Teaching philosophy - North Dakota State University



Teaching philosophyEnrique Alvarez Vazquez33953454635500I believe that the purpose of education is to aid students in finding their maximum potential. We, as instructors, are facilitators of the learning process. Learning is a marvelous journey, and I would love to foster a lifelong addictive activity that can elevate and serve the world that we live in. I have specialized in teaching engineering because I see great inspiration in providing possibilities to young minds that can apply their creativity to innovate solutions to problems that deal with issues important to modern society. Because of this, I intend to include project-based learning (PBL) in every class I teach ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Thomas","given":"John W","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2000"]]},"title":"A review of research on project-based learning","type":"article-journal"},"uris":[""]}],"mendeley":{"formattedCitation":"[1]","plainTextFormattedCitation":"[1]","previouslyFormattedCitation":"[2]"},"properties":{"noteIndex":0},"schema":""}[1]. In fact, our research group has taken PBL and transformed it to Innovation Based Learning ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1109/LWMOOCS47620.2019.8939635","ISBN":"null VO -","abstract":"MOOCs and Innovation-Based Learning (IBL) models are efficient individually, but they also contain points of friction that limit their potential. Our research team has developed a synergistic learning model that combines the scale and accessibility of MOOCs with the innovative thinking, research, and development of IBL. Together, these two models benefit one another. This new learning model has the potential to alter the current higher education system by creating an opportunity for massive open online collaboration to solve today's vexing problems. The following describes how MOOCs and IBL, in combination, benefit and enhance higher education's potential.","author":[{"dropping-particle":"","family":"Swartz","given":"Ellen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pearson","given":"Mary","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Vazquez","given":"E A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Striker","given":"Ryan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Vazquez","given":"E A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Striker","given":"Ryan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pearson","given":"Mary","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alvarez Vazquez","given":"Enrique","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"2019 IEEE Learning With MOOCS (LWMOOCS)","id":"ITEM-1","issue":"October","issued":{"date-parts":[["2019"]]},"page":"90-95","publisher":"IEEE","title":"Innovation Based Learning on a Massive Scale","type":"paper-conference"},"uris":[""]}],"mendeley":{"formattedCitation":"[2]","plainTextFormattedCitation":"[2]","previouslyFormattedCitation":"[3]"},"properties":{"noteIndex":0},"schema":""}[2] (IBL). When a student applies and creates innovation solutions, the learning process is elevated to higher levels of Bloom’s taxonomy ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1080/00940771.2011.11461797","ISSN":"0094-0771","author":[{"dropping-particle":"","family":"Lattimer","given":"Heather","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Riordan","given":"Robert","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Middle School Journal","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2011","11","1"]]},"note":"doi: 10.1080/00940771.2011.11461797","page":"18-23","publisher":"Routledge","title":"Project-Based Learning Engages Students in Meaningful Work","type":"article-journal","volume":"43"},"uris":[""]},{"id":"ITEM-2","itemData":{"author":[{"dropping-particle":"","family":"Bloom","given":"Benjamin S","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"New York: McKay","id":"ITEM-2","issued":{"date-parts":[["1956"]]},"page":"20-24","title":"Taxonomy of educational objectives. Vol. 1: Cognitive domain","type":"article-journal"},"uris":[""]},{"id":"ITEM-3","itemData":{"ISBN":"0321084055","author":[{"dropping-particle":"","family":"Krathwohl","given":"David R","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Anderson","given":"Lorin W","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-3","issued":{"date-parts":[["2009"]]},"publisher":"Longman","title":"A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"[3]–[5]","plainTextFormattedCitation":"[3]–[5]","previouslyFormattedCitation":"[4]–[6]"},"properties":{"noteIndex":0},"schema":""}[3]–[5]. We must find ways where students find intrinsic motivation ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"9781101524381","author":[{"dropping-particle":"","family":"Pink","given":"D H","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2011"]]},"publisher":"Penguin Publishing Group","title":"Drive: The Surprising Truth About What Motivates Us","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"[6]","plainTextFormattedCitation":"[6]","previouslyFormattedCitation":"[1]"},"properties":{"noteIndex":0},"schema":""}[6].left10795Creativity and freedom of thinking flourish in engineering education. Fundamentals are the basis for a good modern engineer, but knowing how to use those fundamentals and apply them in innovative ways is what makes an engineer shine. In addition to Bloom’s taxonomy, I also try to adapt Fink’s taxonomy of significant learning ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"9781118124253 1118124251","abstract":"\"In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students\"--","author":[{"dropping-particle":"","family":"Fink","given":"L Dee","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2013"]]},"language":"English","title":"Creating significant learning experiences : an integrated approach to designing college courses","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"[7]","plainTextFormattedCitation":"[7]","previouslyFormattedCitation":"[7]"},"properties":{"noteIndex":0},"schema":""}[7], especially principles four, five, and six that relate to human dimension, caring, and learning to learn. Fink’s taxonomy directly relates to intrinsic motivation, thus we must find ways where students find intrinsic motivation ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"9781101524381","author":[{"dropping-particle":"","family":"Pink","given":"D H","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2011"]]},"publisher":"Penguin Publishing Group","title":"Drive: The Surprising Truth About What Motivates Us","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"[6]","plainTextFormattedCitation":"[6]","previouslyFormattedCitation":"[1]"},"properties":{"noteIndex":0},"schema":""}[6]. An example of this intrinsic motivation usage was the utilization of an Innovation Based Learning approach based on Funding Opportunity Announcements (FOAs) ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1109/LWMOOCS47620.2019.8939657","ISBN":"null VO -","abstract":"Our research group is currently engaged in an enhanced learning environment, within higher education, using Massive Open Online Courses (MOOCs) in combination with Innovation-Based Learning (IBL). Both approaches to learning when arranged correctly, improve students learning and engagement towards the course. When using IBL, one of the main problems that students experience is the selection of their class project. We propose a methodology based on funding opportunity announcements (FOA) to aid in the selection process. Student groups are able to quickly compare and match their skills and interests to market demand as expressed by groups such as NIH or NSF. The students in the class experience a blended approach; they collaborate online and in-class, and they apply knowledge acquired from online content to their main project. In this blended approach, FOAs act as a catalyst to students' learning; it both focuses them at the beginning and motivates them throughout the course. Students in this MOOC-enabled learning ecosystem grow in their intrinsic motivation and engagement. Furthermore, FOAs project selection solves scalability issues when dealing with inter-disciplinary projects and availability of proper experts/mentors for students. This tailored combination improves efficiency and targets project's relevance, which makes it very attractive to higher education administrators.","author":[{"dropping-particle":"","family":"Vazquez","given":"Enrique Alvarez","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pearson","given":"Mary","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Striker","given":"Ryan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Swartz","given":"Ellen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Striker","given":"Ryan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Swartz","given":"Ellen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alvarez Vazquez","given":"Enrique","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Striker","given":"Ryan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pearson","given":"Mary","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Swartz","given":"Ellen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Singelmann","given":"Lauren","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"2019 IEEE Learning With MOOCS (LWMOOCS)","id":"ITEM-1","issue":"October","issued":{"date-parts":[["2019"]]},"page":"79-83","publisher":"IEEE","title":"Federal Funding Opportunity Announcements as a Catalyst of Students’ Projects in MOOC Environments","type":"paper-conference"},"uris":[""]}],"mendeley":{"formattedCitation":"[8]","plainTextFormattedCitation":"[8]"},"properties":{"noteIndex":0},"schema":""}[8]. Students worked on a complex project of their choice, and were evaluated on high external impact (how well what they produced served society). This method produces a culture of caring, sharing among others, peer-reliability, positive external value, team collaboration, and grant challenge innovative solutions, which in my opinion are key for success for the future generations of engineering education.Students learn best when they are intrigued about the class, when they are motivated to learn, and when the class includes active experiences ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"0002-9165","author":[{"dropping-particle":"","family":"Blackburn","given":"George L","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"The American journal of clinical nutrition","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2005"]]},"page":"218S-221S","publisher":"Oxford University Press","title":"Teaching, learning, doing: best practices in education–","type":"article-journal","volume":"82"},"uris":[""]}],"mendeley":{"formattedCitation":"[9]","plainTextFormattedCitation":"[9]","previouslyFormattedCitation":"[8]"},"properties":{"noteIndex":0},"schema":""}[9]. When a proper culture of learning is in place and students are able to see what kind of value they can provide beyond the boundaries of the class, the experience of learning is positive and challenging and pushes the students outside their comfort zone. Engineering is such a lively world: it is always changing, and it requires students pivoting in a dynamic way. My goals as an instructor are to keep students active in the learning process and to motivate them to achieve their own goals. I intend to include at least two active learning activities per class period. In the past, we were challenged with a variable number of students, with different knowledge base (undergraduates and gradates) and concurrently from different locations (different universities). Instead of seeing this as a drawback for the class, we saw it as an opportunity to try new methods and to sharpen our skills in both synchronous and asynchronous face to face and online teaching. My class culture is based on providing immediate and frequent feedback and radical transparency while maintaining trust ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"1522524185","author":[{"dropping-particle":"","family":"Veselinova","given":"Elena","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Samonikov","given":"Marija Gogova","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2017"]]},"publisher":"IGI Global","title":"Building brand equity and consumer trust through radical transparency practices","type":"book"},"uris":[""]},{"id":"ITEM-2","itemData":{"ISSN":"0013-189X","author":[{"dropping-particle":"","family":"Cook-Sather","given":"Alison","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational researcher","id":"ITEM-2","issue":"4","issued":{"date-parts":[["2002"]]},"page":"3-14","publisher":"Sage Publications Sage CA: Thousand Oaks, CA","title":"Authorizing students’ perspectives: Toward trust, dialogue, and change in education","type":"article-journal","volume":"31"},"uris":[""]}],"mendeley":{"formattedCitation":"[10], [11]","plainTextFormattedCitation":"[10], [11]","previouslyFormattedCitation":"[9], [10]"},"properties":{"noteIndex":0},"schema":""}[10], [11]. I believe that the teaching culture of my classes is the key ingredient for any class’s success: trust, freedom, curiosity and team collaboration are just a few examples of the principles that I have applied in my teaching career. In addition, I encourage students to take risks in class, and should not be punished for it. The class can be understood as a sandbox where students should be encouraged to learn the process of trying, receiving/giving constructive feedback, and applying correction based on the feedback.One thing that I like to remind myself is that teaching is about being fair, respectful, engaging, and clear, and that I am here to serve my students and guide them through the learning path. References:ADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY [1]J. W. Thomas, “A review of research on project-based learning,” 2000.[2]E. Swartz et al., “Innovation Based Learning on a Massive Scale,” in 2019 IEEE Learning With MOOCS (LWMOOCS), 2019, no. October, pp. 90–95, doi: 10.1109/LWMOOCS47620.2019.8939635.[3]H. Lattimer and R. Riordan, “Project-Based Learning Engages Students in Meaningful Work,” Middle Sch. J., vol. 43, no. 2, pp. 18–23, Nov. 2011, doi: 10.1080/00940771.2011.11461797.[4]B. S. Bloom, “Taxonomy of educational objectives. Vol. 1: Cognitive domain,” New York McKay, pp. 20–24, 1956.[5]D. R. Krathwohl and L. W. Anderson, A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, 2009.[6]D. H. Pink, Drive: The Surprising Truth About What Motivates Us. Penguin Publishing Group, 2011.[7]L. D. Fink, Creating significant learning experiences?: an integrated approach to designing college courses. 2013.[8]E. A. Vazquez et al., “Federal Funding Opportunity Announcements as a Catalyst of Students’ Projects in MOOC Environments,” in 2019 IEEE Learning With MOOCS (LWMOOCS), 2019, no. October, pp. 79–83, doi: 10.1109/LWMOOCS47620.2019.8939657.[9]G. L. Blackburn, “Teaching, learning, doing: best practices in education–,” Am. J. Clin. Nutr., vol. 82, no. 1, pp. 218S-221S, 2005.[10]E. Veselinova and M. G. Samonikov, Building brand equity and consumer trust through radical transparency practices. IGI Global, 2017.[11]A. Cook-Sather, “Authorizing students’ perspectives: Toward trust, dialogue, and change in education,” Educ. Res., vol. 31, no. 4, pp. 3–14, 2002.I would like to give some examples of my teaching philosophy regarding the following aspects:Teaching goalsContent/fundamentals Learning (aiming for all levels of Bloom’s on key topics)Caring about the field (please see syllabus attached on materials section, I aimed to foster caring by doing visits, open dialogs, self-reflections, etc.).Application of knowledge in relevant projectsFoster collaboration and peer comradery (helped by rapid changing technologies)Teaching strategiesDaily starting announcement (always welcoming my students with a big smile, and asking first if they need anything that has to be resolved prior starting the class)Daily closing announcement (reminder on what’s next and solving any questions students may have)Students solve possible conflicts that may occur in class (they take ownership on the class)Keep balance between trust and transparent feedbackExit tickets to check on progressKeep balance between fairness and consideration between special casesMethods of assessing student progress towards goalsPeriodic in-class and outside-class presentations by studentsLearning reportsDigital Concept mapsGrade by contractExternal visits to relevant labs or institutionsSelf-reflections on why the project the student is working on is importantEncourage learning outside the scope of the concepts of the classUse of MOOCs as a platform to develop skillsStudent to student accountability. Students can gauge the level of learning from peers and encourage them to achieve the short- and long-term goals.Display custom dashboard with student’s progress in class (on MOOCIBL, a custom self-made learning management platform, students are able to access all their evaluations in real time right after they have been input) ................
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