INTRO TO CHEM ENG
INTRO TO CHEM ENG CH E 211
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This 3 page Class Notes was uploaded by Reanna Mante on Saturday September 26, 2015. The Class Notes belongs to CH E 211 at Clemson University taught by Scott Husson in Fall. Since its upload, it has received 13 views. For similar materials see /class/214236/ch-e-211-clemson-university in Chemical Engineering at Clemson University.
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Date Created: 09/26/15
TEACHING PORTFOLIO CONDENSED Scott M Husson Department of Chemical and Biomolecular Engineering Clemson University Table of Contents Statement of Teaching Responsibilities Teaching Philosophy Strategies and Objectives Methods of Student Assessment Teaching Improvement Activities Student Evaluations of Teaching Effectiveness Statement of Teaching Responsibilities As an Associate Professor in the Department of Chemical and Biomolecular Engineering my primary teaching responsibilities have been in the areas of thermodynamics and separation processes I have taught Introduction to Chemical Engineering ChE 211 Chemical Engineering Thermodynamics I and II ChE 220 321 experiments in the Unit Operations Laboratory II ChE 407 Graduate Chemical Engineering Thermodynamics ChE 804 and Graduate Mass Transfer and Stagewise Operations ChE 823 I have also overseen Senior Seminar II ChE 444 and Graduate Seminar ChE 895 I have graduated 2 MS students and 1 PhD student and I currently advise 4 PhD students and 1 Postdoc I have advised 2 students who completed an honors thesis and 12 other undergraduate researchers Teaching Philosophy Strategies and Objectives Over the years a number of events have occurred that have highlighted and shaped those teaching values that as a whole comprise my teaching philosophy This philosophy holds Students should be informed of lesson objectives I employ two primary methods to inform students of what they should be able to Q by the end of my course i My syllabus lists the overall course objectives ii For each section in the texts I compile a list of instructional objectives for that section All lists are distributed to the students throughout the semester These lists inform the students of the important topics that will be discussed and serve as study guides and preparation guides for exams N Teachers must show enthusiasm for the course material Students will show enthusiasm for the course material if teachers show enthusiasm for the material An easy way to promote enthusiasm about the course material is to relate the material to departmental research efforts even inviting graduate student researchers to participate in class activities By doing so students see that the material has direct application Some may be surprised to know what kind of research is going on in the labs around them and will seek opportunities to learn more P Students want to see specific examples of how the course material can be applied I begin each new course topic with an introduction that sets the stage The motivation behind this approach is that if students can see how the new topic can be used to solve a specific problem then they have the motivation to explore the topic For example we might discuss how principles of phase equilibria can explain why concentrated OJ tastes bad 4 V39 0 Students need practice and guidance to improve their technical writing skills Our students seem to overlook the importance of written communication skills placing little emphasis on selfevaluation and improvement of these skills Outside the university however these skills rank among the most important attributes that recruiters look for in potential chemical engineering employees To guide students I distribute a compiled list of quotDaily Tips on Writingquot that I have developed To give students practice at applying the tips I give periodic writing assignments and count writing as 20 of the overall score on a semester project that includes presubmission feedback Feedback that guides revision is a key to improving student writing Students need practice and guidance to improve their critical thinking skills Critical thinking and judgment required of engineers lies at an upper level in the hierarchy of mental growth To reach these high levels an individual must master cognitive skills and reorganize knowledge gained at lower levels This hypothesis provides a roadmap for developing effective teaching and learning strategies to be applied to core engineering courses taught in the sophomore and junior years It also suggests that the conventional approach of simply applying highlevel instruction to educate sophomores and juniors does not necessarily produce seniors who can think critically The educational strategy that I have adopted therefore is to strengthen lowlevel cognitive skills in sophomores and juniors that provide a proper foundation to develop highlevel cognitive skills Equally important to the development of highlevel cognitive skills is practice students need to practice higherorder thinking In my weekly instructional activities I include questions that involve analysis synthesis and evaluation to give the students practice at developing these skills Teachers should show compassion Each semester I am confronted with several students who are confused frustrated and filled with selfdoubt about their abilities to quotgraspquot the material In most cases these students just need some selfassurance When appropriate I tell these students quotLook this material is difficult but I believe in youquot Often it helps them to know that I am here to help them learn and that I am not 39out to get them Methods of Assessment Students learn by different modes Therefore I have utilized a number of assessment methods to accommodate the different ways that students learn Some of these methods are l 2 3 Exams I give two or three exams each semester covering topics that have been discussed during the class meeting periods The exams test quantitative calculationsbased skills and qualitative thought skills A goal is to have the students working at all cognitive levels in Bloom s Taxonomy during the exam To ensure that there is no confusion about questions that are being asked I have at times used a 5 minute reading period before each exam during which students may only read exam questions no writing is allowed Homework assignments Each week or in some classes each day I assign several problems that relate to topics that we have discussed during the class meeting periods Solutions to all homework problems are made available to the students End of class notecards From timetotime I ask the students write down what concepts were most clear most confusing and most important in a lesson or a week This assessment tells me what topics need clari cation For topics that are confusing to many students I spend time at the beginning of the next class period addressing speci c questions that the students have about the topic 4 Pictorial Representations This assessment method was popular among the students The basis for this assessment method is that some students learn best visually To accommodate this learning style I assign the students to pictorially de ne key concepts For example I might ask the students to draw dynamic equilibrium or to draw fugacity I have also had students draw cartoon strips that illustrate important concepts Sometimes the students share their de nitions with the class using an overhead projector V39 Group Project This assessment method is designed for the student who needs to see the big picture The project assignment requires teams of students to bring together all of the tools that they have learned to achieve a stated objective An important aspect of student assessments is that the students receive timely feedback on all exams and assignments I have a personal goal that states that all exams and assignments will be given back to the students on the next class period that we meet I have achieved this goal in all but four cases Teaching Improvement Activities my favorite ones In Summer 2001 I participated in the NSFsponsored New Century Scholars Workshop at Stanford University The NCS Workshop activities addressed the integration of pedagogical knowledge with other forms of scholarship recognizing the multiple demands placed on faculty productivity In particular we discussed information and research concerning teaching learning styles inclusive classroom learning elements of effective lecturing projectbased learning technology in teaching time and stress management developing a career strategy and balance in personal and professional lives We used this information to develop an action plan for course and instructional practice redesign I was a coinvestigator for an NSFsponsored research effort to develop apply and assess new teaching and learning devices that exercise lowlevel cognitive skills and that support rapid and effective development of critical thinking Student Evaluations of Teaching Effectiveness I want to end with some student comments that I have received on endofcourse evaluations I think that your teaching skills are very good one of the best teachers that I have had at college Greatjob Dr Husson has shown consistently through the semester a devotion to both the student and the course This translates to the student being more successful in a course of considerable difficulty Dr Husson is incredibly attentive understanding and willing to help students outside of class He39s available at almost any time and understands and directly answers questions He also knows exactly what to say in lecture to increase understanding and isn39t afraid to try new ideas Overall Dr Husson is a very effective teacher He is always willing to help and answer questions I ve probably learned more from him than any other professor at Clemson Dr Husson applied several teaching methods in his lessons He was trying to accommodate all learning styles
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