but keep activities student-centered.Review insights developed by class.Create and display lists generated by class exercises.Use peer assessments.Ask for responses from each and every group so everyone participates.Change roles.Use large group and small group activities where appropriate.Use role assignments within groups.Have students read material and document response.Clarify and expand student contributions.Homework!

Oral reflection.Use process maps.Have other groups watch one group perform.Use body language cues.

Answer a question w/ an appropriate follow up quesetion.Rephrasing student question to get right terminology, language, content and to model listening.Modeling the behavior/techniques/state-of-mind that is desired.Transfering ownership of a suggestion back to the student.Accelerator Model to balance challenge (push) with cog. & affective levels.Midterm assessment as a means to build trust, ownership and solidify learning, .....Task==>Set up a teaching moment (Just in time lecture)Linking student response to construct knowledge. Using names as this is done.Self asssessmentAssessment of assessmentSolidifying the meaning of termsCompetitionGame playingRaising the BarPraising exemplary behavior.Bringing forward key aspects.Repetition: Sprial of learning with growing complexity with each iteration of content.TeamingUsing roles on teamsOwnership ==> we create our interpretation.Learning by teaching/explaining to others

subtle rephrasing to "add value"holding students accountable by requiring evidencepeer-rephrasingwhen the students are asking the teacher "how" change the focus from teacher-directed to student directed by re-asking the question of the studentjust-in-time informationoral and written assessmentscompliments strengthsusing "teasers" to generate interestadjusting the learning schedule to student's feedbackkeeping the audience in mindconcept of designing a course writing explicit learning outcomes without attaching performance criteriausing multiple learning outcomescommunication (objectives, expectations,preparing them for alternative learning experiences)teaching/learning outside the "happy zone" - keeping time in short supplynot describing everything in detail but letting the students struggle and figure out the detailsBlooms taxomonyteacher developing student both personally and professionally

mid-term assessment 1-minute paper spublicly recognize exemplary performance games/contests model something and let students figure out what was done create comfortable learning environment by learning students' names content connection to learner's outcomes build solid structure foundation and adjust according to immediate needs of the class subtle rephrasing of dialogue for clarification/amplification

self-assessment peer assessment assessment of self-assessments allow learners to set the criteria for assessment (take ownership of learning) use of technology class summaries of group findings vocabulary doing rather than just seeing/hearing prioritizing repetition group sharing share learning outcomes with students assignment of group roles role-models mentoring

Lead by modelingrecognizing exemplary performance to raise the barReflect and summarizeShifting responsibility of ownership for learning to participantEffort to learn about group members personallySII (strengths, improvements, and insights)You don't tell examples, you give learners self-discoveryClear objectives and directionMidterm assessmentLook for strenghthsStabilize strengths so they don't go awaySubtle rephrasingCompetition - game playingMake sure students know jargonKeep running glossary - have them develop itMaintain 2-way dialog - interactiverespect for studentStudent-centered rather than teacher-centeredHave students own performance criteriaFlexibilityHold students accountableNon-judgementalInter-group connectionsCooperative - team learningHave students grade each other's workFeedback should be written and also in personTeacher should provide learning environmentIterative-cycled assessmentFacilitate team role playing so they see it is powerful, not stupidMotivate students to be preparedProf should be preparedAllow students to vote on percentages of gradeRecognize different learning stylesAssessor should feel free to learn while assessingAdjust to learning stylesUnderstanding services campus offers for students - weave these inHandle frustrationUse technology Intervene when appropriate

Be creative and inventiveRemind students of what survey were/arePromote risk/takingAnswer questions completey - get feedback that they think it was answeredCommitment to success of studentPromote self-discoveryPromote self-assessmentShow them you responded to survey resultsLink outcomes requested to activities so students are motivatedTime management - practice it and teach itTwist things so student is center of itTime assessment for best impactAsk students for topics to discuss in classChallenge students to excel - operate at their upper barBenefit or prize for competitionKeep positive attitudeBe competantBe knowledgableLearn names, even if it means seating charts for large groups

Learning Techniques

reflection journalprepare before classtime to reflect, written reportself-assessmentask for 10-min time outrole-playingmentoringbeing mentoredstudent ownership of dialoguestudent ownership of learning

Ask good questionsPersist in finding answers (one way or the other)Keep notes/records you can use in the futureLearn from other learnersUse course resources to prepare for class - do your homeworkEngage in self-assessment frequentlyPay attention to sleep and dietNetworking with other learners outside class activities

Generate your own objectives for a class.Reflect on your progress (journal).Write self assessments.Participate in a mid-term assessment.Planned repetition, especially for glossary and vocabulary development.Fill out worksheets conscientiously.Make your own roadmap, or chart your course on a class roadmap.

Session 19: Writing Performance Criteria

Freshman Seminar – Introduction to Engineering

Sample Learning Outcomes:EXPERIENCE – have seen and experienced what different engineers doMOVEMENT – improve problem solving performanceMOVEMENT – improve teaming skillsMOVEMENT – develop more ethical reasoningMOVEMENT – improve self-assessment skillsCOMPETENCY – can do basic self-assessmentCOMPETENCY - assess prerequisite skills and remediate (i.e. basic math skills)

STEP 1: Define performance as a process, product, or bothMovement, integrated performance processAccomplishment, competency productExperience another entity

STEP 2: Appropriate scope for the performanceFocus on what top students in the class can do..

- highly motivated- articulate- strong team players- strong analytical skills- confidence- computer literate- good problem solving approach- work completed in a timely way- believe in quality work products-

STEPS 3-6 help to insure list is complete/valid

TEAM PLAYERAssume leadership when appropriateActive listenerHeavily engagedFluidly moves between rolesEnthusiastic participantStays in roleCommunicates often/well

Is a committed member of a team who is willing to play an assigned role with enthusiasm and full engagement, listening to others, effectively communicating ideas, so that the team can meet its expected goals.

PROBLEM SOLVINGDefines the problemDistinguishing between observation/inferencesBreaking a complicated problem into simple piecesWilling to be open minded toward new solutionsProcessing information on what you know and don’t knowCan step back and see the big pictureIdentifies assumptionsCan bring together pieces into a wholeTakes time to validate the solution

Effectively identify and define problems, identifying issues/assumptions, assessing information about what is known/unknown, effectively partitioning problems, integrating solutions to subproblems, and testing robustness of solutions.

Session 20: Designing an Activity (guided discovery)

Title: Equilibrium of Forces

Why: There is a fundamental principle in physics is that the summation of forces acting on an object is zero when it is at rest. This concept will allow you to understand why some structures work and others do not.

Learning Objectives:1. Be able to identify key forces acting on an object.2. Be able to draw a picture to visualize forces.3. Be able to apply vector math to forces.

Performance Criteria:1. Model a static force system- correctness- separate internal/external forces- neatness/clarity

2. Articulate the physics behind a given situation- word usage of the discipline- correctness- systematic presentation

Critical Thinking Questions:

Directed Questions- previous knowledge- models- personal experiences- readings

What are the key steps in vector arithmetic?What are the basic types of forces?What is meant by a line of action?What functions on your calculator to you use to vector arithmetic?How do you account for gravity?What is the basic equilibrium equation?How do you distinguish between external and internal forces?How do the normal force, gravitational force, and frictional force relate?What are the major characteristics of a system whose forces sum to zero compared with a system whose forces do not sum to zero.

Convergent QuestionsHow do you validate that you have correctly modeled friction?How do you know whether forces are internal or external?What would happen if the system became unbalanced?What is the significance if forces are internal?

What should be included in a free-body diagram?What can the units tell you about your solution?How would you determine the vector sum for a set of nonorthogonal forces?How would you set up the equations of force equilibrium for a static body?How do you generate the equation(s) of equilibrium given your free body diagram and expressions for the forces?What are the steps you take in constructing a free body diagram?How do forces change on the moon as opposed to the earth?Why does the earth orbit the moon?If gravity suddenly disappeared on the earth, what would happen to the moon?

Divergent Questions (research question)Why with all the engineering expertise in our country are there phenomena such as…?How would design strategy for structure change in outer space?What is the responsibility of structural engineers for ensuring public safety?

Other steps outlined in workbook, most fairly straightforward…

OTHER ACTIVITY TYPES FOR THIS CONTENT?- interactive lecture- lecture quiz

Session 21: Specifications for Teaching Assessment Journal

Area Description QuantityFeatures Paper and Online versions

Prompts for objectives (where to focus the camera)Have available different forms for different aspects of our jobsSupport short-term and long-term action planningTemplates with prompts Context adaptable (teaching, research, industry, grad students)Addresses potential confidentiality issuesProcess dialogue elements(what do I expect to happen, how will I respond, what happened & why?)Parallels student journal expectations

Specs Timely in useSimple in design (KISS principle)Space for assessing each form (by self or others)Appropriate for traditional and non-traditional classesPrompt for valid/reliable dataPractitioner-centered (focused on improvement, not evaluation)Invites ongoing useSupports timely feedback from othersPrinter friendlyOne page limit for all formsExpandable (portfolio items can be integrated)Retrievable (supports flexible organization)Address all aspects of job descriptionsUses SII model extensively

Tools Short primer on useMid-Term assessmentCourse planningActivity planningActivity assessmentFacilitation planningProject planningPeer mentoring (student-student)Peer coaching (faculty-faculty)AdvisingAnnual planningTips on assessing assessments

Research A quantitative measuring tool for faculty performanceCommon reference frame for sharing data/collaboratingAddresses need for obtaining baseline dataIncludes performance criteriaRecognizes action-research environment

Session 23: Finding the “Magic” Research Questions

Possible Research Questions for Denny

To what extent does process education improve learning and critical thinking skills compared to chalk and talk?

Which kinds of exercise and learning models are more effective at different intellectual and developmental stages?

What is the cost/benefit analysis of process vs traditional models?

To what extent do self-directed learning skills persist and for how long beyond the formal educational process?

What role does cultural bias play in determining success in developing critical thinking skills during the Engineering Education process?

What role does English proficiency play in determining success in developing critical thinking skills during the Engineering Education process?

What measures can be used from the high school experience that predict success in learning critical thinking skills?

What is a good way to benchmark critical thinking skills of incoming freshman?

What are the different critical thinking skills used for interdisciplinary skills?

At what age do people develop the physiological ability to perform critical thinking? Is the age gender specific?

What activities best promote critical thinking development?

Where does critical thinking come from?

What are some improved metrics for critical thinking?

How do students use resources to address open-ended problems?

What are the universal critical thinking skills across different populations?

Can ct/ct be learned?

If someone is strong on ct/ct, will they be valued in the engr. environment?

Are the results of a ct/ct intensive curriculum aligned with desired skills in an engr?

Are the student who come out of this program better ct/ct that students in a tradional program?

Does the traditional biol. engr program adeqately develop ct/ct in the learners?

How the amount growth in ct/ct correlate with performance at the start of the program?(our real problem is yield analogous to the semi conductor industry)

Which methods of teaching produces the greatest movement in ct/ct growth?What is the interplay of content and ct/ct growth?

How do we align teach of ct/ct/knowledge with the science describing the natural way that people learn?

How can we most effectively measure ct/ct performance and growth in realistic context?

What are the critical processes, steps, methods etc. such that the wsu approach will work in many contexts?

Does incorporating process oriented learning activities over a 4-year curriculum demonstratably improve student critical in creative thinking skills of bioengineering graduates?

Does the performance of left-hand dominant and right-hand dominant students differ in creative and critical thinking skill tasks?

Do the proposed curriculum changes produce significant improvements in high-level performance of both critical and creative thinking after completion of a 4-year curriculum?

Which activities produce the greatest improvements in critical and creative thinking at different stages of development?

Do the proposed curriculum changes produce greater performance in critical and creative thinking activities than a standard undergraduate engineering curriculum?

What measures can be used to benchmark critical thinking skills of incoming students (freshman, junior college and other discipline transfers, non-traditional, international)?

What teaching/learning tools and activities best promote critical thinking development?

To what extent do self-directed learning skills persist and for how long beyond the formal educational process?

What role does cultural bias and English proficiency play in determining success in developing critical thinking skills during the Engineering Education process?

What are the most important factors in teaching and learning that lead to growth of crit. thinking and creative thinking performance in a diverse population of developing learners?

To what extent does process education improve learning and critical thinking skills compared to traditional methods?

Which kinds of exercise and learning models are more effective at different intellectual and developmental stages?

Criteria for Quality Research Questions

FeasibleFocused May lead to a significant answerNon-leadingRobustSignificance to the fieldQuantifiable/AnswerablePerceived needSuitable for the available timeFeasibleOpen-endedRelevantAppropriate for ResourcesNoveltyLikelihood of successImportant to funding agencyContribution to body of knowledgeHas an empirical/quantitative answerCompelling to investigatorsSpecific and answerablefills a critical gap in the body of knowledgeadds to the fundamental knowledge in ways that advance in the field has practicable application to important societal problemsaddresses an important issuesuggests testable hypothesesleads to measurable outcomes

Session 24: Formation of Practitioner Teams

Possible Focus AreasAssessmentImplementing active learning (electronic journaling, facilitation)Course planning (Course Design-capstone)Designing Activities (Ind and group)Developmental Planning of Faculty Performance (avoiding burnout)Graduate distance learningUsing new technologiesEducational research(developing research skills)Mentoring – (using student mentors)Reaching out to non-traditional student situationsRetention (student success)

Focus Area Votes 1st 2nd 3rd total

Assessment (program assessment) 15 5 2 57Course planning (Course Design-capstone) 6 5 3 31Mentoring – (using student mentors) 2 4 4 18Implementing active learning (electronic journaling, facilitation)

1 4 5 16

Educational research(developing research skills)

2 1 5 13

Designing Activities (Ind and group) 2 3 7

Graduate distance learning 2 1 7Use new technologies 2 3 7Developmental Planning of Faculty Performance (avoiding burnout)

1 1 5

Reaching out to non-traditional student situations

2 4

Evaluation 1 1Retention (student success) 0