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Evidence from Blended Learning, a Flipped Classroom, and Mastery Grading. D.B. Oerther , PhD, PE, BCEE Mathes Chair of Environmental Engineering Missouri University of Science and Technology daniel.oerther@mst.edu (573) 341-6072. Outline. Capstone. The motivation for change - PowerPoint PPT Presentation

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  • Evidence from Blended Learning, a Flipped Classroom, and Mastery Grading D.B. Oerther, PhD, PE, BCEEMathes Chair of Environmental EngineeringMissouri University of Science and Technology

    daniel.oerther@mst.edu (573) 341-6072

  • OutlineThe motivation for changeCourse redesign detailsThree implementationsLessons learned

  • An Anatomy Lesson

  • AFFECTIVEfeelingCOGNITIVEinformingPSYCHOMOTORdoingDomains Of Knowledge

  • CalculusRigorRepetitionPrecisionLimit theoremTaylor seriesConverting Theory Into Practice

  • CalculusRigorRepetitionPrecisionLimit theoremTaylor seriesCalculusRigorRepetitionPrecisionLimit theoremTaylor series

  • CalculusRigorRepetitionPrecisionLimit theoremTaylor series Building A Curriculum

  • CalculusPhysicsRigorRepetitionPrecisionLimit theoremTaylor seriesF = maE = mc2ExperimentationLab reportsMore Building

  • CalculusPhysicsChemistryRigorRepetitionPrecisionLimit theoremTaylor seriesF = maE = mc2ExperimentationLab reportsExperimentationLab reportsPeriodic tableMore Building

  • CalculusPhysicsChemistryBiologyRigorRepetitionPrecisionLimit theoremTaylor seriesF = maE = mc2ExperimentationLab reportsExperimentationLab reportsPeriodic tableDNARNAProteinsMemorizationPre-medIntegrated First Year Experience

  • CalculusPhysicsChemistryBiologyCircuitsMechanicsThermodynamicsMolecularBiologySecond Year Maps to FE Exam

  • CalculusPhysicsChemistryBiologyCircuitsMechanicsThermodynamicsMolecularBiologyDepthElectiveExperimentationDesignTechnicalElectiveCool, Now Im Doing Real Engineering

  • CalculusPhysicsChemistryBiologyCircuitsMechanicsThermodynamicsMolecularBiologyDepthElectiveExperimentationDesignTechnicalElectiveCapstoneStreet Ready Engineers

  • CalculusPhysicsChemistryBiologyCircuitsMechanicsThermodynamicsMolecularBiologyDepthElectiveExperimentationDesignTechnicalElectiveCapstoneStreet Ready EngineersABET a-k Outcomesa) Math, science, engineering principlesb) Design conduct experimentsc) Design system componentd) Function on teamse) Identify formulate solve problemsg) Communicationk) Modern engineering tools

  • Oops. Maybe We Missed Something?

  • Oops. Maybe We Missed Something?f) Ethics

  • Oops. Maybe We Missed Something?f) Ethicsh) Global context

  • Oops. Maybe We Missed Something?f) Ethicsh) Global contexti) Life long

  • Oops. Maybe We Missed Something?f) Ethicsh) Global contexti) Life longj) Contemporary

  • Back Into Our Bag of Pieces

  • Alright, Now Weve Got Our PiecesEnglishHistoryand other stuffand other stuffand other stuffand other stuff

  • CalculusPhysicsChemistryBiologyCircuitsMechanicsThermodynamicsMolecularBiologyDepthElectiveExperimentationDesignTechnicalElectiveCapstoneStreet Ready Engineers

  • Now We Squeeze To Find RoomCalculusPhysicsChemistryBiologyCircuitsThermodynamicsDepthElectiveExperimentationDesignTechnicalElectiveCapstoneMechanicsMolecularBiology

  • Oops. That Looks Boring! : (CalculusPhysicsChemistryBiologyCircuitsHistoryThermodynamicsSpanishDepthElectiveExperimentationDesignTechnicalElectiveCapstoneEnglishMechanicsEconomicsMolecularBiology

  • Much Better! : )

  • Course Design Best Practices : )

  • Did We Really Fix It? : /

  • Did We Really Fix It? : /123

  • Did We Really Fix It? : /!?:
  • OutlineThe motivation for changeCourse redesign detailsThree implementationsLessons learned

  • Intro To Environmental EngineeringReally called, Fundamentals of Environmental Engineering and ScienceCourse description,Course discusses fundamental chemical, physical, and biological principles in environmental engineering and science. Topics include environmental phenomena, aquatic pollution and control, solid waste management, air pollution and control, radiological health, and water and wastewater treatment systems.

  • Intro To Environmental EngineeringReally called, Fundamentals of Environmental Engineering and ScienceCourse description,Course discusses fundamental chemical, physical, and biological principles in environmental engineering and science. Topics include environmental phenomena, aquatic pollution and control, solid waste management, air pollution and control, radiological health, and water and wastewater treatment systems.

  • Intro To Environmental EngineeringReally called, Fundamentals of Environmental Engineering and ScienceCourse description,Course discusses fundamental chemical, physical, and biological principles in environmental engineering and science. Topics include environmental phenomena, aquatic pollution and control, solid waste management, air pollution and control, radiological health, and water and wastewater treatment systems.

    Memorize vocabMemorize unit opsMemorize regsLecture-discussionReadingHomeworksLabs (wet and dry)ToursPresentations (oral)(some) current events

  • So What Did We Do?

  • So What Did We Do?Blended some online (synchronous and asynchronous) and some face to face (synchronous)Flipped students work on content ahead of lectureMastery divide materials into must learn and can learnDeliveryPedagogyAssessment

  • The SyllabusThe course consists of 11 lecture modulesintroduction, drinking water, sewage treatment, air pollution, solid waste, and hazardous wasteand 14 laboratory assignmentsconventional wet labs, tours, and oral presentations

  • A Typical Module CONTENTRequired exercisesList of 25 vocab termsAssignment of one chapter from the textOnline vocab quiz (25 terms) [repeat until 100%]60 min summary lecture (voice over PPT)Online lecture quiz (15 concepts) [repeat until 100%]TED video; News story - comment on topic and comment on post from someone elseWritten homework (about 60 minutes) [if wrong, resubmit]Optional exercisesTED video; News story comment on topic and comment on post from someone elseWritten homework (about 120 minutes)

  • A Typical Module CONTENTRequired exercisesList of 25 vocab termsAssignment of one chapter from the textOnline vocab quiz (25 terms) [repeat until 100%]60 min summary lecture (voice over PPT)Online lecture quiz (15 concepts) [repeat until 100%]TED video; News story - comment on topic and comment on post from someone elseWritten homework (about 60 minutes) [if wrong, resubmit]Optional exercisesTED video; News story comment on topic and comment on post from someone elseWritten homework (about 120 minutes)In class written quiz

  • You Cant Get SloppyEach required lectureMust identify required and optional readingsMust include an outlineMust include learning objectivesHomework problemsMust be selected to match the learning objectivesExam problemsMust be selected to match the learning objectives

  • Blooms Taxonomy RulesTo design an effective module, you must identify low level and mid level verbs and you must match the lecture, homework, and exams accordinglyThe best strategy is to use a single concept map, but to include multiple levels of proficiency in the use of the conceptCWA = clean water actCreated in 1972Includes NPDES and TMDL regulationsevery water body must be fishable and swimmablewhos to blame when someone dies of an E. coli outbreak?

  • A Typical Module DELIVERYBefore the deadline, complete all required exercisesRequired face to face lectureSubmit homework, read case study, individually write brief answers to open-ended questions, pair-and-share, employs www.polleverywhere.com and discussion Optional face to face lecture(s)Attended by motivated students after theyve completed reading assignment and listened to a summary lecture and completed written homeworkOptional quiz (in class)very tough

  • A Typical Module DELIVERYBefore the deadline, complete all required exercisesRequired face to face lectureSubmit homework, read case study, individually write brief answers to open-ended questions, pair-and-share, employs www.polleverywhere.com and discussion Optional face to face lecture(s)Attended by motivated students after theyve completed reading assignment and listened to a summary lecture and completed written homeworkOptional quiz (in class)very tough

  • Labs Are ConcurrentSimilar materials are covered in a hands-on formatHandout read before the sessionStart with a conventional mini-lectureComplete the lab in teams (pair-and-share)Submit written lab reports (that include motivation as well as data and analysis)

  • Labs Are ConcurrentSimilar materials are covered in a hands-on formatHandout read before the sessionStart with a conventional mini-lectureComplete the lab in teams (pair-and-share)Submit written lab reports (that include motivation as well as data and analysis)

  • What Did I Have To Do?Create vocab lists and online quizzesCreate summary lectures and online lecture concept quizzesCreate homework keysGrade online postingsSelect case studies and execute pair-and-share lectures

  • OutlineThe motivation for changeCourse redesign detailsThree implementationsLessons learned

  • Overview Of Teaching ScheduleI offered an intro to env eng course at Cincinnati using a conventional lecture-discussion format:Summer 2001; Summer 2002I offered a chemistry and biology course at Cincinnati using a conventional lecture-discussion format with a cook book lab:Winter 2001; Winter 2002; Winter 2003; Winter 2004I offered intro to env eng course at S&T using a number of delivery methods and our existing lab:Spring 2011Modified course (blended, flipped, mastery) has been offered three times:Summer 2011; Autumn 2011; and Spring 2012

  • GradingA straight curve is used (90-100 = A, etc)Failure to com

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