More Evidence of Effective Teaching
I perform a wide range of activities for effective teaching and learning. A few examples are summarized below with evidences.
The comprehensive Syllabus designed and developed for students is probably the longest document (9 to 12 pages long) that the students study in my courses. It is very important that the students get a clear understanding of the expectations from the instructor from the very beginning of the semester. Because the syllabus is viewed as a contract between a student and an instructor, it must be written comprehensively. While the details on each section of the comprehensive syllabus can be found in the Appendix F, the list of items include in the syllabi are provided below.
Instructor’s contact information and office hours
Catalogue description of the course
Overall learning goals and outcomes
Recommended texts
Academic Integrity
Design of the course
Tentative grade
Subject matter learning outcomes
Subjective matter learning objectives
Class Lectures and needed materials
Attendance policy of MSU
Course Website
Communication with the instructor
Assignment
Exams
Case Studies
Projects
Grading policies and rubrics
Policies on Individuals with disabilities
Policies on the use of electronic devices in the classroom
Learning outcome of AMET programs
References
Tentative Schedules
Important dates
The learning Goals, Outcomes, and Objectives have been updated and clearly written in each syllabus reflecting the learning goals, objectives, and outcomes of (1) the perspective programs (BS, MS in Automotive and Manufacturing Engineering Technology), (2) the department of the automotive and manufacturing, (3) the college, and finally (4) MSU. The detailed plans mentioned in the syllabi are strictly followed during the course of teaching and learning.
Numerous professional development training and certifications, including CETL, Quality Matters, SCOT programs, and the feedback from industries have been used to update the syllabi continually since day one at MSU. I have taken all opportunities available for improvement of my teaching methods and techniques. As I am constantly getting training and education, teaching and learning experiences are becoming more and more polished and refined as I have progressed at MSU. I document them in all my syllabi so that students get a clear understanding regarding the updated expectations for any of my courses.
A comprehensive and well written syllabus set the stage for the course, according to Shaheen Ahmed. Although many will argue that learning outcomes written following the Bloom’s taxonomy has nothing to do with student learning, a well written syllabus definitely helps the instructor to document his/her effort in quality teaching and learning. Without proper documentations, could a sustainable growth be achieved?
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Lecture videos are being continuously produced. I have produced over 300 videos on the difficult to learn topics and subjects. And I am constantly adding videos in my library. Student’s feedback on the lecture videos has been observed to be beyond expectations. I have observed a significant increase in learning for all the students, particularly the students with learning disabilities.
Over 500!
More being added everyday!
These videos can be found in the
Videos are not monetized
Students are encourage to watch them and learn more
Missing classes! No problem!
Did not follow the class? No Problem!
Question on the XYZ topic/subject, watch the XYZ video
While many how-to’s and lower order learning skills are demonstrated in the videos, higher order learning skills can be practiced during classrooms and office visits. I also watch my own videos for the two courses I teach once a year!
Videos are also used in training local industries!
Videos are used as for future references!
Feel accomplished for doing something like this!
Flipped classroom teaching method has been applied to two of the courses (MET 427/527 and MET 654). Both of these classes, students watch the video explanations of the topics as homework and complete the how-to part of the homework. Finally, a discussion is moderated by the instructor on the how-to produced at home as an assignment.
For an example, following the video demonstrations, students calculate the number of mangos needed to be tested in contrast to the number of screws in a super market. In the classroom, discussions are moderated by the instructor on why there are differences in calculating the sample size for these two different product types. Why there are differences in method for the sample size calculations between an affordable and a premium supper market? The class time is over before they know it!!!
The flipped-classroom technique is observed to be effective in teaching and learning in two of the courses (MET 427/527 & MET 654). However, two of the courses (AET 334 Fluid Power and MET 324 Strength of Materials) are observed to be better in the traditional classroom settings. MET 423/523 Ergonomics and Work Measurements was tested in spring 2019, no significant difference were observed between the flipped vs. traditional classroom setting of instructions.
I am constantly getting trained and educated on new techniques and methods on teaching and learning. I love to test any new proven theory of teaching and learning.
I have successfully completed a training on effective teaching and learning offered by the Quality Matters, the most recognized training on online teaching. After successfully completing the training, I have realized that this training could be helpful to any instructor, whether he/she teaches online or not. One of the most useful trainings on teaching and learning I have observed, provided by the Quality Matters Organization (https://www.qualitymatters.org/).
After the successful completion of the training, I offered MET 427/527 Quality Management Systems online in summer 2018 for testing the effectiveness of teaching and learning in an online platform. Even though, we had a very small sample size, all the students performed extremely well in that course.
I believe this will open a new window for our Professional Science Master’s (PSM) programs at MSU.
Both PSM courses I teach can be offered online. Everything is ready to go, except for the exam proctoring. In summer 2018, all students took the exam here at MSU proctored by me. They were also provided an option to take the exam proctored by any college professor, a priest, as well as in the standard testing centers all over the world.
#5
Innovative Questions in the Assessment of Student Learning
Innovative questions in students’ assessments have been designed and developed, especially focusing on the students’ needs to develop higher order learning skills. The learning outcomes of the AMET department as well as the University have especially been considered in designing and developing these assessments. Frequent weekly assessments are used primarily as the student feedback, instead of waiting for the feedback at the end of the semester, which does not really benefit to the current students at all. Therefore, frequent assessments have been used as the primary feedback mechanism to create a close-loop system for continual improvement as the course proceeds. Moreover, the questions serve as the practice question bank for the next group of students. I have observed that the students find the previous questions very helpful in the preparation for exams and quizzes.
I am still writing new questions every semester for each course I teach here at MSU.
Therefore, innovative questions/assessments written in all previous academic years have been provided to the current/future students for practice exams and preparations.
Many of these questions have been expatiated in the video demonstrations (http://www.theopeneducator.com/). Students love these example video demonstrations!
Questions were developed reflecting many industry problems observed during the industrial training provided me. One of the most important qualities that an engineer should develop is the applications of the theories. These example problems from local industries serve a great purpose to our undergraduate, graduate, and professional graduate students in showing the real-world applications of the theories.
#6
Mid Semester Feedback
Mid semester feedback. It is too late to address any concerns regarding the current students/courses simply because the final official evaluation is taken towards the end of the semester Therefore, mid semester feedback has been taken for each course taught, and addressed the concerns from the students. Very common complaints similar to the official student evaluation towards the end of the semester, including but not limited to, too fast, too difficult questions, exams too long, etc. are discussed in the in section 7.
Student feedback (official) from previous academic years were used in the development and design of courses for the next academic year. Few major complaints observed in the student evaluations in the first year included, “too much materials,” “too fast,” “difficult questions in quizzes and exams” A few adjustments were made so that the questions are not too difficult. Before administering/delivering each question/quiz/exam to the student, it was solved by the instructor. Research shows that students should be given three times more than that of an expert. “The exams are too long,” “too much materials,” and “The exams are too difficult” are still the most common complains in the student’s feedback. I believe that these complains are helpful in applying my “The Theory of Sustained Optimal Challenge in Teaching and Learning” to create an excellent environment for teaching and learning.
The student feedback for all the courses from all previous academic years of teaching has been analyzed. Both descriptive and inferential statistics were performed. A summary descriptive statistics are provided in Figure 1. Consistent improvements have been observed from year to year during my probationary period.
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Figure 1. Trend in Student Evaluations. However, no significant statistical change has been observed since Fall 2016
Cluster Analysis on the MSU Official Student Feedback
No statistical significance were observed between the criteria of the student evaluations in any of the five courses. Therefore, no particular attention is needed in any of the criteria for evaluations. However, the p-values is going toward significant. With a large sample size for the same trend would make a significant difference between the student evaluation criteria.
The lower ratings were observed for the criteria related to nature of the course, the content difficulty levels that the instructor imposes, the innovative newly written assessment instruments in each semester, and the instructor’s different accent (Figure 2). These relatively lower rated criteria are provided below (high to low).
The course as a whole
Clarity of instructor’s voice
Evaluative and grading technique
Course organization
Clarity of student responsibilities
Answers to student questions
Explanations by instructor
Even these lower criteria were observed to be rated higher than 3.5 on a scale of 5. However, the instructor does not want to water down the course content or the difficulty levels. The instructor believes that the students will learn the best if he can continue the trend in student evaluation criteria; meaning that the ratings for the instructor’s quality of education should be higher than the ratings for the course content difficulty levels.
Higher ratings have been observed related to the effective teaching and learning, including (order high to low) (Figure 2)
Instructor interest in whether students learned
Instructor’s enthusiasm
Use of class time
Sequential presentation of concepts
Instructors use of examples
The instructor’s contribution to the course
Amount you learned in the course
Student confidence in instructor
Figure 2. Statistical significance comparison among the student evaluation since my first course at MSU.
#8
Feedback to Student Assessments
Feedback to Student Assessments were provided in the next class period. Research shows that feedback in the next class period is the best. Same day feedback is too early because students do not get enough time/opportunity to think about the problems. Feedback too late does not help students learning as much as next class period feedback. In all classes, students get feedback in the next class period regardless of the instructor’s other work-related businesses.
#9
Use of Technology
Use of technology is one of the primary qualities students must master before the graduation. It is very important that students are prepared and trained on all necessary state-of-the-art software/hardware in their respective areas.
In the AET 334: Fluid Power, students master on Automation Studio software to simulate any fluid power systems (both hydraulics and pneumatics).
In MET 324: Strength of Materials, students master on Creo software.
MET 386: Metrology for Engineering Technologists, students learning MS Excel and Minitab to solve problems related to the course contents.
In the MET 423/523: Ergonomics and Work Measurement, students are taught ErgoSoft, MS Excel, Minitab, and at least 20 tools/methods to evaluate, design and redesign workstations and work-tasks.
MET 425/526: Project and Value Management, students learn MS Project & MS Excel.
MET 426/526: Logistics and Transportations, students learn MS Excel.
In the MET 427/527: Quality Management Systems, students master on MS excel and Minitab to analyze quality control problems, including cleaning and testing data, creating control charts, perform acceptance samplings, and design and analysis of experiments.
In the MET 654: Design of Experiments, students master on MS Excel, Minitab, and SPSS to design and analyze experiments.
The course management systems D2L is extensively used to distribute materials as well as grades in a timely manner.
The Ahmed’s Theory of Sustained Optimal Challenge in Teaching and Learning published in 2017. In the “Sustain Optimal Challenge Theory,” I propose to challenge students optimally by controlling the hardness levels of the questions in the quizzes and exams. This philosophy of challenging just right creates an optimum level of competition among students, resulting in a better learning environment. In the “Theory of Sustained Optimal Challenge in Teaching and Learning” published in 2017, I have proposed that the expectation levels can be set to any desired level by the instructor, the department or the institution (e.g. MSU). Moreover, a perfect Gaussian (primarily know as normal) distribution of student’s performance/grade can also be possible if the theory is adopted in teaching and learning. During my probationary period at MSU, I have observed that the students are capable as well as willing to meet the expectations from the instructor. However, the expectations need to be set by the instructor. This optimum challenge philosophy motivates students to achieve their best. More on the theory can be found at http://faculty.mnsu.edu/shaheenahmed/theory-of-teaching/.
#11
Continual Curriculum Update
Continual curriculum update. The instructor is consistently working on making the curriculum better for the programs offered in the department, college, as well as the university. I have served in the Common Curriculum Committee (formerly known as General Education and Diversity Committee) and Writing Advisory Committee between 2016 and 2018. Currently, I am serving in the Assessment and Evaluation Committee (2018-2020). I strongly believe that serving these committees helps to improve the curriculum in all levels, including the course, department, college and the institution. The reflection of services in the improvement of teaching and learning can be found in my syllabi as my time has progressed at MSU during my probationary period. For an example, the learning outcomes written in my current syllabi are significantly improved as compared to the ones I have started teaching courses in my first year at MSU.
#12
Office Hours
Office hours have been strictly maintained regardless of other work-related businesses (Figure). The instructor reminds students almost every week/month throughout the semester that they have already paid for the instructor’s office hours. They do not have to make an appointment if they wish to visit the instructor during his office hours. The instructor observed in the previous academic year of teaching that the students are very enthusiastic to learn, and they do visit him very often! This establishes an excellent connection between the instructor and the students. Research shows that this type of connections significantly help the retention rate as well as student learning.
Figure. Excerpt from a syllabus to encourage students regarding the office-hours use.