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• W2766880088 abstract "Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Main Menu Session 2230 Developing a Dynamic Classroom with ExCEEd Teaching Workshops: Separate but Equal in New York and Arkansas David S. Cottrell Pennsylvania State University at Harrisburg I. Introduction For the second year, the American Society of Civil Engineers (ASCE) has sponsored workshops to answer a call for formal educational training for engineering faculty members. Conducted both at the United States Military Academy at West Point and at the University of Arkansas, these “Excellence in Civil Engineering Education” (ExCEEd) workshops provided an effective venue to foster and improve teaching skills for a total of 48 junior faculty participants last summer with future plans to expand to three sites next summer. Specifically, the ExCEEd workshops attempt to present the works of Joseph Lowman’s Mastering the Techniques of Teaching and Teaching Engineering by Phillip C. Wankat and Frant S. Oreovicz; these primary references provided the scholarly, literary backbone for the workshop and established the credibility of the many techniques for stimulating intellectual excitement and interpersonal rapport in the classroom embraced by the ExCEEd model of teaching. The workshop is designed to allow participants to accomplish the following objectives: · Learn and apply theories of teaching and learning · Improve classroom teaching skills; · Learn teaching assessment skills; · Develop a passion for teaching. Both the program at West Point and the one at Fayetteville ultimately accomplished the ExCEEd objectives with a clear commitment to providing user-friendly, hands-on training. Participants discovered an environment highly conducive to creative applications of innovative classroom techniques. Theories were not just discussed or presented but were demonstrated in classrooms by senior, experienced faculty. Further, putting theory into practice on a personal level, workshop participants were challenged to demonstrate their own abilities to emulate, apply, and execute the dynamic, enthusiastic methods encompassed by the ExCEEd model by teaching classes not once but three times. Despite a high degree of commonality in content, however, each program nevertheless found some room for individuality as they tempered the final array of subjects to better capitalize on the unique talents of the two separate workshop teams and cadre. “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education” Main Menu" @default.
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• W2766880088 date "2020-09-03" @default.
• W2766880088 modified "2023-09-25" @default.
• W2766880088 title "Developing A Dynamic Classroom With Exceed Teaching Workshops: Separate But Equal In New York And Arkansas" @default.
• W2766880088 doi "https://doi.org/10.18260/1-2--10754" @default.
• W2766880088 hasPublicationYear "2020" @default.
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