Capturing the Hearts and Minds of PE Students – Sharing Effective Teaching Approaches
Recorded on March 26, 2013 (90 minutes)

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SPE recognized the inaugural winners of the Petroleum Engineering Faculty Support Program at the 2012 ATCE.  These awards are designed to help attract, develop, and retain petroleum engineering faculty worldwide. The program award grants to faculty in three categories including teaching excellence.  The SPE Teaching Fellow Award recognizes faculty for unique and creative pedagogy methods. It encourages faculty to excel in the classroom and provide teaching best practices to be shared with other departments.  We hope you will join us to learn from these award winning educators on how they are able to motivate their students to excel.


In this webinar, the three recipients of the Teaching Fellow Award will share their teaching practices that enable them to motivate students to excel.  A common theme from all three is to show you sincerely care about each individual student and his or her success.

Dr. Matthew Balhoff is currently an assistant professor in the Petroleum and Geosystems Engineering Department (PGE) at UT-Austin. He worked as a postdoc in the Center for Subsurface Modeling (CSM) group in the Institute of Computational and Engineering Sciences (ICES) at the University of Texas at Austin from 2005-2007. Dr. Balhoff’s research consists of modeling flow and transport through porous, subsurface media with applications to hydrocarbon recovery, carbon storage and sequestration, and chemical EOR. He teaches courses on reservoir engineering, numerical reservoir simulation, fluid properties, and numerical methods with computer programming. Dr. Balhoff received his BS in 2000 and PhD in 2005, both in chemical engineering from Louisiana State University.

A note from Dr. Balhoff: Students are most successful with instructors that interact with them inside and outside of class, have “active learning” exercises that encourage them to “learn by doing”, and collaborate with peers both on short, in-class problems and in major, team-based projects. An imaginary barrier often exists between faculty and students which hinders learning during these interactions. Students are often intimidated by their instructors because they are older, more educated, and appear busy. Furthermore, college instructors are often subject to stereotypes (such as being disconnected from young culture). These perceptions lead to students being intimidated, afraid to ask questions during class, and disinterested in visiting during office hours. This perceived barrier results in a classroom atmosphere that is absent of active learning styles. Instead of a learning environment that involves dialogue between students and faculty, student questions, and feedback to the instructor, students are left to transcribe notes for an hour. In this presentation, pedagogical techniques for breaking this barrier are described.

Yildiray Cinar is a senior lecturer in petroleum engineering at the University of New South Wales, Australia. He holds BS and MS degrees from Istanbul Technical University and a PhD from Clausthal Technical University. His research areas of interest include experimental, numerical and analytical reservoir engineering, enhanced oil and gas recovery, special core analysis and CO2 sequestration. He has written more than 75 papers in these areas. He holds the 2011 Faculty Excellence of Teaching Award, 2012 SPE Asia-Pacific Region Distinguished Faculty Award and 2012 SPE Teaching Fellow Award. He is an associate editor for SPE Journal and Journal of Petroleum Sci. & Eng.


A note from Mr. Cinar:  In this presentation I will talk about project-based learning in petroleum engineering. First, I will give a brief description of project-based learning. Then I will present my 5-year observations of peer assessments, performance prediction and diversity of the students. The presentation will end with a few concluding remarks.    
 

Dr. Marshall C. Watson, Roy Butler Chair and Chair of the Bob L. Herd Department of Petroleum Engineering, has been a professor at Texas Tech serving on the petroleum engineering faculty since 2006.  As the recipient of multiple teaching awards, he teaches undergraduate senior level design courses and graduate courses in EOR, property evaluation and unconventional reservoirs. 

Marshall received a BS from Cornell University and his MS and PhD from Texas Tech in Petroleum Engineering.  He is a registered professional engineer in Texas and three other states.  Prior to arriving at Tech, his industry experience was with both major and independent oil companies, beginning with Shell Oil Company working as a production and reservoir engineer in the Permian Basin.  Marshall has authored and co-authored several presentations, technical papers, and courses including the recently published SPEE Monograph 3, “Guidelines for the Practical Evaluation of Undeveloped Reserves in Resource Plays”. 

Marshall is member of the Society of Petroleum Evaluation Engineers (SPEE), Society of Petroleum Engineers (SPE), and the Roswell and West Texas Geological Societies.  He was the SPEE 2012 President.  Marshall has two patents, one for horizontal drilling and the other for hydraulic fracturing.

A note from Dr. Marshall: This presentation will focus on techniques I have developed over the years to convey the theory taught in the classroom to application in the field.