Multi-Disciplinary Project-Based Paradigm that Uses Hands-on Desktop Learning Modules and Modern Learning Pedagogies

Guardado en:

Detalles Bibliográficos
Publicado en:	Association for Engineering Education - Engineering Library Division Papers (Jun 26, 2011), p. 22.1088.1
Autor principal:	Schlecht, William David
Otros Autores:	Van Wie, Bernard J, Golter, Paul B, Richards, Robert F, Adam, Jennifer C, Ashley Ater Kranov, Compere, Marc, Maurer, Edwin, Davis, Denny C, Adesope, Olusola O, Law, Joseph D, Brown, Gary Robert, Dutta, Prashanta, Thiessen, David B, Baba, Abdul
Publicado:	American Society for Engineering Education-ASEE
Materias:	Assessments Electrical engineering Classrooms Engineering education Skills Cartridges Engineers Modules Distance learning Problem solving Colleges & universities Students Interviews Classroom learning College students Engineering Hands Teaching Innovations Polls & surveys Paradigms Evaluation Conceptual knowledge Teachers Cooperative learning Concepts College faculty Project-based learning Community colleges Lectures Interdisciplinary aspects
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	Multi-Disciplinary Project-Based Paradigm that Uses Hands-on Desktop Learning Modules and Modern Learning PedagogiesIn this CCLI Type II Program we are promoting adoption of research-based teaching pedagogiesof collaborative, hands-on, active, and problem- or project-based learning (CHAPL). It has beenestablished that traditional lectures ARE NOT best for student learning – yet that is what thecommunity almost universally does! Furthermore, engineers work in broad multidisciplinaryteams while classroom learning is individual and narrow. Yet, educators rarely invest the timeand resources necessary to employ such innovations.We are further refining Desktop Learning Modules (DLMs) within a CHAPL setting forChemical, Civil, Mechanical, Bio- and Electrical Engineering courses at a diverse set ofinstitutions, including a community college engaged through a distance learning mode. Aworkbook is being developed and tested for easier adoption of the hands-on units andaccompanying pedagogy. Both quantitative and qualitative assessments are showing positiveimpacts. Concept inventories are showing students learn key concepts at least as well from eachother in a guided inquiry as they do from lecture. Critical reasoning assessments reveal studentsbecome better aligned with what is expected of graduating engineers ready for industry and thatthe CHAPL/DLM environment serves to reinforce understanding of emergent phenomena, and todevelop analytical, evaluative and problem-solving skills. Interviews, surveys and team reportsreveal students are better able to visualize concepts and that classroom exercises are promotingteam skills and academic rigor. Faculty interviews reveal enhanced awareness of studentmisconceptions and improved monitoring of student growth in conceptual understanding andinterpersonal skills.The poster and paper will highlight our findings and illustrate the CHAPL environment. Hands-on DLMs with cartridges used in teaching principles in the various disciplines will bedemonstrated. A survey will be offered to those viewing the poster to assess potential interest inadoption of the DLMs and in participating in an NSF Type III proposal for TransformingUndergraduate Engineering Education through use of the DLMs and associated CHAPLpedagogies.
Fuente:	Library Science Database