NETI 2A & 2B (Advanced)
The NETI 2 workshop has historically been given as a second in-person workshop after an attendee has come to a NETI 1 workshop. We have re-configured this three day in person workshop into 2 two-day online workshops in response to the pandemic and the difficulties in personal delivery it has caused. The workshops meet on two consecutive 4 hour days. If you wish to explore all the content we usually offer in the in-person NETI 2 workshop please register for BOTH NETI 2A and 2B.
NETI-2A (Inquiry-Based Teaching) is designed to add to the pedagogical expertise of engineering instructors who are knowledgeable about the subjects covered in NETI-1 (course planning, lecturing and active learning, and assessment of learning, among other topics). Topics covered will include definitions of commonly adopted techniques (e.g. inquiry-based, problem-based and project-based learning), benefits of each technique and the research base that demonstrates them.
This workshop also provides practical implementation suggestions including problems that may arise in implementation and how to avoid them. We will also cover applying the methods to address ABET Outcomes and learn how these techniques promote development of conceptual understanding, high-level thinking and problem-solving skills. Participants will be given opportunities throughout the workshop to plan applications of those techniques in a course they teach.
- Overview of learner-centered instruction (active and inductive teaching and learning)
- Introduction to inductive teaching and learning. Inductive methods (inquiry-based learning, project- and problem-based learning, case-based instruction, just-in-time teaching). Similarities and differences, pros and cons, and research base.
- Using inquiry-based teaching to promote students understanding of critically important concepts
- Why traditional lectures frequently fail to correct student misconceptions
- Using inquiry-based teaching to increase student motivation and promote conceptual change
- Problem-based learning (PBL)
- Applying inquiry-based methods to any topic in any course
- Pitfalls in inquiry-based learning and how to avoid them
- Applying PBL to any topic in any course
- Pitfalls in PBL and how to avoid them
- Using inquiry and PBL to effectively address ABET Outcomes 3a–3k and help students acquire critical and creative thinking skills and deep conceptual understanding
- Dealing with student resistance
- Final synthesis and goal-setting exercise
NETI-2B (Forming, Managing, and Assessing Student Teams) is designed to add to the pedagogical expertise of engineering instructors who are knowledgeable about the subjects covered in NETI-1 (course planning, lecturing and active learning, and assessment of learning, among other topics). Topics covered will include forming teams to be successful, teaching students to work in teams, adopting an inclusive mindset, monitoring team functioning, diagnosing team and individual dysfunction, and managing dysfunctional teams and individuals, and documenting ABET Outcome 5 that focuses on teamwork. Participants will be given opportunities throughout the workshop to plan applications of these techniques in a course they teach.
- Overview of teamwork: The benefits of teamwork and the important factors influencing its success.
- Forming teams: Criterion-based selection, self-selection, and random assignment – their benefits and drawbacks and when each is appropriate. Common criteria used in forming teams and how to apply them.
- Teaching students to work in teams: Providing a model of teamwork, guiding students to develop a shared understanding of team processes, providing guidelines for teammates to share feedback.
- Adopting an inclusive mindset: Strategies for helping faculty and students be recognize and take action to mitigate bias and promote inclusion in teamwork.
- Monitoring team functioning: Collecting feedback from team members, observing teams in face-to-face and virtual environments
- Diagnosing team and individual dysfunction: Types of dysfunction and how to identify them; how various types of dysfunction interact
- Managing dysfunctional teams and team members: Providing instructor feedback, holding students accountable, adjusting grades
- Documenting ABET outcomes: Team-member effectiveness, feedback participation, and measures of overall team health.