Start Date
6-6-2017 12:00 AM
Description
Short Abstract:
Engineering Technology faculty merged learning outcomes from three courses into a combined experience for first-year Electrical and Mechanical Engineering Technology students. This combined, active learning environment required the faculty to consider; assessment instruments, classroom layout, course scheduling, and team-teaching. Feedback from the first year guided changes for the second offering.
Full Abstract:
During the 2014-15 and 2015-16 academic years, Engineering Technology faculty at the Purdue Polytechnic - South Bend merged learning outcomes from 3 courses into a combined experience for first-year Electrical Engineering Technology (EET), Mechanical Engineering Technology (MET) and Engineering Technology (ET) students. Creating and delivering this combined, active learning environment required the faculty to consider; learning outcomes and assessments, classroom layout, course scheduling, and teaching as part of an instructional team. Student projects created both a structure and a theme for the course. In the team-taught, combined experience some assessments were performance-based, while others were traditional quizzes, exams, or written reports. Assessments were organized into “badges” in one of three categories; 1) required for all, 2) required for MET and ET (optional for EET), and 3) required for EET (optional for MET and ET). Students earned a ‘B’ for completing all required badges, an ‘A’ for all required badges and at least one optional badge, or an ‘F’ for failing to complete all required badges. For the second year, several changes were made in response to student feedback and instructor input. This presentation highlights the advantages and potential pitfalls of establishing a multidisciplinary active learning environment.
Integrated Electrical and Mechanical Experience for First-year Students
Short Abstract:
Engineering Technology faculty merged learning outcomes from three courses into a combined experience for first-year Electrical and Mechanical Engineering Technology students. This combined, active learning environment required the faculty to consider; assessment instruments, classroom layout, course scheduling, and team-teaching. Feedback from the first year guided changes for the second offering.
Full Abstract:
During the 2014-15 and 2015-16 academic years, Engineering Technology faculty at the Purdue Polytechnic - South Bend merged learning outcomes from 3 courses into a combined experience for first-year Electrical Engineering Technology (EET), Mechanical Engineering Technology (MET) and Engineering Technology (ET) students. Creating and delivering this combined, active learning environment required the faculty to consider; learning outcomes and assessments, classroom layout, course scheduling, and teaching as part of an instructional team. Student projects created both a structure and a theme for the course. In the team-taught, combined experience some assessments were performance-based, while others were traditional quizzes, exams, or written reports. Assessments were organized into “badges” in one of three categories; 1) required for all, 2) required for MET and ET (optional for EET), and 3) required for EET (optional for MET and ET). Students earned a ‘B’ for completing all required badges, an ‘A’ for all required badges and at least one optional badge, or an ‘F’ for failing to complete all required badges. For the second year, several changes were made in response to student feedback and instructor input. This presentation highlights the advantages and potential pitfalls of establishing a multidisciplinary active learning environment.