Adapting Multiple Intelligence Principles to Increase the Number of Quality Hispanic Engineering Graduates

UTEP正在通过采用新墨西哥州立大学的方法来提高工科本科生的成功率。这些方法解决了多元智能问题，并在同级促进者环境中实现。该项目将动手演示、计算机模拟和其他学习辅助工具整合到一个协作的本科工程课堂中，以加深对工程基础的理解。与历史数据相比，期望包括更高的通过率和更好的纵向表现。例如，考虑这样一个场景，一群学习动力学的学生被展示了一个振动进料器，在这个进料器中，螺丝似乎神奇地沿着坡道走到预定的位置，在那里它们被机器人捡起来。这种现象是粘/滑摩擦的简单应用。学生们用该设备进行实验，以了解它的工作原理，使用模拟来确定改变参数的效果，然后设计一个新的振动输入来尽可能快地移动螺丝。形成性评估措施被用于指导课程开发。正在使用总结性评估来测试干预措施的短期和长期效果。

UTEP is increasing the success rates of undergraduate engineering students by adapting methods from the New Mexico State University. The methods address multiple intelligences and areimplemented in a peer facilitator environment. The project integrates hands on demonstrations, computer simulations, and other learning aids into a collaborative undergraduate engineering classroom to produce deeper understanding of the basics of engineering. Expectations include higher pass rates and better longitudinal performance as compared to historic data.Consider for example, the scenario in which a group of students studying dynamics are shown a vibratory feeder in which screws seem to magically walk themselves up a ramp into a predetermined location where they are picked up by a robot. The phenomenon is a simple application of stick/slip friction. The students experiment with the device to discover how it works, use a simulation to determine the effect of changing parameters, then design a new vibratory input to move the screws as quickly as possible.Formative assessment measures are being used to direct the curriculum development. Summative assessments are being used to test the efficacy of the interventions in both the short and long term.