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Follow instructions. Provide a response that will continue engagement with student.

Provide a response to this student discussion post: Response needs to be at 300 words.

Post 1: With mathematics and engineering, it’s imperative to think about the different ways one may teach. For math it was suggested that attention, modeling mathematical thinking, engagement and contingency could be lost within, and may need to be emphasized in the lecture (Fry et al., 2009, p.233). With teaching math, students must develop the understanding of concepts. Many times, teaching mathematics can be seen as low engagement due to not as many questions asked and/or responded to (Fry et al., 2009). Notes and examinations can enable the students to put concepts together. However, it was specifically being innovative with assessments that can assess knowledge through construction of questions as something I learned. Assessments can be seen as a form of learning (Fry et al., 2009). While institutions have variances in how they aim to teach different mathematical topics, there is a need to be aware that students learn differently and have a variety of experiences with subject areas that need to be kept in mind when teaching such a diversetopic.
With teaching engineering it’s imperative to keep in mind what the industry expects from graduates versus what students want. I learned from this chapter that there are three combined identities that effective lecturers have in this subject matter: teacher, academic, engineer (Fry et al., 2009). The lecturer themselves should have an active interest in all three at once. Lecturers should have knowledge about engineering education overall, rather than what they only know from practice in the field, only research, or the one engineering class they took in college. Additionally, compared to the mathematics section, I took away different ways that I had not considered approaching teaching regarding engineering. For example, utilizing enquiry led learning or problem-based learning (Fry et al., 2009). Many students lose basic understanding of concepts, or they are simply not taught. Projects, papers, and other forms of problem-based learning can be used to complement lectures.
A change that may need to happen in the future are individual assessments and opportunities for feedback in both subject matters. I work at a stem-based campus, and the only assessments I have seen done are ones on the professor?s themselves and not necessarily the subject matter. By allowing students to input their thoughts and ideas on the subject matter, it may enable opportunities for a variety of changes to happen. Keeping in mind that as technology is advancing, utilizing it to focus on student learning can make a difference as well. The approaches to which one lectures in these courses can have an impact on current students and future generations to come.
Fry, H., Ketteridge, S., & Marshall, S. (2009). In A handbook for teaching and learning in higher education: Enhancing academic practice (4th ed) essay, Routledge.

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