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What to Expect from My TAR Project? Alumni Reflect on the TAR ExperienceSession begins at 4-5:30 ET/3-4:30 PM CT/2-3:30 MT/1-2:30 PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Shan HePost-Doc, Department of ArchitectureIowa State UniversityWelcome to the TAR Capstone Series

Faizan ZubairGraduate student, Department of Chemical and Biomolecular Engineering, Vanderbilt UniversityKyle OConnellGraduate student, Department of Biology, University of Texas at Arlingtonwww.cirtl.net1Students attitude towards building energy modeling: A pilot study to improve integrated design educationShan He

Department of ArchitectureIowa State University

2IntroductionClass Content:A new energy modeling course for architectural students to develop design argument considering the following building performance: solar heating, natural ventilation and daylighting at different design stage.

Organization:3-credit elective, meet once every Friday for 2.5h with a combination of lecture and lab.Students submit report for each software introduced in this class as homework, and work on the same project in a group of 1~4 at the end of semester and make a group presentation.13 architectural students ranging from undergraduate Year #3 to graduate Year #3.

Grading:The completion of utilizing all the 6 software introduced and use them to assist design decision making and develop design argument.Data Collection Methods1- QuestionnairesOne pre-survey at the beginning of the semester, one after each session, 7 in totalLikert scale, General attitude to this class, software and pedagogy.

2- Class presentation audio recordingAt the end of semester, 1 in totalRecording students defense of their design argument.

3- Individual interviewClose to the end of the semester, only onceBasically follow the questionnaire structure and get a deeper understanding of the students answer (especially blank and not sure answer).TimelineProject Design TimelineOct. 31, 2014Nov. 15, 2014Nov. 30, 2014Dec. 15, 2014Jan. 12, 2015Agreement on the research question,continue Literature reviewStart IRB and design questionnaires,continue Literature review

Finalize data collection method details, continue Literature review

Finish IRB, continue Literature review

Start TAR with the classSurvey Implementation TimelineJan. 19, 2015Feb. 9, 2015Mar. 27, 2015Apr. 10, 2015May 9, 2015Introduce the project in class and send out digital surveyChange digital pre-survey to printed version and send out in class

Send out 2 post-survey in printed version in class

1- Send out the rest 4 post-survey in printed version in class;2- Start individual interview

1- Final presentation;

2- Finish individual interviewConclusion1- Differentiate the class level

2- Change the class meeting time from once every week to twice every week

3- Integrated with design studio educationLessons learnt for TAR data collection1- Limited students amount, low attendance and off-schedule homework schedule delayed the data collection.May be solved with reorganizing the class meeting time.

2- Not being an instructor, data collection method is limited.Incentives is very important. Gift card or optional assignment.

3- Not being an instructor or TA, there could be some technical issues with sharing data. E.g. access the students homework.

4- A lot of undecided about the software evaluation. Future follow-up interview is planned. In the next semester, I may be able to collect information from design studio with students enrolled in Arch 351 as a control group, and those who are not enrolled for a comparison.

Future Work1- Assess the students understanding of software input and output;

2- Design a new survey for all the architectural students from undergraduate year #3 to graduate year #3

3- Focus group and individual interviewPromoting Active Learning in Engineering ClassroomsFaizan Zubair1, Cynthia Brame2, Paul Laibinis1

CIRTL TAR Capstone SeriesOctober 5th 20153 pm CT

1Chemical & Biomolecular Engineering2Center for Teaching 9Online modules developed to address a teaching and learning problemGrounded in understanding of how people learnTeaching-as-research: Assessment of module impact on student learning

First semester: Design and develop online learning module(s)Second semester: Implement and assess online learning module(s)10Blooms Taxonomy: The Hierarchy of Knowledge

The goal is to enable higher-level learning in-class through the design and application of new instructional materials11Target Classroom:Undergraduate Chemical Engineering ThermodynamicsStudent understanding of thermodynamic efficiency is limited Student can apply equations for simple systemsFor a system of components, student show a lack of understanding

We address this disconnect by designing and applying new instructional tools to help enable higher level learning in the classroom

12SocrativeA versatile platform for interactive teachingReal-time feedbackShort time as well as discussion based questionsEasy to share results with the classGood for group work

13Process for Developing VideosRecording SoftwareCamtasiaScreencast-O-Matic Videopad for Video-editing Wacom Board Upload the video on YoutubeUse Hapyak to integrate questions

Building analogies for thermodynamic efficiency Video 1 & 2Internal EnergyHeat losses to the surroundingsElectrical energy

Market

Transaction Costs Example: Broker FeesThermodynamic SystemCurrency Analogy15Compute efficiency of a unit componentVideo 3Internal EnergyHeat losses to the surroundingsElectrical energy

25 W of power for 60 secRaises temperaturefrom 20 C to 50 CCompute efficiency for system of componentsVideo 4Synchronized audio-videoStep-wise approach to problem solvingAssessments for students

Assessing the effectiveness of the ModuleJanFebMarAprQuiz 4 (Mar 9th)Exam II questions (Mar 19th)Student Attitude Survey (Mar 20th)PS #3 (Feb 2nd), Monetary AnalogyPS #4 (Feb 9th), Efficiency of the Heating ElementPS #6 (Mar 11th), Efficiency of the Rankine CycleImplementationAssessmentsStart of Spring 2015 semesterFormative assessments as part of the videos

Formative assessments as part of the videos

Problem on the Homework AssignmentView the video at https://www.youtube.com/watch?v=uSukYclkQqo&feature=youtu.be&hd=1 and answer the following questions:For the process described in the video employing a 100% and an 80% efficient turbine, the overall process efficiency changed from 36.6% to 29.36%. Determine the percent increase or decrease in the rate of cooling demands for the process caused by the use of the 80% efficient turbine ifa) The rate of heat provided to the process remained the same.b) The net rate of power generation remained the same.c) Determine the overall process efficiency if instead the pump was 80% efficient and the turbine was 100% efficient. Is your result greater than, less than, or the same as the 29.36% in the video? Pop Quiz Results didnt show a difference in student learning early in the semester

Quiz 4 Total(10 points)20136.4 2.320156.1 2.3Summative Assessment: Test II ResultsStudent performance on Power Generation Cycle improved in 2015Average Score: 73.0Average Score: 65.022Summative Assessment: Test II ResultsStudent performance on Refrigeration Cycle improved in 2015Average Score: 73.9Average Score: 54.123Student Perception Survey IStudents found videos to be an effective learning strategyStrongly AgreeAgreeNeutral DisagreeStrongly DisagreeThe videos were an effective way to reinforce thermodynamic concepts20%68%10%2%0%It was helpful to watch the videos on my own time and pace32%58%8%2%0%The material covered in videos related well to concepts covered in class and problem sets28%58%14%0%0%I watched at least one of the videos multiple times to help me understand a particular concept?60% of the students said yes!Student Perception Survey IIStudents supported the use of videos for other classesStrongly AgreeAgreeNeutral DisagreeStrongly DisagreeIt will be nice to have more videos to understand other thermodynamic concepts44%48%8%0%0%It will be nice to have videos to illustrate concepts in other chemical engineering classes38%54%8%0%0%Suggested topics for ThermodynamicsDeparture FunctionsFugacityEquations of StateGeneralized co-relationsConclusionsChallengesTime managementTA: Balance research with teachingStudents: Designed so that no additional time for studentsFaculty: ?Learning curve: access to technology specialistContent-specific deploymentHelpful to know the material wellTarget the instructional materials to challenging concepts + tie it to homeworkKnowing the professor helps; recognizes research demandsAdviceDont over commit yourselfAcknowledgementsCenter for TeachingCynthia Brame, Assistant DirectorRhet McDaniel, Educational Technologist

BOLD Cohort GroupDave CaudelEmilianne McCranieUdo ChinyereTy McCleeryMary Keithly

FundingNational Science Foundation grant DUE-1231286 to the CIRTL NetworkAssessing Peer Instruction in an Undergraduate Biology Classroom

Kyle OConnellDepartment of BiologyUniversity of Texas Arlington

Questions1) What effects does Peer Instruction have on student learning?a) Do males and females perform differently on PI?b) Are there differences in attendance?c) Are there quiz vs exam performance differences?2) What is the relationship between quiz and exam performance?

Does Peer Instruction Improve Student Learning Outcomes?Peer Instruction:ExperimentalGroup

Compare Quiz and Exam Performance

Traditional Quiz: Control GroupSame Course, but two different sectionsQuestion 1: What effects does Peer Instruction have on student learning?

a) Are there differences in performance between the sexes?Ttest=.801No difference is observedb) Are there differences in attendance?Ttest =.401No difference between sections

Did PI help Section1 do better on Quiz Questions then Section 2? ttest=.574

Did PI help Section1 do better on Exam Questions then Section 2?

ttest=.367What is the relationship between quizzes and exam scores? Correlation coefficient= .725

What is the relationship between quizzes and exam scores? Correlation coefficient= .289

PI Quizzes influenced exam performance

Traditional quizzes had little effect on exam scores

HoweverPI did not influence quiz scores, exam scores, or attendance.

Conclusions

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