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Enhancing Teaching Effectiveness: Evaluating Student Workshops in Mechanical Engineering

This document outlines a workshop designed for teaching assistants in Mechanical Engineering, focusing on critical traits of effective teaching and strategies for evaluating student performance. It includes methods for modeling critical thinking, designing assessments that promote learning, and managing classroom dynamics. Key topics cover creating effective syllabi, the importance of frequent assessments, and providing constructive feedback. The workshop emphasizes adapting teaching methods to student needs and encourages innovative problem-solving approaches.

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Enhancing Teaching Effectiveness: Evaluating Student Workshops in Mechanical Engineering

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  1. Evaluating the Work of Your Student Jamil A. Khan, Ph.D., P.E. Associate Professor Mechanical Engineering

  2. TA TRAINING • http://www.me.sc.edu/grad/TAtraining.html.

  3. Evaluation of this workshop • Q#1. • What are the three important traits of a good teacher? • Q#2 Fill in the blank: • A carefully prepared detailed syllabus may prevent potential _______ during the semester • Q#3 • In one sentence, write down what you would want me to do differently if I were to teach this workshop again.

  4. Modeling Critical Thinking • Assign open ended-problem • Solution should meet some constraint but is not unique • Brain storm ideas • Encourage out-of-the-box thinking • Let me hear your ideas

  5. Effective teaching • Spotting students who are having unusual difficulty and directing them to USC resources for help • How to gauge your impact on students • Reading signs, seek feed back • Ask questions outside the class (one on one) • Is the end of the semester student evaluation sufficient? Isn’t it end-of-the-pipe inspection? • How to know when to make changes in teaching the class • Syllabus • Other changes • Taylor your teaching at the level of your students • Honors class teaching • Balancing your own research, class schedule with teaching schedule

  6. Grading Student work(Why?) The Shewhart Cycle

  7. Test Construction • Don’t go to outer space to pull test material • Comment on trick question • Test should show that you are meeting the course objectives • Be concerned about the reliability of the test. Test questions should be clear. • Have it checked out by your peers or by yourself • Frequency of testing. I prefer frequent short tests leading to big test • Make the test close to reality. • In-class test are artificial • I real life problem solving is different from in-class test

  8. Perspective • Grades measure what is known at the time of the test • Students are very interested in grades • In fact way too much focus • Quality of the instruction may be reflected in grades • Don’t teach like elementary school at the same time do not teach like a monster • Remember learning is student’s responsibility, you can not do it for them • You certainly can find out why a student is not learning

  9. Grading • As a teacher you have to demonstrate that you have the ability to grade • You can demonstrate this by helping the students continuously improve • Do you have the credentials? • Be unbiased • Grade should reflect connection between what was asked and what was turned-in • Grades are feed-back • This feed-back should focus on the work not the person • Separate the work from the student

  10. Testing students during the semester • When to choose essay questions • When to use short-answer questions • Class size • Pop quizzes • Regular short quizzes (announced)

  11. Projects • Are open ended but still has some limitations (constraint) • Objective is to develop critical thinking • Time constraint • Know how far you can push the students • Share the best method for completing the project • It is always good to break-up the project into separate groups and assign weighted grades a

  12. Papers • Teaches communication skills • Follow proper format

  13. Evaluating essays and answers to essay questions

  14. Oral Presentation • What do you look for • Introduction • Problem statement • Body language and delivery • Technical contents • Audio visual aid and its use • Conclusions • Question/answers

  15. Grading a Laboratory Report • COMPONENTS REQUIRED: • 1. Title page - lab title, author(s), lab section, date • 2. Objective • 3. Actual data sheet - with observers and date of experiments • 4. Sample calculations • 5. Results (tabular and/or graphical) • 6. Discussion of results • 7. Conclusions • PREPARATION GUIDELINES • 1. Use white, unlined paper with no tattered edges. • 2. Must be typed. • 3. Graphs and tables should be professional quality. No free-handing of curves permitted. Coordinates should be neatly labeled. All figures must have a number and a title.

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