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This project supports the success of undergraduate engineering students through coordinated design of curricula across STEM course sequences. The Analysis, Design, Development, Implementation, Evaluation (ADDIE) framework and backward design are being used to develop guides for instructors to align learning outcomes, assessments, and instructional materials in a physics – engineering mechanics course sequence. The approach relies on the analysis of student learning outcomes in each course, identification of interdependent learning outcomes, and development of skills hierarchies in the form of visual learning maps. The learning maps are used to illustrate the knowledge required and built upon throughout the course sequence. This study will assess the effectiveness of a course redesign intervention, which uses visual learning maps and backward design concepts, to guide instructors within a common course sequence to align learning outcomes and assessments. If successful, the intervention is expected to improve students’ primary learning and knowledge retention, as well as persistence and success in the degree. The study will compare academic performance among Mechanical Engineering B.S., Environmental Engineering B.S., and Civil Engineering B.S. students who begin a Physics for Engineers – Statics – Dynamics course prior to the intervention (control) and after the intervention (treatment). During control and treatment terms, students’ primary learning in individual courses will be assessed using established concept inventories. Retention of knowledge from pre-requisite courses will be tracked using pre-identified problem sets (quizzes, exams) specifically associated with interdependent learning outcomes in the Statics and Dynamics courses. Students’ primary learning and knowledge retention in the sequence will be related to longer term student success outcomes, including retention and graduation. The poster will show the results of the research team’s first year of work, including an analysis of current course materials, learning maps for each course, identification of interdependent learning outcomes, example guiding materials and templates for instructors, and preliminary student performance data from the control cohort.
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Applying Project-based Learning to Improve Computer Networks Courses: An Experience Report
Project-based learning (PjBL) has been increasingly adopted in computer science courses to improve students’ engagement and learning outcomes. Although a computer networks course is in great need of a PjBL course module, no such module is available due to the huge gap between PjBL’s design requirements and the current structure and content of the course. This paper introduces a novel PjBL module for a computer networks course, which challenges the students with a real world problem of developing the communication system for a smart lock. Following the PjBL design principles, we devise several scaffolding activities and assignments, which can be integrated into a semester-long computer networks course. We test ran the PjBL module in both undergraduate- and graduate-level computer networks courses. Our preliminary evaluation results show that the proposed PjBL module is well received by the students and helps improve their learning outcomes.
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- Award ID(s):
- 2104337
- PAR ID:
- 10342126
- Date Published:
- Journal Name:
- EDUCON
- Page Range / eLocation ID:
- 148 to 156
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/EDUCON52537.2022.9766750
