In my last post (Rediscovering the Masters), I highlighted a paper by Richard Felder titled ‘Creating Creative Engineers’. This paper proposes a number of strategies to foster creative problem solving skills among students in the technical disciplines.
As I revisit the syllabus for an upcoming course, Environmental Issues, I continue to ask myself whether I am offering students an opportunity to engage creatively with the subject matter – to incorporate part of themselves into this material that they are absorbing. More about the crazy project that I’ve developed to help achieve that in a future post, but for now, here are two videos that are currently buzzing in my brain:
Both videos are source from www.ted.com, an absolutely marvellous resource that was recently featured in the Teaching Support Centre’s Reflections Newsletter. Please check it out for additional information on how TED can be used to supplement and enhance your students’ learning.
This is the first of what I hope will become a monthly feature highlighting the work of scholars who have made significant contributions to teaching & learning in higher education.
I begin with Richard M. Felder, emeritus professor of chemical engineering at North Carolina State University and, perhaps, the most prolific scholar of engineering education in the world. Having carved out a successful research career modelling mixing and diffusion in chemical reactors, Felder turned his attention to teaching in the late 1980’s.
I had been teaching for about 15 years when I first became aware that something was wrong in my undergraduate classes…I would cover material thoroughly in my lectures, giving lots of examples and illustrations of the methods I was presenting, but when I asked questions about it the next day most of the students seemed not to have heard a word I said, and when I gave examinations many of them did terribly. I knew they were all intelligent…and I started to wonder what the problem was.
Felder’s search for answers led him to the literature of cognitive and educational psychology. He began to experiment with active and cooperative learning, writing numerous papers about the impact of these strategies in the engineering context. His latest work assesses the impact of learning objectives and learning styles in science and engineering classrooms.
Felder’s papers are remarkably practical, full of concrete examples and insights. He is an engineer and, thus, understands the culture of teaching in technical disciplines. He develops and recommends teaching strategies with his engineering colleagues and students in mind.
We believe that involvement of students is critical for effective classroom learning; however, much of the basic content of engineering courses is not a matter of opinion. Educational approaches that emphasize process exclusively to the detriment of content will not be considered (Felder, 2000).
If you are a science or engineering educator interested in exploring practical, classroom-tested approaches to innovate your teaching and enhance student learning, consider reading any or all of the following. Felder’s insights are well worth the time…
My personal favourite! In this paper, Felder describes three unusual ‘exercises’ that can easily be incorporated into traditional quantitative problem sets to increase the creative problem-solving skills of students. He includes ‘sample exercises’ used in both 3rd-year and graduate-level chemical engineering courses, discussing students’ reactions to these novel assessments and potential grading strategies. Felder’s insights are easily extrapolated to other technical disciplines.
Part of a series devoted to engineering education in the new millennium, this piece recommends seven teaching techniques that have demonstrated clear success in the engineering context. Each broad recommendation is accompanied by concrete, classroom-ready suggestions as well as justifications based upon decades of educational research.
In this short piece, Felder addresses common shortcomings of traditional science and engineering examinations and provides straightforward advice to address them. A timely read for those of us in the process of developing or retooling our upcoming finals!
What do you get when you mix graduate student researchers, music and Youtube? A global competition so compelling it rivals the appeal of popular reality television contests like ‘So You Think You Can Dance’. The Dance Your Ph.D. contest, created by molecular biologist, John Bohannon, and sponsored by the American Association for the Advancement of Science asks contestants to interpret their Ph.D. theses in dance form, without the help of words or images. Hard to imagine! I often find it challenging to explain scientific concepts using words, accompanying powerpoint slides, and the chalkboard simultaneously. What connection can there be between this slightly bizarre, but ever so intriguing contest (check out hilarious videos of the 2009 winning entries at gonzolabs.org/dance/contestants/ ) and science classrooms here at Western?
I can guess what you’re thinking – ‘Cool idea, but there is no way I’m performing a contemporary dance routine to illustrate the intricacies of the Kreb Cycle’ – and while the Dance Your Ph.D. example is extreme, a number of faculty members are exploring the kinaesthetic domain as a mode of teaching science. At the 2009 Canadian Society for Chemistry meeting, Pippa Lock, faculty member at McMaster University, described a new type of demonstration that she has integrated into her 1st year Chemistry course. Guided by Dr. Lock, students in this course physically enact common chemical phenomena on a regular basis throughout the semester. Each lecture, a group of students volunteer to be the ‘Chemistry Players’ and they use their bodies to illustrate abstract concepts like aromaticity, molecular structure and state functions. Anecdotal evidence based on student feedback suggests that the students both enjoyed these demonstrations and also viewed them as valuable learning tools. Dr. Lock described one particularly telling moment as she walked past a group of students studying for her final exam in a quiet corner of the Chemistry building. Frustrated by trying to explain a concept in words, one of the students stood up and began re-enacting the demo from class saying, ‘Don’t you remember? It looked like this….’ In the coming year, Dr. Lock will continue to collect data about the impact of these demos and other teaching interventions through a number of teaching-related research projects.
So, while you won’t find me doing the rumba in my 1st year Environmental Science course this coming semester, I will certainly continue to consider how physicality can play a part in communicating scientific content and will keep you posted about the types of demos that I develop.
Have you used a similar demonstration before with success? Do you have any great ideas for a concept that could be communicated through movement? If you do, please let us know!
References: J. Bohannon (2008) Can Scientists Dance. Science, 319 p 905.
This is my first foray into the blogosphere and I’m finding it difficult to begin – I’m feeling pressure to be eloquent and insightful, but my mind isn’t cooperating. In the aftermath of the ‘start of September’ whirlwind, my brain is craving some quiet time and, rather than discuss an amazing upcoming event or project, it wants to reflect on the best break that it’s had all week.
This past Wednesday, a small group of graduate students gathered for the TSC’s first ever ‘TA Coffee Hour’. Coffee Hour (CH), every Wednesday from 2:30 – 3:30 PM, is a time when TAs can drop into the Centre, take a break from their daily grind and chat with colleagues from across campus. It’s relaxed and casual…but in the hours leading up to this first session, unsure of how many people to expect, worried about topics for discussion and awkward silences, CH was stressing me out.
…until it began. What a pleasure to just sit and talk with interesting people, some of whom I had met before and others I was meeting for the first time. In 60 min, we dished on how we were coping with the first week of class, discovered that the GTA union had a health & safety representative, lamented the lack of grad student lounges across campus, heard about the amazing collection of first edition 16th & 17th century opera libretti housed in the Music Library and genuinely enjoyed each others’ company. Our chat left me energized and ready to tackle the course syllabus revisions that I’d been putting off for weeks. I realize now that it was a wonderfully productive break because in taking the time to talk teaching with others, I was actually making space in my day to reflect on my own practice. Consider it a break with benefits…
If you’d like to join us for the next TA Coffee Hour, drop by Rm 121 of the TSC this coming Wednesday from 2:30 – 3:30 PM. We’d love to see you there!