Free ticketed event
This is an interactive workshop wherein participants will learn how to use the Reformed Teaching Observation Protocol (RTOP) by watching brief videos of engineering courses and participating in relevant discussions. The facilitators are experts who participated in development of the instrument and have used it to evaluate instruction in hundreds of classrooms. The RTOP is an economical 25-item instrument that has been used primarily as an evaluation tool in multiple NSF projects, with results indicating strong correlation between RTOP scores and students’ conceptual understanding. Participants will benefit from learning about the utility of the RTOP as an evaluation instrument. However, more recently the RTOP was integrated into a one-on-one coaching model at Arizona State University’s engineering college as a means to advance student-centered pedagogy. Participants will learn how the RTOP, along with coaching strategies borrowed from K-12 environments, are leveraged to improve classroom instructional practices and promote student thinking.
Dr. Judson is an Associate Professor of Science Education and Educational Policy in the Teachers College at Arizona State University. He was one of the original developers of the Reformed Teaching Observation Protocol (RTOP) and has carried out multiple studies in secondary and higher education related to the connection of teaching practices and student achievement.
Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering.
Kara Hjelmstad is a faculty associate in Mary Lou Fulton Teachers College at Arizona State University
Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where she has served as a high school science teacher, Instructional and Curriculum Coach, and Assistant Principal. Her research and areas of interest are in improving STEM educational outcomes for Low-SES students through the integration of active learning and technology-enabled frequent feedback. She currently works as the Project Manager for the NSF faculty development program based on evidence-based teaching practices.
Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.
James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State University. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.