|WEDNESDAY, AUGUST 16, 2017||10:00 AM - 11:20 AM|
|(MZ 222) Workshop 2: Using Data to Drive 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 & Greg Rulifson
Project-Based Learning (PBL) is a pedagogy that has been shown to enrich students’ learning, retention and commitment by enhancing their interest, motivation and ability to see the relevance of classroom activities to solving real world problems. PBL is also an excellent vehicle to make visible the intertwined social and technical dimensions of engineering such as social justice (SJ) and social responsibility (SR). Given our commitment to integrate SJ and SR across the CSM curriculum, faculty are using PBL to teach students to begin applying SJ and SR in courses that focus on extractive industries, sustainable community development, and assistive technologies. This workshop will provide an overview of PBL including concrete examples of how PBL is being used to integrate SJ and SR in CSM courses. We will guide workshop participants to begin imagining how to bring PBL into their own courses.
|(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
Freeman and colleagues (2015) provided substantial proof what we have intuitively known for quite some time - active learning improves students’ learning in STEM. However, given the digital age, learning science research and students’ access to information, we as educators are continuously challenged in the classroom, as the number of active learning practices are large and unwieldly. So where does one start?
This presentation discusses current practices and trends in engineering education that promote student learning with an eye on Generation Z – those individuals who are entering college. These digital natives have a reputation of being “glued” to their phone, yet this generation has many positives and is concerned about their education. Unlike Millennials, GenZ students might be more in tune with solving problems of today and tomorrow as their passions are coupled with practicality. To this end, a framework is provided to guide engineering education practitioners to navigate the active learning-GenZ landscape.
|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, Tzahi Cath, & Tracy Camp
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) To Flip or Not: Evaluating the Flipping and Partial Flipping of EPICS 151 Lessons by Brianna Buljung & Leslie Light
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.
|(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.
|(MZ 326) Beginning the Challenging Conversations to Expand Diversity at Mines by Derrick Hudson & Jahi Simbai
|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) Solving Online Challenges Together, an Interactive Session by Susannah Simmons, Luke Prather, Brad Hinson, & Remi Kalir
Need help finding the right online resoources/edtech tools for your course? Bring your ideas/challenges to the table and we will work in groups to ideate solutions to your challenges or ideas.
|1:45 PM - 3:15 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 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.
|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: Preparing for the Future through Engineering Learning by Dr. Spiegel (CSM Trefny Center) & Reception
The future holds new and exciting frontiers for our students. Recent forecasts project that nearly 80% of the knowledge and technology that STEM professionals will be using in 10 years does not yet exist. More than 5 million existing jobs in the U.S. alone will be taken over by robots and computers by the year 2020. As online learning and immediate access to information becomes more ubiquitous in our everyday lives, what is the role and design of higher education? How do we best prepare our students to succeed in this future with so many unknowns? What can we reasonably expect our graduates to encounter as citizens of the world and leaders in STEM? How can we build upon the rich foundation at Mines to accelerate innovations and meet the future challenges? We will explore these questions as we consider what is known and what is forecasted about higher education, engineering, STEM, and learning. Join me as we explore and prepare for the future of education through Engineering Learning.
Associate Dean for Academic Affairs; Nickolas A. DeCecco Professor, University of Pittsburgh
Dr. Mary Besterfield-Sacre is the Nickolas A. DeCecco Professor of Industrial Engineering and the Associate Dean for Academic Affairs in the Swanson School of Engineering at the University of Pittsburgh. She is also the Founding Director of the Engineering Education Research Center. Dr. Sacre received her BS in engineering management from the University of Missouri-Rolla, her M.S. in industrial engineering from Purdue University and a PhD in industrial engineering from the University of Pittsburgh. She joined the industrial engineering department at Pitt as a faculty member in 1999. Prior to her work and research
here she was an assistant professor at the University of Texas – El Paso and has worked as an industrial engineer at ALCOA and with the U.S. Army Human Engineering Lab. Dr. Sacre’s current research focuses on three distinct areas—innovative product design, entrepreneurship, and models and modeling in the engineering classroom as well as investigating the impact of international education on engineering students.
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.