Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
First-Year Programs and Design in Engineering Education
The incorporation of active learning in our curriculum has been a pedagogical goal of our school toward enforcing learning and long-term knowledge retention. We established state-of-the-arts teaching facilities and infrastructure to enable this goal. We also created a human organization that is capable of empowering students’ learning through experimentation and exploration while being able to dynamically respond to their specific educational needs. This, component of our education, which has been growing rapidly over the past six years, is a result of a collaboration between our faculty and teaching staff. As new experiments and projects are envisioned they must be evaluated and assessed before they become part of our curriculum. Initially, we introduced small groups of our college students to these new activities through focused pilots, but as the demands increased, it became difficult to have a thorough evaluation through these short programs. Thus, we established a pre-collegiate summer program to prototype and develop new learning initiatives before they get integrated into the full curriculum. We decided to engage a different student body, a group of international students of diverse backgrounds. Indeed, this summer program became a valuable platform to develop, experiment, and evaluate new active learning exercises. The outcome of this yearly program has helped modify and enhance our formal offering for “our” College students. This paper will discuss our methodology of addressing factors influencing the success of this program, including: (1) Method of student selection prior to the start, and team formation upon the start of the program. (2) Choice of piloted topics in support of our official college curriculum. (3) Mechanism of curricular development, including program workshops and design competitions. (4) Mechanics of piloting new activities and engaging the participating students. (5) Assessment of learning outcome (before, during, and after program completion).
Chalah, A., & Habbal, F., & Raspuzzi, M. (2018, June), Design, Implementation, and Assessment of a Summer Pre-collegiate Program at Harvard School of Engineering and Applied Sciences (SEAS) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30273
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