Development of Experential Learning Modules for Environment Systems Analysis

对密歇根理工大学100多名环境工程专业本科生的学习风格评价表明，大部分学生是主动型、感知型、视觉型和顺序型学习者。 不幸的是，传统的教育经验促进被动的语言技能。 虽然学习偏好和经验明显不匹配，但学生必须发展各种学习风格。 只有在整个课程中提供均衡的教育经验组合时，才能实现这一目标。该项目正在为大二的环境测量与分析课程开发十个学习模块。 五个模块包括四个共同的要素：一个讲座建立在修改科尔布的学习周期，介绍动机，理论，应用和分析环境数据使用统计数据分析方法;基于计算机的工具，学生为导向的学习有关数据分析方法和仪器;实验室和数据采集和分析实验的现场会议;和讨论的机会，以促进材料的理解，并提供技术演示的机会。 这些模块的材料是基于计算机的，允许课堂演示，异步学习，多媒体元素的整合，以及广泛的 通过光盘和互联网传播。 其余五个单元类似，但没有基于计算机的学习工具。 由于每个模块都是独立的，这些工具将可供其他教师按照适合任何特定班级的顺序组装。学习模块有效性的评估将通过各种措施来确定：学生测试版工具评估，学生对照组比较，高级工作评估和学生离职面谈。 在几个试验点实施和审查后，这些工具将在2002年环境工程和科学教授教育需求会议协会上公开发布。

Learning style evaluation of more than 100 environmental engineering undergraduate students at Michigan Technological University indicates that the majority of students are active, sensing, visual, and sequential learners. Unfortunately, traditional educational experiences promote passive, verbal skills. While learning preferences and experiences are clearly mismatched, it is imperative that students develop all styles of learning. This can only happen when a balanced mix of educational experiences is provided throughout the curriculum.This project is developing ten learning modules for a sophomore level, semester-based course in Environmental Measurements and Analysis. Five modules consist of four common elements: a lecture built upon a modified Kolb's learning cycle to introduce the motivation, theory, application, and analysis of environmental data using statistical data analysis methods; computer-based tools for student-directed learning about data analysis methods and instrumentation; experiential laboratory and field sessions for data acquisition and analysis experiments; and discussion opportunities to facilitate understanding of material and offer technical presentation opportunities. Materials for these modules are computer-based, allowing classroom presentations, asynchronous learning, integration of multimedia elements, and widespread dissemination via CD-ROM and the Internet. The remaining five modules are similar, but do not have a computer-based learning tool. As each module will be self-supporting, the tools will be available to other faculty to assemble in the order that suits any particular class.Assessment of the learning module effectiveness will be determined through a variety of measures: student beta-version tool evaluation, student control group comparisons, evaluation of senior level work, and student exit interviews. After implementation and review at several test sites, the tools will be publicly released at the 2002 Association of Environmental Engineering and Science Professors Education Needs Conference.