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- W2463899512 abstract "Abstract DEVELOPMENT AND IMPLIMENTATION OF A CORNERSTONE COURSE: ENGINEERING OPPORTUNITESWhile graduates from traditional engineering programs are generally technically adept,they often lack the skills necessary for solving real-world complex challenges. Inresponse to the vision presented in the Engineer of 2020 Project, many engineeringeducators are reimagining courses and curriculum to provide students with opportunitiesto conceive, design, prototype and implement complex viable engineering solutions todynamic global issues.This paper will describe the development and assessment of a redesigned first yearcornerstone course called Engineering Opportunities. The course is built on a learner-centered platform that is intended to create an inclusive environment for first yearstudents to successfully transition from high school to college. The course content covershuman-centered design, systems thinking, and design thinking strategies oriented towardssolving multiple place-based design challenges. The intention of this high-impacteducational intervention within the first year for engineering students is to provide ourstudents with opportunities to become acclimated with the process of self-guided deeplearning.The structure of the Engineering Opportunities course draws inspiration from the modelof seminars, colloquium, and tutorials. Like a seminar, during class students often prepareand present their original written work for discussion and critique. In the style of acolloquium, the instructors often assign readings for each session that students discuss insmall groups. Finally, a small number of students work on a topic and meet with mentorsweekly for discussion and guidance as they would in a tutorial oriented class. The coursealso uses lecture, peer-mentor-led, and coordinator-led instruction.A mixed method assessment approach was used where focus group discussions werefacilitated and an instrument was designed to assess the incoming first year student’s (a)attitudes and perceptions about college and engineering as well as the (b) efficacy of thefirst year interventions. The assessment instrument focuses on: 1. Understanding the first year student’s attitudes and perceptions in transitioning from high school to college and into the engineering community. 2. Understanding the efficacy of interventions within the redesign cornerstone course for the purpose of aiding students in their academic careers and enhancing student learning.The data from the assessment project will provide baseline knowledge of our students forthe development of personalized academic guidance." @default.
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- W2463899512 date "2015-07-08" @default.
- W2463899512 modified "2023-10-14" @default.
- W2463899512 title "Development and Implementation of a Cornerstone Course: Engineering Opportunities" @default.
- W2463899512 doi "https://doi.org/10.18260/p.23847" @default.
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