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Interactive and Collaborative Materials Science and Processing Course with Integrated Lab

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Materials Division Technical Session 2

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Anastasia Marie Rynearson Campbell University Orcid 16x16

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Anastasia Rynearson is an Assistant Professor at Campbell University. She received a PhD from Purdue University in Engineering Education and a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teaching experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa Technical College and Future Faculty Fellow teaching First-Year Engineering at Purdue University. She focused on integrated STEM curriculum development as part of an NSF STEM+C grant as a Postdoctoral Research Assistant through INSPIRE in the School of Engineering Education at Purdue University Her current research interests focus on early P-12 engineering education and identity development.

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Alison K. Polasik Campbell University Orcid 16x16

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Alison K Polasik received a B.S.E. degree in Materials Science and Engineering from Arizona State University in 2002, and M.S. and Ph.D. degrees from The Ohio State University in 2005 and 2014, respectively. She has been part of the adjunct faculty at Columbus State Community College, and was a full-time lecturer at OSU from 2013 until 2015. From 2015 to 2018, she was an assistant professor of practice in the Department of Materials Science and Engineering at OSU. In Autumn 2018, she joined Campbell University as an Associate Professor of Engineering.

Dr. Polasik's research interests include modeling of microstructure-property relationships in metals, assessment of educational outcomes, and engineering-specific epistemology in undergraduate students.

Dr. Polasik is a member of ASM, TMS, and ASEE.

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Research has established that learning is dramatically improved when lessons include hands-on practice and application. Laboratory activities are perhaps the deepest application common to engineering curricula. In the fall of 2016, our university introduced a general engineering program that incorporates project-based courses throughout the curriculum and teaches most engineering courses in a Classroom Laboratory, blending the content-focused (lecture) and hands-on (lab) aspects of engineering classes into a seamless course offering. The first Materials Science and Processing course was first taught in the fall 2017 semester. This course mixes just-in-time lecturing with laboratory activities in three weekly 110 – minute sections. Five hands-on labs guide the course interspersed with weekly problem-based assignments, peer instruction, and a symposium-style poster presentation for the final project. Learning outcomes for the course include the technical Materials Science and Processing knowledge as well as writing laboratory and research reports, developing experimental procedures, and gathering data to form conclusions. Using ICAP framework developed by Chi & Wylie, many of the course activities are designed to fall within the Constructive and Interactive modes of engagement. This paper outlines the set-up and operation of the course including the physical space and course design, describes several successes and lessons learned, and reports on indirect assessment of students’ learning including student poster presentations and the Materials Concept Inventory. Ideas for transferring the most salient aspects of the course to introductory materials science courses in a more traditional lecture format will be presented.

Rynearson, A. M., & Polasik, A. K. (2019, June), Interactive and Collaborative Materials Science and Processing Course with Integrated Lab Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33001

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