Using Mentors to
Improve Curriculum and Increase Learning
Overview:
A three step process is used to create and continuously
improve curriculum. After the instructor creates the classroom curriculum,
mentors lead classroom activities. Mentors assess the learning and give the
instructor feedback, emphasizing strengths and weaknesses. The instructor
weighs the mentors’ suggestions and refines the curriculum. This process
repeats infinitely; each cycle increasing learning for both students and
mentors.
The process of
creating, executing, assessing and improving curriculum
|
Mentor Role |
Instructor Role |
Step 1:
Instructor Creates Curriculum |
None |
Focus on two questions when designing the initial curriculum.
1)
the instructor must have a clear understanding of the learning objectives
for each class. Does the curriculum address these objectives?
and 2) the
instructor must focus on the mentors’ role in the classroom. How and where
will the mentors engage the students? |
Step 2:
The mentors use the initial curriculum |
Plan the class time and facilitate learning; keep
focused on the class learning objectives. Request input and
collaborate on any vague issues. |
Meet with the
mentors to discuss how they plan to use the curriculum in the classroom.
Allowing the mentors to plan the class time results in both mentor ownership
of the curriculum and better execution of it. During this step, the
instructor must allow the mentors freedom in the classroom and not interfere
with their choices. Instructors may find it better to actually not be
present during class time. |
Step 3:
The mentors assess and give feedback. |
Assess the effectiveness of the plan and its
execution. Immediately provide strengths, improvements and
insights back to the instructor. |
Focus on accepting the feedback graciously. When
the instructor disagrees with the feedback, accept the feedback
graciously. Feedback is vital because it describes the mentors’
legitimate experience with the curriculum in the classroom.
After the instructor incorporates the feedback into the curriculum,
the process is repeated. |
|
A flowchart of the process is shown in the figure
below.
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Below is a laboratory syllabus with very brief lab
descriptions. This lab is entirely led by the student mentors described on this
website. Note the scope and focus on team performances in an introductory
design class.
Lab |
Topic |
Description |
1 |
Chip Flipper 1 |
Teams build a device to flip a poker chip
over |
2 |
Chip Flipper 1 improvement |
Improve model based on metrics for
number of assembly steps, simplicity of processes and part counts |
3 |
Chip Flipper 2 |
Teams build a device to stack a pile of
poker chips |
4 |
Chip Flipper 3 |
Teams build a device to collate poker
chips of different colors |
5 |
Design Show |
Team presentation of work to the
instructor |
6 |
Spud Gun |
Pairs create a math model of a "spud gun" |
7 |
Slingshot |
Pairs design a "MONDO slingshot" using
numerical integration to determine the number of rubber bands in the
slingshot. |
8 |
Parasheet |
Pairs predict "parasheet
descent" times using formulas in an Excel spreadsheet |
9 |
Matrices and Matlab |
Pairs write a program that solves Ax
= b for x when matrices A and b are given and where A is square
matrix and b is a column vector |
10 |
Rocket Project Teams |
Select teams to own project parts: 1) the rocket
launch, 2) deployment of a digital camera and 3)reentry of camera taking pictures
every second |
11 |
Rocket Project |
Team roles and organization + Ideas
and sketches |
12 |
Rocket Project |
Design-build-test cycle .... Proto 1 |
13 |
Rocket Project |
Professional engineer review and
consulting .... Proto 2 |
14 |
Rocket Project |
Design-build-test cycle …. Proto 3 |
15 |
Rocket Project |
Launch/deployment/reentry team
integration .... initial launch |
16 |
Rocket Launch |
Team presentation of work and
notebooks + final live launch performances |