Work in Progress: Curriculum Revision and Classroom Environment Restructuring to Support Blended Project-Based Learning in First-Year General Engineering Laboratory Courses
Work in Progress: Curriculum Revision and Classroom Environment Restructuring to Support Blended Project-Based Learning in First-Year General Engineering Laboratory Courses
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正在进行的工作：课程修订和课堂环境重组，以支持第一年通用工程实验室课程中的混合项目学习
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
J. Mitchell
中科院分区：
文献类型：
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作者：
Brandon B. Terranova;C. Weyant;Steven L. Wrenn;Youngmoo E. Kim;L. Khuon;Kristin Imhoff;K. Ayers;A. Kontsos;L. Hrebien;J. Mitchell
这份工作进展报告详细介绍了三个季度的第一年通用工程实验室课程序列的重组，以一个长期的基石设计项目结束。在2015年实施的一个特别工作组的动机，以改善第一年的共同课程，这种发展努力影响了这三个季度的前两个季度，第一年计划实验室课程序列。来自学院所有工程系的教师代表聚集在一起，以解决三个目标。第一个目标是建立一个强调专业技能和工程设计的课程结构。其次是创建一个“迷你项目”数据库，以整合到新的课程结构中。第三个目标是建立一个混合学习环境，利用网上讲座和评估，结合动手，基于问题的学习实验室活动。在2016 - 2017学年的秋季和冬季季度，三个以设计为重点的小型项目进行了试点。一个以专业技能为重点的“微型项目”在秋季季度的前三周运行，然后是一个以设计为重点的“迷你项目”的七周。冬季季度的试点部分开始于一个不同的为期七周的小型项目，然后是另一个为期三周的以专业技能为重点的微型项目。为这项工作开发的前三个小型项目名为：机器人仪器，热机和超级跑车挑战赛。在秋季和冬季的季度，学生在试点部分进行自我效能感调查之前和之后，他们的项目的基础上，李克特型规模。这些测试评估了他们对项目的印象，并在项目前后对他们的相关知识和能力进行了自我评估。本文提出的初步结果表明，学生对新课程结构和试点小型项目的满意度有所提高。
This work-in-progress report details the restructuring of a three-quarter first-year general engineering laboratory course sequence ending in a term-long cornerstone design project. Motivated by a taskforce implemented in 2015 to improve the first-year common curriculum, this development effort affects the first two quarters of this three-quarter, first-yearprogram laboratory course sequence. Faculty representatives from all engineering departments in the college were assembled to address three goals. The first goal was the establishment of a course structure emphasizing professional skills and engineering design. Second was the creation of a database of "mini-projects" to be integrated into the new course structure. The third goal was the establishment of a blended learning environment which uses web-based lectures and assessments in conjunction with hands-on, problem-based-learning laboratory activities. Three design-focused mini-projects were piloted during the fall and winter quarters of the 2016 – 2017 academic year. A professional skills-focused "micro-project" ran for the first three weeks of the fall quarter, followed by seven weeks of a design-focused "mini-project". Pilot sections in the winter quarter began with a different seven-week mini-project followed by three weeks of another professional skills-focused micro-project. The first three mini-projects developed for this effort were titled: Robot Instruments, Heat Engine, and the Supercap Car Challenge. During the fall and winter quarters, students in the pilot sections were given self-efficacy surveys before and after their projects based on a Likert-type scale. These gauged their impressions of the projects, and self-evaluated their relevant knowledge and abilities before and after the projects. Early results presented in this paper indicate an improved level of student satisfaction with the new course structure and the pilot mini-projects.