Folks: Here, in response to Message #23 on graduate teaching courses in science and engineering, is a copy of the syllabus and schedule for a course taught at Purdue by Philip Wankat and Frank Oreovicz, authors of the high ly acclaimed book, Teaching Engineering, New York, NY: McGraw-Hill, Inc. 1993.
NOTE; FOR THOSE OF YOU FOR WHOM THIS E-MAIL FORMATTING MAY BE A PROBLEM, I AM ALSO ENCLOSING THE INFORMATION AS AN ATTACHEMENT.
EDUCATIONAL METHODS IN ENGINEERING
Drs. Phillip Wankat (CHME 3, Phone 40814), e-mail [email@example.com]
Frank S. Oreovicz (CHME 102, Phone 44056), e-mail [firstname.lastname@example.org]
CLASS HOURS: MWF 3:30, CHME 2
Prerequisites: Have been admitted into a Ph.D. program in Engineering or other technical discipline (Finished with MS or MS-bypass).
Office Hours: By appointment (PCW) or drop-in [FSO]
Or talk to us after class
Goals: The broad goals of ChE 697W are:
1. Help prepare you for becoming a professor.
2. Help prepare you for college teaching.
3. Expand your horizons about teaching.
4. Make you think about teaching.
5. Provide a small amount of practice.
Textbook: P.C. Wankat and F.S. Oreovicz, Teaching Engineering, McGraw-Hill, New York, 1993.
Content Structure: The course is organized into three parts.
Part I. Working within the system - Methods and Procedures or How to improve teaching without rocking the boat. This includes objectives, teaching methods, testing and so forth. Student groups will do a semester-long project developing an educational web page.
Part II. Students: Types, Development and Learning. This part covers psychological theories of student types, development, and learning theories and motivation.
Part III. Redesign: The near-ideal teaching/learning system. This part requires group exploration to redesign engineering education to more closely approach an ideal system. This will be do ne first with a structured, case-study approach for graduate education. Then groups will work to develop a near-ideal undergraduate education system as a group project.
Grading: Must take course for grade (Pass-Not Pass will not be allowed). Postdocs and professors are encouraged to audit the course.
Presentations: Mini-lectures, February 23 and 25. Will be videotaped. You will be asked to turn in your lecture notes.
Participation: In class and in groups.
Computer: You need access to the Internet and World Wide Web. If unavailable, see Professor Wankat to obtain an account
Homework & 1. Course log - Out-of-class Notes
Assignments: ? Readings
? Observations of seminar speakers and other professors
Collected once [March 16]
2. Report on Interview-obtaining an Academic Position. Due February 4. Double-spaced, 10 point Times Roman.
3. PSI Quiz - First try February 18.
4. Critique of classroom visits. Two-page, double-spaced, due February 16.
5. Write test for Part I. Due - March 20.
6. Theory Paper - The implications and use of in engineering education.
Topic: Myers-Briggs or
Piaget's Theory or
5-6 pages, double-spaced, typed - Due April 17.
7. Short group project on redesign undergraduate education. Oral and written (1 page plus Appendices). Due April 24.
Exam: March 23.
Group Project: Design Engineering Education Web Page.
Web Page finished by April 29.
Oral Presentation and Introspective Written Report about experience (two pages, double-spaced) during Finals.
Grading Scheme: Examination 25
Group Project - Web Page 20
Course Log 5
Report of Interview on Job Hunt 5
Critique of Classoom Visits 5
Theory Paper 5
PSI Quiz 5
Group Project-Redesign U.G. Educ. 5
Test Writing 5
ChE 685, Spring 1998
MWF 3:30, CHME 2
Class Date Topic Chapter
PART I: METHODS AND PROCEDURES
1 Jan. 12 M Introduction and Housekeeping 1
2 14 W What Works & First Course.
Handout Myers-Briggs 3
3 16 F Efficiency & Effectiveness for Professors 2
19 M NO CLASS. MARTIN LUTHER KING DAY
4 21 W Taxonomy & Objectives 4
5 23 F Start Web Page Project
Mini-lecture Obtaining Academic Position App. A
6 26 M ABET and Textbooks 4 + Handouts
7 28 W Field Trip - Agronomy 255.
Meet in Soils Study Center, Third Floor, Lilly Hall 8
8 30 F Discuss Field Trip and Problem Solving/Creativity I 5
9 Feb. 2 M Problem Solving/Creativity II 5
10 4 W Student Reports on Interviews -
Obtaining an Academic Position Turn in Report
11 6 F Lecture I 6
12 9 M Lecture II 6
13 11 W TV and Video - Tour Studios in Potter 268 8
14 13 F Questions and Discussion 7
15 16 M Advising Graduate Students [Turn in Critique of Class Visit] 10.1, 10.4
16 18 W Mastery and PSI-Quiz
[Arrange for Individual Make-up] 7
17 20 F Communication Skills I
18 23 M Student Mini-Lectures Gp A. Also Evening
19 25 W Student Mini-Lectures Gp B. Also Evening
20 27 F Informal Oral Reports on Web Project
Arrange to watch videotape with FSO.
21 Mar. 2 M Testing 11
22 4 W Testing & Grading 11
23 6 F Disruption and Cheating 12
9 - 13 NO CLASS. SPRING BREAK
Class Date Topic Chapter
24 16 M Intermediate Project Reports/Writing Exam
25 18 W Computer Simulations 8 + Handouts
26 20 F Professional Concerns and Ethics 17
(Student Exams Due)
27 23 M Exam
28 25 W Go over test
Guided Design and Case Studies Sect. 9.1.4 and 9.15
29 27 F Case Study: Ideal Graduate Program (Part III-Redesign)
PART II - The Student Handouts
30 30 M Myers-Briggs 13
31 Apr. 1 W Myers-Briggs 13
32 3 F Piaget 14
33 6 M Perry 14
34 8 W Perry 14
35 10 F Near Ideal Undergraduate Program-Start Project [Part III]
Intermediate Project Report-Web Page
36 13 M Communication Skills II 15
37 15 W Learning Theories I 15
38 17 F Learning Theories II [Theory Paper Due]
39 20 M Evaluation of Teaching 16
40 22 W Evaluation of Teaching - Design Cafeterial form 16
41 24 F Group Presentations-Ideal U.G. Program [Part III] Written Report Due
42 27 M Motivation and Efficiency for Students 2/15
43 29 W Computer Communications 8
44 May 1 F Course Evaluation/Administering Course Projects
Finals TBA Group Oral Reports on Web Site Project - Feedback
Web site should be functioning by April 29.
Written report due at orals.