Inventions and Impact 2: Building Excellence in Undergraduate ...

Dissemination: We have published approximately 15 refereed articles
demonstrating our results from the project. A dissemination website has
been developed and piloted. We have also disseminated the ALPs to a
number of higher-education institutions. A phase 3 proposal is underway
to develop dissemination workshops, material kits, etc.
imPaCt: Thousands of students at the University of Texas, the United
States Air Force Academy, and a local community college have used the
active learning materials as part of this project. A number of students
have also been trained in the ALPs design methodology and the assessment
procedure. The publications from this work have resulted in two Best
Papers and two Best Presentations at the ASEE annual conference. After
disseminating the materials more fully, we expect to train greater than 100
faculty and K-12 teachers in methods to develop ALPs. We also plan to
train students across the country in the area of Mechanics of Materials
through the linking of the materials to popular texts.
Challenges: The reaction of faculty and students to active learning activities
vary depending on their background, training, personality types, and
learning styles. Our methods focus on the different needs of both faculty
and students. The active learning products are specifically designed to
be efficient in time, cost, and other resources, while having the greatest
impact possible. The methods we have used, in this regard, include pedagogical
theories, design methodologies, and assessment instruments
that cover personality types and learning styles.
Poster 240
Pi: Keith Woodbury
institution: The University of Alabama
title: Vertical Integration of Ubiquitous Computational
Tools through the Thermal Mechanical Engineering
Curriculum
ProjeCt #: 0633330
tyPe: Phase I—Exploratory
target DisCiPline: Engineering
FoCus: Creating Learning Materials and Teaching Strategies
goals: The goal of this project is to vertically integrate the thermal mechanical
engineering undergraduate curriculum through standardization
on Microsoft Excel as a computational and organizational tool.
methoDs: Develop Excel-based computational modules to enhance thermal-science
instruction in mechanical engineering. Introduce these tools
into lower-level ME courses and later into upper-level elective offerings.
Measure effectiveness of this methodology through formative and summative
evaluations.
evaluation:
• Student surveys of tool usability
• Comparative performance on common exam problems
• Very little data in hand at the moment
Dissemination: Website has been established and modules that have
been developed are available.
imPaCt: Transform engineering analysis from pencil-and-paper to Excelnotebook
focus.
Challenges: Introducing new topics into existing core courses without
sacrificing original content. Additional calculation sessions (recitation)
were helpful to address this.
Poster 241
Pi: Ece Yaprak
institution: Wayne State University
Poster Abstracts
title: Using a Model Undergraduate Learning Laboratory for
Teaching Real-Time Embedded-Systems Networking
ProjeCt #: 0632890
Co-Pi: Karen Tonso
tyPe: Phase I—Exploratory
target DisCiPline: Engineering
FoCus: Conducting Research on Undergraduate STEM
Education
goals: The goals are as follows: Studying course development and learning
laboratory activities for an interactive learning lab for teaching realtime,
embedded-systems networking: building a learning laboratory,
teaching a new undergraduate course, using the lab for design projects,
holding a workshop for faculty, and teaching a summer workshop for high
school teachers and students.
methoDs: In the undergraduate course taught in fall 2007, students
learned about real-time embedded networking by working in teams to
complete both faculty-directed and student-interest research projects. A
study of curriculum-development process suggests a novel approach, as
well as the need for more such research.
evaluation: n educational ethnographer with expertise in engineering
education research studied both course development and learning lab activities
by collecting field notes, interviews of students and faculty, course
materials, and students’ work. Faculty evaluation of student reports contributed
to understanding what students learned, while ethnographic
data developed understandings about processes through which students
learned. Similar activities are planned for upcoming faculty and HS workshops
planned for summer 2008. By the time of this conference, most activities
will be completed. Preliminary results suggest that students’ prior
experiences and student interactions proved vital to learning.
Dissemination: One paper has been accepted at the ASEE 2008 conference,
a second is pending, and a paper about course development is
almost ready for submission to a peer-reviewed journal. Summer 2008
workshops (faculty and HS) will continue this effort. Finally, all course materials
will be added to an RT/ESN website, where they will be available
to interested faculty.
imPaCt: Studying both the course development and learning laboratory
activities affects STEM education by:
1) Creating learning and teaching strategies for undergraduate, seniordesign,
and high school teachers and students
2) Developing faculty expertise in RT/ESN
3) Implementing educational innovations by creatively organizing the
laboratory
4) Assessing learning and evaluating innovations in all facets of the
project
5) Researching undergraduate education in STEM learning and teaching
in the new course, with an in-depth ethnographic study of the course
by an engineering education researcher
6) Research about course development suggests the need for more research
of this sort from which educators can learn.
2008 Course, Curriculum, and Laboratory Improvement (CCLI) Program Book a139