FABE 810 College Teaching in Engineering
3 Credits - S/U Graded
Instructor: R. J.
Gustafson, Associate Dean,
Professor, Food, Agricultural and Biological Engineering Dept.
181A Hitchcock Hall,
Phone: 614/292-0573 Off 614/848-8273 Home
Office Hours: Arranged
Time: Thursdays, , Rm 104 Agr.
Teaching Assistant: Geraldine Arnold
Phone: 688-9483 (Home)
Course Description and Outline
Designed as initial preparation for instruction in professional engineering programs at the college level. Focuses on skills, strategies and issues common to university teaching in general and engineering instruction more specifically. Designed to introduce learner to literature and research relevant to practicing teachers of engineering.
Students will be aware of, and know how to access the body of knowledge available to assist in design and implementation of teaching/learning at the college level; e.g. be knowledgeable of key organizations supporting engineering instruction like ASEE and ABET, general publications in education, and instructional resources as OSU Office for Faculty and TA Development.
Students will be aware of the curriculum issues related to engineering education specifically; e.g. accreditation requirements, laboratory development and design instruction.
Students will be able to recognize the options for types of instructional approaches to engineering materials and have understanding of their appropriate application.
Students will be able to implement both a formative and summative evaluation plan for their teaching.
Students will have developed their own philosophy of teaching statement.
- Introduction and discussion of course goals
- Historic perspectives in teaching engineering and university teaching
- Elements of a philosophy of teaching statement
Chism, Chapter 1 - The Teaching Self
Assignment: Philosophy of Teaching Statement Development
2. Course Planning and Syllabus Design; Learning Objectives
3. Learning Styles; Dr. Jamie Cano, Associate Professor, Community and Human Development
- Basics of learning styles
- Practical implications for teaching engineering
Learning Styles by Jamie Cano (Unpublished Handout)
Chism, Chapter 2 - How Students Learn
4. Gateway Freshman Engineering Conference
Students will be invited to participate in a Ohio Freshman Engineering Conference
This conference will start Thursday evening and end Friday mid-afternoon.
Students will be asked to participate as their schedules allow.
Full meeting program will be handed out in at first class meeting.
5. Lecture/Presentation in the College Environment & Cognitive Levels of Learning; Dr. L. H. Newcomb, Associate Dean, College of Food, Agricultural and Environmental Sciences
Levels of Cognitive Learning and Their Application to Questioning Practice by L. H. Newcomb and M. K. Trefz (Unpublished Handout)
Selected Handouts on Bloom’s Taxonomy, Cognitive Levels of Learning, and Vocabulary Useful in Developing Learning Objectives by L. H. Newcomb (Unpublished Handouts)
6. Teaching with Technology; Where are we going
and why?: Dr. John Chovan,
Non-traditional Audiences and Students: Dr. Keith Smith, Director,
- Characteristics of Adult Learners
- Teaching adults through outreach
- Professional and workplace presentations
Even, M. J. 1987. “Why adults learn in different ways”, Lifelong learning 10(8):22-27.
Severiens, S.E. and G.T.M. TenDam. 1994. “Gender differences in learning styles: a narrative review and quantitative meta-analysis”, Higher Ed 27:487-501.
7b. Curriculum Structure in Engineering and Teaching with Technology
Part 1 ABET and Accreditation
8. Teaching Design, and Laboratory Development and Management
Panel Discussion with Current Faculty (TBD)
McKeachie, Chapter 11
Wilcznski, V. and S. M. Douglas. 1995. “Integrating Design Across the Engineering Curriculum: A Report From the Trenches”, J. Eng. Ed. July, pp. 235-239.
9a. University Life and the New Faculty Member
University Life and The New
Faculty Member, Dr. David Ashley, Dean,
- Nature of a University
- Expectations of Faculty
- Dealing with Promotion and Tenure Issues
- Developing a Teaching Portfolio
- Faculty governance
9b. Alternatives to Traditional Lecture & Humor in the Classroom
- Role Plays
- Case studies
- Development in distance education
- Individualized instructional development
10. Evaluation of Student Learning and Instruction; Dr. Li Tang, Instructional Development Specialist, Office of Faculty and TA Development
All students are required to complete:
a. All reading assignments, such that they can contribute to class discussion and analysis. Brief written reaction or summarization papers may be required for selected readings.
b. Development of a personal philosophy of teaching statement. Each student is to develop a teaching philosophy statement early in the course and refine it through the term.
c. A micro teaching session. Each student will be required to plan, prepare and teach a ten to fifteen-minute session on a topic of the student’s interest. Audience will be 3 to 5 peers. Both peer and instructor feedback will be given on the teaching session.
4. Exit interview with the instructor. Each student will be required to schedule a 20 minute meeting with the instructor during finals week.
Absences: This is an intensive ten-week course. Students are expected to attend each class session. (Missing one course meeting is the equivalent of missing three one-hour classes). More than one unexcused absence will result in a grade of “unsatisfactory.”
Grading: This course is graded Satisfactory/Unsatisfactory in order to allow students to learn and experiment with teaching in a non-threatening environment. A grade of “satisfactory” however, is certainly not automatic. Each element will be graded on a satisfactory/unsatisfactory basis. Students who do not complete all course requirements will not earn a satisfactory grade.
Audit Option: Students who elect to audit the course are expected to attend all classes and participate in class discussion and activities. They are not required to hand in written assignments.
Academic Misconduct: Cheating or plagiarism will be reported using official University procedures.
Students with Disabilities: Course materials and exercises can be made available in alternative formats. Please contact the instructor for further information.
A series of evaluation tools will be used throughout the course. Final evaluation will include University SEI and form developed by the instructor. All will be done anonymously. Some questions at the final student interview may be directed towards course content as well.
All students enrolling in this course for credit will receive a one-year basic student membership to the American Society of Engineering Education (ASEE).
W.J., 1993. Teaching Tips, D.C.
Heath and Co.,
Chism, N. & Associates. 1998 (5th Ed.). Teaching at The
Anon. 2000. Criteria for Accrediting Programs in Engineering in the United States, Engineering Accreditation Commission, Accreditation Board for Engineering and Technology, Inc., Baltimore, Maryland. Provided by Instructor. (Http://www.abet.org)
Angelo, T.A. and K. P. Cross. 1993. Classroom
Assessment Techniques; A Handbook for College
Teachers, 2nd Ed., Jossey-Bass Publishers,
Davidson, C. I. And S. A. Ambrose. 1994. The New Professor’s Handbook, Anker Publishing Co., Inc., Boltan, MA.
J. 1997. The Course Syllabus, A Learning-Centered
Approach, Anker Publishing Co., Inc.,
Robert J. 1999. Faculty in New Jobs, A Guide to
Settling In, Becoming Established, and Building Institutional Support, Jossey-Bass Pub.,
Nichols, R. J., B. Amick,
and M. Healy. 1994. The Value of
Classroom Humor. In E. C. Wadsworth (Ed.) To Improve the Academy, 1994:
Resource for Faculty, Instructional, and Organizational Development (pp.
329-343). New Forums Press, Inc.,
D.L.F. 1993. Humor Scholarship: A Research Bibliography.
Rando, W.C. and L.F. Lenze. 1994. Learning
from Students: Early Term Feedback in Higher Education.
Wankat, P.C. and F.S. Oreovicz. 1993. Teaching