Course Transformation Work
Environmental Engineering, CE 2633: The goal of the Spring 2016 transformation with Dr. Shipley, Burzik Professor in Civil Engineering was to create new content and adapt delivery for a new hybrid course format. Problem sets, worksheets, and activities were adapted to the new course format to ensure students success. Diagnostic pre-tests were administered to assist in aligning content and the development of exams, and student achievement of learning goals were assessed.
Mechanics of Solids, CE 3103: This course transformation is slated for Spring 2017. Dr. Arturo Montoya, Assistant Professor in Civil and Environmental Engineering worked with experts to revise the syllabus and course objectives to align with assessments. Meaningful student learning is also a priority, so in-class worksheets, activities, rubrics, and student projects are being redesigned and additional in-class problem solving and group work is being implemented.
Numerical Methods, CE 3173: The goal of this Fall 2016 transformation was to improve student’s conceptual understanding of content. Dr. John Joseph, course professor, wrote a course booklet to support student understanding of the course content. iclicker questions were implemented class to assess assigned reading and align instruction to student needs. In-class and recitation worksheets and activities were also redesigned to facilitate student engagement and understanding. Student attitudinal and feedback surveys were also conducted, and students were given progress and summative reports to guide learning.
Properties and Behavior of Engineering Materials, CE 3243: This Civil and Environmental Engineering course was fully transformed in Fall 2016 with Dr. Samer Desouky, Associate Professor in Civil Engineering. The group worked to align learning objectives with assessment and improve student engagement. A flipped classroom format with in class problem solving, group work, and video lectures was implemented. Student engagement was facilitated through student presentations, effective questioning, student lesson input, and student-driven instruction.
Faculty and Student Development Programs
Faculty collaboration: Groups of content and embedded experts met to discuss and examine syllabi, course objectives, topic objectives, and evidence-based strategies meant to facilitate student learning.
Dr. Emily Bonner is an Associate Professor of Curriculum and Instruction in the Department of Interdisciplinary Learning and Teaching and works with CEE faculty to design, develop, and implement course transformations. She is leading the development of a peer assisted leadership mentor training program to facilitate group learning in hands-on activities. She graduated with her PhD in Mathematics from the University of Florida in 2009, co-directed the South Texas STEM Canter for Educators, and currently directs the San Antonio Mathematics Collaborative (SAMC).