Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Engineering Design Graphics
Researchers and practitioners have long sought ways to improve the pedagogical practices and methods in engineering and technical graphics courses. The focus of these methods has historically involved technology use, software integration, and enhanced assessment strategies (Mapson, Clark, & Ernst, 2008). This paper describes the creation of an active learning framework and process of module development in efforts to build requisite knowledge and skills for at-risk learners enrolled in university introductory engineering design and technical graphics courses. Students with a Grade Point Average (GPA) of less than 3.0 and unlikely to matriculate into the secondary level of an engineering major or related discipline are considered “at-risk” (Ernst & Clark 2012).
Specifically, the module sequence, strategy for building direct relevance for at-risk populations, and culminating performance-based learning tasks are identified and detailed. Student-originated reference points of learning are leveraged through relevant imagery, examples, and objects in further building personalized meaning and deeper comprehension of processes. Ten learning modules were initially developed within the Problem-Based Learning Modules (PBLM) framework and are currently being pilot tested under the Active Learning Modules to Support Problem-Based Learning: Effects on Engineering Retention and Academic Outcomes of At-Risk Students project funded through the National Science Foundation IUSE Program (Award # 1725874) to refine through evidence-based process outcomes.
Ernst, J. V., & Glimcher, S., & Kelly, D. P., & Clark, A. C. (2018, June), Board 84 : Active Learning Module Development for At-Risk Learners in Engineering Graphics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30120
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