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Assessment of Innovative Environments that address Intellectual Curiosity

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Special Initiatives and Programs at Two-Year Colleges

Tagged Division

Two Year College Division

Page Count


Page Numbers

23.226.1 - 23.226.13



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Paper Authors


Mysore Narayanan Miami University

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DR. MYSORE NARAYANAN obtained his Ph.D. from the University of Liverpool, England in the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been invited to contribute articles to several encyclopedias and has published and presented dozens of papers at local, regional , national and international conferences. He has also designed, developed, organized and chaired several conferences for Miami University and conference sessions for a variety of organizations. He is a senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than thirty five papers at various Conferences and Assessment Institutes. His posters in the areas of Assessment, Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities.

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Assessment of Innovative Environments that address Intellectual Curiosity The principle behind a cognitive competence, intrapersonal competence, interpersonalcompetence, and practical competence is extremely useful while creating innovativeenvironments that address intellectual curiosity. Utilizing real world problems as a stimulus forstudent learning is not at all new and has been in practice for a very long time. Regardless, aproblem based curriculum is significantly different from the traditional discipline centeredcurriculum. It is important that the aims and objectives of problem based learning are reflectedin every aspect of the learning environment created. Scholars have identified four features thatclearly separate a problem-based curriculum from a traditional, topic-based curriculum. It isimportant that the aims and objectives of problem-based learning are reflected in every aspect ofthe learning environment created. Problem-based curriculum should document accomplishmentsat the upper levels of Bloom's Taxonomy Triangle. Scholars in the area of cognitivescience and educational psychology have identified four features that clearly separate a problem-based curriculum from a traditional, topic-based curriculum. In this presentation, the authordescribes how he has utilized the four features in the courses he teaches. He also presentsanalyses of the feedback data he has obtained and suggests guidelines for further improvement.

Narayanan, M. (2013, June), Assessment of Innovative Environments that address Intellectual Curiosity Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19240

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