Quick-Fire Talks

In these dynamic, pecha-kucha-style talks, instructors share innovative and transferable solutions to common teaching challenges.

Promoting Student Participation in Whole-Group Discussions

Adams, A.

This is a teaching strategy that promotes student participation in whole-group discussion through the use of 1.) explicit instruction about whole-group discussion and 2.) the opportunity to discuss in small groups before whole-group discussion. During explicit instruction, students learn the importance of considering multiple points of view, a variety of discussion moves they can use to participate (e.g., agreeing, asking a question, etc.), and how class discussions will be conducted. During actual whole-group discussions, students meet first in small groups and then reconvene as an entire class to talk about discussion questions. This discussion strategy was implemented in "Reading and Writing in an Academic Context", a first-year writing course, though the discussion moves could be adapted to other courses. Attendees will receive a worksheet with group discussion guidelines to provide to students, as well as an example lesson plan that models how to incorporate a group discussion.

Alexis Adams, Modern Languages DC
 

Inquiry-based Learning in Civil Engineering Materials Lab

Christian, S.

The project sought to determine if implementing inquiry-based learning methods within the 12-358 Materials Lab would help students to better engage in their learning experience and to think like engineers. Methods included student predictions based on modeling, data from related tests, and standards, student developed experimental methods, and application of results to solve real-world problems. A final quiz was used to assess individual student understanding and results were compared to year prior to interventions. Preliminary review of data indicates that student development of experimental methods improved student understanding. Overall, students displayed a better understanding of the practical implications of material behavior. A comparison of performance on the quiz will be presented.

Sarah Christian, Civil & Environmental Engineering CIT

Building a class around site visits: how trips off-campus engage students, motivate their projects, and provide practice for reflective writing in engineering

Taylor, B.

My name course, "Modern Manufacturing in Steeltown," provides an introduction to manufacturing materials and their forming processes. The entire course is structured around visits to local manufacturers. Participation in the field trip activities is mandatory with en route discussions providings students with opportunities to discuss what they learned and what they found surprising in each visit. Weekly reflection essays allow them to practice their written communication as they go in depth researching topics in which the tours piqued their interest. Finally, students must propose final projects (new products or tools) that solve problems and challenges raised in the site visits. This class therefore allows real-world manufacturing exposure and an opportunity to align student interests with product design objectives. Through these integrated activities we aim to help our students develop stronger real-world engineering and problem solving skills while also providing them with opportunities to improve their professional communications skills.

Bex Taylor, Mechanical Engineering CIT

Pushing Beyond the Canon: Celebrating Diversity and Supporting Inclusion in the Music Classroom (and Beyond)

Woloshyn, A.

Each spring I teach a required music history course on 20th- and 21st-century music to sophomore and junior music students. In the past, I would cover the same composers and musical works that I was taught, but this musical canon is only a partial and restricted perspective on the diversity of music, people, and ideas within western art music. I needed to find a way to provide my students a more diversified experience of this kind of music—one in which they could see themselves and could contribute their own interests and discoveries. In this Quick Fire Talk, I explain the main strategies I implemented to achieve this goal, from the level of course organization to daily topics and class assignments. I will provide tools and tips that can be applied to any discipline.

Alexa Woloshyn, Music CFA