Monthly Archives: June 2019

Preparing for EBIT 2019

Here is a copy of the email sent to participants.

Dear EBIT participants

We are thrilled to welcome you to EBIT Summer 2019. We have an action-packed program planned for you. Before you arrive, we have four things for you do to in preparation.

1) A major component is a ‘microteaching’ experience, and we want to give you a heads up now so you can start thinking about it. Some of the feedback from previous participants was a desire for this advance notice, so here it is.

During the week, you will be designing portions of an instructional module on a topic of your choice. A module is a roughly two-week portion of a course focused on a fundamental concept. You’ll be designing learning objectives and assessments for this module, and you’ll also do two iterations of a five to 10 minute introductory lecture/activity. You’ll present this activity for the other participants who come from a wide range of STEM fields, so we suggest choosing a topic that will be easy for you and them. Choose something appropriate for the early part of a lower-division undergraduate course in an area that you are interested in teaching someday. Your colleagues will give you feedback, which you’ll then incorporate in a second iteration.

Of course, we’ll have lots of specific instructions and suggestions about how to teach, but the topic is entirely up to you.

2) Part of our workshop emphasis is on using data to inform your teaching practices, and on starting instruction based on what students know when they start. So, in that spirit, we are asking you to complete this Pre Course Survey:

After completing the survey, please take a look at the pre-readings shown below. Please treat these as you would a reading assignment for any course you’re taking. We’ll have a short quiz (ungraded!) on Monday’s assignment and we’ll be talking about your experience with reading and quizzes in the context of the research on textbook use and reading quizzes.

2) We will have a session on writing a teaching philosophy statement. Such statements are very helpful when applying for faculty positions, and are also typically required of faculty going up for reappointment or tenure. The Zotero library contains a document that the CU Mechanical Engineering Department uses to guide faculty as an example of expectations. Please have a look. Our session will be more valuable if you can bring a draft of your teaching statement to the workshop.

We included full citations for reference with that email, but the content is available as pdfs in our Zotero library:

Zotero is a citation and reference tool like Endnote and Mendeley, but is open source and is better for sharing source documents with research groups and students. We’ll have a demo of this Monday also.

Pre-Readings (sorry, I can’t post the pdfs here, but please join our Zotero group for access)

MONDAY Read preface (pg 12- 16) of

Nancy Kober. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. National Academy Press, 2015.

TUESDAY Read the 2 page summary of Gibbs, Graham, and Claire Simpson. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1, no. 1 (2004): 3–31.

Read Hake, Richard R. “Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics 66, no. 1 (1998): 64. doi:10.1119/1.18809.

WEDNESDAY Skim Lin-Siegler, Xiaodong, Carol S. Dweck, and Geoffrey L. Cohen. “Instructional Interventions That Motivate Classroom Learning.” Journal of Educational Psychology 108, no. 3 (2016): 295–99.

THURSDAY Read Jean Hertzberg, Jana Milford, Daniel Knight, and Sarah Andrews. “Teaching Statement Self-Reflection Guide.Pdf.” Dept. Mechanical Engineering, University of Colorado Boulder, May 29, 2019.

Travel and lodging arrangements are up to you, but please let us know if you have questions. We have a block of rooms at a discounted rate at the Best Western Plus Boulder Inn; reserve before July 8 for the discount.  If you are unable to attend, please let us know. Also, we are planning a group dinner at the end of the workshop on Friday evening. It’s optional, but we’d love to see you there.

Looking forward to seeing you on Monday July 29, in the Idea Forge, which is in the Fleming Building, room 33. Our classroom is in the southeast corner of the building on the ground (lowest) floor. FYI, Jean will be away from email June 22- July 1.

Best regards

Jean Hertzberg (CU Boulder) and Sarah Hokanson (Boston University)

EBIT Summer 2019 Co-Instructors

Housing in Boulder 2019

I wish I had a great option for our participants from out of town, but inexpensive housing in Boulder is always a challenge. However, the Best Western Plus Boulder Inn is within walking distance, and we have a discounted rate available until July 7. The workshop will be held in the Idea Forge, in the Fleming building near the southeast corner of the main Boulder campus. Other close hotels are the Millenium Harvest House, and Basecamp Boulder. If you’d like to share an Airbnb, I’ll be happy to connect you to other interested participants. Email me, Jean.

Instructors 2019

Jean Hertzberg, PhD

Associate Professor

I have been a Mechanical Engineering faculty member at the University of Colorado, Boulder, (CU) since 1991, teaching fluid mechanics, thermodynamics, experimental techniques and design to graduate and undergraduate students. My disciplinary research is generally human-scale experimental fluid physics ranging from combustion to cardiac hemodynamics, and always features some type of flow or data visualization.

Since 2006 I have been interested in engineering education research, when I found students responded to my Flow Visualization elective in a big way, and I wanted to know why. The answer to that question led me to become active in faculty development and CU’s excellent disciplinary based education research (DBER) community, where I have learned about the science of teaching and learning. Participation in the NSF-funded CIRTL network has given me the opportunity to develop EBIT (formerly STRIPE) which I’ve been teaching since 2013, with the assistance of wonderful co-instructors: Rique Campa, Clayton Lewis, Andrew Martin, Kathryn Spilios and now Sarah Hokanson.

Sarah Chobot Hokanson, PhD

Assistant Provost, Professional Development & Postdoctoral Affairs

Sarah is responsible for postdoctoral affairs, professional development programming and resources for doctoral students and postdocs across the University, as well as supporting the development of University policies related to postdoctoral scholarship. She also provides resources for faculty mentors and PIs applying for grants related to doctoral and postdoctoral training. Sarah is the multi-PI of the Postdoc Academy, a $1.8m NIH project focused on providing digital and in-person professional development opportunities for postdocs nationwide. She is co-PI of an NSF AGEP Alliance (CIRTL AGEP) focused on improving the research climate for graduate students and postdocs, and is co-Director of the Workforce Development Core within Boston University’s NSF Engineering Research Center (CELL-MET). Sarah serves in leadership positions nationally, including most recently on the AAMC Postdoctoral Leaders Steering Committee and the Cross Network Operations Group within the Center for the Integration of Research, Teaching, and Learning (CIRTL) Network. Sarah received her BA in Chemistry from Boston University, a NSF Graduate Research Fellowship-funded PhD in Biochemistry and Molecular Biophysics from the University of Pennsylvania School of Medicine, and did a Ruth L. Kirschstein NIH postdoctoral fellowship at Cornell University in Chemistry and Chemical Biology.