William R. Schleter

Teaching History Summary

I started at UT in 1997 with a half-time assignment of coordinating engineering graphics classes. A few years later those classes were combined with others into a sequence of two 6 hour integrated freshman engineering classes that combined graphics, programming, physics, and design, and I became involved with all aspects of those classes. The subsequent evolution of those class into the current set of core classes that are required of all freshman engineering students happened in 2005, and I was heavily involved in that development as well. I co-developed all materials for the two physics classes (EF 151 and EF 152) and I have completely developed the two computer classes (EF 105 and EF 230). In 2014 I fully implemented an online version of EF 230 that ran concurrently with normal sections. I've also been involved in an effort to implement more hands-on activities such as programming robots and arduino microcontrollers to supplement the traditional teaching of programming in EF 230.

I don't know what is considered a standard teaching load, but I'd venture to guess that the number of students that I'm responsible for is relatively high compared to most faculty, and all this while also spending a significant amount of time on support tasks. As shown by the data below, I have worked with almost 13,000 students over the past 15 years. My ratings in the lecture environment have always been very high. The ratings for the lab classes are lower, but those classes represent an entirely different environment in which I prepare the material and assignments while graduate teaching assistants present the material and interface with the students.

If you are viewing this document online, the links on the charts provide access to the course web sites and the raw data behind the evaluation numbers. This data includes students' free form comments. If you view the EF 151 data you'll see that, for a class this size, there is a very positive feedback from students and that my ratings are identical to those of Dr. Richard Bennett, a 30 year veteran with numerous teaching awards. In addition, the students overall enjoy the true team teaching style that we've developed. This style and approach not only keeps the students attention better in lecture, but the implicit benefits of having two people involved in every aspect of the class leads to redundancy, better decisions, and fewer things forgotten - all important factors in delivering a quality class to a large number of students.

Lecture Classes

Classes		People		EF Survey2,3	SAIS, ECE4				Grade Dist2
Semester	Courses1	Fac/GTA	Students		1	2	3	4
Spring, 2022	EF 151	1/1	101
Fall, 2021	EF 151	2/7	575
Spring, 2021	EF 151	2/4	204
Fall, 2020	EF 151	3/8	589
Spring, 2020	EF 151	2/3	164
Fall, 2019	EF 151	3/10	705
Fall, 2019	FY s12	1/0	15
Spring, 2019	EF 152	3/9	490
Fall, 2018	EF 152	2/3	150
Fall, 2018	FY s12	1/0	23
Spring, 2018	EF 152	2/8	469
Spring, 2018	ME 470	1/0	58
Fall, 2017	EF 152	2/3	151
Spring, 2017	EF 152	2/8	499
Fall, 2016	EF 152	2/3	159	4.2	4.5	4.5	4.6	4.5
Spring, 2016	EF 151	2/3	211	4.3	4.2	4.3	4.3	4.2
Fall, 2015	EF 151	3/9	597	4.5	4.2	4.1	4.3	4.2
Spring, 2015	EF 151	2/3	214	4.4	4.3	4.3	4.3	4.2
Fall, 2014	EF 151	3/8	560	4.3	4.1	4	4.2	4
Spring, 2014	EF 151	2/3	192	4.4	4.1	4.2	4.2	4.1
Fall, 2013	EF 151	2/7	506	4.0	3.7	3.7	3.8	3.7
Spring, 2013	EF 151	2/2	182	4.4	4.2	4.2	4.3	4.1
Fall, 2012	EF 151	2/6	453	4.4	4.1	4.2	4.2	4.1
Spring, 2012	EF 151	2/2	161	4.6	4.2	4.2	4.5	4.3
Fall, 2011	EF 151	2/3	409	4.4	4.2	4.3	4.4	4.2
Spring, 2011	EF 151	2/6	136
Fall, 2010	EF 151	2/6	440
Spring, 2010	EF 152	2/5	296
Fall, 2009	EF 152	2/2	143
Spring, 2009	EF 151	2/3	160
Spring, 2009	EF 152	2/5	344
Fall, 2008	EF 151	2/5	420
Fall, 2008	EF 152	2/3	134
Spring, 2008	EF 151	2/3	159
Fall, 2007	EF 151	2/5	334
Spring, 2007	EF 151	2/3	158
Fall, 2006	EF 151	2/5	342
Spring, 2006	EF 151	2/3	176
Fall, 2005	EF 151	2/7	289
Spring, 2005	EF 102	5/20	377
Fall, 2004	EF 101	4/22	505
Spring, 2004	EF 102	5/22	313
Fall, 2003	EF 101	7/24	395
Spring, 2003	EF 102	7/26	358
Fall, 2002	EF 101	8/29	464
Spring, 2002	EF 102	6/27	383
Fall, 2001	EF 101	7/29	485

1. Course materials for all semesters of all classes are available via the links above.
   EF 151 - (4 credit lecture/lab) - Physics for Engineers I
   EF 152 - (4 credit lecture/lab) - Physics for Engineers II
   EF 101 - (6 credit lecture/lab) - Engineering Approach to Physical Phenomena
   EF 102 - (6 credit lecture/lab) - Fundamentals of Engineering Mechanics
2. All ratings based on EF Surveys (~90% response rate)
   EF scale 1 (very good) to 5 (poor) converted to SAIS scale 5 (very good) - 0 (very poor)
3. Lecture Evaluation Question: "Rate the overall quality of Prof. Schleter's effectiveness in presenting the material."
   If the rating is linked, the link shows a page with all the student responses.
4. Fall, 2016 the university switched from SAIS to ECE. The numbers shown are the weighted average for these 4 ECE questions: 1 (contribute), 3 (responsive), 4 (respectful), 5 (feedback)

Lab Classes

Classes		People		EF Survey2,3	SAIS				Grade Dist2
Semester	Courses1	Fac/GTA	Students		1	2	3	4
Spring, 2016	EF 230	2/3	145	mentor
Fall, 2015	EF 230	2/4	306	mentor
Spring, 2015	EF 230	2/3	165	mentor
Fall, 2014	EF 230	1/4	283	3.5	na	na	na	na
Spring, 2014	EF 230	1/3	131	3.4	na	na	na	na
Fall, 2013	EF 230	1/4	238	3.1	2.8	3.1	2.8	2.9
Spring, 2013	EF 230	1/3	140	3.8	3.6	3.8	3.7	3.7
Fall, 2012	EF 230	1/4	216	3.5	3.4	3.5	3.5	3.3
Spring, 2012	EF 230	1/3	121	3.9	3.2	3.3	3.1	3.1
Fall, 2011	EF 230	1/3	177	3.3
Spring, 2008	EF 105	1/4	166	3.4
Fall, 2007	EF 105	1/4	416	3.0

1. Course materials and ratings are available via the links above.
   EF 105 - (1 credit lab) - Computer Methods in Engineering Problem Solving
   EF 230 - (2 credit lab) - Computer Solution of Engineering Problems
   
2. All ratings based on EF Surveys (~90% response rate)
   EF scale 1 (very good) to 5 (poor) converted to SAIS scale 5 (very good) - 0 (very poor)
3. Labs were developed and coordinated by me and taught by GTAs.
   Lab Evaluation Question: "Rate the overall quality of the class."