Development of Experential Learning Modules for Environment Systems Analysis

对密歇根理工大学100多名环境工程本科生的学习风格评估表明，大多数学生是主动的、感知的、视觉的和顺序的学习者。不幸的是，传统的教育经验提倡被动的语言技能。虽然学习偏好和经验显然不匹配，但学生必须发展各种学习方式。这只有在整个课程中提供均衡的教育体验时才能实现。本项目为大二阶段的环境测量与分析学期课程开发了十个学习模块。五个单元由四个共同要素组成：一个基于改进的Kolb学习周期的讲座，介绍使用统计数据分析方法的环境数据的动机、理论、应用和分析；计算机为基础的工具，为学生指导学习数据分析方法和仪器；数据采集和分析实验的经验实验室和实地会议；以及讨论的机会，以促进对材料的理解，并提供技术演示的机会。这些模块的材料以计算机为基础，允许课堂演示，异步学习，多媒体元素的整合，并通过CD-ROM和互联网广泛传播。其余五个模块与之相似，但没有计算机学习工具。由于每个模块都是自我支持的，其他教师可以按照适合任何特定课程的顺序组装工具。学习模块的有效性评估将通过多种措施来确定：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访谈。在几个测试地点实施和审查之后，这些工具将在2002年环境工程和科学教授教育需求会议上公开发布。

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.