|WEDNESDAY, AUGUST 16, 2017||10:00 AM - 11:20 AM|
|(MZ 122) Workshop 1: Beginning the Challenging Conversations to Expand Diversity at Mines by Derrick Hudson & Jahi Simbai|
|(MZ 222) Workshop 2: Using Data to Drive Your Instruction by Megan Sanders|
|(MZ 322) Workshop 3: Designing Online Courses Made Simple - Taking your first steps to creating distinctive Mines Online Courses by Sam Spiegel
Join us to learn how to begin designing and building fully-online courses. This workshop will give you the guidance and confidence to begin to build rich online learning experiences.
|(MZ 335) Workshop 4: Project Based Learning by Lauren Cooper|
|(MZ 326) Workshop 5: Creating a Culture of Respect by Katie Schmalzel and Karin Curran|
|11:30 AM - 1:45 PM||WELCOME, KEYNOTE by Dr. Besterfield-Sacre (Univ. of Pittsurgh, Enginnering Education Research Center) & LUNCH - Ballrooms A-B|
|Concurrent Sessions A|
|1:50 PM - 2:50 PM||(MZ 326) Improving Engineering Education and Meeting ABET Requirements Along the Way, an Interactive Workshop by Chester Van Tyne
With Mines having an ABET visit in the fall of 2018, it will be necessary to prepare the self studies and other materials during the upcoming academic year. The objective of this panel is to provide ideas and suggestions on fulfilling these tasks in an effective and efficient manner without wasting a lot of faculty and staff time. The goal of using the ABET evaluation as a means of improving the education for our students will also be discussed. The session will be open ended with questions and comments from the audience being encouraged.
|Concurrent Sessions B||2:00 PM - 2:50 PM|
|(MZ 122) Stealing from industry: how mid-term performance evaluations can change student in-class and team performance by Leslie Light
It's one thing to run team peer evals, or assess student participation, in your courses. However, when the managerial practice of a brief sit-down performance discussion is employed, coupled with peer and professor feedback, students are better able to use the rest of the semester to implement improved performance practices.
|(MZ 222) The Good, The Bad, and The AWESOME - What to Consider (and disregard) When Creating an Interactive Learning Environment by Tracy Gardener
The session will present interactive teaching techniques that I have employed over 14+ years of teaching along with the "results." Classroom flipping techniques and tools such as reading quizzes, class prep assignments, and in-class problem solving, along with technologies used to support these methods (InkSurvey, clickers, Screencasts, PackBack and YouTube problems) will be shared I will emphasize techniques I use to create a student-centered, active and engaged classroom along with the furniture layout as it effects active learning.
|(MZ 322) Integrating Systems Thinking in the Mines Curriculum, A Roundtable Discussion facilitated by Greg Rulifson
For engineers and scientists to take on complex challenges of the future, they will need to be aware of the systems in which problems exist. From liberal arts to chemistry to capstone design, systems thinking can be a valuable and natural addition to many classes and programs. The goal of this round table is to explore the opportunities to engage with systems thinking in courses across the curriculum. The session will start with a brief presentation of how students are already learning systems thinking at Mines, a few potential avenues for formalization and enhancement, and a description of a new course entitled Engineering for Social and Environmental Responsibility that intentionally encourages systems thinking. Then, the discussion will turn to participants' ideas about the value of systems thinking for their students' future careers, and ways to begin infusing this content into the Mines curriculum broadly.
|(MZ 335) Teaching Students with Autism and ADD/ADHD by Katie Ludwin & Colin Terry
Autism and ADD/ADHD are two of the most prominent learning disabilities presented by students at Colorado School of Mines. This presentation will introduce each learning disability, address common misunderstandings with each, and advance faculty pedagogical approaches and tools to teaching students who present these learning disabilities.
|Concurrent Sessions C||3:00 PM - 3:50 PM|
|(MZ 122) Hybrid Course Design to Change Attitudes and Motivation by Scott Houser
The Principles of Economics course at Mines has suffered from low student satisfaction, in spite of the fact that course assessment data indicated students have been meeting the course’s learning outcomes and obtaining the prerequisite knowledge they need for subsequent economics and business courses. Therefore, the recent redesign of Principles of Economics focused on changing student perceptions and increasing engagement through a hybrid online design where some classroom time is replaced by independent student work. The online work focuses on mastering the information necessary for the course and replaces traditional lectures. That allows more time in the classroom for interactive and cooperative applications of the tools of economics to real-world problems. This session presents an overview of the course re-design and discusses evidence of the effectiveness for student learning, engagement and attitudes.
|(MZ 222) Collaborative, Interdisciplinary Teaching in the Thorson First Year Honors Program by Alina Handorean
The Thorson First Year Honors Program at Mines offers an exciting and collaborative approach to learning that uses real-world problems to introduce students to the role of engineers and scientists in a complex global world. This two-semester course combines technical engineering, design, and scientific considerations with ethical applications and creativity in a challenging and accelerated format. This highly collaborative and cross-disciplinary class is team-taught by six Mines faculty members with diverse professional experience: Olivia Burgess, Sarah Hitt, Toni Lefton from Humanities, Arts, & Social Sciences; Susan Reynolds from Civil and Environmental Engineering; Mirna Mattjik and Alina Handorean from Engineering, Design, & Society. This team of instructors combined learning outcomes from Nature and Human Values and EPICS I classes to develop a completely new experience for first year honors students. Through intensive workshop sessions, the team created the curriculum, the assignments, class activities, and assessments. We will present this innovative, novel collaboration teaching format, how we integrated instructor feedback and peer-mentoring into the learning process and we will discuss our experiences in support of fostering collaborative, interdisciplinary teaching on campus.
|(MZ 322) Formulating AY Undergraduate Research Opportunities at CSM a Panel Presentation by Kip Findley
Undergraduate research is a powerful tool to supplement course-based education. The CSM Undergraduate Research Fellowship Program has been in existence for 3+ years and provides support for a large number of students from a broad array of disciplines across campus. Students in the 2016-17 CSM Undergraduate Research Fellowship Program were surveyed about their undergraduate research experience both before and at the completion of the program. As CSM considers both large and small scale undergraduate research programs in the future, these survey results can provide insight into perspectives of CSM undergraduates participating in undergraduate research. The panel will discuss possible alternatives of future campus undergraduate research programs based on discussions of a recently formulated ad-hoc committee on CSM Undergraduate Research Experience.
|(MZ 335) Design Thinking for Higher Education Teams by Jered Dean
This workshop is designed for faculty and administrators new to using "design thinking” in teams in a Higher Education environment. Design thinking is an approach to problem solving and inclusive idea generation that uses empathy and prototyping. After two short icebreakers focusing on ideation strategies, we will briefly present on the movement to bring design thinking to both the Higher Education and K-12 work environment. Then, we will workshop a problem statement together. Interested in supporting a diversity of ideas on campus and learning new strategies for collaboration and inclusivity? This workshop is for you!
|(MZ 326) Secondary Teaching Myth Busters by TEAM-UP: Benefits compared to industry and university teaching an Interactive Workshop by Kristine Callan & Wendy Adams
In this workshop, participants will analyze data on teachers' compensation and benefits, and compare this data with that of university instructors and industry workers. Data on job satisfaction for some of these careers will also be shared. This activity will model an activity that we've engaged in with local teachers, industry, and state representatives in Colorado. Participants will then be ready to hear about the philosophy of the Teacher Education Alliance, Mines-UNC Partnership (TEAM-UP). Lastly, we will ask participants to reflect on how their views toward the secondary teaching profession may have changed and how best to spread the word about TEAM-UP across the Mines campus.
|4:00 PM - 6:00 PM||(Ballrooms A-C) COHORT 2 Poster Session Reception|
|THURSDAY, AUGUST 17, 2017|
|11:30 AM - 12:30 PM||(Ballrooms A-B) LUNCH|
|Concurrent Sessions D||12:45 PM - 1:35 PM|
|(MZ 122) Results of Objectives-based, Cornerstone Course Redesign by Mirna Matjik
We will be presenting the results of our EPICS course redesign. Our open-ended, team-based, hands-on, first-year cornerstone user-centered design experience was evaluated and restructured to reduce passive learning in the classroom, improve consistency across course sections, and connect desired student outcomes to learning activities, assessment, and deliverables. We will also share student evaluations of instruction before and after the changes were implemented, analyzed for themes and frequency of theme occurrence in the student commentary, including student evaluation of quantified scoring of faculty before and after the course redesign are also analyzed as indirect measures.
|(MZ 222) Trust me...they really are listening: Student motivation and faculty roles by Colin Terry
This presentation will introduce key theoretical frameworks related to student motivation in learning. Faculty will better understand situational, historical, attributable, and future variables that can positively or negatively impact motivation, as well as student success in coursework.
|(MZ 322) Emerging Humanities, Arts, and Social Studies Programs, a Roundtable Discussion by Paula Farca, Joe Horan & Hussein Amery
In this round table discussion, we focus on three emerging Humanities, Arts, and Social Sciences programs meant to cultivate the creativity of Mines students and develop core skills in communication, critical thinking, and information literacy. With the development of these three programs, we hope that our students will be effective communicators, decision-makers, and problem-solvers. The programs are Culture, Creativity and Communication, Global Energy and Policy Studies Program and The Environment & Sustainability Studies
|(MZ 335) How to Flip a Course Without Video Lectures by Tom Furtak
One of the barriers to adopting a "flipped" classroom format is the production of effective video lectures. However, there is another approach that can be equally effective. Using proven methods, in a carefully structured cycle, students can be coached to learn from written material. Consequently, they arrive for class prepared to take advantage of active-engagement teaching strategies. This session is based on a successful flipped version of Thermal Physics, which has been taught at Mines without the use of video lectures. Participants will learn the fundamental principles of this teaching method and will engage, as do students, in an example of the learning cycle. They will also receive a resource, produced by physics students at Mines, filled with information about what works and what doesn't work in a flipped classroom.
|12:45 PM - 2:15 PM||(MZ 326) How Do Instructors Become Better Teachers? The answer is not what you think. An Interactive Workshop by Timeri Tolnay, Stephanie Claussen and Yosef Allam
Learning Communities in Higher Education have the most promise for improving student success and organizational effectiveness. In this session participants will analyze the many different learning communities in which they participate, and learn about four specific learning communities on campus aimed at improving outcomes for students: Teaching Triangles with Stephanie Claussen, Video Annotated Peer Review with Yosef Allam, Professional Learning Communities with the Trefny Center and Pedagogy Learning Labs with Timeri Tolnay. Participants will leave knowing how to better develop learning communities on their own, or join other Learning Communities on campus to improve outcomes for students.
|Concurrent Sessions E||1:45 PM - 2:35 PM|
|(MZ 122) Honors Pedagogies and Practices by Sarah Hitt and Tony Lefton
This session will not only describe best practices for developing and teaching an honors course at Mines or elsewhere, but it will also answer common questions such as: what is “honors” pedagogy? In what ways is it similar and/or different to other active, experiential teaching strategies? We’ll engage in some honors-style learning activities so you can get a student’s-eye view of the honors classroom, and discuss the benefits and challenges of teaching in honors or of using honors pedagogies in any course. We’ll review honors resources and guides for instructors, such as those developed by the National Collegiate Honors Council. Finally, we’ll share curricular examples from current honors classes at Mines, as well as imagine future possibilities for honors courses and programs.
|(MZ 222) Integrated Teaching: Combining Courses to Create Signature Experiences for Students by Melanie Brandt
In recent initiatives, our university is pursuing models of integrated teaching as one of the pathways for creating desirable signature experiences for students. Integrated teaching is the combination of two or more disciplines or classes into coherent physical, intellectual, and pedagogical spaces. At its best, integrated teaching can help students make meaningful connections between concepts, synthesize knowledge and skills, and become multifaceted learners who are better prepared for the world outside of academia - one that does not adhere to disciplinary divisions. Similarly, integrated teaching can empower participating faculty to expand their understanding of their specialties and develop creative and innovative teaching skills. However, these positive outcomes can only be realized if the appropriate infrastructure, supports, and intentions are in place. The presenters will utilize the recently piloted Engineering Grand Challenges course as a vehicle to: 1) Provide common models and common language for integrated teaching; 2) Suggest best practices; 3) Discuss the costs and benefits of this pedagogical approach; 4) Outline the resources required for successful implementation.
|(MZ 322) Horizontal and Vertical Integration of the Studio Delivery Model a PANEL SESSION by Gus Greivel
The panel will present our work over the past 2-3 years to extend the reach of the Studio delivery model beyond the two core Physics courses. This extension includes the development of studio delivery in other core courses (Calculus III and EPICS) as well as in Upper-Division Physics courses. We will discuss how we have integrated our efforts across these courses, what advantages and disadvantages we have experienced with this mode of instruction, and lessons learned thus far.
|2:00 PM - 3:30 PM||(MZ 335) Collaborating to find the right online resources or edtech tools for your courses, and UNCONFERENCE by Susannah Simmons
The edcamp/unconference style is educator driven and educator led. You will create professional learning based upon your needs, interests, and participation. You will have time, space, guidance and support to work collaboratively to uncover your ed tech needs, and to discover solutions to your instructional challenges that can be met through innovative use of technologies.
|Concurrent Sessions F||2:45 PM - 3:35 PM|
|(MZ 122) How (and why) does problem definition fit in problem-solving? by Leslie Light
Some say that training the next generation of technical problem solvers is the most pressing mission of a STEM university. But training students how to identify and frame problems gives them tools to think bigger and act bigger in their careers, increasing the potential scale and scope of their impact on the world. Join us to learn more about simple ways to teach and assess this critical skill.
|(MZ 222) Assessing Prerequisite Knowledge and Skills by John Persichetti
Scaffolding course learning outcomes throughout a curriculum tends to assume reasonable student retention of previously-taught material from one semester to the next, yet for a variety of reasons students don’t always have a solid grasp of course prerequisites. This can put some students at a disadvantage, possibly through no fault of their own, and undue stress on the instructor’s course delivery plan if there is a perceived need to spend valuable class time reviewing key points of the prerequisite material. This session presents strategies for effective assessment of prerequisite knowledge and skills, ideas for how to motivate students to take responsibility to get up to speed on those skills as quickly as possible, and a variety of active learning approaches to help achieve a more uniform starting point so as to delve into target course material earlier in the semester.
|(MZ 322) Roundtable Dialogue to strengthen the Transfer Program from Red Rocks Community College by Barbra Sobhani
The transfer agreement between Red Rocks Community College and Mines has existed for over twenty years. The strength of the transfer program is faculty dialogue, particularly among those educating in the first year curriculum (chemistry, physics, mathematics and EPICS). The intent of this roundtable is to facilitate a cross-institutional dialogue among faculty, with the hope that this introduction will lead to more faculty collaborations in the future. Join this highly interactive discussion on pedagogies and practices to educate, engage and transfer community college students.
|(MZ 326) To Flip or Not: Evaluating the Flipping and Partial Flipping of EPICS 151 Lessons by Brianna Buljung
Interested in flipping a portion of your course curriculum? Not sure where to begin? Between academic years 2015-16 and 2016-17 the format of several EPICS 151 lessons were changed to increase active learning and applicability to each team's work on their design project. In this session, we’ll explore the results of fully or partially flipping two such lessons: finding scholarly and authoritative sources, and analyzing and mitigating project risk. We will discuss the planning, implementation and assessment of both lessons. We’ll also explore lessons learned, new directions the lessons are moving in, and the relative merits of fully or partially flipping course content.
|2:30 PM - 3:30 PM||(Ballrooms A-B) Poster Session
The Teacher Education Alliance, Mines-UNC Partnership (TEAM-UP, a Poster Session by Kristine Callan; A new survey: Perceptions of Teaching as a Profession (PTaP) by Wendy Adams; Course Assessment: Learned Lessons by Alina Handorean
|3:50 PM - 6:00 PM||(Ballrooms A-B) KEYNOTE by Dr. Spiegel (CSM Trefny Center) & Reception|
Associate Dean for Academic Affairs; Nickolas A. DeCecco Professor, University of Pittsburgh
Dr. Mary Besterfield-Sacre is the Associate Dean for Academic Affairs and Nickolas A. DeCecco Professor in Industrial Engineering in the Swanson School of Engineering at the University of Pittsburgh. She also serves as founding Director for the Engineering Education Research Center (EERC). Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Regarding assessment, Dr. Sacre conducts primarily quantitative analyses and statistical modeling; and this work is well published in the engineering education literature. Dr. Sacre’s current research focuses on three distinct but highly correlated areas – innovative design and entrepreneurship, engineering modeling, and global preparedness in engineering. She also serves as an associate editor for the AEE Journal.
Director, Trefny Innovative Instruction Center
Dr. Spiegel brings experiences and insights from decades of work in enhancing STEM education. He will share with us perspectives on the future of STEM teaching and learning in higher education. Dr. Spiegel will lay out a vision for how Mines can become the premiere institution for learning STEM.