alright at a high level there’s an inside joke there for some of my
inside joke there for some of my
inside joke there for some of my students at a high level this is a
students at a high level this is a
students at a high level this is a largely extemporaneous talk guided by a
largely extemporaneous talk guided by a
largely extemporaneous talk guided by a handful of PowerPoint slides on a
handful of PowerPoint slides on a
handful of PowerPoint slides on a lighter note hopefully it’s 12 to 15
lighter note hopefully it’s 12 to 15
lighter note hopefully it’s 12 to 15 minutes that addresses the really
minutes that addresses the really
minutes that addresses the really important things you should be thinking
important things you should be thinking
important things you should be thinking about for the next four to forty years
about for the next four to forty years
about for the next four to forty years of your life so hopefully I haven’t set
of your life so hopefully I haven’t set
of your life so hopefully I haven’t set the bar too high for myself so what I’d
the bar too high for myself so what I’d
the bar too high for myself so what I’d really like to do is talk about a few
really like to do is talk about a few
really like to do is talk about a few big educational ideas and do so through
big educational ideas and do so through
big educational ideas and do so through the lens of some experimentation a
the lens of some experimentation a
the lens of some experimentation a colleague of mine Scott strong and I
colleague of mine Scott strong and I
colleague of mine Scott strong and I have been doing on some of the people in
have been doing on some of the people in
have been doing on some of the people in the room students so some of the ideas
the room students so some of the ideas
the room students so some of the ideas I’d like to address the idea of a growth
I’d like to address the idea of a growth
I’d like to address the idea of a growth versus a fixed mindset so there actually
versus a fixed mindset so there actually
versus a fixed mindset so there actually are quite a few really good TED talks
are quite a few really good TED talks
are quite a few really good TED talks that have to do specifically with the
that have to do specifically with the
that have to do specifically with the idea of a growth mindset this is the
idea of a growth mindset this is the
idea of a growth mindset this is the idea that we can keep on learning we can
idea that we can keep on learning we can
idea that we can keep on learning we can keep on improving or intelligence or
keep on improving or intelligence or
keep on improving or intelligence or ability is not a fixed quantity but that
ability is not a fixed quantity but that
ability is not a fixed quantity but that it can emerge and evolve and grow
it can emerge and evolve and grow
it can emerge and evolve and grow throughout time the contrast of that
throughout time the contrast of that
throughout time the contrast of that would be a fixed mindset the idea that
would be a fixed mindset the idea that
would be a fixed mindset the idea that those are fixed characteristics I will
those are fixed characteristics I will
those are fixed characteristics I will never be smarter tomorrow than I am
never be smarter tomorrow than I am
never be smarter tomorrow than I am today and I will never have more
today and I will never have more
today and I will never have more capabilities than I do today and those
capabilities than I do today and those
capabilities than I do today and those are actually very restrictive ways to
are actually very restrictive ways to
are actually very restrictive ways to think if one wants to be successful in
think if one wants to be successful in
think if one wants to be successful in life there’s also the idea that as
life there’s also the idea that as
life there’s also the idea that as engineering students as stem students
engineering students as stem students
engineering students as stem students there really is room for some sort of
there really is room for some sort of
there really is room for some sort of creative exploration although i would
creative exploration although i would
creative exploration although i would say parenthetically it probably ought to
say parenthetically it probably ought to
say parenthetically it probably ought to be guided otherwise chemistry labs will
be guided otherwise chemistry labs will
be guided otherwise chemistry labs will be blowing up all over campuses and then
be blowing up all over campuses and then
be blowing up all over campuses and then fundamentally what i really want to
fundamentally what i really want to
fundamentally what i really want to focus my talk on is the power and the
focus my talk on is the power and the
focus my talk on is the power and the importance of failure and this actually
importance of failure and this actually
importance of failure and this actually ties in very tightly with the idea of a
ties in very tightly with the idea of a
ties in very tightly with the idea of a fixed mindset
when we look at a at least when Scott
when we look at a at least when Scott and I were looking at our perceptions of
and I were looking at our perceptions of
and I were looking at our perceptions of students our fear was that our students
students our fear was that our students
students our fear was that our students may be tended to have a fixed mindset a
may be tended to have a fixed mindset a
may be tended to have a fixed mindset a fear of failure and they were
fear of failure and they were
fear of failure and they were risk-averse we couldn’t get creative
risk-averse we couldn’t get creative
risk-averse we couldn’t get creative stuff out of them to the extent that we
stuff out of them to the extent that we
stuff out of them to the extent that we wanted to and so we actually built a
wanted to and so we actually built a
wanted to and so we actually built a slightly different paradigm that I’ll
slightly different paradigm that I’ll
slightly different paradigm that I’ll get to in a few slides so the big
get to in a few slides so the big
get to in a few slides so the big question i would start this off with is
question i would start this off with is
question i would start this off with is from the students experiment experience
from the students experiment experience
from the students experiment experience and i have to go back a while from to
and i have to go back a while from to
and i have to go back a while from to draw in mind but my perception is these
draw in mind but my perception is these
draw in mind but my perception is these ideas are formally discussed largely in
ideas are formally discussed largely in
ideas are formally discussed largely in something like a freshman success
something like a freshman success
something like a freshman success seminar that we have on campus here you
seminar that we have on campus here you
seminar that we have on campus here you guys may or may not remember this but
guys may or may not remember this but
guys may or may not remember this but you discuss these ideas and refreshment
you discuss these ideas and refreshment
you discuss these ideas and refreshment success seminar that said it’s a one
success seminar that said it’s a one
success seminar that said it’s a one half credit hour class that unless
half credit hour class that unless
half credit hour class that unless you’re really not contributing to it
you’re really not contributing to it
you’re really not contributing to it you’re going to get an A in so it
you’re going to get an A in so it
you’re going to get an A in so it doesn’t have your undivided attention
doesn’t have your undivided attention
doesn’t have your undivided attention your first term here next question how
your first term here next question how
your first term here next question how do we reinforce these throughout the
do we reinforce these throughout the
do we reinforce these throughout the curriculum I think we’re doing a better
curriculum I think we’re doing a better
curriculum I think we’re doing a better job of this now than 25 years ago when I
job of this now than 25 years ago when I
job of this now than 25 years ago when I was a student but my answer would be
was a student but my answer would be
was a student but my answer would be this was not reinforced at all except
this was not reinforced at all except
this was not reinforced at all except maybe accidentally by an exceptional
maybe accidentally by an exceptional
maybe accidentally by an exceptional faculty member or two along the way this
faculty member or two along the way this
faculty member or two along the way this talk hopefully we’ll explore well
talk hopefully we’ll explore well
talk hopefully we’ll explore well definitely will explore some of my
definitely will explore some of my
definitely will explore some of my thoughts and hopefully some of your
thoughts and hopefully some of your
thoughts and hopefully some of your thoughts and I’m going to try to model
thoughts and I’m going to try to model
thoughts and I’m going to try to model this and we know embody it and a few
this and we know embody it and a few
this and we know embody it and a few quotes and silly gifts and this is a
quotes and silly gifts and this is a
quotes and silly gifts and this is a thanks in no small part to my
thanks in no small part to my
thanks in no small part to my collaborator Scott strong who I don’t
collaborator Scott strong who I don’t
collaborator Scott strong who I don’t know has encouraged me to do the
know has encouraged me to do the
know has encouraged me to do the following thing just to kind of mess
following thing just to kind of mess
following thing just to kind of mess with students heads a little bit on
with students heads a little bit on
with students heads a little bit on every assignment there is a quote that
every assignment there is a quote that
every assignment there is a quote that quote may or may not have anything to do
quote may or may not have anything to do
quote may or may not have anything to do whatsoever with the assignment these
whatsoever with the assignment these
whatsoever with the assignment these quotes are drawn from great scientist
quotes are drawn from great scientist
quotes are drawn from great scientist great mathematicians rappers books
great mathematicians rappers books
great mathematicians rappers books literature movies you name it I think we
literature movies you name it I think we
literature movies you name it I think we quoted the dude on an exam last semester
quoted the dude on an exam last semester
quoted the dude on an exam last semester and then the silly gifts are well I had
and then the silly gifts are well I had
and then the silly gifts are well I had to put the E in the tea into the TED
to put the E in the tea into the TED
to put the E in the tea into the TED talk for those of you not aware this is
talk for those of you not aware this is
talk for those of you not aware this is technology education not education
technology education not education
technology education not education entertainment and design I’ll try not to
entertainment and design I’ll try not to
entertainment and design I’ll try not to educate you silly gift first quote okay
educate you silly gift first quote okay
educate you silly gift first quote okay what is experience experience is usually
what is experience experience is usually
what is experience experience is usually what you get when you don’t get what you
what you get when you don’t get what you
what you get when you don’t get what you wanted and it’s often the case that
wanted and it’s often the case that
wanted and it’s often the case that experience is the most valuable thing
experience is the most valuable thing
experience is the most valuable thing you have to offer so quote from randy
you have to offer so quote from randy
you have to offer so quote from randy pausch his last lecture okay in addition
pausch his last lecture okay in addition
pausch his last lecture okay in addition to watching TED Talks this is definitely
to watching TED Talks this is definitely
to watching TED Talks this is definitely something worth watching on the internet
something worth watching on the internet
something worth watching on the internet I would encourage you to do it why did I
I would encourage you to do it why did I
I would encourage you to do it why did I choose this quote why did I choose this
choose this quote why did I choose this
choose this quote why did I choose this gif if you focus on this image third guy
gif if you focus on this image third guy
gif if you focus on this image third guy from the left pops right back up my
from the left pops right back up my
from the left pops right back up my guess as somebody who’s fallen over on a
guess as somebody who’s fallen over on a
guess as somebody who’s fallen over on a bike a handful of times is this is the
bike a handful of times is this is the
bike a handful of times is this is the person that’s maybe experience this the
person that’s maybe experience this the
person that’s maybe experience this the most and I suspect won the event okay so
most and I suspect won the event okay so
most and I suspect won the event okay so how does this tie into my talk well
how does this tie into my talk well
how does this tie into my talk well experience is what we want to give you
experience is what we want to give you
experience is what we want to give you through the academic through the
through the academic through the
through the academic through the intellectual growth process here and I’d
intellectual growth process here and I’d
intellectual growth process here and I’d like to explore what kind of the
like to explore what kind of the
like to explore what kind of the standard is that again at a high level
standard is that again at a high level
standard is that again at a high level for learning objectives in STEM
for learning objectives in STEM
for learning objectives in STEM education in the current age of course
education in the current age of course
education in the current age of course there’s a certain knowledge base we
there’s a certain knowledge base we
there’s a certain knowledge base we expect to expose all of our students to
expect to expose all of our students to
expect to expose all of our students to we would like our students to be able to
we would like our students to be able to
we would like our students to be able to extend and apply this knowledge in new
extend and apply this knowledge in new
extend and apply this knowledge in new and innovative ways we’d like you all to
and innovative ways we’d like you all to
and innovative ways we’d like you all to be able to communicate across
be able to communicate across
be able to communicate across disciplines and across teams to solve
disciplines and across teams to solve
disciplines and across teams to solve actual real-world meaningful problems
actual real-world meaningful problems
actual real-world meaningful problems and we would like to instill in our
and we would like to instill in our
and we would like to instill in our students a resilience and a curiosity
students a resilience and a curiosity
students a resilience and a curiosity that leads towards lifelong learning and
that leads towards lifelong learning and
that leads towards lifelong learning and an ability to persist through difficulty
an ability to persist through difficulty
an ability to persist through difficulty because as it turns out stem is neither
because as it turns out stem is neither
because as it turns out stem is neither static nor easy I think I think it’s
static nor easy I think I think it’s
static nor easy I think I think it’s fair to say we’ve all experienced this
fair to say we’ve all experienced this
fair to say we’ve all experienced this okay so those are the big high level
okay so those are the big high level
okay so those are the big high level objectives next quote it’s a mistake to
objectives next quote it’s a mistake to
objectives next quote it’s a mistake to think that you can solve any major
think that you can solve any major
think that you can solve any major problem with just potatoes I found a
problem with just potatoes I found a
problem with just potatoes I found a related gift somehow all right so our
related gift somehow all right so our
related gift somehow all right so our problem is those objectives I just
problem is those objectives I just
problem is those objectives I just listed those are highly aspirational and
listed those are highly aspirational and
listed those are highly aspirational and non-trivial objectives how do we meet
non-trivial objectives how do we meet
non-trivial objectives how do we meet those well what I’d like to do is kind
those well what I’d like to do is kind
those well what I’d like to do is kind of start off by exploring the
of start off by exploring the
of start off by exploring the traditional undergraduate experience in
traditional undergraduate experience in
traditional undergraduate experience in stem what does this look like to you
stem what does this look like to you
stem what does this look like to you guys it’s very very deep in disciplinary
guys it’s very very deep in disciplinary
guys it’s very very deep in disciplinary content that’s delivered by experts with
content that’s delivered by experts with
content that’s delivered by experts with an emphasis on procedural expertise in
an emphasis on procedural expertise in
an emphasis on procedural expertise in John’s talk that big block in the middle
John’s talk that big block in the middle
John’s talk that big block in the middle was all that these are all the facts you
was all that these are all the facts you
was all that these are all the facts you have to know these are the formulas you
have to know these are the formulas you
have to know these are the formulas you have to be able to apply and by God be
have to be able to apply and by God be
have to be able to apply and by God be able to apply them well and here’s a
able to apply them well and here’s a
able to apply them well and here’s a thousand problems to practice on there
thousand problems to practice on there
thousand problems to practice on there are a lot of lectures their labs that
are a lot of lectures their labs that
are a lot of lectures their labs that instill this this body have fixed this
instill this this body have fixed this
instill this this body have fixed this fixed body of knowledge that is deeply
fixed body of knowledge that is deeply
fixed body of knowledge that is deeply rooted in the past and necessarily so
rooted in the past and necessarily so
rooted in the past and necessarily so right when Einstein are nine standing
right when Einstein are nine standing
right when Einstein are nine standing when Newton said he was standing on the
when Newton said he was standing on the
when Newton said he was standing on the shoulders of giants he was referring to
shoulders of giants he was referring to
shoulders of giants he was referring to everybody that had laid the foundation
everybody that had laid the foundation
everybody that had laid the foundation for him to develop the springboard into
for him to develop the springboard into
for him to develop the springboard into physics and mathematics as we know it
physics and mathematics as we know it
physics and mathematics as we know it now so we have to pay attention to the
now so we have to pay attention to the
now so we have to pay attention to the past but our lectures and our activities
past but our lectures and our activities
past but our lectures and our activities and classes tend to focus a lot more on
and classes tend to focus a lot more on
and classes tend to focus a lot more on the past than in the future okay in
the past than in the future okay in
the past than in the future okay in terms of how we judge and assess you
terms of how we judge and assess you
terms of how we judge and assess you there’s a heavy emphasis on retention
there’s a heavy emphasis on retention
there’s a heavy emphasis on retention and repetition of facts and on
and repetition of facts and on
and repetition of facts and on competition on competency am i reading
competition on competency am i reading
competition on competency am i reading the room okay is that a fair statement
the room okay is that a fair statement
the room okay is that a fair statement okay I would say a DA from my
okay I would say a DA from my
okay I would say a DA from my perspective this is a pretty low risk
perspective this is a pretty low risk
perspective this is a pretty low risk thing for an instructor to do and for an
thing for an instructor to do and for an
thing for an instructor to do and for an institution to do to deliver the
institution to do to deliver the
institution to do to deliver the academic content in this manner however
academic content in this manner however
academic content in this manner however I have to ask the question are we trying
I have to ask the question are we trying
I have to ask the question are we trying to solve a major problem which is
to solve a major problem which is
to solve a major problem which is potatoes
potatoes
potatoes and I said and I’ve come to the
and I said and I’ve come to the
and I said and I’ve come to the conclusion that yes we have alright
conclusion that yes we have alright
conclusion that yes we have alright quote number three to hell with
quote number three to hell with
quote number three to hell with circumstances I create opportunities
circumstances I create opportunities
circumstances I create opportunities this should have special meaning to my
this should have special meaning to my
this should have special meaning to my knowledge we’ve stopped calling the math
knowledge we’ve stopped calling the math
knowledge we’ve stopped calling the math problems this semester we’re calling
problems this semester we’re calling
problems this semester we’re calling them mathematical opportunities this is
them mathematical opportunities this is
them mathematical opportunities this is also one of the best videos you’ll find
also one of the best videos you’ll find
also one of the best videos you’ll find on the internet Bruce Lee is playing
on the internet Bruce Lee is playing
on the internet Bruce Lee is playing ping-pong with his num drugs you should
ping-pong with his num drugs you should
ping-pong with his num drugs you should all practice this at home okay so really
all practice this at home okay so really
all practice this at home okay so really quickly just a short history of me as an
quickly just a short history of me as an
quickly just a short history of me as an educator I am under a time limit so I
educator I am under a time limit so I
educator I am under a time limit so I can’t brag about myself too much okay so
can’t brag about myself too much okay so
can’t brag about myself too much okay so a couple things I started as an educator
a couple things I started as an educator
a couple things I started as an educator at this institution as an instructional
at this institution as an instructional
at this institution as an instructional faculty member when I was 24 I’m 47
faculty member when I was 24 I’m 47
faculty member when I was 24 I’m 47 today this is my 23rd year of this okay
today this is my 23rd year of this okay
today this is my 23rd year of this okay I’ve been doing this a long time as a 24
I’ve been doing this a long time as a 24
I’ve been doing this a long time as a 24 year old I made a really key discovery
year old I made a really key discovery
year old I made a really key discovery in the classroom you guys are smart and
in the classroom you guys are smart and
in the classroom you guys are smart and if I expect a lot of you more often than
if I expect a lot of you more often than
if I expect a lot of you more often than not I didn’t walk away disappointed John
not I didn’t walk away disappointed John
not I didn’t walk away disappointed John might be cringing at the triple negative
might be cringing at the triple negative
might be cringing at the triple negative i just used in that sentence so
i just used in that sentence so
i just used in that sentence so philosophically I think students have a
philosophically I think students have a
philosophically I think students have a tremendous amount of potential and I
tremendous amount of potential and I
tremendous amount of potential and I think we often undervalue the existence
think we often undervalue the existence
think we often undervalue the existence of that potential okay I will also say
of that potential okay I will also say
of that potential okay I will also say that the traditional approach the
that the traditional approach the
that the traditional approach the potatoes approach I excel at okay I
potatoes approach I excel at okay I
potatoes approach I excel at okay I don’t mean that to be boastful it’s i
don’t mean that to be boastful it’s i
don’t mean that to be boastful it’s i love the mathematics that I get to teach
love the mathematics that I get to teach
love the mathematics that I get to teach students here I love that the students
students here I love that the students
students here I love that the students are engaged in it that passion comes
are engaged in it that passion comes
are engaged in it that passion comes across I can engage a room of 40 or 80
across I can engage a room of 40 or 80
across I can engage a room of 40 or 80 students in a lecture and I can do it
students in a lecture and I can do it
students in a lecture and I can do it well and I can train them up on all the
well and I can train them up on all the
well and I can train them up on all the little computational intricacies and I
little computational intricacies and I
little computational intricacies and I can give them exams till they’re blue in
can give them exams till they’re blue in
can give them exams till they’re blue in the face and they can do well on them
the face and they can do well on them
the face and they can do well on them and as an educator for the
and as an educator for the
and as an educator for the 15 years I was doing this I got
15 years I was doing this I got
15 years I was doing this I got increasingly good feedback for just that
increasingly good feedback for just that
increasingly good feedback for just that approach in fact the last handful of
approach in fact the last handful of
approach in fact the last handful of semesters that I really did everything
semesters that I really did everything
semesters that I really did everything the traditional way I was often getting
the traditional way I was often getting
the traditional way I was often getting perfect exact evaluations from my
perfect exact evaluations from my
perfect exact evaluations from my students at the end of the semester
students at the end of the semester
students at the end of the semester that’s 40 out of 40 students in a class
that’s 40 out of 40 students in a class
that’s 40 out of 40 students in a class saying this was outstanding and I had to
saying this was outstanding and I had to
saying this was outstanding and I had to ask myself is that good enough and this
ask myself is that good enough and this
ask myself is that good enough and this is the answer I would like you to give
is the answer I would like you to give
is the answer I would like you to give me if I’m giving you feedback like your
me if I’m giving you feedback like your
me if I’m giving you feedback like your outstanding every week if I ask you is
outstanding every week if I ask you is
outstanding every week if I ask you is that good enough probably not okay maybe
that good enough probably not okay maybe
that good enough probably not okay maybe there’s some more potential there so
there’s some more potential there so
there’s some more potential there so this led me to trying something
this led me to trying something
this led me to trying something different and this gets me into really
different and this gets me into really
different and this gets me into really the key components of this talk Scott
the key components of this talk Scott
the key components of this talk Scott strong other colleagues and I would talk
strong other colleagues and I would talk
strong other colleagues and I would talk all the time it just so happened that
all the time it just so happened that
all the time it just so happened that Scott and I ended up landing a grant to
Scott and I ended up landing a grant to
Scott and I ended up landing a grant to explore some of these conversations we
explore some of these conversations we
explore some of these conversations we would sometimes have over coffee or beer
would sometimes have over coffee or beer
would sometimes have over coffee or beer and we’d often discuss the fact that our
and we’d often discuss the fact that our
and we’d often discuss the fact that our students are really good and they really
students are really good and they really
students are really good and they really like what we’re doing when we do this
like what we’re doing when we do this
like what we’re doing when we do this traditional approach to educating them
traditional approach to educating them
traditional approach to educating them but we weren’t quite sure that we were
but we weren’t quite sure that we were
but we weren’t quite sure that we were doing a total service to our students we
doing a total service to our students we
doing a total service to our students we were maybe ignoring some of those things
were maybe ignoring some of those things
were maybe ignoring some of those things that were the high level objectives for
that were the high level objectives for
that were the high level objectives for how we educate engineering and stem
how we educate engineering and stem
how we educate engineering and stem students and specifically we discuss a
students and specifically we discuss a
students and specifically we discuss a lot the idea that you guys come in here
lot the idea that you guys come in here
lot the idea that you guys come in here and your math is sound there are little
and your math is sound there are little
and your math is sound there are little things that maybe are carryovers from
things that maybe are carryovers from
things that maybe are carryovers from something goofy that happened in a high
something goofy that happened in a high
something goofy that happened in a high school algebra class but you remediate
school algebra class but you remediate
school algebra class but you remediate you figure it out you do really well
you figure it out you do really well
you figure it out you do really well it’s almost impossible for us to break
it’s almost impossible for us to break
it’s almost impossible for us to break freshmen and mathematics that’s my
freshmen and mathematics that’s my
freshmen and mathematics that’s my perspective you guys might feel like we
perspective you guys might feel like we
perspective you guys might feel like we try to break you quite often but I think
try to break you quite often but I think
try to break you quite often but I think you’re good um what we don’t necessarily
you’re good um what we don’t necessarily
you’re good um what we don’t necessarily do is help you become better learners
do is help you become better learners
do is help you become better learners beyond just our class and so what Scott
beyond just our class and so what Scott
beyond just our class and so what Scott and I decided to do and it was supported
and I decided to do and it was supported
and I decided to do and it was supported in large part by
in large part by
in large part by successfully writing a grant and getting
successfully writing a grant and getting
successfully writing a grant and getting support and really leverage to convince
support and really leverage to convince
support and really leverage to convince our department head that it’s okay for
our department head that it’s okay for
our department head that it’s okay for us to do something crazy was to rather
us to do something crazy was to rather
us to do something crazy was to rather than focus entirely on mathematics in
than focus entirely on mathematics in
than focus entirely on mathematics in our freshman honors calculus 3 class
our freshman honors calculus 3 class
our freshman honors calculus 3 class this is a class for students that come
this is a class for students that come
this is a class for students that come in they’re placed out of two semesters
in they’re placed out of two semesters
in they’re placed out of two semesters of calculus already in order to get
of calculus already in order to get
of calculus already in order to get there they have either taken calculus in
there they have either taken calculus in
there they have either taken calculus in concurrent enrollment in another
concurrent enrollment in another
concurrent enrollment in another university or cooked to your school or
university or cooked to your school or
university or cooked to your school or they got the highest possible score on
they got the highest possible score on
they got the highest possible score on the hardest possible AP math exam we
the hardest possible AP math exam we
the hardest possible AP math exam we can’t break those mathematically so this
can’t break those mathematically so this
can’t break those mathematically so this is from our perspective a low risk pool
is from our perspective a low risk pool
is from our perspective a low risk pool of students to experiment on so here’s
of students to experiment on so here’s
of students to experiment on so here’s the big idea let’s try something very
the big idea let’s try something very
the big idea let’s try something very different and the different thing we
different and the different thing we
different and the different thing we decided to try was okay these students
decided to try was okay these students
decided to try was okay these students have done very well in every math test
have done very well in every math test
have done very well in every math test they’ve ever taken some of you are in
they’ve ever taken some of you are in
they’ve ever taken some of you are in the room right now you’ve done very well
the room right now you’ve done very well
the room right now you’ve done very well in every math test you’ve ever taken
in every math test you’ve ever taken
in every math test you’ve ever taken ninety-five percent is a disappointment
ninety-five percent is a disappointment
ninety-five percent is a disappointment we come in day one and we said we don’t
we come in day one and we said we don’t
we come in day one and we said we don’t care we’re not going to judge you that
care we’re not going to judge you that
care we’re not going to judge you that much on how well you do your mathematics
much on how well you do your mathematics
much on how well you do your mathematics in this class instead we’re going to
in this class instead we’re going to
in this class instead we’re going to judge you on how well you think about
judge you on how well you think about
judge you on how well you think about your mathematics and communicate that to
your mathematics and communicate that to
your mathematics and communicate that to us a little bit of a paradigm change
us a little bit of a paradigm change
us a little bit of a paradigm change okay so we created a studio environment
okay so we created a studio environment
okay so we created a studio environment that focused on often problem sets that
that focused on often problem sets that
that focused on often problem sets that weren’t even possible and we turn
weren’t even possible and we turn
weren’t even possible and we turn students loose in groups and we saw what
students loose in groups and we saw what
students loose in groups and we saw what they would do with it and we told our
they would do with it and we told our
they would do with it and we told our TAS judge them harshly if they don’t
TAS judge them harshly if they don’t
TAS judge them harshly if they don’t organize their thoughts well or
organize their thoughts well or
organize their thoughts well or demonstrate reflective practice okay so
demonstrate reflective practice okay so
demonstrate reflective practice okay so what could go wrong with it with an
what could go wrong with it with an
what could go wrong with it with an approach like this well there was some
approach like this well there was some
approach like this well there was some student pushback particularly in year
student pushback particularly in year
student pushback particularly in year one I think it was better this year so
one I think it was better this year so
one I think it was better this year so we’ve been doing this for a couple of
we’ve been doing this for a couple of
we’ve been doing this for a couple of years there were disastrous assignments
years there were disastrous assignments
years there were disastrous assignments Joshua in the front row was nodding his
Joshua in the front row was nodding his
Joshua in the front row was nodding his head as i was talking about impossible
head as i was talking about impossible
head as i was talking about impossible problems sometimes we just throw an idea
problems sometimes we just throw an idea
problems sometimes we just throw an idea on the page and see what students do
on the page and see what students do
on the page and see what students do with it this is not something you
with it this is not something you
with it this is not something you typically do with freshmen you do it
typically do with freshmen you do it
typically do with freshmen you do it with grad students but we thought why
with grad students but we thought why
with grad students but we thought why not try I would also say I had a handful
not try I would also say I had a handful
not try I would also say I had a handful of colleagues that told me I was just
of colleagues that told me I was just
of colleagues that told me I was just flat crazy i buy extra contact time with
flat crazy i buy extra contact time with
flat crazy i buy extra contact time with students
students
students my evaluations are going to go to an
my evaluations are going to go to an
my evaluations are going to go to an there’s just there’s no good that can
there’s just there’s no good that can
there’s just there’s no good that can come of this the flip side of that is
come of this the flip side of that is
come of this the flip side of that is what could possibly go right so the
what could possibly go right so the
what could possibly go right so the students that engaged in this we asked
students that engaged in this we asked
students that engaged in this we asked them to keep journals we asked them to
them to keep journals we asked them to
them to keep journals we asked them to write reflectively we asked them to do
write reflectively we asked them to do
write reflectively we asked them to do even when we give them practice problems
even when we give them practice problems
even when we give them practice problems do those reflectively let’s just look at
do those reflectively let’s just look at
do those reflectively let’s just look at some things that happened here so they
some things that happened here so they
some things that happened here so they adopted a reflective set of practices so
adopted a reflective set of practices so
adopted a reflective set of practices so I’m just going to put up a few exemplary
I’m just going to put up a few exemplary
I’m just going to put up a few exemplary this is a math assignment it’s a toupee
this is a math assignment it’s a toupee
this is a math assignment it’s a toupee page handwritten essay on growth mindset
page handwritten essay on growth mindset
page handwritten essay on growth mindset that’s kind of cool this is a set of
that’s kind of cool this is a set of
that’s kind of cool this is a set of math practice problems in fact this is a
math practice problems in fact this is a
math practice problems in fact this is a set of math practice problems that were
set of math practice problems that were
set of math practice problems that were done wrong and then revisited in the
done wrong and then revisited in the
done wrong and then revisited in the journal with corrections in different
journal with corrections in different
journal with corrections in different colors and notes about what I what
colors and notes about what I what
colors and notes about what I what misconception did I demonstrate in this
misconception did I demonstrate in this
misconception did I demonstrate in this that’s reflective practice here’s
that’s reflective practice here’s
that’s reflective practice here’s another one a student in it doesn’t
another one a student in it doesn’t
another one a student in it doesn’t quite pop on the screen but you’ve got
quite pop on the screen but you’ve got
quite pop on the screen but you’ve got the work and then in dark red a dialogue
the work and then in dark red a dialogue
the work and then in dark red a dialogue about how I think about this type of
about how I think about this type of
about how I think about this type of problem what else could go right well
problem what else could go right well
problem what else could go right well students explore concepts and tools
students explore concepts and tools
students explore concepts and tools represented to them and went way beyond
represented to them and went way beyond
represented to them and went way beyond anything we asked in assignments so one
anything we asked in assignments so one
anything we asked in assignments so one of our early assignments was actually a
of our early assignments was actually a
of our early assignments was actually a junior or senior level partial
junior or senior level partial
junior or senior level partial differential equations problem where we
differential equations problem where we
differential equations problem where we asked students to play around with
asked students to play around with
asked students to play around with Mathematica and explore the behavior of
Mathematica and explore the behavior of
Mathematica and explore the behavior of a particular two dimensional wave
a particular two dimensional wave
a particular two dimensional wave equation okay they were given the tools
equation okay they were given the tools
equation okay they were given the tools to play with this they were asked to
to play with this they were asked to
to play with this they were asked to animate a simple case I had one student
animate a simple case I had one student
animate a simple case I had one student come to me and say look what I did is
come to me and say look what I did is
come to me and say look what I did is that kind of cool and she actually
that kind of cool and she actually
that kind of cool and she actually figured out how to mouse over and click
figured out how to mouse over and click
figured out how to mouse over and click and get this to actually add note modes
and get this to actually add note modes
and get this to actually add note modes what else happened students succeeded on
what else happened students succeeded on
what else happened students succeeded on assignments that were well above the
assignments that were well above the
assignments that were well above the level of the course so this is a midterm
level of the course so this is a midterm
level of the course so this is a midterm project I want to get to the last bit of
project I want to get to the last bit of
project I want to get to the last bit of it this is just a handful of a 22-page
it this is just a handful of a 22-page
it this is just a handful of a 22-page right up in latex and the graph you have
right up in latex and the graph you have
right up in latex and the graph you have embedded there it demonstrates quadratic
embedded there it demonstrates quadratic
embedded there it demonstrates quadratic approximations through the second-order
approximations through the second-order
approximations through the second-order Taylor approximate
Taylor approximate
Taylor approximate asian to an egg great-looking function
asian to an egg great-looking function
asian to an egg great-looking function to characterize critical point behavior
to characterize critical point behavior
to characterize critical point behavior using linear algebra seventeen-year-old
using linear algebra seventeen-year-old
using linear algebra seventeen-year-old in a freshman class so those are the
in a freshman class so those are the
in a freshman class so those are the kinds of things that can happen when we
kinds of things that can happen when we
kinds of things that can happen when we take the wheels off we’ve also been able
take the wheels off we’ve also been able
take the wheels off we’ve also been able to engage TAS in multiple years and we
to engage TAS in multiple years and we
to engage TAS in multiple years and we have students developing content so I’m
have students developing content so I’m
have students developing content so I’m just going to give you a couple of
just going to give you a couple of
just going to give you a couple of really quick thoughts some constraints
really quick thoughts some constraints
really quick thoughts some constraints on the model their resource constraints
on the model their resource constraints
on the model their resource constraints there was a penalty for evaluation when
there was a penalty for evaluation when
there was a penalty for evaluation when we made it way too hard the first
we made it way too hard the first
we made it way too hard the first semester students were not kind to us I
semester students were not kind to us I
semester students were not kind to us I would say there’s no silver bullet this
would say there’s no silver bullet this
would say there’s no silver bullet this is I think working for me I don’t think
is I think working for me I don’t think
is I think working for me I don’t think it’s the answer for everybody and I want
it’s the answer for everybody and I want
it’s the answer for everybody and I want to leave you with an audience assignment
to leave you with an audience assignment
to leave you with an audience assignment as students as educators we should
as students as educators we should
as students as educators we should always be thinking about what can we do
always be thinking about what can we do
always be thinking about what can we do to make our experience better how can we
to make our experience better how can we
to make our experience better how can we recognize how we learn and how can we do
recognize how we learn and how can we do
recognize how we learn and how can we do things better how can we push ourselves
things better how can we push ourselves
things better how can we push ourselves further and on that I’ll leave you with
further and on that I’ll leave you with
further and on that I’ll leave you with a comic strip thank you very much
a comic strip thank you very much
a comic strip thank you very much [Applause]
”
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