- Conference Session
- Thinking About the Engineering Curriculum
- Collection
- 2012 ASEE Annual Conference & Exposition
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Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign
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Educational Research and Methods
identifying the strategic core, we discussed what topics and activities students couldchoose. The negotiable elements reinforce the strategic core, but give students autonomy topursue personal purposes and competencies. For example, students could choose to take thehour exams or they could choose to create design projects or education resources. Page 25.357.93.3.3 Create course structures To present the strategic core and the negotiable elements in a way that supportedstudents’ sense of competence, we required students to create three learning agreements thatwould replace the normal course syllabus. These learning agreements would be
- Conference Session
- Research Informing Teaching Practice II
- Collection
- 2012 ASEE Annual Conference & Exposition
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Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign
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Educational Research and Methods
Page 25.1320.8engineering design tradeoffs. Faculty can aid students in making a habit of refocusing back to“big ideas” throughout the course by intentionally making connections between smaller andbigger ideas. For instance, in the design of a project, the assignment might ask students to run acost-benefit or design tradeoff analysis as part of a report. Additionally, students can find reallife engineering projects in newspapers or online articles and reflect on how the skills they arelearning in the classroom present themselves outside of the academic realm6.LimitationsOne of the limitations in this study is in the nature of the course. Although ECE 101 follows apre-defined syllabus and has had similar course objectives over the years, like
- Conference Session
- Research in Assessment
- Collection
- 2012 ASEE Annual Conference & Exposition
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Alan Chong, University of Toronto; Lisa Romkey, University of Toronto
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Educational Research and Methods
uniquesupervisors from 22 distinct academic departments, and across theoretical, clinical, design andlaboratory settings, demonstrating a vast breadth of project scope. Outside of the student-supervisor relationship, students are provided with assignment guidelines, workshops, andrubrics to scaffold the documentation and communication of the research, which includes fourdeliverables: a proposal, an interim report, presentation and final research report. The statedlearning objectives, taken from the course syllabus, are as follows: • Write a strong research proposal, identifying and developing a gap in a science/engineering related field, and develop a plan/method for addressing that gap • Conduct and write a literature review, summarizing the state