Vicarious Learning
Vicarious Learning - Overview
What is Vicarious Learning?
Vicarious learning or observational learning is learning that is derived from indirect sources such as hearing or observation, rather than direct, hands-on, instruction. In reference to self efficacy it is the observation of people around us, especially people we consider as role models. Seeing people similar to ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.
Teaching Practices for Vicarious learning
Providing good vicarious learning experiences is more than just doing showing off examples of successful people. The students need to be able to feel a bond with the role model and see themselves as potentially being successful. The following contains an outline of teaching practices you can use with links to more information on separate pages.
Use guest lectures (opportunities to learn from trusted adult role models)
Use peer mentors (advanced students or TAs to show success at skills)
Use group work (students work with each other to see others learning skills)
Demonstrating skills (Link has been removed because content is not present or cannot be resolved.) or experiences
Vicarious - Guest Lectures
Guest lectures are a great way to bring in positive role models for the students. They can be an example of future career success and bring in important real-world examples to your class. Particularly, opportunities for ongoing relationships with guests and discussions around overcoming challenges are helpful. When thinking about a guest lecture please consider the following:
Recruiting
Find a guest that is engaging - if possible, the lecture should be dynamic (not boring) and active in a similar way to your general goals for the course
Be prepared to select a guest slightly outside of your discipline (loosely related or even unrelated field), this will encourage students with diverging interests
Ask about more than one availability date- a guest that can visit a 2nd or 3rd time is a strong opportunity for long term learning effects
Planning
Have the guest build personal rapport with the students - building the rapport will help students feel more connected to the lecturer
Create a brief email introduction or powerpoint slide a week or two in advance with the guest's biographical and professional information
At the very least, have a brief icebreaker or introduction planned before the guest joins lecture
Students may be given a home or classwork activity as an earlier assignment related to the area prior to the guest's lecture
Modeling Diversity
Research supports that individuals connect more with role models who share overlapping identities (race, gender, social class, geographic location, etc.)
Try to invite guests to your classroom with different social identities from yourself
Encouraging students to visit other museums, power/chemical plants, universities and organizations across American cities, may help expose students to new role models
Include Challenges Overcame
Have the guest talk about their path to the present: describing how they started from being a college student to their current successful career will demonstrate possibilities
Ask the lecturer to include 1-3 specific difficulties or obstacles during their path, or with a particular learning topic. Hearing the lecturer go through their challenges and how they navigated the challenge contributes to building hope for skill sets
Be Creative
Intentionally select video interviews and clips with people of various backgrounds
Carefully take a few more minutes time to include diverse images in your powerpoint lectures
Field trips can be used virtually or in person as additional learning and is n opportunity to bring your classroom to the guests directly
Vicarious - Peer Mentors
Using peer mentors is a great way to provide vicarious learning experiences for students. The peer mentors can be course TAs or simply more advanced students. Because they are involved with the class for a longer period of time than a guest lecturer they can be even more impactful. Furthermore, students may be more willing to ask for help and relate to a peer than an older role model. However, while peer mentors are supposed to be positive, they can work with other way and cause a negative influence if not managed well.
Who can be peer mentors?
TAs - your assigned teaching assistants for a class
advanced students - tutors or other students in class that can help out
Good peer mentors have the following qualities:
Be in good academic and student conduct standing
Be willing to learn and share information about the community, student life, and campus resources
Demonstrate good interpersonal and communication skills
Have a genuine desire to help their peers succeed
Demonstrate leadership potential
Be self-motivated with a positive attitude
Display a willingness to learn about different culture
Diversity
How to find/train TAs
Finding a good TA can be difficult. Consider the following when looking for a TA or thinking about training a TA. Much of the following comes from: https://www.cmu.edu/teaching/resources/PublicationsArchives/CollectedWisdom/collectwisdom-teachingstrategies.pdf and https://www.cmu.edu/teaching/resources/Teaching/WorkingWithTAs/clarifyTAissues.html
1. Questions to Ask the TAs Up Front
1) What are the main course goals? Why does this course need a TA?
2) What will be responsibilities as a TA in this course? Having a clear plan about what your TA will do will help you evaluate his/her skills.
• attending lectures
• attending weekly TA meetings
• drafting or revising grading keys
• providing feedback (individual comments, detailed solution sets)
• reporting on common student errors or difficulties
• preparing quizzes, handouts, assignments, exam questions
• holding regular office hours
• conducting review sessions before exams (hold extra office hours before an exam)
• giving guest lectures (as needed or as a learning experience)
• maintaining grade records
• giving a percentage of the final grade based on activities in section meetings
• recording attendance
• proctoring exams
• maintaining on-line resources for students
3) What does the instructor expect the students to know or be able to do from prior courses?
If you expect a wide variation in students’ backgrounds, is there anything specific TAs should do in response (e.g., offer tutoring, conduct review sessions, find extra “challenge” problems)?
4) How much will TAs interact with students?
Will students be expected to attend section meetings, participate actively in recitation/discussion, seek help with assignments out of class, or attend help sessions? If section meetings are optional, how can students be encouraged to attend?
5) How often will we meet to discuss the course?
If there are multiple TAs, will we meet to discuss how to coordinate our activities?
6) How many hours, on average, should I expect to devote to this course?
How much will that fluctuate over the semester? Do you have any suggestions about how TAs can be most efficient?
7) What are the criteria for grading in this course and how can you be sure the grading is calibrated properly to your standards?
For example, how should partial credit be awarded?
To what extent is collaboration allowed or encouraged?
How will the final grades be determined?
Is there a grading rubric? - this will help greatly if there are multiple TAs
8) About what policies, if any, does the TA have authority to make decisions and for what issues does the TA need to refer to the professor?
• requests for regrading
• granting an extension
• accepting late assignments
• giving a make-up quiz
• responding to suspected cheating or plagiarism
• helping a student find additional assistance for personal or academic problems
9) How much flexibility does the TA have in how he/she fulfills responsibilities?
What aspects of TAs' teaching are important to maintain consistency across sections or to fulfill specific course objectives?
10) In what ways will TAs' work be evaluated?
Will they receive feedback from you and/or students about TAs' performance?
• faculty review of graded exams or papers
• classroom visits and feedback
• videotaping and review
• early or midterm course evaluations
• end-of-course student evaluations via Faculty Course Evaluations
• end-of-course student evaluations specific to TA responsibilities
2. Talk to Your TAs Frequently
The work of Teaching Assistants is important to a successful instructional program, and this work is also full of pressure. Ask TAs if they need any help, or if they think the tasks are too heavy.
3. Train your TAs
Training from an experienced instructor is essential for TAs. While TAs have experience being students that does not necessarily make them good instructors.
If the TA is mainly grading: Have a rubric for them to use or let them prepare a rubric under your guidance. Check the TAs grading and make sure it is in line with your expectations for the class. Make sure the TAs grading is fair and clear (indicate why points are taken off). Have the TA provide positive feedback to the students - both on what they did well and how students can improve.
If the TA is teaching in the classroom/lab: Work with the TA on their teaching skills. Labs are a great way to incorporate active learning but often the TA just delivers the information. Work with the TA on applying active learning strategies (think pair share, questioning, etc) in the classroom. TAs can help you collect or assign materials. Your TA also can observe the students' activities in large classrooms or labs, then offer help if necessary, or provide you with feedback on students' performance.
If the TA is holding office hours: TAs should not just show students how to do a problem, but the one-on-one interaction is a great way to probe and get the students to find to path to the solution on their own. Teach the TA good ways on how to do this in a positive manner.
Resources for TAs (This handbook provides some strategies for difficult situations) :
Strategies and Resources from TAs for TAs https://www.cmu.edu/teaching//resources/PublicationsArchives/CollectedWisdom/collectwisdom-teachingstrategies.pdf
Advice for TAs https://tatp.utoronto.ca/teaching-toolkit/supporting-students/taing-advice-science-engineering-ta/
Working with TAs https://www.google.com/url?sa=trct=jq=esrc=ssource=webcd=ved=2ahUKEwiutYr3q6_sAhXJG80KHa-EDEwQFjAQegQIDBACurl=https%3A%2F%2Fpeer.asee.org%2Fworking-effectively-with-teaching-assistants.pdfusg=AOvVaw23K8itu7Z5-H3ahrWtXcAJ
The Leadership of Advanced Students
1. The Role of a Mentor
A knowledgeable guide for students.
A thoughtful facilitator who provides access to people and resources.
A role model and advocate
2. The mentors can build a good relationship with mentees first. They could ...
Work both independently and as part of a team with fellow Peer Mentors.
Participate in social media interactions (Facebook, Twitter) with mentees.
Maintain regular contact with mentees.
Hold and participate in student group meetings/discussions. This meeting could not be a formal meeting.
Serve as a positive social and academic role-model.
Lead or encourage mentees to participate in-class activities.
Facilitate or encourage mentees to seek help for instructors or TAs.
Maintain confidentiality with any shared information.
3. Types of Mentoring (from: https://www.guider-ai.com/blog/types-of-mentoring)
1) One-on-One Mentoring
This is the traditional model of mentoring, where a mentee and mentor are matched, either through a standard or on their own to help the mentee develop, improve, and achieve.
2) Peer Mentoring
Students may take turns acting as 'mentor' and 'mentee', but overall, peer mentoring is about creating a support system, learning together, and holding one another accountable.
3) Group Mentoring
This style of mentoring involves one mentor working with several mentees in a group. Group mentoring helps reach and impact more mentees.
4) Reverse Mentoring
Exactly as it sounds, reverse mentoring is when a more junior person mentors a more senior person. All one-on-one mentoring relationships have the potential to utilize reverse mentoring, as there is always plenty we can learn from one another. However, a reverse mentoring program formalizes and makes this process more accessible.
5) Team Mentoring
Team mentoring offers a methodology for facilitating the learning of an intact team. This type of mentoring can help to promote diversity and inclusion, as it creates a space for a number of different people, with different opinions and perspectives to come together and learn from one another. Together the individuals making up the team articulate mutual learning goals and work simultaneously with one or more mentors who guide them through a deliberate and deliberative process to facilitate their learning. The mentoring process allows the team to be supported and to learn from each other’s experience and knowledge
6) Distance Mentoring (For online courses)
A mentoring relationship in which the two parties (or group) are in different locations. Sometimes called “virtual” mentoring.
Additional Quick Reading (Another category of mentoring):
https://www.riversoftware.com/mentee-mentor-advice/7-types-of-mentors/
Undergraduate Teaching Assistants https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1139context=faculty
Effective Use of TAs and Mentors
TAs and mentors can be a great asset in the classroom especially if you are doing active learning. Think of the TA or mentor as an additional set of "hands" that can go around and answer student questions. Students may be more willing to talk with a TA or mentor because they are not as intimidated by them. Consider the following in using a TA or mentor.
Use TAs or mentors during active learning group work. If you have a large class TAs are a great way to have a person circulate the room and answer questions while students are working in groups on a problem. The one-on- group time can be very beneficial in helping students successfully solve problems. The TAs can answer questions, but also look over the current work and provide corrections or ask questions themselves. If you plan to use a TA this way be sure they are trained on how to positively interact with a group of students and ask probing questions.
Use TAs to provide more detailed feedback on assessments. Grading is time consuming but providing useful feedback to individual students is one of the best ways to help them learn. TAs and mentors are a great way to share the burden of grading and make it possible to not only assign a grade, but also provide useful and positive feedback. This is especially important in writing where the TA can provide comments on content but also writing clarity and conciseness.
Use TAs to answer student questions. Students may be intimidated and not wish to ask a question to a professor but may be more comfortable asking a TA or mentor. In addition, TAs and mentors can be available at a wider range of times than you are. Using TAs and mentors effectively in office hours or in responding to emails is important. The TA or mentor should not only know the answer to the question, but be trained on how to guide the student to the correct answer (probing questions) and provide positive reinforcement.
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.859.1424rep=rep1type=pdf
Additional Resources
Academy Mentor Program (AMP) in the College of Engineering
https://engineering.missouri.edu/current-students/academy/amp/
Peer Undergraduate Mentoring Program (PUMP) in Mizzou
https://case.missouri.edu/programs/peer-undergraduate-mentoring-program-p-u-m-p/
Vicarious - Group Work
Group work is great for active learning and also provides vicarious experiences for students. By working in groups and seeing fellow students struggle with and eventually succeed in learning a skill will provide a observational experience that can promote a student's self-efficacy even if they are still struggling with the skill. However, it can work the other way if many other students are succeeding and the struggling student just can't get it no matter how hard they try.
Good group dynamics are important to good group work, but are often times hard to achieve. The following presents some suggestions on how to get groups running smoothly and learning well.
Group Work Benefits and Challenges
The benefits of group work include
Providing an opportunity for peer learning and teaching - students learn well from each other and are generally more willing to ask each other questions if they don't understand something
Developing teamwork and leadership skills - a big part of their future career, they need to practice here
Supporting multi-disciplinary learning - groups can be comprised of students interested in different careers and can contribute different aspects to the project
Support diversity - can enrich student's comprehension and depth of understanding, see section on diversity
The challenges of group work are
Students hostile to group work - need to help students see benefits and why you are using group work - see section on group work buy-in
Considerable instructor time to set up work and preparing students for it - it doesn't work unless you put the time into it
Possibility of poor group dynamics - see section creating groups and planning work
Assessment difficulties – how to grade individual contributions see section on assessing groups
Group Work buy-in
For group work to work well, the students need to be positively engaged in it. The best way to ensure buy-in is to explain the benefits of group work to the students and why you are using it in your class. Some of the benefits you can share with the students are:
Provide different viewpoints
Practice for real-life
Help you develop your skills (other group members can help in areas you are weak in)
Help you develop teamwork and leadership skills
Working in collaborative teams ABET outcome
When you explain why you are using it your class be sure to relate it back to the course objectives and assessments. Be clear on how the group work is helping to meet the objectives and how they are going to be assessed.
Types of Groups
Not all group work is the same. In planning out your group work think about the type group. How you form and assess the group may depend on the group type.
Small group – short term in class
Provide opportunities to share ideas
Work on problems during class time
May be same members throughout course, or change daily/weekly
Group projects – long term outside of class
Larger projects need more coordination of group
Typically same group members throughout course
Can report on progress to rest of class
Creating Groups
In planning out group work you need to think carefully about how you want the group created. Your choice will depend on the type of group and the goals of the group project.
Student self selected
Students get to choose who they want in their group, but may wind up with groups that are self-segregated (in gender/race or cognitive level)
Randomly assigned
Tends to have good mix of students, but may have groups members with conflicts (one member can only meet at nights, and the other member cannot)
Faculty assigned
Can help ensure good group mix and compatibility but students may not get along well some of their other group members.
If you choose to assign groups consider conducting a survey of the students. You can try to mix different types of students, or try to keep their personalities similar. However, if you do assign groups you should:
Mix well performing and poorer performing students
Include at least two of the same gender/race in a group, otherwise try to ensure diversity
Group students with the same personality or work habits together.
For example, after viewing the results of the background survey I try to make sure there is at least 2 of each gender/race in a group. Sometimes this is difficult if there are 3 female students in the class and I am forming groups of 4. In that case, I put all 3 females in one group. Then I look and try to make sure there is at least one well performing student or one that has a good set of skills in each group. Next, I try to group those that like to work in the mornings or early in the same group, and the evening/late workers in the same. It is not a perfect science, but in most cases the groups work well.
For more information on composing groups see: https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/compose.html
Group work planning
The most important thing about group work (especially for larger projects) is clear instructions on the required elements of the project, role of group members, and assessment methods. You need to set group work rules so students have clear understanding of what is expected of them.
Develop and communicate a clear plan for:
Group structure (assigned roles?)
Activities – what is the group producing? Break it up into smaller pieces if possible
Assessments – how is the grade determined?
The following is from https://teaching.unsw.edu.au/assessing-group-work and provides a list of preparations to complete as you plan your group work.
1. Prepare a detailed brief about the group work assessment task(s), setting out:
the objectives and intended learning outcomes
the requirements of the task
the assessment criteria and rubric for marking. This should clarify the proportionate weightings for group processes and outputs, and explain how both group achievements and individual contributions will be assessed.
how learning activities are designed to provide practice and formative feedback before the summative assessment takes place
how groups are expected to manage themselves, and identify and resolve issues.
2. Vary the products for assessment from group work. For example, you can ask for groups to produce class oral presentations, poster presentations, group or individual project reports, individual self-assessments by students of their own contributions to group processes.
3. Plan the group members. Is it better to allow students to establish their own group membership, or should you allocate students to groups according to particular criteria? For example, you might want to ensure an appropriate mix of disciplines, cultural backgrounds or ages. Decide this beforehand.
4. Specify the size of groups.
Groups of five members have been shown to be generally most effective, as they enable diversity of membership as well as manageable organisation and interaction.
Larger groups make it very difficult to coordinate and organise the work, and some members may fade into the background.
Groups of fewer than four members may become unviable through lack of different viewpoints, or excessive workload.
5. Plan for stimulating interaction within groups. For example, you might contrive their membership to include a mixture of genders, ages, cultures, work backgrounds and so on, and require the group's diverse assets to be featured in their outputs.
6. Define the roles to be included in the group's functioning, for example:
note taker, recorder, secretary
leader, spokesperson, co-ordinator
observer (to ensure that all people have a voice and make a contribution)
editor (responsible for coherence of the final product).
7. Have a contingency plan in place for dealing with problems that the groups themselves are unable to resolve, or assessing students who are not able to participate in specific group work tasks, for example, for religious or cultural reasons, or because of a disability.
Setting Group Work Rules
One important aspect to consider before setting your students loose to do group work is to give them a clearly defined set of rules of how the group work is to be performed. Not all students have prior good experience with group work so it is important to provide a framework detailing what good group work looks like. Consider a handout like this one File student_working_in_groups.pdf could not be included in the ePub document. Please see separate zip file for access..
The following strategies from https://teaching.unsw.edu.au/assessing-group-work can also help.
Help students to develop skills in group work by setting up appropriate activities in class time. For example, engage them in learning to manage group discussion, generate ideas, encourage open discussion and debate, record group ideas and respond constructively and critically to other people's ideas.
In class time, allow groups to form and engage with group work tasks. For example, have them:
consider how groups should be formed, and what individuals' roles should be
organize and manage their project
discuss and develop assessment criteria and rubrics
reflect on their group's experience and
assess their own, their group's, and other groups' effectiveness.
You can provide templates for processes such as these. The completed templates can be an assessable part of the group work outputs.
Provide a forum for discussion, debate and information sharing within and between groups.
Structure the group work so that students must submit several items at milestone points, and require students to identify each student's contribution so that problems can be addressed in a timely way.
Make public to the group all formative and summative feedback about group processes and products.
Design the unit so that there is an opportunity for groups to share the final products of the group work with the entire class and invite questions and critique.
Assessing group work
One of the biggest struggles with group work is how to fairly assess the individual contributions because at the end of the day you are giving an individual a grade for a class.
Assessing group work can be difficult. You want to make sure that the assessment accurately reflects the work of all group members. Differentiating who did what on a large project may be difficult. Below are some suggestions on how to conduct an assessment.
Assess the process not just the product
For example, if the final project is a presentation, then don’t have the entire grade based just on the presentation. You can provide assessments throughout the project. For example, you can assess the students on completing an evaluation of potential project ideas. You can also provide assessments on other skills such as meeting deadlines or demonstrating good communication skills. Make sure you clearly communicate your grading criteria to the students.
Have students assess their own contribution to the team
Have the students evaluate their own teamwork skills and contributions using a self-assessment. While some students may undervalue their contributions and others over-value, the exercise itself forces the students to think about what they are doing for the team and perhaps allow them to be more conscious of where they may be lacking.
Hold individuals accountable
Assess individual contributions as well as the overall product. For example, you can have some portions of the project be an individual submittal, or during a final presentation ask specific group members questions.
Ask students to evaluate group dynamics and contributions of team members
You can ask student to evaluate the other group members. While there may be social pressure to cover of one another, when combined with the individual accountability it can help inform you of the dynamics in a group. One idea to get students to provide feedback is to make it a bonus instead of a grade. For example, say the group members will share in a theoretical $10,000 bonus on the project, how would they divide the bonus up among the group members?
How the group work is graded or assessed is extremely important and there is no right or wrong way to do it. Rather you must think about the overall project/course objectives and balance the individual vs groups efforts as well as the importance of the process vs the product of the group work. Whatever you do make sure the criteria are clearly communicated to the students.
See the following resources for some detailed information on how to assess group work
https://www.cmu.edu/teaching/assessment/assesslearning/groupWork.html
https://teaching.unsw.edu.au/assessing-group-work
Using Technology
Technology is a great way to help improve group efficiency. Technology can be used to:
Facilitate group communication (Microsoft Teams, Group Me, discussion boards)
Enhance collaboration (Google docs - build a scaffold or script that the students need to fill out as a group)
Help instructors grade and moderate (instructor can provide comments on draft google doc, or reply to discussion board posts)
Help identify and remediate non-participants (if someone is not posting - ask why and get them to participate)
See the following for more information:
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0050-3
Promoting Diversity
Having a group composed of diverse students can enhance teamwork by providing differing viewpoints and perspectives that can also help students in understanding a problem collectively, or viewing it in a variety of ways that can enrich their comprehension and depth of understanding. However, the structure of the group needs to be inclusive so that all students feel comfortable contributing.
see:
https://www.tandfonline.com/doi/pdf/10.1300/J009v17n03_02?needAccess=true
https://www.tandfonline.com/doi/abs/10.1080/87567559809596243?journalCode=vcol20 http://eds.b.ebscohost.com.proxy.mul.missouri.edu/eds/detail/detail?vid=2sid=19eb098c-1971-43bf-952c-9692a69672e6%40sessionmgr101bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsjsr.27558891db=edsjsr
https://teaching.berkeley.edu/diversity-can-benefit-teamwork-stem
https://ctlt.calpoly.edu/inclusive-groups-cooperative-learning
Additional resources
See the following for some additional resources and ideas to improve your group work
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0050-3
https://uncw.edu/jet/articles/vol11_2/burke.pdf
https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_65.pdf
Vicarious - Demonstrating skills
Skill demonstration can be a powerful mechanism for student learning - and creating positive vicarious experiences for learners.
Skills and knowledge: I think this is what we often think about for demonstrations. Often demonstrations take the form of the Instructor working problems at the board while students take notes. More on that later.
A large category of demonstrations are "worked examples".
Often used in technical areas where problem solving is common.
Instructor works out the problem, explaining steps.
Then learners are asked to do so.
Effective at the beginning of new content BUT must transition to student directed problem solving as they gain some understanding of the concepts and procedures.
Can be effective - but instructors must very overtly model their thinking processes AND demonstrate wide variety of problems.
This page is for a software product that supports technology-based worked examples, but it has some good info!
Worked Solutions (vicarious because the expert created the solution) - this refers to providing a worked out, step-by-step solution - WITH LOTS OF EXPLANATIONS -to students in a handout. It is very similar to a "worked example" - except it is done more asynchronously. To create the explanations, think about what you would say to a viewer to explain your steps. Write those explanations out to accompany the solutions. This is a critical element of an effective worked solution.
Detailed solution showing all steps WITH elaborate explanations. The explanations "scaffold" , or support the student as he/she learns to solve.
Effective at the beginning of new content BUT must transition to student directed problem solving as they gain some understanding of the concepts and procedures.
Structure student studying with the worked solutions - Effective to insert strategic questions into the worked out solution (e.g. Explain the relationship between steps C and D).
7-minute video on worked solutions (suggest start at 2:30)
Demonstrations
This page describes what demonstrations are, and how you can make them more effective for student learning.
Spoiler - have the students PREDICT the outcome before the demonstration - this greatly improves what students learn from demonstrations. You could do this using your Iclickers!
Learning from Errors
Instructors demonstrate or work out problems with out making mistakes.
Hmmmm - students don't usually do it that way!
So - you should demonstrate common ERRORs that occur in labs, problems etc - and how to recover from them!
"error generation" was related to more correct responses!
Another aspect of vicarious learning goes beyond the problem solving skills, but included professional skills. The professionalism you display in class is a great example of the professionalism you want the students to emulate. Consider the following professional skills:
Communication - prompt and respectful
Appearance - professional
Work ethic - on time and accurate
Confidence - confident and assuring
Attitude - positive and keeping cool when there are problems
Respectful - willing to hear diverse opinions and provides positive feedback
Lastly ..
Literature Citations on Worked Examples
Demonstrations can be done by either students or instructors...let's explore both. But first, let's talk about WHAT can be demonstrated.