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Educational Methods in Engineering

Message Number: 
24

(5/9/98) 

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. 

Regards, 

Rick Reis 

NOTE; FOR THOSE OF YOU FOR WHOM THIS E-MAIL FORMATTING MAY BE A PROBLEM, I AM ALSO ENCLOSING THE INFORMATION AS AN ATTACHEMENT. 

---------------965 WORDS---------------- 

SYLLABUS 
CHE 685 
EDUCATIONAL METHODS IN ENGINEERING 
SPRING 1998 

Drs. Phillip Wankat (CHME 3, Phone 40814), e-mail [wankat@ecn.purdue.edu] 
Frank S. Oreovicz (CHME 102, Phone 44056), e-mail [oreovicz@ecn.purdue.edu] 

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] 
Use e-mail 
wankat@ecn.purdue.edu 
oreovicz@ecn.purdue.edu 
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 
? Thoughts 

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 
Perry's Theory 

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 
Mini-Lecture 10 
Participation 10 
Group Project - Web Page 20 

Assignments 
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 
Total 100% 

ChE 685, Spring 1998 
Tentative Outline 
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.