R
ECAP AND
S
UMMARY OF
B
EST
P
RACTICES
S
EMINAR
S
ERIES
F
INALE OF THE
F
IRST
T
WO
Y
EAR
T
RANSFORMATION
P
ROJECT
Ensuring Student Success through Innovative Pedagogical Practices
• held on Thursday February 12, 2009
• Presented by A. Cheng, B. Roughani, M. Palmer
The three presenters collaborated and presented a seminar that focused on three areas of learning
key to Kettering’s Mission and Vision, and that of the Academic and Student Affairs Unit in
Particular.
These were
• Active Learning
• Deep Learning
• Technology Enhanced Learning
Over the last Ten Years Government Reports have Cited Several Challenges Facing Science,
Technology, Engineering and Mathematics Education
These include
• That the Quality of Teaching in Foundational Courses is Perceived as Poor. This was true
for 90% of those who switched majors and 75% of those who persevered
• One reason for this was that the foundational classes were mainly one-way lectures. This
meant that there was a lack of student-teacher dialogue, which compared unfavorably to the
high school experiences
• Graduating Seniors indicated that First two years had given a shaky foundation for higher
level work and that instructional technology was not used to its full potential.
One key way to respond to this is through
• Active project-based learning inside and outside of the classroom,
• Increased student-teacher dialog,
• Horizontal and vertical integration of subject matter,
• Integration of mathematical and scientific concepts in the context of engineering, and
• The broad use of information technology.
In an Active Learning Class Setting
• The Student Does More Than Listen, Take Notes, Ask
Questions
• The Instructor's Role is Not Limited to Presentation of
Subject Matter
• A Typical Class Cycle is Shown on the right. There are
cycles of subject matter presentation, student work and
discussion.
