Course Transformation Work
Dynamics, ME 320: While this course was flipped several semesters ago, I am working with the instructor to further implement team-based learning principles and to more quantitatively assess student learning. We are utilizing CATME for team formation and peer evaluation, we have implemented a concept inventory, and we are investigating the impact of high performance teams on individual learning outcomes.
Check out our paper highlighting this work! It will be presented at the 2017 American Society for Engineering Education (ASEE) Annual Conference and Exposition in June: “Impact of High Performing Teams on Student Learning”
Contact Carl Luchies (email@example.com) for access to the repository for ME 320.
Strengths of Materials, CE 310: In this course I worked with the instructor to develop learning objectives and map them to assignments and exams in order to facilitate a more detailed assessment of student learning. In addition, we are working to transform the lab component of the course. Introductory video labs were developed for each laboratory, a laboratory workbook is being developed, and two video labs have been created.
An example of a pre-lab introductory video can be viewed here: Tension Lab
Contact Matt Fadden (firstname.lastname@example.org) for access to the repository for CE 310.
Faculty and Student Development Programs
Undergraduate Teaching Fellows Program: The School of Engineering Undergraduate Teaching Fellows program places peer (“learning experts”) into undergraduate courses to assist with active learning. We have developed a training program for the teaching fellows which consisting of 3 meetings throughout the semester. Training topics include best practices, questioning techniques, leading discussions, and dealing with difficult group members.
This work will also be presented at the 2017 American Society for Engineering Education (ASEE) Annual Conference and Exposition in June: “Impact of Undergraduate Teaching Fellows Embedded in Key Undergraduate Engineering Courses”
Engineering Teaching Working Group: This is an informal group of faculty in the School of Engineering interested in discussions around evidence-based teaching practices. We meet once per month and topics have included engineering education research opportunities, using group work effectively, information on technology such as Camtasia, CATME, and OneNote for Classrooms.
This figure shows individual exam scores on 3 exams in ME 320, Dynamics. The three blue bars indicate students that were in low, average, or high performing teams. The exciting thing about this chart is that there was a statistically significant improvement in individual performance on the 3rd exam for students who were in a high-performing team (p < .05). The fact that this happens only on the 3rd exam underscores the importance of keeping teams together for an entire semester.
Dr. Molly McVey is a post-doctoral teaching fellow at the University of Kansas School of Engineering where she works with faculty to incorporate evidence-based and student-centered teaching methods, and to research the impacts of changes made to teaching on student learning and success. Dr. McVey earned her Ph.D in Mechanical Engineering from the University of Kansas in 2012.
Dr. Caroline R. Bennett, P.E., is an Associate Professor in the KU Civil, Environmental, and Architectural Engineering department, with a specialty in structural engineering and bridge structures. She works closely with KU Engineering’s post-doctoral Teaching Fellow and oversees the overall Engaged Learning Initiative in the School of Engineering. Caroline is responsible for overseeing KU Engineering’s active-learning classroom design and usage, prioritizing course assignments in the active-learning classrooms, helping faculty to advance their pedagogy by incorporating best practices, and advancing implementation of student-centered, active-learning approaches in the School of Engineering. Caroline is also active in contributing to university-level discussions in the area of course redesign, and has been closely involved with the KU Center for Teaching Excellence since 2006. She regularly teaches courses in bridge engineering, steel buildings, structural analysis, fatigue and fracture, elastic stability, and how to be an effective college teacher.