Assessing and Disseminating Group Learning Pedagogy in Fluid Mechanics and Heat Transfer while Using Hands-on Desktop Units with Interchangeable Cartridges

CCLI第二阶段扩展项目正在帮助教师克服使用新的以学习者为中心和以团队为导向的教学方法的阻力，他们经常认为这种教学方法耗时且无效。该项目正在设计廉价的微型桌面设备，称为桌面动手合作学习模块(DLMS)，并在流体力学和传热学课程中对它们进行测试。这些系统和简单的指导为教授们提供了一种方便的方式来尝试新的教学方法，在教学材料中穿插，并使用它们来强化重要的概念。这四种教学方法包括合作、动手、主动和基于问题(CHAPL)策略。其他六所拥有不同学生的大学正在测试这一模式。项目评估不仅是对想法的验证，而且是一种反馈机制。学生测试和概念清单结果以及教授和学生调查作为更新模块、说明和随之而来的问题的指南。该项目正在通过期刊、国家教育会议、学者社区、教育讲习班和特邀研讨会传播其成果。这一总体方法是一个测试案例模型，用于评估引入新的教学方法和发展致力于此的学者社区的方法。

This CCLI Phase 2 Expansion Project is helping faculty overcome resistance to using new learner-centered and team-oriented teaching pedagogies which they often see as time-consuming, ineffective paradigm shifts. The project is designing inexpensive, miniaturized desktop equipment called Desktop Hands-on Cooperative Learning Modules (DLMs) and testing them in Fluid Mechanics and Heat Transfer classes. These systems along with easy instructions are offering a convenient way for professors to try out new pedagogies, to intersperse them with lecture material, and to use them to reinforce important concepts. The four pedagogies include Cooperative, Hands-On, Active, and Problem-based (CHAPL) strategies. Six other universities, with a wide range of diverse students, are testing the model. Project assessment is not only validating the ideas, but is serving as a feedback mechanism. Student test and concept inventory outcomes as well as professor and student surveys are serving as a guide to update the modules, instructions, and problems that go with them. The project is disseminating its results through journals, national education conferences, a community of scholars, educational workshops, and invited seminars. This overall approach is serving as a test case model to evaluate ways of introducing new pedagogies and developing a community of scholars dedicated to them.