helping first-year students transition in the classroomfye.osu.edu/pdf/helping first-year...
TRANSCRIPT
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Helping First-Year Students Transition in the Classroom
Kathy Harper & Rick FreulerFirst-year Engineering Program
Engineering Education Innovation Center
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A Quick Roadmap for This Morning
• An introduction to the EEIC, First-year engineering, and your first activity
• The “inverted” classroom in the EEIC
• A sample classroom learning activity
• Specific strategies to help students transition
• Questions (and Answers with Discussion)
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The Real Stars of the Presentation
Three of our very finest FEH TAs:
Robby BreetzLeah MiloshRicky Kochert
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The Engineering Education Innovation Center
• The purpose of the EEIC is to– teach fundamentals of engineering courses
required by all engineering programs,– teach engineering communication,– offer an innovative, multidisciplinary
undergraduate capstone experience, and– to develop and foster the discipline of
engineering education.
Helping First-Year Students Transition
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Activity Time!
• Get into a group of 3 or 4.• Get a whiteboard and a marker or two.• Discuss the following:• “What are some academic obstacles
that can keep first-year students from transitioning to Ohio State?”
• Put 2 or 3 of your group’s favorite answers on the whiteboard.
• Be prepared to share.Helping First-Year Students Transition
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Our Solutions
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Facilities
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Three Big Elements for FEH
• Classrooms that demand interaction• Teaching Assistants in the classroom all
the time• An inverted classroom approach
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Inverted Classroom Structure
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Your turn!
• Here’s a sample activity that we use in the first few weeks of class with our students.
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Engineers and Algorithms
• Generally speaking, engineers solve problems.
• Part of solving a problem is breaking it into pieces and coming up with a plan.
• Algorithms – a “recipe” or step-by-step process
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Experiment – Stones In A Bottle
• Problem: Fill a bottle with stones
• Write an algorithm to fill a bottle with stones
• Work in groups• List assumptions• Steps in order
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Experiment – Stones In A Bottle
• Trade
• Test
• Document
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Experiment – Stones In A Bottle
• How did things go?
• Anything left out or overlooked?– assumptions– steps– order
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Assumptions – Stones In A Bottle
• Bottle and stones present.
• Enough stones to fill bottle.
• Bottle is empty (or at least not full).
• Some (or all) stones fit through opening.
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Algorithm – Stones In A Bottle
1. Set bottle upright near stones.2. If bottle is closed, open it.3. If bottle is full, go to #7.4. Select a stone and try to place it in bottle.5. If stone is too large, discard stone and go
to #3.6. Place stone in bottle and go to #37. Stop.
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Journals
By some TA… might have been me
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DR.PIE!!Define the questionsRepresent your responses.Plan the statisticsImplement an awesome videoEvaluate how you did!
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Define the Questions!• Why did you decide to participate in the
Fundamentals of Engineering for Honors Program? How is it going so far?
• How have you matured since the beginning of the school year?
• What other schools (top one or two) did you consider besides Ohio State? What factors contributed to your choice of Ohio State? What was the most important factor in your choosing Ohio State? Who was most influential?
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Represent your Responses(for question 1)
• It would challenge you• Wanted to graduate with honors• Wanted to compete against the best,
against the best, against the best• Meet other students in the same classes• Great reputation• Robot and Nano program next semester• Take real-world engineering classes
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(Question 1 continued)
• “It’s going pretty well so far”• Math is quite challenging so far• Not too hard….. Yet• Moving at a quick pace• Like the smaller classes
• I’m bored so far
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Question 2• “I think I have matured in finding out what I need to do
to keep up with my classes. At the beginning of the year, I thought i could get away with not doing any book reading for my classes, which started off well but once we hit new material i started falling behind. I now know that the best way to keep up is to read before my class and to review my notes after class. I did better on my second round of midterms, and now it is evident already this semester. I still need to work on my participation in class, trying to answer classes so that I know i am actively learning. I also need to learn how to ask for help better, make use of my TA's and just ask more questions without hesitation.”
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(Question 2 continued)• “I have learned that school is much more
than "getting an assignment done" and although you can do that, it's not the best way to go. It is much more beneficial to understand what is going on rather than trying to get by. FEH has changed me in this sense because I constantly see how things are applicable and related to each other. Concepts build upon each other and every application assignment we do are built upon each other.”
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.….Umm this is awkward
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Plan the statistics (for Question 3)
Colleges actually attending
The Ohio State University
Colleges Considered
Case Western Butler Cincinnati Stanford
U of Illinois U of Wisconsin Michigan Bama
Pitt OU Clemson Purdue
Georgia Tech Northwestern Other Miami
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Implement an awesome video
• http://www.grindtv.com/outdoor/outposts/post/tourist-captures-moment-volcano-erupts-wow/
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Evaluate your results
Verify by a poll of the class:
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Formative Assessment
“Helping students learn how to learn from their own mistakes.”
Grade distributions
Exam Corrections
In-class InteractionsHelping First-Year Students Transition
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Deciding if Engineering is “Their Thing”
• Setting daily work in realistic contexts• Interactions with the teaching staff• Weekly hand-on labs (first semester)• Cornerstone design project
Helping First-Year Students Transition
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Contact Information
Kathy HarperSenior Lecturer,
Engineering Education Innovation Center
Phone: 614.688.7583Email:
Rick FreulerDirector, Fundamentals of
Engineering for Honors Program
Professor of Practice, Mechanical and Aerospace Engineering
Phone: 614.688.0499Email:
Helping First-Year Students Transition