Chris

One of my classes is "Fundamentals of Surveying I", a beginning course in the math that is commonly used by surveyors and engineers, as well as basic field procedures for surveyors. Last quarter I made the erroneous assumption that the students had a stronger math background than was the case. I need to revamp this course to a more basic level, and attempt to still end the quarter with a reasonably close outcome to my previous objective.

1) //Is this course lower division, upper division, or graduate level?// This is a beginning level course, although there is a math prerequisite. Unfortunately the prerequisite does not cover much of the math involved in the course (there is some basic addition and subtraction, but also a lot of trig). The end result of this course needs to have the student able to perform correctly and in a reasonable amount of time these calculations that are very common in both an office and a field work setting. 2) //Is the subject primarily cognitive, or does it include the learning of significant physical skills as well?// This course teaches a combination of skills that entail the physical measurement of angles and distances, then using those measurements to determine three-dimensional coordinates based on previously determined values. 3) //Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other?// The answer to this is, 'Yes". The field is reasonably stable, as the vast majority of what is done remains basically the same (with the exception of the ebb and flow of work due to the economy), as far as the **type** of work goes. There are some new field opening up, but they are quite niche-market jobs at this time. The profession is riding a rocket of new equipment and technology, some of which eliminates some personnel, but adds to the overall volume of work in those niche markets. There is the aforementioned new equipment whose manufacturer's would love to make the impetus of a paradigm shift, but the cost makes it prohibitive for many small practitioners to incorporate. Much of that work can be done with existing tools, so the breakdown of time, labor costs, and quality of product are battling to see which ends up on top (although it will most likely be the technology, once the costs come down).
 * Step 1, Part 1**

1) //Does the State or related professional societies have professional accreditation requirements that effect the goals of this learning experience?// Yes and no. Some states are requiring a four-year degree to become a licensed Land Surveyor, while others do not. Many states will allow education to be used towards a requirement for time spent working in the profession, and a two-year degree can account for two years of the four years required for the first step of the two-step licensing process. This is accepted in most, if not all states at this time. Professional societies have no requirements, but assist professionals in obtaining Continuing Education Units. 2) //Has the teacher taught this subject before, or is this the first time?// I have taught this course in the past, but my students were in a University, and had a much more stringent math prerequisite. Many of the students were upper-level undergraduate students in the Engineering Department or the Geography Department. The previous math helped many of them have a basic background in the computations, making for a higher level of achievement at the end of the course. 3) //What prior experiences, knowledge, skills, and attitudes do the students have regarding the subject?// Some students have some field experience, some have a strong math background, and some have no idea about the field whatsoever. One thing very few of them are lacking is attitude!
 * Step 1, Part 2**

be able to produce a new set of coordinate pairs when given a single coordinate pair and a bearing or azimuth and distance from that coordinate pair to the new location. will be able to go out in the field and successfully transfer elevations from one location to another, while checking their work for acceptable accuracy. || There is also a possibility that they will go into education, and somehow manage to get the "Table" function for a page like this to work the way they want it to.
 * Step 2, Part 1**
 * Years from now, students will....... ||  ||
 * Kind of Learning || Result ||
 * Foundational Knowledge || know how to determine direction and distance given two sets of coordinate pairs.
 * Application || realize the information presented in class is the appropriate course of action to take to determine the layout of a street or property line, and recall the formula to perform the required calculations. ||
 * Integration || be given new and dissimilar tasks that require the use of the information used in this class, and will understand that they can apply the knowledge to a different task than those assigned in the past. ||
 * Step 2, Part 2**
 * Kind Of Learning || Result ||
 * Human Dimension || realize that the information they have been presented is used in a greater variety of situations than those to which they have previously been exposed. They will realize they have the ability and skills to perform complicated calculations that will answer the questions they need to answer to create the information needed in their job to successfully perform an assigned task or solve a technical problem. They will feel lie a skilled professional. ||
 * Caring || be able to successfully perform their jobs, make a good living, and pass that information on to other, less experienced associates. ||
 * Learning how to Learn || be able to take all of the information they have acquired over the course of time and create a project from beginning to end, verifying all steps have been performed to acceptable standards, and create a final product that is useful to others, without any outside, more experienced assistance. ||

But I doubt it.

1) Forward Looking Assessment:
 * Step 3 Feedback and Assessment**
 * based on real-world practices.
 * constant reinforcement of problem-solving skills.
 * lab assignments reflect common professional level tasks.
 * Equipment, procedures, and lab environments are very similar to on the job tasks.
 * Final results produce documentation of both classroom and lab teachings.
 * As in the "real world", tasks will be repeated to ensure students understand the process, and if not, can work on acquiring the parts they weer deficient in the first (or second) time the task was performed.

2) Criteria and Standards
 * include grading rubric with each assignment, which includes all of the tasks needed to complete the project.

3) Self Assessment: 4)FIDeLity
 * As tasks are presented, homework covering those tasks is assigned. Each subsequent assignment has the steps from previous assignments included. As the student progresses, they become more comfortable and familiar with the earlier tasks.
 * Students work in small groups, as a team, and so have constant feedback from other team members. Many decisions need to be made as a team, not only because they are working towards a common end, but because their grade is based on the final result achieved by all.
 * homework is assigned on a weekly basis, as well as exercises in class bolster understanding of the tasks.
 * in class exercises are exclusively for skills improvement, not for grades. Students can see how they are doing without the pressure of grades.
 * praise the students fro a job well done.
 * if the student is struggling, discretely offer assistance outside of the class time.

Information and ideas**.** The student will learn how to**:**
 * Step 4: Teaching and Learning Activities:**
 * recognize the difference between bearings and azimuth, determining how to convert between systems
 * calculate latitudes and departures from bearings or azimuth and distances
 * calculate new coordinates from given bearings or azimuth and distances
 * calculate bearings or azimuth and distances from given coordinates
 * determine measured angle from given directions
 * reduce zenith angle and slope distances to horizontal distance and difference of elevation

Experiences. The student will have hands-on experience in:
 * setting up a tripod with a tribrach and prism attached.
 * setting up and operating a total station survey instrument.
 * measuring zenith angles and slope distances to a target,
 * measuring horizontal angles between two targets.
 * watching other student practice these procedures, and critique fellow students through the learning process.

Reflection. After classroom lecture and practice with calculations and fieldwork have been concluded, students will: know how to determine direction and distance given two sets of coordinate pairs. be able to produce a new set of coordinate pairs when given a single coordinate pair and a bearing or azimuth and distance from that coordinate pair to the new location. will be able to go out in the field and successfully transfer elevations from one location to another, while checking their work for acceptable accuracy. ||< 1) Forward Looking Assessment 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1) classroom education in the mathematics of the process of determining desired information 2) Grading rubric supplied with assignment 3) Does the student carry out the task with understanding 4) constructive feedback from the instructor || 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1)perform the task in a field setting, using the correct tools for the appropriate tasks 2) Grading rubric supplied with assignment 3) is the student confident in their understanding of the process 4) Mentoring and advising related to results of field work || 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1)can the student be assigned a different task that has the components of the training and apply the experience to a new task 2)was the task completed successfully, or did the student need additional information to synthesize the information into the new task 3)What did the student feel went well, and where do they need to improve in their process 4) Offer additional information as to the process, procedures, and how to use the existing knowledge to be applied in another situation || realize that the information they have been presented is used in a greater variety of situations than those to which they have previously been exposed. They will realize they have the ability and skills to perform complicated calculations that will answer the questions they need to answer to create the information needed in their job to successfully perform an assigned task or solve a technical problem. They will feel lie a skilled professional. ||< 1) Forward Looking Assessment 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1)Can the student predict potential situations where the knowledge they have acquired can be implemented 2)Were the tasks performed up to industry standards 3)Does the student feel their performance of the tasks has improved over the course of time 4) Work with students to hone their skills, as well as discuss the situations where those skills can be used, and how those dkills can be improved upon || 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1)Will the student want to do this kind of work 2) Does the student perform the tasks well enough to perform the task in a professional setting 3) Is the student confident enough in their understanding and performance to pass that knowledge on to other, less experienced students 4) Positive reinforcement of the training and understanding of the student's skills ||<  || 2) Criteria and Standards 3) Self Assessment 4) FIDeLity ||< 1) Is the (former) student working in the field, attending conferences, and adding to their professional experiences with continuing education 2) Is the student working their way up in the industry, increasing their responsibility and earning potential 3) Does the student feel comfortable with their skill set, their job, and their continued success in their profession 4) Is the student being offered better wages, more desirable projects, and opportunities for a more satisfying career options ||
 * put previous training into use by reducing field notes to determine measured angles, horizontal distances, and differences of elevation.
 * calculate latitudes and departures and new coordinates for each location from which measurements were taken to subsequent locations.
 * calculate elevations for each new location using field measurements.
 * adjust measurements to calculate a closed traverse.
 * complain about how hard it was to do all of this stuff.
 * < ** Learning Goals: ** ||< ** Feedback & Assessment Procedures: ** ||< ** Teaching & Learning Activities: ** ||
 * < **1. FOUNDATION KNOWLEDGE:**
 * < **2. APPLICATION:** realize the information presented in class is the appropriate course of action to take to determine the layout of a street or property line, and recall the formula to perform the required calculations. ||< 1) Forward Looking Assessment
 * < **3. INTEGRATION:** be given new and dissimilar tasks that require the use of the information used in this class, and will understand that they can apply the knowledge to a different task than those assigned in the past. ||< 1) Forward Looking Assessment
 * < **4. HUMAN DIMENSION:**
 * < **5. CARING:** be able to successfully perform their jobs, make a good living, and pass that information on to other, less experienced associates. ||< 1) Forward Looking Assessment
 * < **6. CONTINUED LEARNING:** be able to take all of the information they have acquired over the course of time and create a project from beginning to end, verifying all steps have been performed to acceptable standards, and create a final product that is useful to others, without any outside, more experienced assistance. ||< 1) Forward Looking Assessment