Tag Archive: education

The first year students have arrived at DIT and are getting orientation this week. Today, the whole group of incoming engineering students were at our Kevin Street campus to learn about electrical and electronics aspects of their first year curriculum. Dr. Ted Burke led the introduction.

I really enjoy the chance to teach in various programs and on multiple campuses of DIT. I’ve posted images from my morning walk from DIT Bolton Street to DIT Kevin Street.

Fergus Whelan commented that I need to think outside this box....  Thanks to Frank Daly for the fabulous photo.

Fergus Whelan commented on this image that I need to think outside this box!  Many thanks to Frank Daly for the fabulous photo. My students, having sent his look many times before, certainly empathize with you!

In all corners of the globe today, companies are clamoring for skilled engineers. They want a larger pool of applicants who are creative, flexible thinkers prepared to address complex, emerging questions riddled with interrelated unknowns. Like industry, the sectors of healthcare, education, and government also have great need for well-rounded thinkers with strong engineering acumen.

Simply put: the world needs more people who can think across systems and see how things relate at multiple scales. We need people who can identify problems and create new solutions from the ground up. People who aren’t so closely bound to existing systems, ideas, and protocols that they can’t construct entirely new schemes for thinking and behaving.

Today, governmental organizations (like Science Foundation Ireland and the National Science Foundation in the USA) are working hard to address the shortfall in the number of engineers by generously funding education of, as well as research by, engineers and scientists. They seek better ways to teach and think about engineering and science.

The blogs I will be posting in the near future have to do with:

  • the way we think about and conceptualize engineering
  • how I think this needs to change
  • how architects and education researchers can help

Please note: I’m going to be explaining things that I’m trying to work out in my head and do this as if I’m speaking to a friend or relative who knows little about research. That means I may not be “100% right” in every explanation. But as you’ll see, that is a risk that must be taken for the sake of building knowledge. (It’s all part of this new “paradigm” for working and thinking that engineering needs to implement more widely… more on that to come!)

I do hope you’ll follow along on this research adventure, where I’m working to bring qualitative, social science research and design thinking into more facets of engineering education.  Yes, these are gutsy claims I’m making — particularly since I’m new to research and new to engineering.  Let’s see if I can live up to such promises….

I’ve been following the development of online education and MOOCs, in part because I hope someday soon there will be a way for me to earn a certificate or degree in structural engineering using an online format.  I’d love to learn from the very best professors in the field! The tools for assessment are developing beautifully.

Salman Khan’s TED talk, about the Khan Academy, blew my mind. What this man is achieving and offering to society is absolutely amazing.

I’ve been intrigued to learn, also by watching TED videos, about Corsera‘s new achievements. Five of Corsera’s programs were recently endorsed for meeting the standards of university coursework.

The image below illustrates what I’d already heard: college costs six times more than it did the day I started.  This spike began while I was in college, and I faced mid-year tuition hikes. How do students in the US manage to repay their loans?

TED’s website explains:

Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.

I recently received a request via email to share some images with you — I’ve included a thumbnail below that you can click to view.

Hi Dr. Chance,

I wanted to reach out to connect with you about a graphic that I helped create which takes a closer look at MOOCs and their recent growth in the education space.

I came across this post on your site: shannonchance.net/2012/11/13/whats-a-mooc-and-can-it-save-humanity/ – and given that you might have an interest in the topic, I wanted to see if you’d be interested in taking a look and/or sharing the piece with your readers. If so, let me know and I’d love to pass it along!

Allison M.

The audience was composed of experts and students in engineering and education.

The audience was composed of experts and students in engineering and education.

Visiting Portugal’s University of Aveiro some weeks ago provided me opportunities to speak with doctoral students and professors of engineering and education.

After I delivered a formal presentation to a small but enthusiastic group at the University of Aveiro’s Department of Education, my host, José Manuel Nunes de Oliveira drove me to the University’s satellite campus, known as the Polytechnic School of Águeda (or Escola Superior de Tecnologia e Gestão de Águeda, Universidade de Aveiro) where he teaches engineering.

Jose and his colleagues use Problem-Based Learning to teach engineering students.  They have formatted their classrooms to support group-based learning.  (My DIT colleague, Gavin Duffy, visited Jose and his campus earlier in the year to see how they use space. He wanted their advice to help in the programming phase of DIT’s new engineering facilities.)

What impressed me most in touring the buildings and grounds of the Águeda campus, though, was that the students were all working in groups–and that they seemed to be doing so on every type of project.

Jose says that after the teachers introduce the group-learning approach in the first year, students embrace it and want to do everything this way.

I thought that Jose said that students receive credit for their topic courses (i.e.,those with specific engineering content), but not for their project work (I was wrong, as I explain in my subsequent blog). In architecture we refer to these technical/topic classes as “support courses.”

All the courses a students take in a semester at the Escola Superior de Tecnologia e Gestão de Águeda help support the project they have been asked to do in groups. They are able to apply what they learn in the projects they design… but they don’t get formal credit for the design activities. In architecture in the USA, the design activities are assigned the most credit (typically 5-6 credit hours per semester) while each support course is generally worth just 3 credits. The architecture community tends to value the project or “design studio” work above all else.

The Fulbright Student program is now taking applications!

Click here to get started on your application.

Amanda Bernhard explains why and how she became a Fulbright student.

My colleague Amanda Bernhard is in Ireland this year on the Fulbright Student program. She is studying Irish Language.

My former dissertation advisor, Dr. Pamela Eddy, is here visiting me in Dublin this week.  She was a Fulbright to Ireland in 2009 and she helped me make valuable connections when I started applying for my own Fulbright experience here.

So far, we’ve spent a lot of time at our computers!  Although it’s her Spring Break, she’s answering emails, reviewing dissertations, and grading papers. Oh, and advising me!

She helped me prepare for the meeting I had today with DIT’s president, Prof. Brian Norton.  I’ve attached a photo of us working from my home yesterday.  She was still sitting the same seat when I Skyped her from my office on Kevin Street just now to “debrief” on the meeting.

We do stop for exercise, food, and meeting… but little else!

Fulbright logo

If you’d like to become a Fulbright Scholar, now is the time to start your application! Don’t put it off another minute….

This year’s competition opens February 1. Applications for the core scholars program are due August 1. Other deadlines are listed on the Fulbright website. This page has information for US and non-US scholars. (Information on Fulbright Student programs is available here.)

Andrew Riess <ariess@iie.org> of the Fulbright Scholar Program emailed the following note today.  He’s offering a Webinar about how to prepare your application. I took part in  one of his Webinars while I was preparing my second application (which met with success).

Dear MyFulbright Community Member,

Please join us for a Webinar on preparing to apply for your Fulbright from 2:00 pm to 3:00 pm (Eastern Standard Time) on Wednesday, January 16.  The competition opens February 1 and now is a good time to think about what is needed to apply.

This Webinar will include a discussion of what is involved in the process of finding an appropriate program and the materials that will be needed for application.

Reserve your Webinar seat now at https://www1.gotomeeting.com/register/427536544.

You’ll want to review the Catalogue of Awards for this year. The Catalogue of Core Scholar Awards may be what you need, although there are also specialized programs for Specialists, Distinguished Chairs, and the like.

Prof. Mason Andrews finally taking a minute away from her work.

Prof. Mason Andrews finally taking a minute away from her work.

Carmina Sanchez and Mason Andrews -- two amazing teachers!

Carmina Sanchez and Mason Andrews — two amazing architecture teachers!

I’m blessed to work with some incredibly talented and dedicated people at Hampton University.  Carmina Sanchez and Mason Andrews, with whom I teach architecture, are two of the hardest-working people I have ever known (and that, my friends, is really saying something!).

Carmina, Mason, and I are sincerely dedicated to the mission of our Historically Black College/University (HBCU).  We  work long hours to help our students master the craft of architecture.

And students in our program have achieved many amazing feats.  Much of their success is a result of professors like Mason and Carmina believing in them, working overtime again and again, introducing new ideas and new challenges, and opening doors for them along the way.

My colleagues’ work usually goes under-recognized, although Carmina has won a national-level teaching award from ACSA as well as one (that I nominated her for) from Hampton University.  She has also been a national officer of the Association of Collegiate Schools of Architecture (ACSA) and an international officer of the Association for Computer Aided Design (ACADIA). Carmina runs our thesis program and oversees our digital resources.  She’s at school all hours of the night and day.

Mason tends to work non-stop, too.  Prior to joining HU, she authored several books (one on Aldo Rossi). She also headed an architecture firm in NYC for many years before returning to her hometown in Norfolk. She felt the tug of family:  Her dad, after whom she is named, was once the mayor of Norfolk.  He led the effort to found the Eastern Virginia Medical School (EVMS).  I believe he also delivered the first in-vitro baby in the USA and helped fund the lawsuit that ended racial segregation in Norfolk Public Schools.  He was a truly remarkable man and passed many exceptional qualities on to his daughter.

Carmina also had exceptional parents who were dedicated to helping others.  Mason and Carmina both learned from their parents how to serve others.  Not a day goes by that they don’t.

I first met Mason through the Marilyn and Ray Gindroz Foundation.  I had asked the Gindrozes to support our department’s travel program and they enthusiastically agreed — providing time and money and even re-writing their foundation’s bylaws to include HU.  Mason was the president of their board.  (To this day, the three of them travel with our students in the summer as part of the study abroad program that each HU student must complete in order to earn a degree in architecture.)

The year I met Mason, I asked her to consider teaching with us… although I never dreamed she’d accept.

But she did!

And she’s brought so many opportunities to our students.  She’s connected us to a number of prestigious scholarships and internship opportunities.  She sees possibilities others don’t and makes possibilities where none seem to exist. She typically teaches 1-2 more courses each semester than required, just because she wants students to have opportunities to learn a comprehensive range of subjects.

This usually includes writing for architects and a travel-prep class.  One year, it also included courses on construction and solar technologies.

In 2009, she took the lead in getting HU teamed up with Old Dominion University so we could enter the 2011 Solar Decathlon.  She co-led the team that constructed a net-zero house.  The group hauled their house to Washington DC and reassembled in a handful of days so it could compete (in 10 areas, while being toured by thousands of people every day, for 10 days).

Hundreds of universities all around the world apply for the opportunity, but only 20 are accepted each go around.  Our team garnered 14th place overall in its first attempt — which is truly remarkable given the level of resources other universities have.

The Decathlon happens every two years, and HU is competing again in 2013 under the direction of professor David Peronnet who was also instrumental in our 2011 success.

I am honored to work with Carmina, Mason, and David.

And, Dave and I are fortunate to count Mason among our dearest friends.  Dave and I can drop by the home of Mason, Bill (her husband), and Alston (their son) any time and find open arms, stimulating conversation, and often a creative meal to boot!

I’ve included photos from the pre-Christmas, drop-by dinner that Dave and I enjoyed with Mason.

Mason's home on Norfolk's gorgeous Mobray Arch.  (In 1998, I lived in an apartment in the yellow house to the left of the tutor house.)

Mason’s home on Norfolk’s gorgeous Mobray Arch. (In 1998, I lived in an apartment in the yellow house to the left of the tutor house. Mason, Bill, and Alston moved in just as we were moving out, and I didn’t get to know them until years later.)

Shannon Chance, Ron Daniel, and Kim McGrath in Dublin last week.

Shannon Chance, Ron Daniel, and Kim McGrath in Dublin last week.

Amazing teachers transform lives. That’s what they did for me at least!

Last week, one of the very best teachers I’ve had in my life–Ron Daniel–visited Dublin with his colleagues from Webster University. Ron is the Director of Academics at Webster’s Geneva campus.

While they were here, we got together twice to reminisce and talk about higher ed.

I didn’t post about this topic right away, because some things are difficult to express into words. This morning, I’m allowing myself to just cover the tip of the iceberg of what I’d like to say….

The best teachers I’ve experienced in life actually just put a good framework in place in for me. Then, they stepped back and let me explore the issues.

The best learning experiences I’ve had in life have happened under the astute guidance of Ron as well as:

  • Wilma Brown (my fifth grade teacher)
  • Liz Lindon and Joyce Martin (my 4-H leaders)
  • Dave Dugas, Eugene Egger, and Bob Dyck (some easy going Virginia Tech professors)
  • Bridget Arvold (my high school geometry teacher)
  • the faculty of higher ed at the College of William and Mary

I am particularly indebted to Ron Daniel (my second year architecture professor and the person who gave me my first architecture teaching job) and Wilma Brown (my fifth grade teacher who gave me my first official teaching assistant role). These two used a Montessori / Bauhaus sort of approach.

They put relevant materials in front of me and let me do my thing.

Wind me up and I’m like the Energizer bunny!

Thankfully, Bridget Arvold was there at precisely the right moment in time as well. In ninth grade, I was struggling through geometry because I had initially been assigned a very poor teacher. Thankfully, I met Bridget and had the sense to change instructors. She made geometry seem fun and logical. Without her, I don’t think I’d have has a solid foundation for becoming an architect.

Teachers like these make learning fun. They gave me the challenge and sense of support needed for me to start learning to explore this big, wonderful world. I thank my lucky stars to have known them.

If you’d like to know a bit about the presentations I’m making here in Dublin, you can view the Prezi I used for the DIT Teaching Fellowships awards ceremony.

One of the award winners, the School of Business’ Joe Dennehey, was so enthusiastic about the presentation and wanted to see it again that I decided to open it for public access.

I’ve included an outline (below the picture) of what I said at that event.  If you borrow any of the images, ideas, or words for your future work, please cite the source:

CHANCE, S. M. (2012). Transformational Education at the DIT: Potentials of Your 2012-13 Teaching Fellowship. Keynote lecture for the kickoff of Teaching Fellowships hosted by the Learning, Teaching and Technology Center (LTTC) on 1 November 2012 at the Dublin Institute of Technology in Ireland. 

Click here to see the slides for the 2012 DIT Teaching Fellowship awards ceremony.

Transformational Education at the DIT
A twenty-minute keynote presentation
by Shannon Chance
for the kickoff event of the
2012-13 Teaching Fellowship Awards
hosted by DIT’s
Learning, Teaching and Technology Centre
Thank you, Jen. Welcome and congratulations to the Teaching Fellowship award winners. 
We are witnessing something extraordinary happening at DIT. This extraordinary thing is something that helps shape you and that you help shape.
It is a culture of learning from each other.
It is a culture of continually improving over time.
It is a culture that is about learning and teaching well.
It became evident to me in March 2011, and it forms the basis of my research today.  What I am learning is of great interest back in the States and across Europe as well.
Today I’d like to share ideas about 
  • Scholarships as opportunities 
  • Path to Fulbright
  • An outsider’s view 
  • Global implications
  • Support available 
  • Potential of learning groups
  • Be the change you wish to see
Fellowships and scholarships like yours (LTTC) and mine (Fulbright) offer unique opportunities to learn, grow, and change things for the better.
I encourage you to make the most of the opportunity that is before you and then to consider extending your reach by applying for a Fulbright scholarship to teach and/or conduct research in the US.[Fulbright page]
This year, there are 35 Irish Fulbrighters going to the US, and 17 Americans coming here to Ireland. They include students, teachers, and professionals in various fields.
Let me step back a moment and tell you about how I came to find something extraordinary happening. Then, I’ll tell you what I think is special here. I hope that this will help encourage you to make the most of your teaching fellowships, and for those of you not winning an award today, to make the most of your efforts at the DIT to build upon and enhance this important movement.
PATH TO FULBRIGHT [path sequence]
I’m an architectural educator who visited Ireland on a vacation in 2003.  My husband and I went and poked around the School of Architecture at UCD, and realized that with my current credentials—a BArch and MArch—I was qualified to teach architecture in Ireland.
I made it a central goal of my career to return to Ireland to teach and conduct research for at least a year.
When I returned home and looked up the Fulbright program, I realized that having a PhD would increase my chances of earning a Fulbright. I wanted to learn better research methods, anyway.  I firmly believe that the architecture profession has left itself behind the ball by not developing a PhD sooner. We’ve failed to develop a shared research agenda or refine our research techniques (beyond the case study). As a result, we kept building the same mistakes (like unsuccessful government-subsidized high-rise housing, known as “the projects”) over and over again.
PhD programs in architecture are very rare in the States, so I found a great one in a nearby School of Education. The program is somewhat similar to your LTTC offerings, although it focuses on Educational Policy, Planning, and Leadership.
I took the route that focuses on educational research, and went about studying change theory, strategic thinking and planning, and the way students who are learning to design understand ‘KNOWLEDGE’ and their role in creating knowledge (i.e., how their epistemologies change over time).
I don’t know how hard your Fellowship was to obtain, but my first application to Fulbright was rejected at the US level because I hadn’t established strong enough ties to DIT. Fulbright has a three-phase selection process and I got shot down at the beginning of the first stage.
To address this problem, my husband, Dave, and I headed over here during spring break 2011 to find connections and develop relationships at the DIT.
I called the US Fulbright Office a few weeks before I came over and the Program Officer for Ireland suggested I look into the highly tailored calls for proposals, because the “all disciplines” grants have so many applicants.  I wasn’t certain if I fit the position DIT lists for Engineering Education Research, and my goal in coming over was to find where I best fit.  When I got here, I met with people in the LTTC and various Colleges at DIT.
I came back again during spring break 2012 to get the ground work in place–even though I wasn’t certain I’d be awarded the grant for this year.  I was determined to keep trying until it worked out. At the end of this past March I got notification I’d been selected for this year.  I packed my bags, and have been here for two months now.
You can learn about my adventures here on my blog, shannonchance.net  [blog page]
  • Great innovation and research (regarding outcomes) in DIT’s Electrical Engineering and Physics programs [Robo Sumo]
  • Positive outcomes accruing from the LTTC [LTTC logos]
    • The PGCert requirement is extending the benefits that accruing for students
      • shared vocabulary
      • active learning communities
      • evidence of formative feedback, engagement, and group learning
    • Many did PGCert voluntarily and they’re making a visible different in the quality of education students receive here [zoom in on collage]
      • Many continued on, to doctoral level studies
      • High quality educational research emerging
  • I’m glad to see you here, showing interest in extending these proven innovations into more programs
On my March 2011 visit, I discovered:
·      Research going on here in area of my interest
·      Evidence that the changes NSF wants are happening here in engineering and physics
·      Incredibly warm and enthusiastic scholars all across the institute who are working hard to get things done and who have a sense of optimism about the future
I also discovered something very special—the requirement for all incoming faculty members to earn a qualification in learning and teaching.  Your staff has to learn to teach!  That’s remarkable. 
And I see clear evidence that it’s making a positive difference.  People are using innovative methods. They are talking about good teaching practice over coffee every day (in some cases).
They share a common vocabulary and a common set of concerns about teaching – such as how to provide students with the most helpful feedback in ways that work where the staff have such heavy teaching loads (similar to my home institution). The institution has a similar mission and an ongoing conversation about good teaching. And, engineers and architects are housed in the same College, so I can do everything I love while I’m here!
  • NSF [existing mandate sequence]
    • Mandate
    • What NSF wants 
  • JEE article fortcoming [JEE mag and logo]
  • At HU — my Dean and Associate Dean of the School of Engineering and Technology at HU [HU title] 
    • want to use DIT as a precedent for improving our program and building a common philosophy
    • across all our programs (engineering, architecture, and aviation) [Duffy charts > sequence]
  • Eternal reviewer at various levels have cited PBL courses and LTTC program outcomes as unique and positive. I came in with this sort of perspective since I serve on external review boards for the National Architectural Accrediting Board in the USA. [Barrie chart > zoom in]
  • What we learn from studying successful examples at DIT can help improve the way engineering, science, and architecture are taught far and wide. [zoom again]
This is of interest because, we can use what Gavin and his colleagues are doing at DIT to help improve science, engineering, and architecture education everywhere.
The National Science Foundation says there’s a problem with the way engineering has been taught for the past 50 or so years. Programs in the US are starting to change …but many aren’t changing fast enough.
DIT is among those using innovative pedagogies—to help students develop both disciplinary knowledge and personal skills like collaboration—in order to create flexible learners who can address address pressing issues—using higher order thinking skills.  They have to be able to create a bright new tomorrow, not just remember, understand, and apply what people already know how to do.
The NSF says “engineering education must change in light of changing workforce and demographic needs.” It’s leadership board recommends hands-on activities, collaborative work, real-life applications that have social relevance, and working at various scales.  The Electrical Engineering program at DIT is doing all this in the Project-Based Learning modules embedded across the four-year curriculum.
These PBL modules are helping students reach what the NSF wants to see in the US: effective communication, critical thinking, creativity, self-awareness, ethics, and skills for “self-directed life long learning.”
I’ve presented ideas I got at the DIT to the faculty at my university, to national conferences of architecture professors, and at education conferences in the US and Greece.
Right now, we’re researching how they’ve achieved this for the Journal of Engineering Education.  The top journal in the world in the field of Engineering Education is interested in publishing our study about how DIT’s electrical engineering staff managed to change the way they teach by using the formal peer learning groups that Gavin organized during his Teaching Fellowship.
  • Existing culture — balancing challenge and support imp. for students & staff [Computer Science lecturer; Duffy papers]
    • A community of people with experience doing this
      • from in and outside of the College
      • who want to help you do it 
    • Gavin’s paper on restructuring the EE program
    • Coffee time and the art of chat
    • Good teaching is an overarching value  [balancing chart]
      • our schools are somewhat similar
      • traditionally teaching-focused, non doctoral-level, non-research funded
      • you’re in the classroom a lot, but you also get to decide how you’ll spend your research time
  • LTTC programmes [logos, Gavin and Sima]
    • Some availability of funding for taking LTTC modules
    • Some availability of timetable adjustments for taking LTTC modules
  • LTTC Teaching awards [zoom to Sima]
    • Ability to earn public recognition for your work through Teaching Awards
    • Sima won
  • Project Grants [webpage]
    • Gavin and I got one this year for €2400 to fund transcribing
  • Teaching Fellowships [webpage]
    • Can have far reaching effects
    • Gavin’s case highlights two opportunities
      • Ability to form staff learning groups
      • A lot of curious, motivated colleagues who share a sense of purpose and optimism
    • I’m speaking at 2012-13 kickoff on Thursday
  • Ability to align activities with what the institution seems to value — this is where there’s lot of opportunity 
  • College Heads of Learning Development [Brian and Mike]
    • Brian Bowe really knows educational research and how to apply it [zoom to Brian]
    • has the active support of his Dean
  • Knowledgeable and supportive leaders [zoom to Mike at SEFI]
    • Mike Murphy is recognized for excellence in engineering education
    • genuinely interested in learning about
  • Fulbrighters who here each year to contribute to the conversation [zoom to Colleen, Pam, SMC]
  • A comprehensive library [Bolton Street library]
    • on Bolton Street
    • incredibly helpful and knowledgeable librarians
  • Internet resources [zoom to ARROW logo]
    • good access to databases
    • DIT ARROW database
  • Many outlets for sharing [SEFI conference pictures]
    • presentations 
    • publications [zoom]
    • Availability of travel funding to network and attend conferences
  • LTTC and LIN [logos]
    • workshops / webinars
    • experts in Teaching and Learning available by phone and in person)
I am getting to work everyday with a lecturer who earned one of these Teaching Fellowships in 2009. As part of his Fellowship, he organized a peer learning group.  They met formally through the year to discuss how to implement Hands-On, Group-Based learning in electrical engineering – in addition to their regular informal meetings over coffee to discuss issues they each brought to the table.
During his Fellowship year, Gavin also wrote two position papers to clarify what he thought needed to be done to improve DIT’s Electrical Engineering program.  So, he invariably had new ideas to offer up for discussion.
  • JEE interest in how this was achieved at DIT
  • The sessions included Brian Bowe who brought in
    • research
    • experience with implementing this in Physics
    • understanding of the way the institution works
  • Informal sessions are ongoing… they happen at coffee on a daily basis
  • Easy to set up and fun for participants
  • Highly motivational — participants cite increase confidence
  • They appreciate having a sounding board and knowing they’re not alone
  • Having a group keeps the momentum going, especially where there’s a champion
  • The book Learning by Design by Noel Fitzpatrick and Jen Harvey [book cover]
    • explains how learning groups have made a difference across the ITs
    • DIT formed the template
And his colleagues were keen on hearing his thoughts.  Several of them had, like Gavin, opted to take the Post-Graduate programs in Teaching and Learning even before these became mandatory.
Many of those “volunteers” have gone on to study at the doctoral level—thus bringing a more informed level of discourse to the DIT.
Today, Gavin is working on a dissertation. He and I put in an application for support on his project and received a grant for this year to help fund transcription of the interviews we’re doing.
His work caught the attention of the Dean while we were at the SEFI conference, and his line managers asked him to put together a seminar for the while College to learn about how to implement Student-Centered teaching into more programs.
He and I discuss this everyday, and often include his teaching colleagues in our learning process.
I’ll be presenting these ideas to the School of Architecture next week, at a symposium called “Schools of Thought” that’s being organized by architecture students. I will encourage teachers in that school to use more Student-Centered approaches.
The book Learning by Design by Noel Fitzpatrick and Jen Harvey [book cover]
  • explains how learning groups have made a difference across the ITs
  • DIT formed the template
Evidence of successful models being used at CEBE
  • Fullan [chart]
  • Prochaska and DiClemente [chart]
  • Behavior change [chart]
As you can see, one little Teaching Fellowship can have a very, very long reach. I encourage you to make the most of your Fellowship… the LTTC knows how to pick ‘em and I feel certain that you’re up to the challenge!
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