Implementation of the Question Formulation Technique as a Teaching Strategy in Renewable Energy Engineering Education
- Conference
- Location
-
Virtual On line
- Publication Date
-
June 22, 2020
- Start Date
-
June 22, 2020
- End Date
-
June 26, 2021
- Conference Session
- Tagged Division
-
Energy Conversion and Conservation
- Page Count
-
33
- DOI
-
10.18260/1-2--34777
- Permanent URL
-
https://peer.asee.org/34777
- Download Count
-
485
Paper Authors
Claudia Torres Garibay Oregon Institute of Technology
Dr. Claudia Torres Garibay is an associate professor in the Electrical Engineering and Renewable Energy department at Oregon Institute of Technology. Her educational background includes a Ph.D. in Materials Science and Engineering at the University of Texas at Austin (2007), a M.S. in Materials Science at the Advanced Materials Research Center (Mexico, 2000), and a B.S. in Electrical and Industrial Engineering at Chihuahua Institute of Technology (Mexico, 1996). Dr. Torres Garibay has taught several courses and laboratories at both Klamath Falls and Portland-Metro campuses, and served in various administrative positions, including department chair and program director.
Jessica Kerby Oregon Institute of Technology
First year graduate student in the Renewable Energy Engineering program at the Oregon Institute of Technology. Previous Master of Science in Physics from the University of Cincinnati, Ohio.
Andrew Powers Minigan Right Question Institute
Andrew P. Minigan is the Right Question Institute’s (RQI) Director of Strategy. He facilitates active learning experiences for educators, faculty, researchers, and students in both K-12 and higher education, and he has worked with tens of thousands of learners from around the world. Andrew conducts research and consults on other researchers’ empirical work, and he also designs new learning experiences and curricula to support educators, researchers, and learners. He is a Co-P.I. on two National Science Foundation funded grants. One grant provides support to develop a strategy so researchers can learn how to formulate better, more transformative research questions, and the other grant will make possible a national convening on innovations in teaching the skill of question formulation to researchers and in higher education. He is also a P.I., with Sarah Westbrook, on a Library of Congress grant that will provide learning opportunities for educators around the country, especially those working with traditionally underrepresented students, so they may learn a strategy to facilitate more effective student-driven inquiry on primary sources.
Andrew conferred an Ed.M. in Human Development & Psychology from the Harvard Graduate School of Education and graduated summa cum laude with a B.A. in Psychology from the University of New Hampshire. He is currently a doctoral student at the Northeastern University Graduate School of Education.
Abstract
The Question Formulation Technique (QFT), a powerful yet simple teaching strategy recently featured in an ASEE online webinar, teaches students how to formulate, work with, improve, and use their own questions. As a result, students become more confident researchers, and better value the role of question formulation in the learning process. While the QFT has been widely used in other educational settings, its adoption in higher education has recently been accelerated in-part because of a National Science Foundation research study. In this work we demonstrate two unique, innovative ways to integrate the QFT as a teaching tool for renewable energy engineering students. First, we will make visible how the QFT was utilized in a junior level class in Materials for Renewable Energy Applications to develop the outline of a term research paper. Secondly, we will share how the QFT was used in a cross-listed senior/graduate course in Bioenergy to develop a research topic. The QFT’s impact on student learning will be described and eminently practical details for integrating the QFT into engineering coursework will be outlined.
Torres Garibay, C., & Kerby, J., & Minigan, A. P. (2020, June), Implementation of the Question Formulation Technique as a Teaching Strategy in Renewable Energy Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34777
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015