January 11, 2011, 10:14 pm
Image via Wikipedia
This week I’ve been immersed in the inverted classroom idea. First, I gave this talk about an inverted linear algebra classroom at the Joint Meetings in New Orleans and had a number of really good conversations afterwards about it. Then, this really nice writeup of an interview I gave for MIT News came out, highlighting the relationship between my MATLAB course and the MIT OpenCourseware Project. And this week, I’ve been planning out the second iteration of that MATLAB course that’s starting in a few weeks, hopefully with the benefit of a year’s worth of experience and reflection on using the inverted classroom to teach technical computing to novices.
One thing that I didn’t talk much about at the Joint Meetings or in the MIT interview was perhaps the most prominent thing about using the inverted …
December 22, 2010, 12:00 pm
Image via Wikipedia
Robert Lewis, a professor at Fordham University, has published this essay entitled “Mathematics: The Most Misunderstood Subject”. The source of the general public’s misunderstandings of math, he writes, is:
…the notion that mathematics is about formulas and cranking out computations. It is the unconsciously held delusion that mathematics is a set of rules and formulas that have been worked out by God knows who for God knows why, and the student’s duty is to memorize all this stuff. Such students seem to feel that sometime in the future their boss will walk into the office and demand “Quick, what’s the quadratic formula?” Or, “Hurry, I need to know the derivative of 3x^2 – 6x +1.” There are no such employers.
Prof. Lewis goes on to describe some ways in which this central misconception is worked…
December 3, 2010, 3:17 pm
Image via Wikipedia
I’d like to take back something that I said in my post last week on the UCF cheating scandal (my emphasis):
[T]he more this situation unfolds, the more unhealthy it makes the whole educational environment surrounding it seem. Class sizes in the multiple hundreds: Check. Courses taught mainly through lecture: Check. Professor at a remove from the students: Check. Exams taken off the rack rather than tuned to the specific student population: Check. And on it goes. I know this is how it works at many large universities and there’s little that one can do to change things; but with all due respect to my colleagues at such places, I just can’t see what students find appealing about these places, and I wonder if students at UCF are thinking the same thing nowadays.
I’m coming at that statement as some…
November 4, 2010, 7:47 am
Image via Wikipedia
Excellent blog post in the NY Times website this morning telling us that the choice of college major is not as important as we think. The author shares this research finding:
A University of Texas at Austin professor, Daniel Hamermesh, researched career earnings data sorted by choice of major and concluded that:
“Perceptions of the variations in economic success among graduates in different majors are exaggerated. Our results imply that given a student’s ability, achievement and effort, his or her earnings do not vary all that greatly with the choice of undergraduate major.”
A study conducted by PayScale Inc. found that history majors who pursued careers in business ended up earning, on average, just as much as business majors.
The author goes on to cite four reasons why a liberal arts major…
June 21, 2010, 6:21 pm
I’m currently at the American Society for Engineering Education conference and symposium in Louisville. There is a lot to process as I attend sessions on student learning, technological literacy, liberal education, and so on, all from the perspective of engineers and engineering educators. There is an entire division (a sort of special interest group) within the ASEE for Liberal Education, and I attended one of their paper sessions this afternoon.
Engineers have a quite different perspective on liberal education than those in “liberal arts” disciplines (by which we usually mean social sciences, arts, humanities) and those of us math/science people working in liberal arts colleges, but surprisingly — at least for the engineers I hung out with in the session — the two conceptions largely agree. We all conceive of liberal education as education that integrates multiple perspectives into …
April 17, 2010, 6:15 am
This article (1.2 MB, PDF) by three computer science professors at Miami University (Ohio) is an excellent overview of the concept of the inverted classroom and why it could be the future of all classrooms given the techno-centric nature of Millenials. (I will not say “digital natives”.) The article focuses on using inverted classroom models in software engineering courses. This quote seemed particularly important:
Software engineering is, at its essence, an applied discipline that involves interaction with customers, collaboration with globally distributed developers, and hands-on production of software artifacts. The education of future software engineers is, by necessity, an endeavor that requires students to be active learners. That is, students must gain experience, not in isolation, but in the presence of other learners and under the mentorship of instructors and practitioners. …
April 4, 2010, 8:30 pm
The hardest thing about teaching the MATLAB course — or any course — is responding to student questions. Notice I do not say “answering” student questions. Answers are not the issue; I’m no MATLAB genius, but I can answer 95% of student questions on the spot. The real issue is whether I should. If my primary task is to teach students habits of mind that translate into lifelong learning — and I earnestly believe that it is — then answers are not always the best thing for students.
I’ve noticed four types of questions that students tend to ask in the MATLAB course, and these carry over pretty seamlessly to my other courses:
- Informational questions that have nothing to do with the problem they’re working on or the material. Example: When are your office hours? When is this lab due? When is the final exam?
- Clarifying questions that seek to make sense…
March 1, 2010, 9:21 pm
My apologies for being a little behind the curve on the MATLAB-course-blogging. It’s been a very interesting last couple of weeks in the class, and there’s a lot to catch up on. The issues being brought up in this course that have to do with general thinking and learning are fascinating, deep, and complicated. It’s almost as if the course is becoming only secondarily a course on MATLAB and primarily a course on critical thinking and lifelong learning in a technological context.
This past week’s lab really brought that to the forefront. The lab was all about working with external data sets, and it involved students going to this web site and looking at this data set (XLS, 33 Kb) about electoral vote counts of the various states in the US (and the District of Columbia). One of the tasks asked students to make a scatterplot of the land area of the states versus their electoral vote count…
March 24, 2008, 4:00 pm
A blog post at Wired claims to give the Top 5 Reasons It Sucks to be an Engineering Student. Discussion is in the comments there and at this lively thread at Slashdot. The reasons given at the Wired blog are (in reverse order):
- Awful textbooks
- Professors are rarely encouraging
- Dearth of quality counseling
- Other disciplines have inflated grades
- Every assignment feels the same
It sounds to me like the blogger at Wired is stereotyping, based on what goes on at large research universities. A student could avoid #2, #3, and maybe #5 just by doing a 3+2 program where the first three years are done at a liberal arts college (…shameless plug alert…).
As for the grade inflation, I admit there’s no solution to this short of doing the right thing and forcing real academic standards on some of the touchiest-feeliest portions of the liberal arts world. But I think that would lead to mass…
February 19, 2008, 10:29 am
Following up on his three posts on classical education yesterday, Gene Veith weighs in on mathematics instruction:
I admit that classical education may be lagging in the math department. The new classical schools are doing little with the Quadrivium, the other four liberal arts (arithmetic, geometry, astronomy, and music). The Trivium, which is being implemented to great effect (grammar, logic, and rhetoric), has to do with mastering language and what you can do with it. The Quadrivium has to do with mathematics (yes, even in the way music was taught).
This, I think, is the new frontier for classical educators. Yes, there is Saxon math, but it seems traditional (which is better than the contemporary), rather than classical, as such.
Prof. Veith ends with a call for ideas about how mathematics instruction would look like in a classical education setting. I left this comment: