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Teaching Goals vs. Learning Goals What is the difference? http://assessment.uconn.edu/images/cartoon.jpg What do all the words mean? Setting expectations for the course Setting expectations for the unit Setting expectations for the activity Setting expectations for the learning Course Goals Collection of Lessons Learning Objectives Learning Goals Course Outcomes Topic List Instructional Materials Learning Outcomes Course Description Course Goals Objectives Learning Outcomes Knowledge 5 years from now!! “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.” • HERBERT A. SIMON, one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University. Ambrose, S.A., Bridges M.W., DiPetro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass. What is Learning? 1. Learning is a process, not a product 2. Learning involves change in knowledge, beliefs, behaviors, or attitudes 3. Learning is not something done to students, but rather something students themselves do Ambrose, S.A., Bridges M.W., DiPetro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass. Course Goals • What do you want students to know or be able to do at the end of your course (or in five years)? Example Select foods according to their basic nutrient content and their usefulness to the human body. Curators Professor Materials Science and Engineering DR. WILLIAM G. FAHRENHOLTZ Textbook Example Yukl, G. A. (2006). Leadership in organizations (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Textbook Example Larson, R. & Hostetler, R. (2007). Precalculus (7th ed.). Boston, MA: Houghton Mifflin Company. Textbook Example Whitney, E., & Rolfes, S. R. (2013). Understanding Nutrition (13th ed.). Belmont, CA: Wadsworth, Cengage Learning. ABCD’s of Objectives Audience Behavior (performance) Condition Degree (criteria) From English Composition Given a standard sentence, the Composition 1 student should be able to identify the noun and verb without error. From Electrical Circuits After completing the assignment, the student will be able to determine the appropriate load or source impedance to maximize average power delivered to a load. A general objective At the end of the library session the student should be able to identify a relevant database for their term paper research. It could be this simple! Your Turn! Write one objective for your class Course Blueprint Development CE 2200 M.A. Koen, Ph.D Assistant Adjunct Professor CArE Department, S&T Four Elements • • • • Course Description General Course Goals Performance Objectives Learning Outcomes OBJECTIVES GOALS DESCRIPTION OUTCOMES Course Description S&T Catalog Version “Application of the principles of mechanics to engineering problems of equilibrium. Topics include resultants, equilibrium, friction, trusses, center of gravity and moment of inertia.” Expanded Version for Students This course endeavors to provide the student with a clear and thorough presentation of the theory and application of engineering mechanics. The goal is to stimulate an interest in Engineering Mechanics and provide a guide to the understanding of the concepts that will allow an engineering student to continue the application of these principles in the classes that follow. Principles are first applied to the simple, then to more complicated situations. In a general sense, each principle is applied first to a particle, then a rigid body subjected to a coplanar system of forces and finally to three-dimensional force systems acting on a rigid body. We begin with an introduction to mechanics and a discussion of units. The vector properties of a concurrent force system are then introduced. This theory is then applied to the equilibrium of a particle. We continue with a general discussion of both concentrated and distributed force systems and the methods used to simplify them. Once the groundwork has been laid, we develop the principles for solving for 2d and 3d rigid-body equilibrium problems. We continue by applying these principals to the specific analysis of trusses, frames, and machines and the forces developed internally as well as at support reactions. Expanded Version for Students, cont… We then proceed to the analysis of internal forces and bending moments in beams. We begin our process by developing equations to calculate these forces and then complete the process by a more visual analysis through the construction of shear and moment diagrams for beam analysis. Applications are expanded to general problems involving frictional forces including an analysis of belts and wedges. Topics related to the center of gravity and centroids are discussed and specific applications involving the theorems of Pappus and Guildins and fluid pressure are presented. We complete our coverage of introductory engineering mechanics by looking at the concepts of moment of inertia, product of inertia and principle moments of inertia to provide a smooth transition to the courses that follow. These topics are presented through online theory modules with related video solutions. Homework is submitted through Mastering Engineering, online student community involvement through Piazza.com is encouraged, face to face problem solving time with instructor is available with the blended class design. Students are encouraged to participate in “Statics in Real Life” for extra credit. Four department exams as well as a comprehensive final are included for determination of students’ material comprehension. General Course Goal 1 1. Discuss theory and provide necessary examples to enable students to gain an understanding of how to do the following: describe the defining characteristics of a vector and express a force or moment as a vector, write and solve equilibrium equations for a particle, replace a system of forces and moments with an equivalent representation. General Course Goal 2 2. Discuss theory and provide necessary examples to enable students to gain an understanding of how to do the following: describe the differences between rigid body and particle static analysis, derive and solve the equilibrium equations for a rigid body, set up and solve truss problems as well as machine and frame problems. General Course Goal 3 3. Discuss theory and provide necessary examples to enable students to gain an understanding of how to do the following: describe the relationship between shear forces and bending moments and determine the shear force and bending moment at any point within a rigid body, write and solve the equilibrium equation problems involving friction, determine the centroid of a rigid body and composite bodies by integration. General Course Goal 4 4. Discuss theory and provide necessary examples to enable students to gain an understanding of how to do the following: describe the general approach to solving distributed loading problems and apply it to fluid pressure problems, determine the moments of inertia for a rigid body by integration and composite bodies and explain the significance of principal moments of inertia. Goal 1 - Performance Objectives & Learning Outcomes Upon completion of the module(s), the student will be able to: • Perform basic vector operations, including adding and resolving vectors into components by using the Parallelogram Law. • Express 2d and 3d force and position vectors in Cartesian vector form and determine magnitude and direction. • Use the dot product to determine the angle between two vectors and the projection of one vector onto another. – HW 1 Upon completion of the module(s), the student will be able to: • Draw a complete free-body diagram for a particle in equilibirum. • Solve particle 2D and 3D equilibrium problems using the equations of equilibrium. – HW 2 Upon completion of the module(s), the student will be able to: • Explain the concept of the moment of a force • Calculate the magnitude and direction of a moment created by a force in two and three dimensions. – HW 3 Cont…. Upon completion of the module(s), the student will be able to: • Calculate the moment of a force about a specified axis in 3D. – HW 4 Upon completion of the module(s), the student will be able to: • Define the moment of a couple. • Determine the resultants of non-concurrent force systems. – HW 5 Upon completion of the module(s), the student will be able to: • Reduce a simple distributed loading to a resultant force having a specified location. – HW 6 Upon completion of the module(s), the student will be able to: • Do a self-review to prepare for exam one. – HW 7 Daily Information • • • • • • Date Topic Reading Videos Day Problems End Results • • • • • • In Class HW On-Line HW 4 Exams Bonus Points Final Exam Semester Grade Course Component Alignment Assessments Learning Objectives Instructional Activities Course Component Alignment Assessments Learning Objectives Instructional Activities Course Component Alignment Assessments Learning Objectives Instructional Activities Course Component Alignment Assessments Learning Objectives Instructional Activities Upcoming Events Thank you for attending today. More events: • Curators’ Teaching Summit – November 12 • Sign up to present at TLT Conference by Nov. 21st. • Appy Hour - November 6th, 2:00 – 3:00 PM