Tag / peer teaching

by shannonchance

Engineering Education in South Africa: Facilitating Teamwork and Celebrating Diversity

My sister and I just crossed paths, like (air)ships in the night, at Johannesburg’s O. M. Tambo airport. At precisely the time my University College London colleague, Dr. Folashade Akinmolayan, and I were taking off from Tambo yesterday, my sister, Heather Massie, was boarding a plane in New York City. Heather was en route to the same airport.

Although Heather and I didn’t physically meet at Tambo airport, we were together in spirit–united by common causes and with more than just our flight itineraries overlapping. Finding ourselves in southern Africa at the same time would seem to be chance, but it also reflects who we are as people. It reflects values—of science, of learning, and of equality among people—that our parents instilled in us from our earliest days. Heather and I learned well from our mom (Cynthia Mara) and dad (Don Massie), and the values they gave us shape how we see the world, and how and where we work today.

shannon cynthia heather

Shannon with Cynthia and Heather one Christmas after Mom’s trip to Japan.

Heather and I are both STEM (science, engineering, technology, and maths) educators, but of wildly different sorts. We both do outreach and community engagement activities with groups of diverse people and in under-served places. We both use “audience” participation to share our passions in STEM with others. We teach in spontaneous, improvisational, and highly interactive ways. We both see people as individuals and we bond quickly with others. We value our diverse friends, colleagues, and communities. We see diversity as an essential feature of creativity and we view it holistically—believing that identity is dynamic and ever-evolving and that people work everyday to develop their own identities with regard to gender, race, ethnicity and nationality, belief system, physical ability, sexual orientation and the intersection of all these and more.

As a result, Heather will be in Zimbabwe and South Africa for the next five weeks, performing her critically acclaimed one-woman play about Heady Lamar. Lamar was a Hollywood screen star, an impassioned inventor, and a self-educated engineer. She developed technology that makes all our wifi and bluetooth devices work!

Shade and Shannon workshop title slideSimilar to Heather, I was in Johannesburg this past week, facilitating a workshop for 26 engineering educators from all over South Africa.

Via this workshop, Dr. Folashade “Shade” Akinmolayan and I shared what we have learned and implemented in practice. We shared what we know from our research on group-based learning and from what we have lived, by assigning team projects to students at University College London (UK), Dublin Institute of Technology (Ireland), and Hampton University (USA).

img_0621Shade and I were invited to teach this Master class (one of eight multi-day seminars on teaching and learning coordinated by South African engineering educators) because we are both part of UCL’s Centre for Engineering Education. Shade is a chemical engineer with a doctorate in engineering and a focus on team-based learning. She coordinates group- and problem-based learning for the Chemical Engineering Department at UCL, though she will soon move to a new university where she will contribute to the development of an innovative new curriculum in chemical engineering–from the ground up. As for me, I’m an architecture professor from the USA who uses group-based approached to teach students in architecture, engineering, and education. I’ve taught workshops on such topics to other higher ed teachers at DIT, Hampton U, and William and Mary.

Shade intro slideShade and I found the 26 South African participants in our two-day workshop on facilitating teamwork in engineering education to be extremely energetic and engaged. They were passionate about teaching. They were enthusiastic about learning, sharing ideas, and creating new knowledge. We discussed ways to address the specific challenges they face and strategies to help support the range of diverse students in their classrooms. Drawing from experience teaching in many different places really helped.

All 26 participants were eager to discuss techniques, goals, and challenges surrounding their own efforts to facilitate learning in teams.

Shade and I made a pretty dynamic duo, if I do say so myself. We really worked well together and delivered a workshop of top quality. We will look for opportunities to offer this workshop again. Please let us know if you have ideas for future venues–for our team building workshop, or for Heather’s play.

Shannon intro slideAlthough Shade and I had literally just met—finding each other at the airport as we departed London for Johannesburg—we made great use of the day we had before the workshop to refine our plans, get to know each other, and learn to work together.

The workshop went off without a hitch, and the learning the 28 of us achieved was highly impressive. As Shade remarked, the event was a great confidence booster for us as workshop facilitators. It was, in my view, a confidence booster for all 28 of us (participants and facilitators) because we are all engineering educators trying to innovate our teaching practices so that students learn more and develop a wider range of skills crucial for engineers to have, and we all walked away with stronger and more robust strategies.

We received this very kind email at the conclusion of the workshop:

Dear Organisers,

Good day.

I wish to express my heart-felt gratitude to all the organisers and funding partners for the invitation and funding to participate in the Master Class programme of 24 – 25 April 2018.

It highlighted, in a detailed and understandable manner effective teamwork fundamentals, strategies and ethics.

The facilitators showed quality planning, timeliness and precision in delivery and coordination that motivated active participation: leading to a hugely successful programme.

While looking forward to participate in future programmes, kindly please accept my respect and regards.

Thank you.

With kind regards,

Williams Kehinde Kupolati

What a lovely message to receive!

This wasn’t the first trip to South Africa for Heather or me, although it was Shade’s first time going there (she’s a British citizen, born and raised in London).

ROTCH South Africa trip cover copy

I was in Jo’burg and Cape Town in 2004, when Professor Brad Grant and I brought a group of Hampton University students there to study urban design. Wee looked at how urban design has been used to enforce racial and ethnic segregation. We also studied how contemporary architects and designers are working to counteract the adverse effects of decades of segregation and strife. I produced a booklet about the HU trip to South Africa. I can’t get the blog platform to upload the document for you, but please just email me to get a PDF copy. My email address is: irelandbychance [at] gmail [dot] com.

Heather was in Zimbabwe and Cape Town last year, performing as Hedy Lamar and conducting play-writing workshops. That followed a visit she made with our dear family friend, the late African-American playwright Leslie Lee. Leslie’s memory lives on the in the work Heather does every day. Now, Heather is back in Zimbabwe and South Africa again, with an action-packed itinerary that will look something like this:

HEDY postcard image

For details and performance dates, see www.HeatherMassie.com/HEDY

Harare International Festival of the Arts – Harare, Zimbabwe – May 3, 4 & 6, 2018

Unizulu Science Centre, Science Festival – Durban, South Africa – May 9-12, 2018

Women in Tech – Cape Town, South Africa – tbd May (17, 21 or 22), 2018

Thope Foundation – Cape Town, Khayelitsha, South Africa – May 18 & 19, 2018

Makukhanye Art Room – Cape Town, Khayelitsha, South Africa – May 20, 2018

George Arts Theatre – George, South Africa – May 24-26, 2018

Sci-Bono Discovery Centre – Johannesburg, South Africa – May 28 – June 1, 2018

As of this past Wednesday, the only definite dates with set show times were the Harare ones, but she will probably be performing on all of the listed dates. Please check Heather’s website for specific show times.

Here’s a gallery of images from the workshop:

I hope to share images from our tour of Johannesburg in a future post.

by shannonchance

Ecology Rocks! (Especially in a Flipped Classroom)

This group realized there was a fill material in the crevices of their "Roman Travertine" tile sample.

This group realized there was a fill material in the crevices of their “Roman Travertine” tile sample.

Today we discussed “natural factors” that affect architectural design, such as rock and soil composition. This tied directly to yesterday’s studio class on the HU Point. Today, I was using a technique known as the “flipped classroom” to teach Architectural Ecology. I learned about this technique during my Fulbright fellowship at DIT.

I had assigned my students to read a chapter before class. When they arrived, we started class with ten minutes of journaling.  I asked them to write about the aspect of the chapter they thought was most important to them regarding our site at the Hampton University Point, and to explain why.  I also asked them to identify a topic in the chapter that they didn’t fully understand and explain why/what they didn’t understand about it.

Journaling is my own way of assessing students’ level of understanding of the content.  After ten minutes, I collected journal papers then “flipped the classroom”.  Each student joined the other members of his/her learning group, discussed the issues of confusion they’d each identified, explained to each other what they understood (this is known as “peer teaching”), and researched information on line using their laptops and smart phones.

I circulated around the room, listening, observing,  pointing them in the right direction where necessary,  and making sure they were achieving accurate interpretations.

It became clear that soil and rock composition was the major topic of confusion, so I went ahead and distributed the rock samples I have on hand.  Each group got their own unique rock type to analyze, research, and introduce to the rest of the class. The students did a great job of staying on topic in their discussions, learning, and teaching leach other.

They made sense of sedimentary, igneous, and metamorphic rock. They began to understand issues of texture, particle size, expandability, drainage, and bearing capacity while they were talking among themselves with my guidance.

A member of each group presented findings to the class and we discussed overarching issues.

Then I projected the Prezi file on the screen, which I’d formatted using a table of contents so we could zoom directly into whichever specific issues were causing confusion. In this case, we needed to go over the soil classification pyramid a bit, but they had already developed pretty strong understanding through the group discussions and rock presentations.

Amazingly, everyone stayed engaged for 1.25 hours!

I didn’t have to nag students to pay attention.

By the end, they seemed to have very good understanding of all the content of the chapter.  I found I had ten minutes to spare at the end to bush on topics of my choice (ones I thought a student or two might still have misconceptions about).

I am loving this new, more interactive, way of teaching.

It’s called “flipping the classroom” because the content is delivered before class (in this case, through a reading), and class time is used to gauge accuracy and depth of understanding and to build upon that base.  It seems to be a much better us of time than presenting everything with equal emphasis, before assessing if the students already understand it!

Not everyone came into the class having read, unfortunately. This problem should correct itself in the future because each student gets a grade for each journal entry. They have to show basic understanding of the reading in order to earn points. They generally start seeing the importance of this after a day or two.

Today we discussed natural factors, such as rock and soil composition, and researched issues on line.
And we related the chapter we read to the site we are using for studio (this is a photo of the same team on site yesterday).
Edward and Charles explored the properties of (Crab Orchard) limestone.
Edward explained how the holes had been created in this piece in the process of quarrying it.
Here’s a beautiful little piece of “Rainforest Green” which is a marble. This sample had a weak point which lead to a break.
This group realized there was a fill material in the crevices of their “Roman Travertine” tile sample.
We all enjoyed the iridescent properties of this piece of onyx, which is a metamorphic rock.