June 14, 2015
June 14, 2015
June 17, 2015
26.720.1 - 26.720.11
Experiential Learning Framework for Design and Development of Environmental Data Acquisition System Enhances Student Learning in Undergraduate Engineering Courses Kolb's experiential learning is a well-known effective model in education which outlines aprocess whereby knowledge is created through the transformation of experience. As studentsimmerse themselves in an active learning framework; acquisition of knowledge results from thecombination of participation, assimilation, comprehension and conceptualization of experientialprocesses in the affective, psychomotor and cognitive domains. In this paper we outline efforts to assimilate Kolb’s cycle in teaching several relatedengineering and science courses, including Instrumentation, Physics, Environmental Sciences,Basic Circuits, Programming Language, and Microprocessor Systems and to involve selectedstudents from these courses to work on specific needs for a microprocessor based environmentaldata acquisition system. The data acquisition system developed will be incorporated to anIntegrated Multi-trophic Aquaculture (IMTA) system and an autonomous boat underdevelopment at University of Maryland Eastern Shore (UMES) with suitable adaptation. While developing the data acquisition system, the engineering students not only get exposureto a cross-disciplinary team of collaborating faculty members from engineering, environmentalsciences and aviation programs at the university but also work closely with graduate studentsinvolved in the research efforts. The undergraduate students have worked with the faculty andgraduate students and have followed the system development procedure, and distilled the projectobjectives, identified design requirements, characterized system specifications, sourced allrequired components, and are well on the way to complete building the system. The final systemis based on Arduino MEGA microprocessor board, with the capability to measure eightenvironmental parameters including temperature, color, dissolved oxygen, oxidation reductionpotential (ORP), pH, and, nitrate. Anecdotal evidence can be readily observed from the studentengagement and informal feedback. Formal assessment tools for documenting outcomes arebeing developed to appraise student learning and will be utilized, assessed, and reported in thepaper.
Henry, X. S. D., & Zhang, L., & Nagchaudhuri, A., & Mitra, M., & Hartman, C. E., & Toney, C. A., & Akangbe, A. A. (2015, June), Experiential Learning Framework for Design and Development of Environmental Data Acquisition System Enhances Student Learning in Undergraduate Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24057
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