A Hands-On Tutorial on How To Incorporate Computing for Social Good in the Introductory Course Sequence

2020 ◽  
Author(s):  
Mikey Goldweber ◽  
Lisa Kaczmarczyk ◽  
Rick Blumenthal ◽  
Alison Clear
Keyword(s):  
Social Good ◽  
Introductory Course ◽  
Hands On ◽  
Course Sequence

scholarly journals Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

2020 ◽  
Vol 8 (1) ◽  
pp. 138-153 ◽  
Author(s):  
MaryGrace Erickson ◽  
Danielle Marks ◽  
Elizabeth Karcher
Keyword(s):  
Case Studies ◽  
Latin Square ◽  
Situational Interest ◽  
Behavioral Engagement ◽  
Introductory Course ◽  
Video Lectures ◽  
Hands On ◽  
College Course ◽  
Instructional Formats ◽  
Introductory College

This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

An Introductory Course in Thermal Fluid Engineering

2000 ◽  
Author(s):  
I. Sorensen ◽  
M. Ellis ◽  
C. Dancey ◽  
B. Vick ◽  
D. Jaasma ◽  
...  
Keyword(s):  
Heat Transfer ◽  
Fluid Mechanics ◽  
Team Teaching ◽  
Mechanical Engineering ◽  
Engineering Faculty ◽  
Organizational Skills ◽  
Introductory Course ◽  
Faculty Teaching ◽  
Laboratory Report ◽  
Hands On

Abstract Experiences related to a new sophomore level course, “Introduction to Thermal Fluid Engineering,” are described. Several hundred students have taken the course and are currently enrolled in the follow-on courses in thermodynamics, fluid mechanics, and heat transfer. The introductory course is structured as a two-hour per week lecture with a laboratory that meets three times during the semester. Although thermodynamics, fluid mechanics, and heat transfer subjects are introduced sequentially during the course, the overlap and inter-relationships between topics are emphasized. It has been beneficial both for students and the faculty teaching the course to see the bigger picture of the three courses as a whole rather than as separate topics. The open laboratories are manned by a graduate student or senior who guides the students through hands-on experiments. Each of the three simple experiments is designed to illustrate important principles and reinforce the computational skills of the students. A web site has been established to help guide the students in preparing the written portion of the laboratory report. Team teaching of some sections has been tried and compared to the standard one teacher per section approach. Feedback from the students indicated a surprising acceptance of having several teachers for a course when they were well coordinated. One advantage mentioned by the students was to introduce them to more of the mechanical engineering faculty early in their studies. Because this is the first course requiring engineering analysis taught by the mechanical engineering faculty, it provides the opportunity to direct them in their problem solving and organizational skills that will be useful throughout the rest of their courses. Student evaluations are included as part of the results presented.

scholarly journals Design and evaluation of the I-SCAN faculty POCUS program

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Michael Janjigian ◽  
Anne Dembitzer ◽  
Caroline Srisarajivakul-Klein ◽  
Khemraj Hardower ◽  
Deborah Cooke ◽  
...  
Keyword(s):  
Training Programs ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Median Score ◽  
Introductory Course ◽  
Hands On ◽  
Before And After ◽  
Online Feedback ◽  
Passing Score ◽  
Longitudinal Phase

Abstract Background Point-of-care ultrasound (POCUS) is becoming widely adopted with increasing accessibility of courses. Little is known about the optimal design of the introductory course or longitudinal training programs targeting hospitalists that are critical to success. Methods Hospitalists at four academic sites participated in a two-day introductory course and a longitudinal phase comprising clinical POCUS practice, clip uploading with online feedback, hands-on teaching, and monthly ultrasound conferences. Assessments were performed immediately before and after the two-day course and after 1 year. Results Knowledge increased from baseline to post two-day course (median score 58 and 85%, respectively, p < 0.001) and decreased slightly at 1 year (median score 81%, p = 0.012). After the two-day introductory course, the median score for hands-on image acquisition skills, the principal metric of participant success, was 75%. After 1 year, scores were similar (median score 74%). Confidence increased from baseline to post two-day course (1.5 to 3.1 on a 4 point Likert scale from Not at all confident (1) to Very confident (4), p < 0.001), and remained unchanged after 1 year (2.73). Course elements correlating with a passing score on the final hands-on test included number of clip uploads (r = 0.85, p,0.001), attendance at hands-on sessions (r = 0.7, p = 0.001), and attendance at monthly conferences (r = 0.50, p = 0.03). Conclusions The I-ScaN POCUS training program increased hospitalist knowledge, skill and confidence with maintained skill and confidence after 1 year. Uploading clips and attending hands-on teaching sessions were most correlative with participant success.

A One-Credit Hands-On Introductory Course in Electrical and Computer Engineering Using a Variety of Topic Modules

2009 ◽  
Vol 52 (2) ◽  
pp. 263-272 ◽  
Author(s):  
John W. Pierre ◽  
Francis K. Tuffner ◽  
Jeffrey R. Anderson ◽  
David L. Whitman ◽  
A. H. M. Sadrul Ula ◽  
...  
Keyword(s):  
Computer Engineering ◽  
Introductory Course ◽  
Hands On

Laboratory Activities Used in a Sophomore Materials Science Course at Texas A&M University

2000 ◽  
Vol 632 ◽  
Author(s):  
R. B. Griffin ◽  
A.L. Epps ◽  
K. T. Hartwig
Keyword(s):  
Materials Science ◽  
Student Work ◽  
Class A ◽  
Active And Collaborative Learning ◽  
Laboratory Activities ◽  
Hands On ◽  
Series Of Experiments ◽  
Course Sequence ◽  
College Of Engineering ◽  
Electrical Components

AbstractA sophomore materials science course has been developed at Texas A&M University as part of a larger five course sequence through the support of the National Science Foundation. Texas A&M University is a member of the NSF sponsored Foundation Coalition. The courses were developed to include active and collaborative learning, application of technology, and integration as important components. Currently, a majority of departments within the College of Engineering (COE) at Texas A&M University have adopted the five-course sequence. During fall 99, the COE is teaching the materials course to 260 students or four sections of 70 students each.As part of the development of the materials class, a series of experiments have been developed for use within the classroom. The experiments give the students an opportunity to experience hands-on activities. Several of the activities are done within the classroom, while others are performed in a separate laboratory building. The classes consist of two- 1 h 50 min. periods, and this time provides the opportunity to have the laboratory activities in class. The experiments encourage the development of teams and support various applications of materials science. The majority of students have very limited laboratory experience, and this course provides them an opportunity to develop some laboratory skills. Currently, we do seven experiments: 4-point bending, tensile test: metals and polymers, heat treatment, thermal conductivity, viscosity demonstration, and electrical components. In the paper and during the presentation, we will demonstrate several of the experiments and provide examples of student work. A detailed description of each experiment will be included in the paper.

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